ethanporcaro/eric-fulltext-meta huggingface dataset:
Natural History. For the Use of Schools and Families [1870]
Author: Hooker, Worthington
Date: 1870-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,Natural Resources

This textbook provides the foundation for a course in Zoology, or Natural History, as it is commonly termed; adapted to instruction in schools. The author's object has been to cull out from the immense mass of material which Zoology presents that which every well-informed person ought to know, excluding all which is of interest and value only to those who intend to be thorough zoologists. This study has a practical bearing upon many of the most valuable and extensive occupations of man, agriculture, horticulture, etc., but the grand practical benefit to be derived from the study of Natural History is the discipline which it gives the mental powers. It cultivates the perceptive and reasoning powers together, thus forming that habit of intelligent observation which makes its possessor, as a matter of course, a person of extensive general information, and is an essential element of success in almost any pursuit in which he may engage.
Live Language Lessons: Sixth Grade
Author: Briggs, Howard R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 6,English Instruction,Elementary Education

This textbook is for use in a sixth-grade English course. Lessons are presented to develop pupils' ability to speak and to write effectively. They offer (1) opportunity for the child to express himself on important subjects close to the interests of his everyday life; (2) a well-organized series of constructive exercises to enrich his vocabulary and to train him in those habits which make for skill in speech and writing; and (3) well-graded corrective drills on commonly misused oral and written forms. This series of readers is the result of schoolroom practice. Every lesson has been developed in actual teaching both by the author and by teachers under his supervision. The lessons come as the result of experiment under conditions varying from the ungraded rural school to the most advanced graded schools. [For the accompanying Teachers' Manual, see ED623421.]
Live Language Lessons: Seventh Grade
Author: Driggs, Howard R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 7,English Instruction,Elementary Education

This textbook is for use in a seventh-grade English course. Lessons are presented to develop pupils' ability to speak and to write effectively. They offer (1) opportunity for the child to express himself on important subjects close to the interests of his everyday life; (2) a well-organized series of constructive exercises to enrich his vocabulary and to train him in those habits which make for skill in speech and writing; and (3) well-graded corrective drills on commonly misused oral and written forms. Minimum essentials of English grammar are presented in Part Two of this volume. At intervals throughout the volume, practice exercises are introduced to enable the pupil to see definitely the relation between the grammar studied and the use he may make of grammar. This series of readers is the result of schoolroom practice. Every lesson has been developed in actual teaching both by the author and by teachers under his supervision. The lessons come as the result of experiment under conditions varying from the ungraded rural school to the most advanced graded schools. [For the accompanying Teachers' Manual, see ED623421.]
Natural History. For the Use of Schools and Families [1875]
Author: Hooker, Worthington
Date: 1875-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,Natural Resources

This textbook provides the foundation for a course in Zoology, or Natural History, as it is commonly termed; adapted to instruction in schools. The author's object has been to cull out from the immense mass of material which Zoology presents that which every well-informed person ought to know, excluding all which is of interest and value only to those who intend to be thorough zoologists. This study has a practical bearing upon many of the most valuable and extensive occupations of man, agriculture, horticulture, etc., but the grand practical benefit to be derived from the study of Natural History is the discipline which it gives the mental powers. It cultivates the perceptive and reasoning powers together, thus forming that habit of intelligent observation which makes its possessor, as a matter of course, a person of extensive general information, and is an essential element of success in almost any pursuit in which he may engage.
Live Language Lessons: Eighth Grade
Author: Driggs, Howard R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 8,English Instruction,Elementary Education

This textbook is for use in an eighth-grade English course. It serves as a brief course in live, practical grammar, intended primarily for use in the grammar grades or junior high school. The subject is divided into three main parts as follows: (1) studies in Sentence Structure, applied through exercises in sentence building; (2) the Parts of Speech studied from the use viewpoint; and (3) a Practical Study of Inflections with drills to fix the right habits of speech. The author's aim is to reduce grammar to its lowest terms by eliminating the non-essentials and to vitalize the subject by applying the essentials in daily life language. [For the accompanying Teachers' Manual, see ED623421.]
Wage Compression among Direct Support Professionals. Policy Research Brief. Volume 28, Number 5
Author: Bershadsky, Julie, Ed.
Date: 2021-12-00
Type: Reports - Research
Subjects: Educational Policy,Educational Research,Wages,Salary Wage Differentials,Social Services,Intellectual Disability,Developmental Disabilities,Work Experience

This brief contains findings from a recent study exploring direct support professionals (DSPs) providing support to individuals with intellectual and developmental disabilities during the COVID-19 pandemic and the challenges of finding and keeping quality DSPs in a field that has experienced high turnover for decades. This problem is exacerbated by low starting wages, averaging only $11.56 an hour in 2019, and wage compression, where there is little difference in pay between new and more experienced staff. These have been major contributing factors to the workforce crisis, affecting both DSPs and frontline supervisors (FLSs). While the current average hourly raise per year among all hourly workers in the U.S. is between 3-5%, the Direct Support Workforce and COVID-19 National Report shows that it is nowhere near that for the direct support workforce. Wage and tenure data from three waves of the study reveals a significant gap between what DSPs and FLSs earned and what they would have earned if they saw a 4% increase in wages common in other industries. Providers of services for individuals with intellectual and developmental disabilities are constrained by low, non-negotiable reimbursement rates set by state Medicaid agencies. In many states, Medicaid rates have been stagnant or have decreased in the past decade. As a result, providers do not have enough funding to recruit new staff or raise wages to keep experienced staff. Both low starting wages and wage compression must be addressed for the DSP workforce crisis to be solved.
Live Language Lessons: Teachers&apos; Manual [1922]
Author: Driggs, Howard R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Teaching Guides,Elementary Education

This manual has been prepared especially for those using &quot;Live Language Lessons.&quot; It contains definite helps, however, for all teachers who would vitalize the language work of their schools. The book aims to show the natural, progressive way to train pupils effectively to express themselves in choice living language. The constructive suggestions offered herein come directly out of experiences in the classroom. The illustrations given have been developed by the author and others while teaching &quot;Live Language Lessons.&quot;
Live Language Lessons: Teachers&apos; Manual [1921]
Author: Driggs, Howard R.
Date: 1921-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Teaching Guides,Elementary Education

This manual has been prepared especially for those using &quot;Live Language Lessons.&quot; It contains definite helps, however, for all teachers who would vitalize the language work of their schools. The effort of the author has been to produce a practical guide book which points the natural, the progressive way to train pupils effectively to express themselves in choice living language. The constructive suggestions offered herein come directly out of experiences in the classroom. The illustrations given have been developed by the author and others while teaching &quot;Live Language Lessons.&quot;
McGuffey&apos;s New High School Reader: For Advanced Classes. Embracing about Two Hundred Classic Exercises. Stereotype Edition. Eclectic Educational Series
Date: 1857-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,High School Students

This textbook is designed for advanced classes in reading. It is adapted to this purpose by the following characteristics: (1) There is great variety in style and subjects; (2) the exercises are of a highly elevated character; (3) rhetorical rules and notation, exercises in articulation, definition, and the like are excluded as they have been extensively covered. This book is thus adapted to general practice in reading, and with the preceding volumes of this series or any other of similar character, will furnish an abundant amount of matter for a thorough course in this department.
Pansies and Water-Lilies
Author: Alcott, Louisa M.
Date: 1902-00-00
Type: Historical Materials
Subjects: Novels,Adolescent Literature

This book is a young-adult novel by Louisa May Alcott.
Pioneers of the Revolution for the Young People by a Colonist. Second Edition
Author: Chadwick, Mara Louise Pratt
Date: 1897-00-00
Type: Historical Materials
Subjects: United States History,Colonialism,American Indians,Land Settlement,War,Childrens Literature,History Instruction

This is a book of stories that take place during the American Revolution. The stories are about the conflicts the pioneers had with the Indians and with detachments of the British army during the war. The author has thrown a great deal of spirit and dash into this narrative, which is sure to carry the boy or girl reader on to the end.
State Funding Approaches for Public Colleges and Universities in the Midwest. Policy Report
Author: Kelchen, Robert
Date: 2022-08-00
Type: Reports - Research
Subjects: State Aid,Financial Support,Educational Finance,Public Colleges,Operating Expenses,Resource Allocation,Performance,Outcomes of Education,Models,Funding Formulas,Enrollment,Two Year Colleges

Operating revenue for public higher education is derived from several sources, such as state appropriations, tuition, room and board, and contracts. State funding in particular constitutes a large share of revenue and is consequently critical for improving enrollment, completion, and labor market outcomes. However, states differ in how institutions are funded, and some approaches may be more effective than others. This report examines the ways in which 12 Midwestern states provide operating funding for public colleges and universities. An overview of possible tradeoffs and outcomes research on these approaches is provided to help policymakers craft more effective funding formulas. Although the level of state funding is important for improving student outcomes, a summary of research on funding models indicated that there is little research on policies other than performance-based funding. The research on performance funding shows generally no effects, modest positive effects, or modest negative effects on student outcomes.
Strengthening STEM and Computer Science Outcomes for Tennessee High School Students: A Work-Based Course Blueprint for the Tennessee SySTEM Grant
Author: Domeika, Lee
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: High School Students,Grade 11,Grade 12,STEM Education,Computer Science Education,Outcomes of Education,Blacks,African American Students,Hispanic American Students,Females,Low Income Students,Dual Enrollment,Work Experience Programs,Workplace Learning,Curriculum Design,Curriculum Development

The Work-Based Courses Blueprint is a foundational guide for all Tennessee SySTEM school sites engaged in designing and developing work-based courses for 11th and 12th grade students. Specifically, this blueprint covers pertinent work-based courses topics such as building a work-based course team, course design, and course delivery. The blueprint will evolve over time to capture best practices and lessons learned as school sites test this proven model to see if strong outcomes persist for students, with particular emphasis on supporting Black, Latinx, female, and/or students from low-income backgrounds in dual enrollment work-based courses.
Looking beyond Vision: Supports for Students Who Are Blind or Visually Impaired in Mathematics
Author: Steinbach, Sonja
Date: 2022-05-00
Type: Information Analyses
Subjects: Mathematics Achievement,Blindness,Visual Impairments,Accessibility (for Disabled),Barriers,Multisensory Learning,Tactual Perception,Students with Disabilities,Academic Accommodations (Disabilities)

This review examines research on math achievement in students who are blind or visually impaired (BVI), and seeks to show the opportunities that BVIs have access to in order to demonstrate their knowledge of mathematics as well as the unique challenges they face and the ways in which these barriers have (or have not) been addressed. Math achievement for students who are BVI often lags that of their peers (Bell &amp; Silverman, 2019; Cryer et al., 2013) though there is substantial evidence that vision is not required for the development of number sense or other math skills and concepts, and that students who are BVI can develop these skills using non-visual pathways (Amalric, 2018; Crollen &amp; Collignon, 2020; Ahlberg &amp; Csocsán (1999). However, few studies have explored math education for BVI students, and the limited research that exists on online math access for BVIs focuses on presentation modalities such as auditory methods, haptic feedback, and tactile input for the purpose of describing visual information (Scalise et al., 2018). Nevertheless, research indicates that given proper academic supports within the school setting (Giesen et al., 2012), and access to multi-representational materials (Scalise et al., 2018) that engage multiple senses (Crollen &amp; Collignon, 2020), many of the barriers that prevent BVIs' access to mathematical content can be greatly reduced. With an inclusive assessment showing growth over time (Rottmann et al., 2020), and when given opportunities to engage independently (Beal &amp; Rosenblum, 2018), BVIs can demonstrate their mathematical knowledge, perceive their own growth in mathematics, and gain some much-needed confidence in their ability to succeed in technical fields of education.
North Central State College: Stabilizing Enrollment through Strategic Realignment of Resources. Case Study
Author: Jenkins, Davis
Date: 2022-09-00
Type: Reports - Research
Subjects: Community Colleges,College Enrollment,Educational Resources,Community College Students,Success,Small Colleges,Educational Finance,School Holding Power,Educational Change,Outcomes of Education,Alignment (Education),Human Resources,Graduation Rate,Coaching (Performance),Student Financial Aid,Dual Enrollment,Educational Strategies

North Central State College provides a case study of how a small college can increase revenue by strategically realigning its existing staff resources for improving student retention and success, even in a period of stagnant enrollment. The college implemented a series of major reforms with the aim of improving student retention and completion on a substantial scale. The president and his leadership team recognized that to improve student outcomes without substantial new revenue, the college would have to better align its existing resources, especially its human resources, with a central focus on improving student retention and completion rates. The college expanded the roles of the success coaches, who help new students, and cross-trained them with staff in admissions, financial aid, and other front-end offices to better answer incoming students' questions. The college also redefined a student services position that had been vacated to add a success coach who works with dual enrollment students taking college courses in local high schools. [For the full report, &quot;Funding Guided Pathways Reforms at Small Colleges: Three Ohio Community Colleges Show How to Do It. Report,&quot; see ED623432.]
The Effect of Writing for Learning and Model-Based Learning Activities on Success and Permanence in the Fourth Grade Simple Electrical Circuits Unit
Author: Ispir, Bünyamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Activities,Academic Achievement,Teaching Methods,Grade 4,Sciences,Student Attitudes,Teacher Attitudes,Foreign Countries,Writing (Composition)

The purpose of this study is to investigate the effect of writing for learning and model-based learning activities on academic achievement in the &quot;Simple Electrical Circuits&quot; unit of the fourth-grade science course and the views of students and classroom teachers about these activities. In the quantitative part of the research, which has quantitative and qualitative designs, quasi-experimental design with a pretest-posttest control group and in the qualitative part, student and teacher opinion forms consisting of open-ended questions were used. Three experimental and one control group were selected among the fourth graders according to the simple random sampling method. The achievement test related to the &quot;Simple Electrical Circuits&quot; unit was applied to these groups as a pre-test, post-test and permanence test. In the study, writing for learning purposes in a randomly selected group, model-based learning in the other, and both writing for learning and model-based learning activities were carried out together in the third group. In the control group, the lessons were carried out according to the current method. ANOVA was used in the analysis of quantitative data, and content analysis was used in the analysis of qualitative data. Findings related to the post-test of the experimental groups and the control group showed a significant difference in favor of the experimental group students who performed the model-based learning activities. According to the permanence test, there was no statistically significant difference between the experimental groups and the control group, but the mean of the experimental groups was higher than the mean of the control group. According to the data obtained from the interviews with students and teachers, it can be stated that students and teachers exhibited a positive approach towards writing for learning and model-based learning activities. In addition, the experimental group students stated that they did the activities with fun, while the teachers stated that they believed in the benefits of the activities used, but it was difficult to implement them in the current system. Based on these results, new research can be carried out at the third-grade level, in different lessons or in different units of the same lesson.
Washington State Community College: Improving Student Retention and Success through Organizational Efficiencies and Alignment. Case Study
Author: Jenkins, Davis
Date: 2022-09-00
Type: Reports - Research
Subjects: Community Colleges,Educational Finance,Organizational Culture,Educational Change,Leadership,Student Recruitment,School Holding Power,Success,Academic Advising,School Support,Flexible Scheduling,Academic Achievement,Community College Students,Educational Strategies,Small Colleges

When Vicky Wood came to Washington State Community College as president in 2017, the college was investing limited resources in efforts to improve student success. Dr. Wood brought on a new leadership team, which has engaged faculty and staff throughout the college in making substantial changes to organizational practice and culture with the goal of improving student recruitment, retention, learning, and success in employment and further education. These changes, which reflect guided pathways design principles and goals were implemented in three phases: (1) college leaders sought to strengthen advising and support for enrolled students; (2) the college sought to improve recruitment and onboarding of new students; and (3) the college is converting nearly all of its programs to be scheduled in eight-week terms to allow students to focus on a smaller number of courses at a time and give students with work and family obligations more flexibility to adapt their schedules. This case study examines the three phases and how it effects on student performance. [For the full report, &quot;Funding Guided Pathways Reforms at Small Colleges: Three Ohio Community Colleges Show How to Do It. Report,&quot; see ED623432.]
Does Classroom Quality Promote Preschoolers&apos; Learning? A Conceptual Framework for Evaluating the Impact of Classroom Quality on Child Outcomes. OPRE Report 2022-159
Author: Maier, Michelle F.
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Preschool Children,Classroom Environment,Outcomes of Education,Models

Researchers agree that for children who attend early care and education programs, high-quality early learning experiences are critical for promoting academic, social-emotional, and executive function skills, particularly for children of color and children from families with low incomes. Rigorous research testing the effects of interventions to enhance classroom quality has found that providing professional development to teachers, including ongoing training and coaching, can improve classroom quality and teachers' instructional practices as well as children's outcomes. These benefits are particularly noticeable when professional development is focused on a specific curriculum or set of teacher practices. Yet, again, questions remain. When and for which children do quality enhancement efforts have the most impact? When and for which early care and education centers and teachers can quality enhancement efforts be implemented successfully? Answering these questions will help the early care and education field target investments in ways that are more likely to support classroom quality and help all children succeed. The &quot;Variations in Implementation of Quality Interventions (VIQI): Examining the Quality-Child Outcomes Relationship in Child Care and Early Education&quot; project aims to tackle these open questions and build substantial new evidence to inform policies and practices in Head Start and community-based child care centers. The VIQI project is a large-scale, rigorous study that examines the link between classroom quality and preschool children's developmental outcomes. It builds on and extends prior research--including the &quot;Child Care and Early Education Quality Features, Thresholds and Dosage and Child Outcomes (Q-DOT) project.&quot; This prior work suggests that when classroom quality is in the higher portion of the quality range, links between quality and children's outcomes are stronger than when classroom quality is in the lower portion of the quality range. This brief describes the VIQI project, its key research questions, and the conceptual framework underlying it.