ethanporcaro/eric-fulltext-meta huggingface dataset:
Inequities Exposed: How COVID-19 Widened Racial Inequities in Education, Health, and the Workforce. Hearing before the Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, Second Session (June 22, 2020). Serial No. 116-59
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: COVID-19,Pandemics,Racial Bias,Ethnicity,Equal Education,Equal Opportunities (Jobs),Access to Health Care,Elementary Secondary Education,At Risk Persons,Minority Groups,Educational Technology,Technology Uses in Education,Health Insurance,Higher Education,Homeless People

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine how COVID-19 widened racial inequities in education, health, and the workforce. Member statements were provided by: (1) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor; and (2) Honorable Robert C. Scott, Chairman, Committee on Education and Labor. Witness statements were provided by: (1) Camara P., Jones, Adjunct Professor, Rollins School of Public Health at Emory University, Senior Fellow and Adjunct Associate Professor, Morehouse School of Medicine, Past President, American Public Health Association Atlanta, Georgia; (2) John B. King, Jr., President and CEO, The Education Trust, Washington, DC; (3) Valerie Rawlston Wilson, Director, Program on Race, Ethnicity, and the Economy, Economic Policy Institute, Silver Spring, Maryland; and (4) Avik, Roy, Co-Founder and President, The Foundation for Research on Equal Opportunity, Austin, Texas. Additional submissions include: (1) Mrs. Foxx: Article--&quot;Failure in the Virtual Classroom&quot;; (2) Chairman Scott: Report--&quot;Black Workers Face Two of the Most Lethal Preexisting Conditions for Coronavirus, Racism and Economic Inequality&quot;; Memorandum: Information Requested about Racial Disparities in Private Health Insurance and Medicaid and COVID-19 Related Issues; Memorandum: Responses to Various Elementary and Secondary Education, Higher Education and Homeless Youth Questions Related to the Ongoing Coronavirus Pandemic; and Memorandum: Equity Issues in the Labor Market and COVID-19; (3) Questions submitted for the record by: Honorable Joseph Morelle, a Representative in Congress from the State of New York; Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Marinara Islands; and Honorable Haley M. Stevens, a Representative in Congress from the State of Michigan; and (4) Mr. King responses to questions submitted for the record.
Alternative Literacy in the Turkish Social Studies Curriculum
Author: Dere, Ilker
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Scientific Literacy,Content Analysis,Foreign Countries,Curriculum Development,Elementary School Students,Middle School Students,Web Sites,Cultural Literacy,Technological Literacy,Geography,History,Literacy,Civics,Global Approach,Natural Disasters,Visual Literacy,Politics,Money Management,Information Literacy,Critical Literacy,Teaching Methods

The research aims to determine which alternative literacy types should be included in the Social Studies curriculum used in Turkey since 2018 The data sources of the research, in which the document analysis method from the qualitative research methods was used, are the 2018 Turkish Social Studies Curriculum (for primary school and middle school 4th, 5th, 6th and 7th grades), and the studies in the relevant literature. The curriculum was accessed from the official internet website of the Republic of Türkiye Ministry of National Education Board of Education and Discipline; literature studies were accessed through databases like WoS, SCOPUS, EBSCO, ERIC, ScienceDirect, Sage, Wiley, Google Scholar, and DergiPark. The data were analyzed with the content analysis. The research results concluded that competencies are mostly related to cultural literacy, scientific literacy, technology literacy, civic (citizenship) literacy, and global literacy skills. Additionally, when the attainments were evaluated separately for each class level (4th-7th grades), it was seen that mainly geographical literacy, historical literacy, scientific literacy, cultural literacy, civic (citizenship) literacy, and global literacy could be included. Based on the results, it is recommended to assess technology literacy, natural disaster literacy, critical literacy, and visual literacy as alternative literacy types.
Perceptions and Attitudes toward Using CALL in English Classrooms among Saudi Secondary EFL Teachers
Author: Alshumaimeri, Yousif A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Secondary School Teachers,Foreign Countries,Teacher Attitudes,Computer Use,Technological Literacy,Pedagogical Content Knowledge

Reporting on data collected from a survey of Secondary EFL teachers in Saudi Arabia, this study is an analysis of the perceptions and attitudes held in regard to the use of computer assisted language learning (CALL) in English classrooms. Background data as well as attitudes were collected from 183 male and female respondents from a pool of 250 randomly selected secondary level teachers in Riyadh. The results, determined after descriptive as well as statistical analysis, indicated a positive correlation between a teacher's attendance during training, both for computer as well as CALL, and a positive attitude toward the use of IT approaches to learning in the Saudi classroom. Recommended actions include specialized training for EFL teachers who are required to integrate CALL into regular classroom instruction. Training programs should additionally be cognizant of other needs that may emerge through applied staff feedback exercises.
The Fine Print on Free College: Who Benefits from New York&apos;s Excelsior Scholarship? An Essay for the Learning Curve
Author: Scott-Clayton, Judith
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Undergraduate Students,Paying for College,Student Financial Aid,Scholarships,State Programs,Eligibility,Socioeconomic Status,Tuition,Financial Aid Applicants

After decades of frustration with increasingly complex college financial aid policies, a nationwide shift toward &quot;free college&quot; programs has gained momentum. New York State joined the free college movement in 2017, when Governor Andrew Cuomo announced his goal to make public higher education tuition-free for most students during his State of the State address. The proposed Excelsior Scholarship would resemble the free tuition programs emerging at Ivy Plus universities in that it would cover any in-state public college tuition not already covered by other sources for students with family incomes up to $125,000. In this essay, the authors assess the distribution of benefits, in terms of who qualifies for, receives, and renews the scholarship. They focus on students enrolled in community colleges and senior (four-year) colleges of the City University of New York (CUNY). The authors find that middle- and upper-income students are most likely to benefit from the program, largely because of the eligibility formula's last-dollar nature; most middle- and low-income students already have their tuition covered by other aid. Based on evidence from other financial aid programs, the authors hypothesize that the application process and complex contracts students must sign may impede access to benefits.
Leveraging Nuanced Data to Inform Research and Policy for Immigrant Students and Families. An Essay for the Learning Curve
Author: Blagg, Kristin
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Data Analysis,Immigrants,Educational Policy,Educational Experience,Teaching Methods,Academic Support Services,English Language Learners,Native Language,Family Environment,English (Second Language),Second Language Learning,Language Usage,Academic Achievement,Achievement Tests,Scores,Decision Making,School Districts,Race,Ethnicity,Elementary Secondary Education,Student Diversity,State Departments of Education

More than a quarter of US children have at least one immigrant parent, but researchers and policymakers often do not have adequate data on these children's experiences in school, with far-reaching implications for instruction, student support services, and policy. Proxy factors that are reported by school--such as being designated as an English learner or data on race and ethnicity--can tell only part of the story for children of immigrants. This essay demonstrates the untapped value of data on languages spoken at home and explores how policymakers might rethink collection and use of data. Better data on student background can enhance the understanding of students' experiences and provide nuanced information to educators, researchers, and policymakers to better serve distinct student subgroups. The authors show that including data on languages spoken at home can help explain student academic test outcomes. In sum, data on languages spoken at home provide more nuanced and actionable information that can be used for decision-making.
Elements of Geometry
Author: Davies, Charles
Date: 1862-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Mathematical Concepts,Geometric Concepts,Geometry,Trigonometry,Measurement

This textbook discusses ratios and proportions; the circle and measurement of angles; proportions of figures--measurement of areas; regular polygons--measurement of the circle; planes and polyhedral angles; polyhedrons; the cylinder, cone, and sphere; spherical geometry; plane trigonometry; analytical trigonometry; spherical trigonometry; and mensuration. [This book was originally written by A. M. Legendre and adapted by Charles Davies.]
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1845-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Mathematical Concepts,Geometric Concepts,Trigonometry,Measurement

This textbook presents principles, ratios and proportions, the circle and measurement of angles, regular polygons and measurement of the circle, planes and solid angles, polyhedrons, the three round bodies, plane and spherical trigonometry, and mensuration. [This book was translated by David Brewster. It was revised and adapted by Charles Davies.]
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1847-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Mathematical Concepts,Geometric Concepts,Trigonometry,Measurement

This textbook presents principles, ratios and proportions, the circle and measurement of angles, regular polygons and measurement of the circle, planes and solid angles, polyhedrons, the three round bodies, plane and spherical trigonometry, and mensuration. [This book was translated by David Brewster. It was revised and adapted by Charles Davies.]
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1852-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Mathematical Concepts,Geometric Concepts,Geometry,Trigonometry,Measurement

This textbook presents principles, ratios and proportions, the circle and measurement of angles, regular polygons and measurement of the circle, planes and solid angles, polyhedrons, the three round bodies, analytical trigonometry, plane and spherical trigonometry, and mensuration. [This book was revised and adapted by Charles Davies.]
Students Who Take the ACT with Accommodations: An Examination of Performance, Demographics, and Contextual Factors. ACT Research Report. 2022-05
Author: Moore, Joann L.
Date: 2022-05-00
Type: Reports - Research
Subjects: Testing Accommodations,College Entrance Examinations,Context Effect,Student Characteristics,Incidence,Students with Disabilities,High School Students,Educational Experience,Race,Gender Differences,Socioeconomic Status,College Attendance,Academic Aspiration,Student Attitudes,Attention Deficit Hyperactivity Disorder,Correlation,Scores,Anxiety,Depression (Psychology),Grades (Scholastic),Learning Disabilities,Autism,Pervasive Developmental Disorders,Behavior Disorders,Educational Legislation,Equal Education,Federal Legislation

This study examined the performance, demographics, and contextual factors of students taking the ACT® test with accommodations compared to students taking the ACT without accommodations. We examined the prevalence of accommodations provided and disability categories as well as performance by disability type. We also examined demographic characteristics and high school experiences of students testing with and without accommodations. We found that students testing with accommodations had demographics similar to students testing without accommodations, but they were somewhat more likely to be male, White, from high or low-income families, and less likely to be female, Hispanic/Latino, Asian, or from middle-income families. Students testing with accommodations were less likely to take upper-level core academic courses in high school, but they expressed similar college aspirations as their peers who tested without accommodations. The most common accommodations were extra time or testing in a small group setting, and additional accommodations tended to be associated with specific disabilities. The most common disabilities were ADHD and learning disabilities, and a substantial proportion of students had multiple disabilities. Students who tested with accommodations tended to score somewhat lower on the ACT, but there was a large amount of variation in average performance by disability type, and demographic characteristics accounted for a substantial amount of variance in scores. Students with intellectual or conduct disorders tended to have the lowest scores, while students with anxiety or depression tended to have the highest scores. High school grades followed a similar pattern in that groups with higher average ACT scores tended to have higher grades. In general, correlations between ACT scores and high school grades were comparable for students who tested with and without accommodations, but again there was variability by disability type, with lower correlations for students with autism, intellectual disorders, math learning disabilities, and conduct disorders.
Challenges That Undergraduate Student Translators&apos; Face in Translating Polysemes from English to Arabic and Arabic to English
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Translation,English,Semitic Languages,Error Patterns,Form Classes (Languages),Second Language Instruction,Vocabulary Development,College Students,Foreign Countries

Polysemes are words that have multiple meanings. They exist in all languages as in Arabic [Arabic characters] and English &quot;base,&quot; &quot;plant,&quot; &quot;system,&quot; &quot;present,&quot; &quot;left.&quot; A sample of Arabic and English polyseme translation errors was collected from homework-assignments and exams to explore the difficulties that student-translators have in translating English and Arabic polysemes. Data analysis showed that the students made more errors in translating Arabic polysemes to English than English polysemes to Arabic. They made more errors in translation polysemous compounds than single-word polysemes and the equivalent compounds had collocation errors. The students utilized different faulty strategies in translating polysemes, especially in source texts which have one-to-many equivalents (&quot;system,&quot; &quot;affairs&quot;). They tend to overgeneralize the equivalent they know to all contexts (&quot;develop,&quot; &quot;system&quot;), not the one suitable for a particular context/domain (*&quot;chemical plants&quot;; &quot;under president&quot;). They resorted to literal translation, i.e., word for word translation rather than using fixed formulaic equivalents that are dissimilar in structure to the source polyseme. They also overgeneralized the same equivalent to all contexts (&quot;develop,&quot; &quot;system&quot;; &quot;association&quot;), although each shade of meaning has a different equivalent. Faulty translation of polysemic words may be due to inadequate L1 competence such as the availability of different regional Arabic designations for 'parliament' and the different designations used in American and British English for ([Arabic characters];(lack of proficiency in EFL, i.e. limited vocabulary knowledge; unfamiliarity with specialized meanings (*&quot;chemical plants&quot;) and commonly used equivalents for 'affairs; resources'; lack of world knowledge (&quot;exchange programs&quot;; [Arabic characters] and others. The study recommends that translation instructors develop students' vocabulary knowledge, word knowledge accuracy, schemata and world knowledge, metacognitive skills, i.e., thinking processes while translating, word and context analysis skills, i.e., using semantic and structural contextual clues to figure out the meaning of polysemes; and identifying the domain in which a polyseme is used.
Income-Driven Repayment of Student Loans: Logic, History, and the Need for Reform. Research Report
Author: Baum, Sandy
Date: 2022-02-00
Type: Reports - Research
Subjects: Income,Loan Repayment,Paying for College,Student Loan Programs,Debt (Financial),Educational Policy,Program Improvement,History,Statistics,Program Costs,Finance Reform

Much of the policy debate emerging from concerns over student debt has focused on the structure and operation of income-driven repayment (IDR). As the number of available IDR plans and the share of borrowers enrolling in these plans has increased, the system has become more confusing and difficult to navigate. IDR has not prevented default problems, as early supporters hoped, or silenced the voices arguing that student debt is destroying the lives of too many borrowers.1 As demands for reducing the loan amounts borrowers must repay get stronger, it is useful to examine the logic behind IDR, the repayment system's strengths and weaknesses, and the reforms that could create a more sustainable and equitable public policy framework. This report reviews the history of support for IDR among policy experts and the gradual and haphazard development of current policies and analyzes potential reforms. It looks at proposals from other observers and analyze of the impacts of alternative approaches on borrowers in different circumstances and taxpayers, discussing the pros and cons of various modifications to the current system.
Transforming Policy Standards to Promote Equity and Developmental Success among Latinx Children and Youth. Social Policy Report. Volume 35, Number 1
Author: Aceves, Lorena
Date: 2022-00-00
Type: Collected Works - Serial
Subjects: Equal Education,Educational Change,Hispanic American Students,Child Development,Holistic Approach,Social Differences,Educational Experience,Policy Analysis,Family Environment,Sociocultural Patterns,Standards,Social Development,Emotional Development,Cognitive Development,Physical Development,Diversity,Socioeconomic Status,Achievement Gap,Educational Policy,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Undocumented Immigrants,Elementary Secondary Education,Learning Theories,Educational Environment,Family Characteristics,Individual Characteristics,Student Needs,Evidence Based Practice,Student Attitudes

The main goal of this social policy report is to propose a holistic approach for promoting developmental success among Latinx children and youth. This report highlights the need to 1) redefine success and 2) account for intersectional inequalities. First, the current demographic landscape of Latinx students is presented to showcase the variability in experiences among Latinx children and youth. We review past policies (across the last two and current U.S. Administrations and within the state of California), educational programs (e.g., McNair scholars' program, AVID), and theoretical frameworks (within developmental and sociocultural disciplines). Next, we introduce a nuanced holistic approach for promoting Latinx children and youth's developmental success, underscoring the integration of factors within the sociocultural, family, and individual domains. Finally, this report provides accessible recommendations for policymakers, researchers, and practitioners to effectively promote equity and developmental success among diverse groups of Latinx children and youth.
Addressing the Impact of COVID-19 on Students with Disabilities. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (May 6, 2021). Serial No. 117-12
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: COVID-19,Pandemics,Students with Disabilities,Equal Education,Access to Education,Racial Bias,Early Childhood Education,Elementary Secondary Education,Federal Government,Hearings,Student Rights,Special Education,Educational Legislation,Federal Legislation,School Closing,Distance Education,Barriers,Educational Technology,Technology Uses in Education

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss addressing the impact of COVID-19 on students with disabilities. For students with disabilities the problem is of equal education opportunity, and Federal law is grounded in a basic guarantee: access to free and appropriate education in the least restrictive environment that meets their needs. Member statements were presented by: (1) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Rick W. Allen, Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Reade Bush; (2) Ronald M. Hager, Managing Attorney, National Disability Rights Network; (3) Danielle M. Kovach, Special Education Teacher, Tulsa Trail Elementary School; Hopatcong Board of Education; and (4) Kanika A. Littleton, Project Director, Michigan Alliance for Families. Additional submissions were presented by: (1) Chairman Sablan: Fulfill the Promise Coalition Comments to the House Education Committee re: COVID-19; and Executive Summary: &quot;Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies,&quot; The Center for Civil Rights Remedies; (2) Honorable Robert C. Scott, a Representative in Congress from the State of Virginia: Prepared statement of the National Council on Disability; (3) Questions submitted for the record by: Chairman Scott; Honorable Jahana Hayes, a Representative in Congress from the State of Connecticut; and Honorable Frederica Wilson, a Representative in Congress from the State of Florida; and (4) Responses to questions submitted for the record by: Mr. Hager, Ms. Kovach, and Ms. Littleton.