ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Care and Education Programs during COVID-19: Persistent Inequities and Emerging Challenges. Findings from the 2020 California Early Care and Education Workforce Study
Author: Kim, Yoonjeon
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,COVID-19,Pandemics,Equal Education,Teacher Shortage,Educational Finance,Federal Aid,State Aid,Federal Legislation,Emergency Programs,Child Care Centers,Teacher Characteristics,Federal Programs,Low Income Students,Attendance,Faculty Mobility,Teacher Recruitment

The early care and education (ECE) system has been under-resourced and undervalued since well before the pandemic. Low pay and poor working environment have long plagued the ECE industry as key drivers of chronic high turnover rates and teacher staffing shortages in the field. Additional disparities within the system place providers on vastly different financial footing as a function of the type of program in which they operate, their access to public funding, and characteristics of the families they serve. The pandemic has exacerbated these pre-existing issues. Using data collected by the Center for the Study of Child Care Employment (CSCCE) through the 2020 California Early Care and Education Workforce Study, this report takes a closer look at the impact of COVID-19 on ECE programs in California, with a focus on program-level challenges, staffing shortages, and disparities based on program type and center funding type. While federal and state pandemic relief have played an important role in helping programs stay afloat, current job numbers suggest not enough has been done to stabilize child care as the COVID-19 pandemic continues.
A First Book in American History
Author: Eggleston, Edward
Date: 1915-00-00
Type: Books
Subjects: Textbooks,United States History,Biographies

This textbook aims to teach children the history of the country by making them acquainted with some of the most illustrious actors in it. The biographical method adopted offers a great advantage, by giving the younger pupil interesting glimpses of life in other times by means of personal anecdote.
Barnes School History of the United States. Revised and Enlarged
Author: Steele, Joel Dorman
Date: 1919-00-00
Type: Books
Subjects: Textbooks,United States History,American Indians,War,Presidents

This textbook is a course in American history through the administration of President Woodrow Wilson. This work is offered to American youth in the confident belief that as they study the wonderful history of their native land they will learn to prize their birthright more highly, and treasure it more carefully. Following an introduction that includes the Indians, the Northmen, and Epochs of American History, topics cover: (1) Early Discoveries and Explorations; (2) Development of the English Colonies; (3) The Revolutionary War; (4) Development of the States (to 1861); (5) The Civil War. Lincoln's Administration; and (6) Development of the Nation (since 1865). Colored maps are included.
Lessons in English for Foreign Women: For Use in Settlements and Evening Schools
Author: Austin, Ruth
Date: 1913-00-00
Type: Guides - Classroom - Teacher
Subjects: Textbooks,English (Second Language),Second Language Learning,Females,Immigrants,Adult Education,Reading Instruction

In this textbook, the author has given a sequence of 44 lessons for foreign women. This textbook is used for teaching English to foreign women in U.S. settlement houses. The stories in this book can be given as reading lessons, and after a time should be supplemented by other simple stories of interest to them. Any desire which will lead to self-expression on the part of the pupils helps to give them a command of the English language.
Reading with Expression. A Teacher&apos;s Manual: To Accompany the First and Second Readers
Author: Baldwin, James
Date: 1912-00-00
Type: Books
Subjects: Textbooks,Reading Instruction,Instructional Materials,Grade 1,Grade 2,Phonics,Teaching Methods

The phonic method of teaching has many great advantages; so also has the indispensable word method; and the much derided alphabet method is too valuable to be neglected. It is evident that the system of greatest efficiency in teaching reading is that which seeks to utilize and harmonize all the devices that have proved to be of most worth in all the so-called &quot;methods,&quot; whether new or old. It is upon this principle that the system underlying that textbooks for expressive reading have been constructed. This textbook is designed to enable teachers to teach children to: (1) get thought from the printed page and to interpret that thought into spoken language, readily, understandingly, expressively; (2) afford means for the cultivation and elevation of their literary and moral ideals and perceptions; and (3) satisfy their imaginative instincts, and stimulate such an interest in reading that no lesson shall be regarded as a task and no exercise as an act of drudgery.
Cobb&apos;s New North American Reader or, Fifth Reading Book
Author: Cobb, Lyman
Date: 1847-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 5

This textbook is a fifth reader. In this series, all the new words contained in each reading lesson, are placed at the head of the lesson, divided, pronounced, accented, and defined, with the part of speech designated. The scholar will thus have an opportunity to become acquainted with the spelling, pronunciation, accentuation, part of speech, and definition of all the words in each lesson before he reads them; or, if already acquainted with their orthography and pronunciation, he can go over these as a kind of review, while learning the definitions of the words. This reader contains lessons in prose and poetry. Writings by authors such as W. Gilmore Simms, J.K. Paulding, Gulian C. Verplanck, Bishop Hobart, Willis Gaylord Clark, Amelia B. Welby, and Richard H. Dana are presented.
First Lessons about Natural Philosophy, for Children. Part First
Author: Swift, Mary A.
Date: 1837-00-00
Type: Books
Subjects: Textbooks,Philosophy,Teaching Methods,Elementary School Students,Student Attitudes,Positive Attitudes,Questioning Techniques,Educational History

This textbook is a primary-grade course in natural philosophy. The form of question and answer was used in the manuscript, and is retained as the simplest method of teaching children. It has been used in this form in several schools, and the satisfaction expressed by the children has induced the author to allow its publication. Twenty-three lessons are included covering topics such as the continents, the Earth, stars, moon, sun, days, months, seasons, the rainbow, dew, frost, wind, the hurricane, the planets, gravitation, cohesion, and matter.
McGuffey&apos;s Sixth Eclectic Reader. Revised Edition. Eclectic Educational Series
Author: McGuffey, William Holmes
Date: 1921-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,United States Literature,English Literature,Authors

This textbook is a sixth reader. Selections are taken from English and American literature, and when possible, conform to the original works. Many selections have elocutionary value. In making up the Selections for Reading, great care and deliberation have been exercised. Upwards of one hundred leading authors are represented, and thus a wide range of specimens of the best style has been secured. Two new features of the Revised Sixth deserve especial attention--the explanatory notes, and the biographical notices of authors. Writings by authors such as Edward Everett, John Wilson, Charles Dickens, Patrick Henry, George Arnold, William Shakespeare, Adelaide Anne Procter, Mary Russell Mitford, John Greenleaf Whittier, Helen Hunt Jackson, and Ralph Waldo Emerson are presented.
COVID-19 Response Fund. Impact Report
Author: Hartigan, Amanda Holm
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Disease Control,Nonprofit Organizations,Strategic Planning,Resource Allocation,Grants,Social Services,Financial Support

Assisted by the COVID-19 Response Fund, nonprofit organizations and their staffs have fed thousands of families culturally relevant food, preserved housing for residents at risk of homelessness, distributed vaccines, strengthened mental health services for survivors of domestic violence, delivered enriching youth programming when schools could not safely open their doors, and advocated for equitable access to relief funds for cities and towns devastated by the loss of livelihoods--and most tragically, lives--to the pandemic. The COVID-19 Response Fund Impact Report strives to capture the scope and timeline of the COVID-19 Response Fund's work, and the lessons we have learned over the past two years that are helping us reshape our work with community leaders and nonprofits as we venture out on Our New Pathway, TBF's new strategic plan. We are made hopeful by our continued progress and our shared commitment to create a more equitable city and region in partnership with community.
Oral English. Book I
Author: Beverly, Clara
Date: 1914-00-00
Type: Historical Materials
Subjects: Textbooks,Oral Language,Elementary Secondary Education,English Instruction

This book describes methods that are the outcome of school room practice. They call for cooperation, making every member of the class an active participant in the work in hand, whether it be reading, story reproduction, original composition, or sentence analysis. The book contains suggestions for teachers of both primary and grammar grades. It serves as a guide to the most effective use of the &quot;Class Exercises,&quot; a book for grammar grade pupils. Contents include: (1) Preface; (2) Introduction; (3) Reading; (4) Oral Composition, Including Sections on Story Reproduction and Original Composition; (5) The Sentence (Appendix; German Schools; and Exercises in Composition); and (6) Index. [For Book II, see ED622221.]
Exploring Educational Ecosystems through the Lens of Intermediary Organizations: Insights for Policy and Practice
Author: Cosner, Shelby A.
Date: 2021-11-00
Type: Reports - Research
Subjects: Educational Administration,Ecology,Systems Approach,Networks,Donors,Philanthropic Foundations,Educational Policy,Nonprofit Organizations,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Partnerships in Education,Capacity Building

The UIC Center for Urban Education Leadership conducted a study in collaboration with the Qatar Foundation. As the research and work on educational ecosystems has grown, we now recognize a growing global trend that has positioned &quot;intermediary organizations&quot; in an oversized ecosystem role. Through their direct work with schools, especially the most vulnerable schools, these organizations straddle the larger ecosystem and the local schoolhouse, becoming conduits of external leadership resources into schools. With this in mind, we examined a set of more mature non-system intermediary organizations that work directly with schools to generate important insights about their work in forging relationships within and gaining vital resources from these expansive and diffuse ecosystems. Examining the ecosystem from the vantage point of these organizations generated important insights for helping non-system intermediary organizations to better consider and gain access to the kinds of ecosystem relationships and resources that are likely to prove important to their work, to schools, and to students. It also sheds light on broader issues relevant for ecosystem-building efforts. [This report was co-produced by the University of Illinois at Chicago's Center for Urban Education Leadership and WISE (World Innovation Summit of Education), an initiative of Qatar Foundation.]
Oral English. Book II
Author: Beverly, Clara
Date: 1914-00-00
Type: Historical Materials
Subjects: Textbooks,Oral Language,Grade 5,Grade 6,Grade 7,Grade 8,English Instruction,Elementary Secondary Education

The fundamental idea of &quot;Oral English&quot; Books I and II is &quot;appeal to the ear.&quot; In many books on oral English, both the eye and the ear are appealed to at the same time. In this book the first appeal is to the ear alone. Contents include 24 fifth-grade lessons; 23 sixth-grade lessons; 30 seventh-grade lessons; and 40 eighth-grade lessons. Lessons cover sentence synthesis, oral analysis, parts of speech, grammar and reading, and literary style. [Note: Pages 1-5 are missing from the full text. For Book I, see ED622219.]
Proceedings of the International Association for Development of the Information Society (IADIS) International Conferences on Mobile Learning (17th) and Educational Technologies (8th) (Virtual, March 3-5, 2021)
Author: Sánchez, Inmaculada Arnedillo, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Telecommunications,Handheld Devices,Educational Technology,Electronic Learning,Learning Analytics,Information Storage,Teaching Methods,Informal Education,Technology Integration,Users (Information),Mobility,Social Influences,Cultural Influences,Social Media,Evaluation,Research Methodology,Ethics,Innovation

These proceedings contain the papers and poster of the 17th International Conference on Mobile Learning (ML 2021) and 8th International Conference on Educational Technologies (ICEduTech 2021), which were organised by the International Association for Development of the Information Society (IADIS). Due to an unprecedented situation caused by the COVID-19 pandemic, this year the conference was hosted virtually during 3 to 5 March. The 2021 edition comprised a special theme: &quot;COVID-19 Opportunities and Challenges for Teaching and Learning Innovation in a Global Pandemic.&quot; The Mobile Learning 2021 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. This conference explores the theme of mobile learning under the following topics: (1) Learning analytics and mobile learning; (2) Cloud computing and mobile learning; (3) Pedagogical approaches, models and theories for mLearning; (4) mLearning in and across formal and informal settings; (5) Strategies and challenges for integrating mLearning in broader educational scenarios; (6) User Studies in mLearning; (7) Learner mobility and transitions afforded by mLearning; (8) Socio-cultural context and implications of mLearning; (9) Mobile social media and user generated content; (10) Enabling mLearning technologies, applications and uses; (11) Evaluation and assessment of mLearning; (12) Research methods, ethics and implementation of mLearning; (13) Innovative mLearning approaches; (14) Tools, technologies and platforms for mLearning; and (15) mLearning: where to next and how? [Individual papers are indexed in ERIC.]
Joint Educational Planning and Support for Children and Youth in Care: Cross-Ministry Guidelines
Author: Ministry of Children and Family Development (British Columbia)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Foster Care,Agency Cooperation,Child Welfare,School Role,Family Role,Caregiver Role,Adjustment (to Environment),Mental Health,Trauma,Access to Information,Information Dissemination,Resilience (Psychology),At Risk Students,Cooperative Planning,Family Environment,Teamwork,Teacher Role,Student Participation,Federal Legislation,Student Records,Child Custody,Well Being

The health and well-being of children and youth in care is the shared responsibility of many community partners. In addition to family and community involvement, two significant means of support for children and youth in care are the education system and the child welfare system. The Ministry of Education (EDUC), through public and independent schools, and the Ministry of Children and Family Development (MCFD) are committed to working in collaboration with other ministries to provide consistent and continuous support for children and youth in care in achieving their learning outcomes. These guidelines, which apply to both public and independent schools, draw from existing legislation on the rights of children and youth in care, and on existing standards for educational planning and follow-up within both ministries. Specifically, these guidelines are provided to assist school staff, child welfare workers and caregivers in responding to significant transitions for children and youth in care, including changing living arrangements, coming into foster care, or moving to a different school. The guidelines also apply to children and youth in care who have not recently experienced transition, but perhaps experience periods of increased vulnerability and difficulty as they grow and mature. [For the 2017 guidelines, see ED610456.]
College Resources. 2022 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Colleges,Educational Resources,Educational Finance,Income,Expenditures,Enrollment Trends,Trend Analysis,Student Financial Aid,School Personnel,Tuition,Human Resources,Operating Expenses,Apprenticeships,Institutional Characteristics

This report shares data on college resources in Ontario as they relate to: (1) College system revenues and expenses; (2) Trends in college funding; (3) Human resources trends; and (4) Student financial aid. Like many organizations around the world, Ontario's colleges had to adapt to a challenging and unpredictable environment during the pandemic. Among the report highlights are: (1) Colleges have continued to deliver quality programs, supported by fees from international students. If international enrolment trends should change, many colleges would face significant fiscal challenges; (2) At $5,068, the real operating grants per full-time equivalent (FTE) student in 2020-21 were approximately six per cent higher than in 2004-05 ($4,801) and 11 per cent lower than the peak of $5,673 in 2007-08; (3) Colleges employ almost 44,000 full-time and part-time people. From 2004-05 to 2020-21, the number of full-time staff employed at colleges increased by 33 per cent; and (4) In 2020-21, about 131,000 college students were OSAP recipients. This represents 74 per cent of the total full-time post-secondary enrolment. [For the 2021 report, see ED614190.]
Student and Graduate Profiles. 2022 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Student Characteristics,College Graduates,Labor Market,College Applicants,Trend Analysis,Employment Opportunities,Foreign Countries,College Students,Continuing Education,Adult Students,Pandemics,COVID-19,Barriers,Educational Objectives,Public Colleges,Enrollment Trends,Employment,Foreign Students,Apprenticeships,Canada Natives,Self Concept,Indigenous Populations,Nursing Education

This report shares data relating to Ontario student and graduate profiles in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Domestic learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Notes on data sources are included. Among the highlighted findings are: (1) The global pandemic presented many challenges for colleges, college students and for graduates entering the labour market; (2) These challenges likely resulted in some students altering their learning goals and entry to college. As well, graduates entered a job market where many employers had shut down or were only offering minimal services. The impact on students and graduates is reflected in some of the data in this report; (3) Each year, there are approximately 500,000 students and clients in Ontario's public colleges. More than 260,000 are full-time post-secondary students; (4) There were over 192,000 distinct applicants for the 2021-22 academic year; (5) Fifty-two per cent of new fall 2021 entrants to Ontario post-secondary institutions enrolled in a college; (6) In 2020-21, total funded, full-time equivalent (FTE) post-secondary enrolment in the colleges was 199,043 (including full-time, part-time and tuition-short programs); (7) More than 100,000 international students were studying at Ontario's colleges in fall 2021; (8) Colleges delivered 82 per cent of apprenticeship in-school training in 2020-21; (9) Colleges reported more than 125,000 post-secondary graduates in 2019-20; and (10) Seventy-seven per cent of graduates in the labour force were working six months after graduation. [For the 2021 report, see ED614192.]
Graduates in the Economy. 2022 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Graduates,Education Work Relationship,Employment,Educational Attainment,Apprenticeships,Adult Education,Outcomes of Education,Job Skills,Comparative Education,Credentials,Adult Literacy,Numeracy,Young Adults,Disabilities,Canada Natives,Immigrants,Language Minorities,Research Projects

This report shares data in the following categories as they relate to graduates in Ontario's economy: (1) Matching skills to employer needs: pathways, entrepreneurship, and innovation; (2) Ontario's college graduate advantage compared to the U.S.; (3) Ontario's post-secondary graduates in the world economy; (4) Educational attainment and employment of Ontarians from underrepresented groups; (5) Apprenticeship and adult education; and (6) Return on investment in Canadian post-secondary education. Among the highlighted findings are: (1) Over the past three decades, Ontario employers have required an increasingly more qualified and highly skilled workforce. This has led to three million more jobs by 2021 for those with postsecondary credentials; (2) There was a drop of almost one million jobs for those who don't have post-secondary credentials; (3) Adults who don't have post-secondary credentials have faced reduced employment in every sector; (4) Ontario's post-secondary students have been preparing for a disruptive economy by enrolling more often in programs that offer employment-ready credentials; and (5) College graduates continue to provide Ontario with a key competitive advantage over the U.S. [For the 2021 report, see ED614165.]
The Representation of Women and Racial/Ethnic Minorities in the Workforce of Minority-Serving Higher Education Institutions
Author: Schmidt, Anthony
Date: 2022-02-00
Type: Reports - Research
Subjects: Women Faculty,Minority Serving Institutions,Females,Disproportionate Representation,Race,Ethnicity,Gender Differences,Minority Group Teachers,College Administration,Professional Personnel,Human Resources,School Personnel,Higher Education,Professional Associations,Racial Composition,Institutional Mission,Student Characteristics,Teacher Characteristics,Administrator Characteristics,College Faculty,Surveys,Classification,Minority Group Students,Tenure,Institutional Characteristics,Educational Legislation,Federal Legislation

The purpose of this report is three-fold. First, it aims to provide an overall snapshot of the landscape of minority-serving institutions (MSIs). It then defines the various MSI types, gives an overview of their representation among all U.S. higher education institutions, and shows their geographic spread across the country. Second, the report provides a closer examination of racial/ethnic and gender composition of faculty, administrators, professionals, and nonexempt staff using data collected by College and University Professional Association for Human Resources' 2020 higher education workforce surveys. Finally, the report assesses how well the racial/ethnic composition of the higher education workforce at MSIs reflects their student populations and matches the minority-serving mission of the institutions.
The Young Catholic&apos;s Illustrated Second Reader
Date: 1887-00-00
Type: Historical Materials
Subjects: Catholics,Children,Phonemes,Numbers,Punctuation,Graphemes

This textbook is a second reader for Catholic children. The contents include age-appropriate stories and passages on the importance of emphasis, consonant sounds, marked letters, and punctuation marks. A list of Roman and Arabic numbers is also included.