ethanporcaro/eric-fulltext-meta huggingface dataset:
Provision of GCSE Subjects 2019. Statistics Report Series No. 128
Author: Gawedzka, Gosia
Date: 2022-04-11
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Single Sex Schools,Disadvantaged Schools,Gender Differences,School Size,Incidence,Intellectual Disciplines

This Statistics Report is the fourth in a new series produced by the Research Division at Cambridge University Press and Assessment, using publicly available school performance data from the Department for Education (DfE). The aim of the new series is to provide a continuation of the Statistics Reports that were previously produced using National Pupil Database (NPD) data which has become more difficult and time-consuming to access. This report is focused on the provision of General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE/International GCSE) subjects in England in 2019. The data were downloaded from the DfE's &quot;Find and compare schools in England&quot; service, and consisted of Key Stage 4 (KS4) results at a school level in all subjects in schools and colleges in England, as well as school characteristics such as school gender, admissions policy, and the number of disadvantaged pupils at the end of KS4. In this report the level of provision is presented by different school classifications: school type, school attainment, school gender, school size and school deprivation level. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. [For the third report in the new series, &quot;Provision of GCSE Subjects 2018. Statistics Report Series No. 127,&quot; see ED622080.]
Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. In Five Volumes. Volume V -- In Two Parts. Part 1 [Report of the Commissioner of Education]
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1896-00-00
Type: Historical Materials
Subjects: Statistical Data,Public Schools,Urban Schools,Secondary Schools,Teacher Education,Higher Education,Professional Education,Womens Education,Art Education,Cultural Differences,Gender Bias,Retirement Benefits,Teacher Retirement,Coeducation,Attendance,Study Abroad,College Students,Vocational Education,Foreign Countries

This is the Report of the Commissioner of Education, part of the Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. The Bureau of Education report is contained within volume five, which is in two parts. Part one contains: (1) The Commissioner of Education's Introduction; (2) Statistics of State Common-School Systems; (3) City School Systems; (4) Statistical Review of Secondary Schools; (5) Statistical Review of Normal Schools; (6) Statistical Review of Higher Education; (7) Statistical Review of Professional Schools; (8) The Educational Systems of England and Scotland, with Statistics for 1893-94; (9) Manitoba School Case; (10) Education in France; (11) Public Education in Belgium; (12) Education in Central Europe; (13) Education in the Netherlands; (14) Education in Italy; (15) Report of the Loyal Commission on Secondary Education; (16) Papers Accompanying the Report of the Loyal Commission on Secondary Education; (17) Higher Education in Russian, Austrian, and Prussian Poland; (18) Art education in the public schools; (19) Facilities for the University Education of Women in England; (20) Educational Status of Women in Different Countries; (21) Chautauqua: A Social and Educational Study; (22) Pensions for Teachers; (23) Coeducation--Compulsory Attendance--American Students in Foreign Universities--Continuation and Industrial Schools; and (24) Educational Directory. [For the first part of the Commissioner of Education's 1894-95 report, see &quot;Report of the Commissioner of Education for the Year 1894-95. Volume 2. Containing Parts II and III&quot; (ED622083).]
Report of the Commissioner of Education for the Year 1894-95. Volume 2. Containing Parts II and III
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1896-00-00
Type: Historical Materials
Subjects: Educational Practices,Age Differences,Withdrawal (Education),College Admission,Educational Certificates,Vocational Education,Land Grant Universities,Sociology,Professional Education,Medical Schools,Geographic Location,African American Education,Educational Finance,Public Schools,Student Transportation,Educational History,Religious Schools,Geographic Regions,Exhibits,History Instruction,United States History,Immigrants,Civil Rights,Drinking,Judaism,Italian Americans,Publications

This is Volume 2 of the Report of the Commissioner of Education for the Year 1894-95, containing Parts II and III. Part II contains the chapters: (1) The Bell and Lancaster System; (2) At What Age do Pupils Withdraw from the Public Schools; (3) Admission to College by Certificate; (4) Technological Instruction in the Land-Grant Colleges; (5) Instruction in Sociology in Institutions of Learning; (6) Professional Education; (7) Medical Schools of the United States; (8) Education in the Several States; (9) Education of the Colored Race; (10) The Slater Fund and the Education of the Negro; (11) Education in Alaska; (12) The Social Unit in the Public School Systems of the United States; (13) The Conveyance of Children to School; (14) Check List of American Schools; (15) Original Establishment of State School Funds; (16) Education in the Northwest during the First Half Century of the Republic, 1790-1840; (17) The American Common School in New England from 1790 to 1840; (18) Parochial Schools; (19) Eighty Years of the Public Schools of Washington, D. C., 1805-1885; (20) Early Educational Life in Middle Georgia; (21) The Cotton States and International Exposition at Atlanta, Ga., in 1895; (22) English Methods of Teaching American History; (23) Protection of Italian Emigrants in America; (24) Education and the Talmud; (25) Publications of the Bureau of Education; and (26) Scientific Temperance Instruction in the Public Schools. Part III covers Statistical Tables. [Volume 1 is not available. For the continuation of the Commissioner of Education's 1894-95 report, see &quot;Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. In Five Volumes. Volume V -- In Two Parts. Part 1 [Report of the Commissioner of Education],&quot; see ED622082.]
Double Punished: Locked out of Opportunity. How Education Policy Fails Students behind Bars
Author: Beach, Paul
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Correctional Education,Correctional Institutions,Institutionalized Persons,Juvenile Justice,State Policy,Educational Policy,Governance,Accountability,Educational Finance,Financial Support,Delinquency,At Risk Students,Access to Education,Racism,Ethnicity,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,Students with Disabilities,School Districts

Today, and on any given day in the U.S., tens of thousands of students are attending school behind bars. Juvenile justice education fails many of these students, resulting in a double punishment for youth: the punitive experience of incarceration for their alleged offense and the potentially catastrophic disruptions of their educational pathway. This report reviews juvenile justice education policies in all 50 states, Washington, D.C., and Puerto Rico. The authors focused their review on three related sets of policy tools that are crucial for improving outcomes for youth who are incarcerated: governance, accountability, and finance. While each of these policy tools creates opportunities for reform, designing all three to be mutually reinforcing has broader impact at the system level. However, the review of current state policies shows that there is much to improve. State policymakers are responsible for designing policies that allow high-quality education to flourish in juvenile facilities. To that end, the authors conclude the report by offering recommendations to state and local policymakers for leveraging governance, accountability, and finance to improve the quality of juvenile justice education. [This project received financial support from the Margulf Foundation.]
Assessing Pre-Literacy Behaviors in Infants and Toddlers: Psychometric Evaluation of the Infant Toddler Literacy Assessment (&quot;ITLA-3&quot;)
Author: Jackson, Barbara J.
Date: 2022-03-01
Type: Reports - Research
Subjects: Infants,Toddlers,Child Development,Psychometrics,Test Construction,Criterion Referenced Tests,Child Care Centers,Rating Scales,Preschool Education,Early Intervention,Construct Validity,Test Reliability,Factor Analysis

Assessment of emerging literacy in young children is generally limited to either skill development in children over 3 years of age or the quality and context of young children's early literacy experiences. Although there has been promotion of their early literacy experiences, assessment of emerging pre-literacy behaviors in children younger than 3 years has yet to be organized into a single tool. Preliminary work on the &quot;Infant Toddler Literacy Assessment (ITLA)&quot; has progressed through initial steps of scale development and shown promise as a criterion-based, standardized assessment for tracking children's pre-literacy behaviors and guiding practitioners in supporting development of those behaviors in populations that might otherwise show delays later-on. Previous analyses of data on 450+ children provided statistical support of a developmental sequence of &quot;ITLA&quot; exemplar behaviors, from easiest or earliest learned to later developed skills. Results of the present study showed the &quot;ITLA-3&quot; has moderate construct validity with the &quot;PPVT™-IV&quot; and demonstrates one overall construct of pre-literacy across its 15 exemplars and 105 behaviors. Evidence now exists to support use of &quot;ITLA-3&quot; by early childhood teachers to assess and guide the advancement of pre-literacy behaviors in infants and toddlers. Ongoing development of the &quot;ITLA-3&quot; is recommended for further standardization.
Assessing Gender Differences in Teachers&apos; Digital Literacy Skills for Assisting Students with Functional Diversity
Author: Edeh, Nkechinyere Charity
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Technological Literacy,Educational Technology,Electronic Learning,Student Diversity,Faculty Development,Special Education,Students with Disabilities,Teacher Competencies,Foreign Countries

Education provides an opportunity for all students to learn skills and knowledge that will assist them to develop their full potentials. However, functional diversity presents significant challenges to some students which make them require additional assistance in order to learn especially in this digital era. The digital era has brought about changes in education which in turn require teachers' acquisition of the digital literacy in order to remain efficient in assisting students with functional diversity. This work assessed gender differences in teachers' digital literacy for assisting students with functional diversity. Questionnaire was used for data collection. The study adopted percentage, mean, standard deviation and t-test for data analysis. This study revealed that both male and female teachers possess some digital literacy skills for assisting students with functional diversity. It found that gender is not a significant factor that influences teachers' digital literacy skills for assisting students with functional diversity. The study recommends that there should be consistent training of the teachers who handle students with functional diversity at least twice in a year on emerging ICT services and facilities that enhance teaching and learning processes for effective instructional delivery of inclusive and special education.
Information-Seeking Behaviour of Parents of Students with NDD: A Case Study of Parents of Students with Intellectual Disability
Author: Eseadi, Chiedu
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Seeking,Parents,Intellectual Disability,Information Sources,Foreign Countries,Family Influence,Professional Personnel,Peer Influence,Internet,Books

Information is extremely vital for human existence, however, searching for the right information at a particular point in time is quite challenging. In the context of this research, information-seeking behaviour of parents entails the kind of behaviour that parents exhibit in order to have access to the required information for their child with intellectual disability (ID). There is a paucity of literature with respect to information-seeking behaviour of parents of children with ID. The present study intends to close this lacuna by exploring the information-seeking behaviour of parents of students with ID in the Nigerian context. Through a qualitative research approach, six (6) participants who were selected using a purposive sampling technique were studied. The instrument for data collection was a semi-structured interview. Three themes emerged from the data analysis. The study showed that information-seeking behaviour of parents of students with ID is characterised by consulting close family members, friends, professionals, reading books and surfing internet. Therefore, the study established the framework of information-seeking behaviour of parents of students with ID in the Nigerian context.
Snapshot of the 2018 Early Head Start Workforce: Who Are the Teachers and Home Visitors Serving Children and Families? Baby FACES. OPRE Report 2022-116
Author: Jones, Christopher
Date: 2022-00-00
Type: Reports - Research
Subjects: Low Income Students,Federal Programs,Social Services,Home Visits,Early Intervention,Preschool Teachers,Teacher Characteristics,Learning Activities,Program Effectiveness,Job Satisfaction,Preschool Children,Employees,Professional Development,Leadership Responsibility,Labor Turnover,Individual Characteristics

Adults who provide care and education to young children have a great responsibility, as children's early environment and relationships have profound and lifelong effects. The Early Head Start conceptual framework recognizes that the characteristics of teachers and home visitors who deliver core Early Head Start services to children and families are an important factor in achieving quality. The framework illustrates several pathways through which Early Head Start staff might influence service quality and promote enhanced outcomes for children and families. In this brief, the authors use data collected in spring 2018 from a nationally representative sample to describe Early Head Start teachers' and home visitors' characteristics, the program activities (or processes) they are part of, and how well their programs operate (or function). The authors also examine how staff-specific program processes and program functioning are associated with job satisfaction for teachers and home visitors.
Integrating Research-Supported Coaching Practices into Secondary Teachers&apos; Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement
Author: Stuhlman, Megan
Date: 2022-05-31
Type: Reports - Research
Subjects: Coaching (Performance),Secondary School Teachers,Meetings,Teacher Collaboration,Teacher Student Relationship,Faculty Development,Communities of Practice,Learner Engagement,Instructional Materials,Classroom Observation Techniques

The &quot;My Teaching Partner-Secondary&quot; (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching programs like MTPS at scale. The &quot;My Teaching Team&quot; (MTT) project sought to translate key ingredients from MTPS into existing professional development contexts that are already built into many middle and high school educators' weekly schedules: co-planning or professional learning community meetings. Six teams of secondary teachers (N = 30 teachers) participated in a pilot test of the usability of MTT materials across 5 months in one school year. Three teams elected to use MTT materials, and three elected to be a comparison group who continued their typical practices. Teams adopting MTT materials were observed to do so with good implementation integrity, and reported satisfaction with the intervention. Compared to typical practice teams, those using MTT were observed to spend more meeting time discussing teaching practice and less time discussing logistics/mechanics, and engaged in more video sharing and feedback to team members in the MTT sessions that explicitly encouraged this. The number of MTT meetings completed by a team, as well as spending more time discussing teaching practices and video sharing (but not feedback provided) during team meetings, predicted students' self-reports of greater engagement and observations of higher levels of emotional support provided in the classroom. Implications for translating empirically-supported interventions from the lab to real-world school settings are discussed. [This paper was published in &quot;Frontiers in Education&quot; v7 Article 883226 2022.]
Report of the Commissioner of Education for the Year 1895-96. Volume 1. Containing Part I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1897-00-00
Type: Historical Materials
Subjects: Laws,Boards of Education,Educational Legislation,Music Education,Public Schools,School Libraries,Public Libraries,Legislation,Popular Education,Jews,Educational History,Business Education,Educational Research,Foreign Countries

This is Volume 1 of the Report of the Commissioner of Education for the Year 1895-96, containing Part I. The volume begins with the Commissioner of Education's Introduction and a section entitled, State Common School Systems. Part I includes the following chapters: (1) Laws Relating to City School Boards; (2) The English Education Bill of 1896; (3) Education in Great Britain and Ireland; (4) Education in Central Europe; (5) Music in German Schools; (6) The American Common School in New York, New Jersey, and Pennsylvania During the First Half Century of the Republic; (7) The American Common School in the Southern States during the First Half Century of the Republic, 1790-1840; (8) Public, Society, and School Libraries; (9) Library Legislation in the United States; (10) Comparative Study of Popular Education among Civilized Nations: Administration of Popular Education; (11) Education in France; (12) Education in Mexico and Central America; (13) The Fifth International Prison Congress; (14) The Letters of Rabbi Akibah, or the Jewish Primer as it was Used in the Public Schools Two Thousand Years Ago; (15) Commercial Education in Europe, Particularly in Austria, France, and Germany; (16) Early Educational Life in Middle Georgia; (17) Horace Mann; (18) Correlation of Studies; and (19) Educational Directory. [For &quot;Report of the Commissioner of Education for the Year 1895-96. Volume 2. Containing Part II,&quot; see ED622095.]
Report of the Commissioner of Education for the Year 1895-96. Volume 2. Containing Part II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1897-00-00
Type: Historical Materials
Subjects: Vocational Education,Higher Education,Secondary Education,Fatigue (Biology),Mental Health,Agricultural Education,Industrial Education,Change Strategies,Crime,Intervention,Current Events,Art Products,Classroom Environment,Colleges,Education,Death,Urban Schools,Statistical Data,Teacher Education,Professional Education,Business Schools,African American Education,Special Schools,Students with Disabilities,Correctional Education,Institutionalized Persons,Correctional Institutions,Foreign Countries

This is Volume 2 of the Report of the Commissioner of Education for the Year 1895-96, containing Part II. Topics covered include: (1) Education in Sweden and Iceland; (2) Typical Institutions Offering Manual or Industrial Training; (3) Higher and Secondary Education in the United States; (4) Mental Fatigue in School; (5) How Agriculture is Taught in Prussia and France; (6) Industrial Education in Germany, Austria, and Switzerland; (7) Recent Efforts in Europe for the Advancement and Improvement of Agriculture; (8) Colleges Endowed by Congress for the Benefit of Agriculture and the Mechanic Arts; (9) The Bertillon System as a Means of Suppressing the Business of Living by Crime; (10) Current Discussions; (11) Current Questions; (12) Art Decorations in Schoolrooms; (13) List of Foreign Universities; (14) Educational Matters of Interest in Various States; (15) Report on Education in Alaska; (16) Necrology; (17) City School Systems; (18) Statistics of Secondary Schools; (19) Statistics of Normal Schools; (20) Statistical Review of Higher Education; (21) Statistical Review of Professional Schools; (22) Commercial and Business Schools; (23) Education of the Colored Race; (24) Schools for the Defective Classes; and (25) Reform Schools. [For &quot;Report of the Commissioner of Education for the Year 1895-96. Volume 1. Containing Part I,&quot; see ED622094.]
Report of the Commissioner of Education for the Year 1896-97. Volume 1. Containing Part I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1898-00-00
Type: Historical Materials
Subjects: Foreign Countries,Business Education,Civics,School Schedules,College Curriculum,Land Grant Universities,College Admission,College Freshmen,Childrens Rights,Imitation,Intellectual Disciplines,Educational Change,Public Schools,Rural Schools,Admission Criteria,Educational History,Kindergarten,Biology,Sociology,Metallurgy,Federal Aid,Agriculture,Exhibits

This is Volume 1 of the Report of the Commissioner of Education for the Year 1896-97, containing Part I. The volume begins with the Commissioner of Education's Introduction and Part I covers the topics: (1) Education in Great Britain and Ireland; (2) Education in France; (3) Education in Denmark; (4) Education in Norway; (5) Education in Central Europe; (6) Commercial Education in Europe; (7) The Teaching of Civics in Switzerland, France, and England; (8) Education in Greece; (9) Sunday Schools; (10) The Curriculum of the Land-Grant Colleges; (11) Requirements for Admission to Freshman Class in Colleges, Universities, and Schools of Technology; (12) The Legal Rights of Children; (13) Psychological Tendencies--The Study of Imitation; (14) Discussion of Educational Topics, by President Francis A. Walker, of the Massachusetts Institute of Technology, with some Account of His Life; (15) Horace Mann and the Great Revival of the American Common School, 1830-1850; (16) Henry Barnard; (17) Report of the Committee of Twelve of Rural Schools; (18) Entrance Requirements for Engineering Colleges; (19) Early History of the Kindergarten in St. Louis, Missouri; (20) Some Recent Contributions of Biology, Sociology, and Metallurgy to the Curriculum of Colleges Endowed by the Federal Government for the Benefit of Agriculture and the Mechanic Arts; (21) The Tennessee Centennial and International Exposition, Held in Nashville, Tennessee, May 1 to October 31, 1897; and (22) Educational Directory. [For &quot;Report of the Commissioner of Education for the Year 1896-97. Volume 2. Containing Parts II and III,&quot; see ED622097.]