ethanporcaro/eric-fulltext-meta huggingface dataset:
The Boys&apos; and Girls&apos; Readers: Fifth Reader
Author: Bolenius, Emma Miller
Date: 1919-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Materials,Grade 5

This textbook is a fifth-year reader in a series of readers prepared for the fourth, fifth, and sixth grades, now recognized as the crucial years in gaining technique in silent reading. The series objective to direct silent reading, to motivate oral reading, to develop the reading habit, and to broaden the child's outlook on life. In their preparation the editor has been guided by her study of the most authoritative and up-to-date reports, investigations, courses of study, and surveys. In the Teachers' Manual which accompanies the series, she has worked out a methodology for silent reading. These Readers are designed for basal use. The study equipment and the Manual make the books valuable as a basal series for schools that require training in silent reading. The fresh and vital material make them equally desirable as a basal series for oral reading.
The Louisa Alcott Reader: A Supplementary Reader for the Fourth Year of School
Author: Alcott, Louisa M.
Date: 1908-00-00
Type: Historical Materials
Subjects: Textbooks,Elementary School Students,Childrens Literature,Authors,Supplementary Reading Materials,Grade 4

This textbook is a fourth-year supplementary reader. Stories include &quot;A Christmas Dream,&quot; &quot;The Skipping Shoes,&quot; &quot;The Fairy Box,&quot; and &quot;A Hole in the Wall.&quot;
The Boys&apos; and Girls&apos; Readers: Sixth Reader
Author: Bolenius, Emma Miller
Date: 1919-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Materials,Grade 6

This textbook is a sixth-year reader in a series of readers prepared for the fourth, fifth, and sixth grades, now recognized as the crucial years in gaining technique in silent reading. The series objective is to direct silent reading, to motivate oral reading, to develop the reading habit, and to broaden the child's outlook on life. In their preparation the editor has been guided by her study of the most authoritative and upto-date reports, investigations, courses of study, and surveys. In the Teachers' Manual which accompanies the series, she has worked out a methodology for silent reading.
The Boys&apos; and Girls&apos; Readers: Seventh Reader
Author: Bolenius, Emma Miller
Date: 1926-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Materials,Grade 7

This textbook is the seventh reader in a series of illustrated primary readers. The chief aim of this series of readers is to develop, to a greater degree than has usually been done, the pupils' reading abilities, appreciation of literature, self-reliance, and good judgment in reading. This book is a unit in itself. In its careful selection of content, its schedule of readings, its study guides in the reader itself, and its varied suggestions for individual differences and further reading, the book furnishes guidance for a year's course.
The Role Academic Strategies Play in the First-Year College Experience of African-American Males with ADHD
Author: Williams, Kamilah Limber
Date: 2022-12-00
Type: Reports - Research
Subjects: Learning Strategies,College Freshmen,Student Experience,African American Students,Males,Attention Deficit Hyperactivity Disorder,Student Attitudes,Predictor Variables,Academic Support Services,Academic Accommodations (Disabilities),Academic Achievement

First-Year African American males with ADHD do not persist beyond the first year of college due to barriers experienced in PWI environments. The purpose of the qualitative phenomenological action research study with a disability critical race theory framework was to investigate the role educational strategies played in the college experience of first-year African American males with attention deficit hyperactivity disorder (ADHD). The study examined five research questions. How do African American males with ADHD describe their first-year college experience, during the first year of college experience, what factors do African American males with ADHD see as contributing or not contributing to academic success, how often do African American male college students with ADHD request assistance for academic strategy support such as time management, tutoring support service, and test-taking strategies. For African American male college students with ADHD, what is the process for registering with a disability resource office to request academic accommodations. How often do African American male college students with ADHD visit student success centers for support? If not provided the right tools to help them persist beyond the first college year, the role academic strategies can play in the first-year college experience of African American male college students with ADHD can be harmful to their academic experience, with four themes emerging: African American male misconception, environmental transition, reluctance results in passivity and sense of belonging. Implications for practice are recommended, and limitations of the study and future research are discussed. Lastly, the limitations of the study are also addressed. Data collection is included.
Oregon State University Teachers Educating All Multilingual Students: Integrating Language Acquisition and Improving Outcomes for English Learner Students
Author: Greenberg Motamedi, Jason
Date: 2022-10-00
Type: Reports - Research
Subjects: Multilingualism,English Language Learners,COVID-19,Pandemics,Faculty Development,Program Descriptions,State Universities,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Certification,Bilingual Education,Outcomes of Education,Comparative Analysis,School Districts,Elementary Secondary Education,English,Language Arts,Scores,Achievement Tests,Language Proficiency,Teacher Characteristics,Student Characteristics

Teachers Educating All Multilingual Students (TEAMS) is a teacher professional development program at Oregon State University that culminates in an English for speakers of other languages endorsement and/or a dual language specialization. TEAMS is partially funded through an Office of English Language Acquisition National Professional Development grant from the U.S. Department of Education, and participants receive scholarships to cover tuition. This study explores whether TEAMS professional development had an impact on the academic outcomes of English learner students whose teachers participated in TEAMS. The study authors used a two-step matching procedure to identify a group of comparison teachers in TEAMS school districts who appeared likely to enroll in TEAMS. They then selected a subset of students who had statistically indistinguishable demographic characteristics, program enrollment, and academic achievement from TEAMS students. Due to complications related to the COVID-19 pandemic, reliable assessment data were only available for the academic year 2018/19. The study found that teachers' participation in TEAMS positively impacted English learner students' English language arts assessment outcomes. English language arts testing scores of English learner students taught by TEAMS teachers were 0.348 standard deviations higher than those of comparison students taught by comparison teachers. This difference is statistically significant and of moderate size, representing a 13.6 percentile point increase for an average English learner student. Teachers' participation in TEAMS had no impact on students' English language proficiency outcomes.
The Boys&apos; and Girls&apos; Readers: Teachers&apos; Manual for Fourth, Fifth, and Sixth Grades
Author: Bolenius, Emma Miller
Date: 1926-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Instructional Materials,Grade 4,Grade 5,Grade 6

This textbook is a teacher's manual for The Boys' and Girls' Readers series. Attention is directed to the following features of this intermediate series: To widen the experiences of boys and girls, a rich and varied content is furnished in the readers, organized according to dominating fields of thought; and to provide a truly efficient working course in reading these selections are rearranged in eight groups in the Manual, each group of selections to furnish basal reading instruction for a part of each month. The Manual has the following purposes: (1) to lay the basis for a permanent interest in the best books so that in later life the boys and girls will have a wholesome and lively interest in recreational reading in their leisure time and know how to use the library to best advantage; (2) to give definite training in the work-type of reading so that they will read with understanding such informational material as promotes vocational advancement and individual and social betterment, should they leave school; (3) to aid the boys and girls in the study type of reading, so that they can successfully use the various textbooks; (4) to furnish at intervals the definite diagnostic or remedial drill suggestions that reveal and meet the needs of weaker members of the class; and (5) to tie up reading with other activities of the grades.
Communities of Practice: Aligning K-12 and Postsecondary Education
Author: Colorado, Jessica
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Elementary Secondary Education,Postsecondary Education,Alignment (Education),State Agencies,Partnerships in Education,Organizations (Groups),Longitudinal Studies,Databases,COVID-19,Pandemics,Equal Education,Outcomes of Education,Low Income Students,Minority Group Students,Data Use,Access to Education,Data,Governance,Dual Enrollment

The State Higher Education Executive Officers Association's (SHEEO) &quot;Communities of Practice&quot; project builds upon SHEEO's ongoing efforts to measure the capacity and effective use of state postsecondary data systems and provides states with opportunities to develop solutions to common issues with those systems. The sixth Community of Practice convening, &quot;Aligning K-12 and Postsecondary Education,&quot; was held December 7-8, 2021, in Denver, Colorado. The two-day meeting included representatives from 13 states: Delaware, Georgia, Hawaii, Idaho, Kentucky, Louisiana, Maryland, Missouri, Pennsylvania, Rhode Island, Tennessee, Utah, and Washington. Teams included representatives from SHEEO agencies, state K-12 agencies, P-20 partnership organizations, state longitudinal data systems, and others. The Community of Practice also addressed the impacts of the COVID-19 pandemic on student transitions and how state data systems can be used to promote equitable outcomes for low-income students and students of color. During the convening, teams explored practical uses of state P-20 data for improving college access, equity, and success and how state postsecondary data can better inform the K-12 to postsecondary pipeline. This white paper highlights key themes and findings of the convening, including challenges and lessons learned from the participating state teams and suggestions of topics for further consideration. Case studies describing ongoing efforts in Georgia and Pennsylvania are included in the appendices. Presentations from the December 2021 convening are available on SHEEO's state postsecondary data website.
Linguistic Influences on Mathematics Learning: The Relations between Spacing/Spatial Relationship in Handwriting Legibility, Visual-Motor Integration (VMI), and Number Line Estimation
Author: Lu, Hong
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Psychomotor Skills,Mathematics Instruction,Handwriting,Correlation,Grade 4,Elementary School Students,Spatial Ability,Mathematics Skills,Numeracy,Language Role,Foreign Countries,Task Analysis,Likert Scales,Chinese,Orthographic Symbols,Factor Analysis

Previous studies have uncovered the relationship between handwriting and mathematics performance, without articulating the underlying cognitive mechanism. With 197 Chinese fourth graders as participants, this study explored the mechanism by which the spacing/spatial relationship in handwriting legibility affects number-line estimation through VMI. The results indicate that (1) the spacing/spatial relationship in handwriting legibility had a direct and positive effect on students' number-line estimation performance; (2) VMI completely mediated the relationship between the spacing/spatial relationship in handwriting legibility and number-line estimation. Overall, the findings confirmed one specific mechanism of linguistic influences on students' numerical knowledge. Possible explanations for the results and implications for future research are discussed.
Methodological Choices Made When Using Design Based Research to Explore Mathematics Education: An Updated Analysis
Author: Fowler, Samuel
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Research Design,Mathematics Education,Research Methodology,Outcomes of Education,Educational Trends,Goal Orientation

Design based research (DBR) has become a popular methodology for exploring various aspects of mathematics education due to its focus on theoretical development and practical implementation. Drawing on a recent meta-study into trends in mathematically focused DBR studies, this paper explores how this method is being used in comparison to its original goals. Findings indicate that most studies presenting as DBR are essentially isolated case studies exploring individual teaching interventions lacking the iterative development needed to meet the intentions of DBR. Reasons for the current state of research are suggested along with a potential research architecture for mathematics education.
Mathematics and Coding: How Did Coding Facilitate Thinking?
Author: Calder, Nigel
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Mathematics Instruction,Coding,Cognitive Processes,Thinking Skills,Problem Solving,Program Evaluation,Teacher Attitudes,Social Cognition,Knowledge Level,Educational Practices,Physical Activities

This paper reports on teachers' perceptions of students learning as part of a project examining teacher practice and student learning when using &quot;ScratchMaths&quot; in their classroom programmes. The project used design-based methodology, incorporating video-recorded classroom excerpts; teacher interviews; and teacher analysis and review of their practice. The teachers identified the students' problem solving, using unplugged activities, and collaborating using explicit mathematical and coding language as ways to facilitate mathematical thinking. They also recognised that their practice became more faciliatory, with their understanding of coding developing through learning with their students.
One Teacher&apos;s Pedagogical Actions in Eliciting and Developing Mathematical Reasoning through a Contextually Relevant Task
Author: Frazerhurst, Lauren
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teaching Methods,Mathematical Logic,Mathematics Skills,Thinking Skills,Logical Thinking,Skill Development,Instructional Design,Foreign Countries,Mathematics Achievement,Problem Solving

In this paper, we report on the pedagogical actions of one teacher in eliciting and developing students' mathematical reasoning during one mathematics lesson. The findings illustrate that through the careful design and planning of a contextually relevant task (the construction of a manu tukutuku), and the implementation of specific teacher actions, a group of marginalised students were provided access to exploring the concept of equivalence.
Toward Convergence: Creating Clarity to Drive More Consistency in Understanding the Benefits and Costs of OER. Research Report
Author: Zaback, Katie
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Open Educational Resources,Student Costs,Outcomes of Education,Cost Effectiveness,Definitions,Postsecondary Education,Instructional Materials,Federal Aid,State Aid,Access to Education,Educational Finance

This report from the Midwestern Higher Education Compact (MHEC), as part of the National Consortium for Open Educational Resources (NCOER), and with the help of a workgroup of institutional, state, and national leaders, examines six principles to help define efforts to identify savings and returns on investment (ROI) from Open Educational Resources (OER) investments. The report offers two frameworks for making those calculations, which can be adapted to local interests and needs. This report will help enhance the consistency and reliability for measuring student cost savings and overall return on investment of OER. Open OER are teaching, learning, or research resources that are offered freely to users in at least one form and that either reside in the public domain or have been released under an open copyright license that allows for its free use, reuse, modification, and sharing with attribution. The impact of this work is national in scope and will be beneficial for elected officials and other policymakers across the nation. [This report was prepared in partnership with the National Consortium for Open Education Resources.]
Replicating the Massachusetts Model of Vocational-Technical Education. A Toolkit for Hands-On Achievement
Author: Pioneer Institute for Public Policy Research
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational History,Program Content,Access to Education,Teaching Methods,Job Skills,Skill Development,Educational Change,Advisory Committees,Change Strategies,School Business Relationship,State Legislation,Barriers,Admission (School),Secondary Education,Postsecondary Education,Educational Legislation,Federal Legislation

This toolkit that can empower state leaders to transform their vocational-technical schools for the better. It builds on &quot;Hands-On Achievement,&quot; a book detailing the Massachusetts model that Pioneer Institute for Public Policy Research published earlier in 2022. The toolkit describes three keys to success, provides a brief history of Massachusetts's vocational-technical (voc-tech) success story, and offers five recommendations addressed both to the voc-tech community within Massachusetts as well as to lawmakers and voc-tech advocates in other states. In both cases, the recommendations offer guidance on how to strengthen and reform existing career, vocational, and technical education or to create such options where few or none exist.
Sixth Year Literature Reader. California State Series
Author: Armstrong, Leroy E.
Date: 1916-00-00
Type: Historical Materials
Subjects: Textbooks,Literature Appreciation,Classics (Literature),Teaching Methods,Grade 6

This textbook is a reader developed on the principle that the expanding life of a child as a citizen of the world demands acquaintance with a considerable portion of the world's best thought as expressed in literature. The general method of presenting these classics rests upon the assumption that literature is addressed to the heart and to the conscience, rather than to the intellect. Thus it is the purpose of these books to furnish a plan that will recognize and incorporate the rightful claims of both the intensive and extensive methods of presenting literature.
Diagrams in Mathematics: What Do They Represent and What Are They Used For?
Author: Manoharan, Manju
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Mathematics Instruction,Mathematics Teachers,Teacher Attitudes,Teaching Methods,Foreign Countries,Secondary School Teachers,Secondary School Mathematics,Visualization

Diagrams are succinct, visual representations of real-world or mathematical objects that serve to communicate properties of the objects and facilitate problem solving. This study explored perceptions of mathematics teachers in Singapore, who are heads of mathematics departments in their respective schools, related to diagrams and their use in the teaching of mathematics. An open-ended survey was adopted to illicit responses to (1) what is a diagram, and (2) when do you use diagrams in your mathematics instruction. The findings of the study show that participants generally viewed diagrams as visual representations of real life or mathematical objects and they used them mainly as visual aids when illustrating mathematical concepts and relationships.
Development of the &quot;Self-Efficacy-Effort&quot; in Mathematics Scale and Its Relationship to Gender, Achievement, and Self-Concept
Author: Hay, Ian
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Self Efficacy,Test Construction,Mathematics Achievement,Self Concept,Gender Differences,Age Differences,Foreign Countries,Correlation,Elementary School Students,Secondary School Students,Psychometrics,Test Validity,Test Reliability

Mathematics self-efficacy is considered an important variable in mathematics education because of its links to mathematics achievement. This paper reports on the development of the &quot;Self-efficacy-effort in Mathematics Scale&quot; (SEEMS), an instrument that has strong theoretical and psychometric properties. Based on a sample of n = 224 Australian primary students and n =133 secondary students, the instrument demonstrated positive correlations with related measures of mathematics achievement and mathematics self-concept. Girls had higher mathematics achievement within the primary and secondary school data. There were no significant gender difference in mathematic self-concept scores for the primary and the secondary school students. For mathematics self-efficacy, a gender difference was only identified in the high school data. The implications of this research to mathematics education practices are reviewed in the paper.
The New American Citizen: A Reader for Foreigners
Author: Mintz, Frances Sankstone
Date: 1914-00-00
Type: Historical Materials
Subjects: Textbooks,Adult Learning,Reading Materials,Immigrants,Adult Education,Citizenship Education

This textbook offers a series of reading lessons suitable for adult learners. Suitable reading matter for adult foreign pupils in evening schools has always been difficult. The ordinary first and second readers used in day schools, are intended for children, contain as a rule little material of a kind to interest older persons. Either the ideas themselves are juvenile or the vocabulary not the most suitable to the needs of adult students. Selections were chosen for patriotic value and include prose, poetry, and songs.
Results of the Early Math Project -- Scale-Up Cross-Site Results. Working Paper
Author: Hofer, Kerry G.
Date: 2013-06-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Children,Kindergarten,Grade 1,Intervention,Mathematics Instruction,Mathematics Skills,Mathematics Achievement,Achievement Gains,Mathematics Curriculum,Curriculum Development,Student Characteristics

This report summarizes the results of a scale-up project funded by the Institute of Education Sciences in 2006. &quot;Scaling up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies&quot; was a project that took a preschool mathematics intervention to scale across three sites, following children from their Prekindergarten year--in which the intervention was delivered--through first grade. This study was designed to explore the following research questions: (1) What are the immediate and long-term effects of the intervention on children's math skills?; (2) How much variation was there in effects across sites?; (3) Were curricular effects different for different subgroups of children?; and (4) What are the effects of the math environment and the fidelity of implementation on children's immediate and long term math gains, overall and across sites? [This research was conducted in partnership with Doug Clements and Julie Sarama at the University at Buffalo SUNY (recently moved to the University of Colorado).]