ethanporcaro/eric-fulltext-meta huggingface dataset:
Regression with Reduced Rank Predictor Matrices: A Model of Trade-Offs
Author: Davison, Mark L.
Date: 2022-07-04
Type: Reports - Research
Subjects: Regression (Statistics),Prediction,Predictor Variables,Models,Multiple Choice Tests,Item Response Theory,Error Patterns,Test Items,Reading Achievement

A regression model of predictor trade-offs is described. Each regression parameter equals the expected change in Y obtained by trading 1 point from one predictor to a second predictor. The model applies to predictor variables that sum to a constant T for all observations; for example, proportions summing to T=1.0 or percentages summing to T=100 for each observation. If predictor variables sum to a constant T for all observations and if a least squares solution exists, the predicted values for the criterion variable Y will be uniquely determined, but there will be an infinite set of linear regression weights and the familiar interpretation of regression weights does not apply. However, the regression weights are determined up to an additive constant and thus differences in regression weights [beta][subscript v] - [beta][subscript v]* are uniquely determined, readily estimable, and interpretable [beta][subscript v] - [beta][subscript v]* is the expected increase in Y given a transfer of 1 point from variable v* to variable v. The model is applied to multiple-choice test items that have four response categories, one correct and three incorrect. Results indicate that the expected outcome depends, not just on the student's number of correct answers, but also on how the student's incorrect responses are distributed over the three incorrect response types. [This is the online first version of an article that will be published in &quot;Psychological Methods&quot; (ISSN 1082-989X).]
Charter Schools and Students Experiencing Homelessness: Practices and Recommendations for Success
Author: SchoolHouse Connection
Date: 2020-11-25
Type: Reports - Descriptive
Subjects: Charter Schools,Homeless People,Federal Legislation,COVID-19,Pandemics,Identification,Enrollment,Trauma Informed Approach,Elementary Secondary Education,Family School Relationship

There are approximately 1.5 million K-12 students and an additional 1.4 million children under the age of six experiencing homelessness across the United States. While many of these students attend traditional public schools, a growing number, at least 60,000, are enrolled in charter schools. Charter schools are independently-operated public schools that have additional flexibility to design classrooms that meet their students' academic and other needs. All charter schools operate under a contract with a charter school authorizer--usually a nonprofit organization, government agency, or university--that holds them accountable to the high standards outlined in their &quot;charter.&quot; The purpose of this report is to begin to paint a clearer picture of the experiences and outcomes of students experiencing homelessness enrolled in charter schools. This document offers basic information about the McKinney-Vento Act, case studies highlighting best practices across charter schools and networks, and key questions for charter school educators, administrators, authorizers, support staff, advocates, and others. Charter schools and partners can use this document as a starting point for conversations and action within their schools, networks, communities, and states.
Strategies for Supporting Immigrant and Migrant Students Experiencing Homelessness
Author: SchoolHouse Connection
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Federal Aid,Pandemics,COVID-19,Homeless People,Federal Legislation,Students,Immigrants,Undocumented Immigrants,Migrants,Family Programs,Refugees,Criminals,Eligibility,Integrated Services,Information Dissemination

With an increase in students arriving to the U.S. from other countries, many local educational agency (LEA) homeless liaisons have questions about eligibility for services under the McKinney-Vento Act, as well as strategies for best serving these students. This resource provides an overview of the rights of immigrant, migrant, and undocumented children and youth; strategies and best practices for supporting immigrant and migrant children, youth, and families; and ideas for using American Rescue Plan-Homeless Children and Youth (ARP-HCY) funds to serve these populations.
Supporting Young Children and Families Experiencing Homelessness with American Rescue Plan Act Funds
Author: SchoolHouse Connection
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Federal Aid,COVID-19,Pandemics,Young Children,Family (Sociological Unit),Family Programs,Homeless People,Federal Programs,Social Services,Low Income Students,Home Visits,Child Caregivers,Block Grants,Child Care,Grants,Elementary Secondary Education,Child Development,Access to Education,Federal Legislation,School Districts

The American Rescue Plan Act (ARP), Congress' most recent package for COVID-19 relief, includes billions of dollars dedicated to infants, toddlers, and children under the age of six. In addition to the $800 million in education funding included for identifying and supporting children and youth experiencing homelessness, there are opportunities across other funding streams to target supports for young children and families experiencing homelessness: (1) $150 million for home visiting programs (available through September 30, 2022); (2) $1 billion for Head Start (available through September 30, 2022); (3) $15 billion for the Child Care Development Block Grant (federal obligation through FY21; state obligation by September, 2023, and state liquidation by September, 2024); and (4) $24 billion to stabilize child care providers (obligated through 2022; liquidate 2023) COVID Relief Navigation Tool. For more information about the various funding streams available through the American Rescue Plan, refer to SchoolHouse Connections' COVID Relief Navigation Tool. ARP also provides nearly $123 billion in aid for K-12 education through the Elementary and Secondary School Emergency Relief Fund (ESSER), including several reservations to support students experiencing homelessness and other groups. Child care providers, Head Start programs, and SEAs and LEAs should strategically use and leverage all available funds to locate, engage, maintain connection, and support young children experiencing homelessness and their families. This document provides recommendations for home visiting, child care providers, head start and early head start programs, and local educational agencies.
A Composition Grammar. Composition for Elementary Schools
Author: Hosic, James Fleming
Date: 1916-00-00
Type: Historical Materials
Subjects: English Instruction,Writing (Composition),Grammar,Sentences,Form Classes (Languages),Educational History,Elementary Education,Syntax,Criticism,Group Activities,Oral English,Standard Spoken Usage

This textbook offers coursework in English composition and grammar. The first part concerns the sentence as a whole. The second deals with predicates and subjects, makes clear the nature of connectives and modifiers, explains the difference between phrases and clauses, and treats of several other of the more common matters of English syntax. Throughout both parts there are frequent demands for composition, both oral and written, for analysis of illustrative sentences, for grammatical study of sentences as they stand in the paragraph, and for exercise in criticism, in which is included group work. The third part is a very brief analysis of the parts of speech; it amounts to a review of what has already been studied and may be an introduction to a more mature study of the subject of grammar.
A Course on Zoology: Designed for Secondary Education
Author: De Montmahon, C.
Date: 1893-00-00
Type: Historical Materials
Subjects: Zoology,Science Instruction,Secondary School Students,Textbooks,Animals,Translation,French,English,Illustrations,Foreign Countries

This textbook forms the basis of instruction upon the natural history of animals in the secondary schools of France. The present work treats the subject of natural history in a manner adapted to the needs of secondary schools, using methods found by experience to excite most interest on the part of the pupil. In the translation the plan of the original work has been followed closely; but such changes have been made as were needed to Americanize the book. The illustrations form an important feature of such a work. Among the topics covered are: organization of man, respiration, circulation, digestion, nervous system, organs of sense, organs of speech, the dog, the chicken, the lizard and frog, the carp, the five classes of vertebrates, the crayfish, worms--parasites, mollusks, protozoa--microbes, mammals, cheiroptera--insectivora, carnivora, rodentia--edientata, marsupials--monotremes, birds, reptiles, fish, and invertebrates. [This textbook was translated and adapted for American schools by Wm. H. Greene.]
A Dickens Reader. The Riverside Literature Series
Author: Powers, Ella M.
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,English Literature,Authors,Teaching Methods,Ethics,Prosocial Behavior,Altruism

This textbook is designed to present to its readers a few examples from the work of the English novelist Charles Dickens and to develop in them a profound interest in his varied writings. Preceding each selection is a note on the book from which the extract has been taken. With some abridgments, the author's diction has been carefully followed. In addition to literary merit and broad popularity, selections were chosen because they often teach lessons of honor, nobility, kindliness, good faith, gentleness, charity, and a certain broad sympathy with animate nature.
A German Science Reader
Author: Raschen, J. F. L., Ed.
Date: 1933-00-00
Type: Historical Materials
Subjects: Textbooks,German,Science Instruction

This textbook provides German reading selections. The aim of the authors is to present material for reading which not only provides a general vocabulary over a wide range of subjects, but which is sufficiently up-to-date to hold the reader's interest. This book includes readings on anatomy, anthropology, aviation, bacteriology, biology, botany, chemistry, geology, mathematics, meteorology, mining, physics, psychology, and technology. Lists of abbreviations, vocabulary, and reference works and dictionaries are included.
A Course of Mathematics in Two Volumes: Composed, and More Especially Designed, for the Use of the Gentlemen Cadets in the Royal Military Academy at Woolwich. Vol. I
Author: Hutton, Charles
Date: 1800-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Military Schools,Foreign Countries

This textbook is the first volume of a mathematics course used at the Royal Military Academy at Woolwich. [For Vol. II, see ED622958.]
A Course of Mathematics in Two Volumes: Composed, and More Especially Designed, for the Use of the Gentlemen Cadets in the Royal Military Academy at Woolwich. Vol. II
Author: Hutton, Charles
Date: 1801-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Military Schools,Foreign Countries

This textbook is the second volume of a mathematics course used at the Royal Military Academy at Woolwich. [For Vol. I, see ED622957.]
A Complete Arithmetic, Oral and Written. Part First
Author: MacVicar, Malcolm
Date: 1878-00-00
Type: Historical Materials
Subjects: Textbooks,Arithmetic,Mathematics Instruction,Oral Language,Written Language,Drills (Practice),Mathematics Tests,Test Items,Teaching Methods,Educational Improvement

This textbook is part one of an arithmetic course. It provides systematic drill on oral and written exercises, and review and test questions. Attention is invited to the properties of numbers, greatest common divisor, fractions, decimals, compound numbers, business arithmetic, ratio and proportion, alligation, and square and cube root, with the belief that the treatment will be found new and an improvement upon former methods. [For &quot;A Complete Arithmetic, Oral and Written. Part Second,&quot; see ED622960.]
A Complete Arithmetic, Oral and Written. Part Second
Author: MacVicar, Malcolm
Date: 1878-00-00
Type: Historical Materials
Subjects: Textbooks,Arithmetic,Mathematics Instruction,Teaching Methods,Educational Improvement,Oral Language,Written Language,Drills (Practice)

This textbook is part two of an arithmetic course. It provides systematic drill on oral and written exercises, and review and test questions. Attention is invited to the properties of numbers, greatest common divisor, fractions, decimals, compound numbers, business arithmetic, ratio and proportion, alligation, and square and cube root, with the belief that the treatment will be found new and an improvement upon former methods. [For &quot;A Complete Arithmetic, Oral and Written. Part First,&quot; see ED622959.]
A Composition Grammar. Enlarged Edition
Author: Hosic, James Fleming
Date: 1919-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Grammar,Writing (Composition)

This textbook is a course in English grammar and composition. The first part concerns the sentence as a whole. The second deals with predicates and subjects, makes clear the nature of connectives and modifiers, explains the difference between phrases and clauses, and covers several other common matters of English syntax. The third part is a very brief analysis of the parts of speech.
Head Start Families&apos; Program and Selection Experiences. Research Brief. OPRE Report 2022-09
Author: Reid, Natalie
Date: 2022-02-00
Type: Reports - Research
Subjects: Low Income Students,Federal Programs,Social Services,Kindergarten,School Readiness,Culturally Relevant Education,Parent Participation,Parent Attitudes

This research brief uses nationally representative data from the Head Start Family and Child Experiences Survey (FACES 2019) to understand why Head Start families choose their child's Head Start program, what their experiences are like in their program, and if they plan to return next year. The findings offer a glimpse of program characteristics that parents value and report as positive that Head Start programs can continue to emphasize to better serve children and families who participate.
Still Stalled: State of Michigan Education Report 2022
Author: Education Trust-Midwest
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Reading Achievement,Mathematics Achievement,Elementary Secondary Education,Public Education,Access to Education,At Risk Students,Educational Finance,Literacy,African American Students,Low Income Students,Hispanic American Students,COVID-19,Pandemics,Emergency Programs,Federal Aid,Grants,Access to Information,Accountability,College Readiness,Career Readiness,Educational Equity (Finance),English Language Learners,Students with Disabilities,Teacher Salaries,Teacher Persistence,School Readiness,Kindergarten,Educational Attainment,Teacher Effectiveness,Attendance,Suspension,Paying for College

Michigan's public education system remains in a perennial rut, as it has for decades. According to the National Assessment of Educational Progress (NAEP), Michigan's fourth grade reading scores show no significant change over the past 16 years. Even before the pandemic, too many dreams have stalled, and academic achievement remains largely stagnant across key indicators for success. And the analysis from The Education Trust-Midwest shows some worrisome projections by 2030, if the state doesn't commit to transformation. These projections build upon a broad body of research and many analyses showing that student achievement has languished in Michigan in reading and math. But with greater access to effective educators, principals, and counselors, and better funded and supported schools, all students can be supported on their educational journey. With more one-on-one attention and increased opportunity for post-secondary options, every student can build a bright future. And with more investments, especially for vulnerable students, schools, and communities with the greatest needs, public education will improve overall--and the state will be stronger. This report presents: (1) The Data: Michigan's Troubled Reality: Where We Are and Where We've Been; (2) Missed Opportunities: Michigan's Stalled Efforts to Improve Implementation and Honesty Challenges; (3) Recommendations: Radical Transparency and Radical Transformation Needed; and the 2022 Michigan Achieves! Indicators. [Additional funding provided by the Ballmer Group and DTE Energy Foundation. For the 2021 report, see ED611169.]
&quot;A School Polluted by Noise&quot;: A Semiotic Analysis of Children&apos;s Pictures
Author: Bulunuz, Mizrap
Date: 2022-00-00
Type: Journal Articles
Subjects: Semiotics,Educational Environment,Acoustics,Freehand Drawing,Elementary School Students,Student Attitudes,Mental Health,Physical Health,Learning Processes,Barriers,Teacher Student Relationship,Social Values,Educational Facilities Improvement,Foreign Countries

In this study, pictures drawn by primary school students about noise were analyzed semiotically. The study was carried out with 20 primary school student volunteers. Research data are the pictures drawn by the children and semi-structured interview records. From the analysis of the students' drawings, three main themes, namely &quot;visual indicator&quot;, &quot;sign&quot;, and &quot;symbol&quot; are identified in this paper. The reasons for the noise in the school are depicted quite well in the student pictures; noise is reflected as a phenomenon that is disturbing, destructive, threatening physiological-psychological health, and negatively affecting social life and learning in school. However, paintings also showed that the children perceived sound and noise as the same concept. Students identified calmness in the classroom with the teacher. Findings suggested that activities should be included to improve the sound and noise awareness of the students at the school, initiate awareness in a school of silence as a shared social value, and physically improve school acoustic quality.
Problems Preschool Teachers Encounter in the Use of Out-of-School Learning Environments
Author: Dere, Filiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Preschool Education,After School Programs,Problems,Barriers,Classroom Techniques,Field Trips,Parent Participation,Transportation

This study evaluates the problems encountered in using out-of-school learning environments in preschool education. The descriptive phenomenological method was used to describe the experiences of preschool teachers. The working group comprises 20 preschool teachers in kindergartens affiliated with the Ministry of National Education in Konya. The participants were selected by the criterion sampling method, one of the purposive sampling types. The researchers used the semi-structured interview method to collect the data. The data were analyzed using the content analysis method. The research results showed that most preschool teachers &quot;sometimes&quot; use out-of-school learning environments and mostly prefer &quot;factories&quot; as out-of-school learning environments. Moreover, all preschool teachers utilize out-of-school learning environments to conduct &quot;science and nature observation.&quot; Lastly, the most common problem in using out-of-school learning environments was caused by parents. Based on the results, the parents should be informed about the importance of out-of-school learning environments at the beginning of the semester, and their support should be received.
Investigation of the Feelings, Attitudes and Concerns of Special and General Education Teachers Regarding the Inclusive Education of Students with ADHD
Author: Politou, Triantafillia Chrysovalantou
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Regular and Special Education Relationship,General Education,Teachers,Teacher Attitudes,Attention Deficit Hyperactivity Disorder,Students,Inclusion,Mainstreaming,Foreign Countries

In recent decades, Attention Deficit Hyperactivity Disorder (ADHD) has been at the center of research interest in medicine, psychology, and education. Research has focused on its etiology, diagnosis, and therapeutic approaches. However, there are also many researchers who have focused their interest on teachers' opinions regarding the inclusion of ADHD in standard schools, as ADHD is a neurodevelopmental disorder whose primary symptoms are inattention, impulsivity, and hyperactivity usually causes social and behavioral disorders and learning difficulties. In this research, research data was collected through the quantitative method and the use of an electronic questionnaire in a sample of 160 Special and General Education teachers concerning their opinions, concerns, and feelings regarding the inclusion of students with ADHD in general schools. The results of the research process demonstrate that Special Education Teachers have more positive attitudes and feelings toward the inclusion of children with ADHD in general classes than General Education teachers. Meanwhile, General Education teachers compared to Special Education teachers seem to present more concerns regarding the inclusion of students with ADHD, due to insufficient training and information on special education issues. A fact that seems to agree and confirm the modern research literature. Also, through the research, it was established that demographic data, such as gender and family status, seem to be a factor that affects the attitudes and feelings of teachers towards the inclusion of students with ADHD.
An Innovative Teaching Method: Including Students as Advisors in Professional Work
Author: Malouff, John M.
Date: 2022-10-14
Type: Reports - Research
Subjects: Teaching Methods,Instructional Innovation,Inclusion,Undergraduate Students,Psychology,Psychotherapy,Behavior Modification,Planning,Participative Decision Making,Student Participation,Course Evaluation,Learning Motivation,Outcomes of Education

This article describes the evaluation of a novel way to stimulate psychology-student learning and interest. The method involves inviting students to help plan the professional work of the course instructor, e.g., providing psychotherapy or doing research. The article focuses on the instructor's inviting students to help plan therapy for a client, a teaching method I have used for four years in my Behavior Modification course. I evaluated the effects of the method on self-reported student learning and interest. This past year several students posted suggestions on the course online learning platform. I applied the methods they suggested, while using my own judgment in sessions, and the client achieved her therapy goal. Students who completed an evaluation of the activity found it educational and interesting. Student evaluations of the course were high. The results suggest that the method has positive effects on learning and student interest. Psychology teachers can use the student-as-advisor teaching method to help psychology students learn and to help increase student interest in the content of a course.