ethanporcaro/eric-fulltext-meta huggingface dataset:
Report of the Commissioner of Education for the Year 1890-&apos;91. Volume 2. Containing Parts II and III
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1894-00-00
Type: Historical Materials
Subjects: Kindergarten,Educational History,Public Schools,Urban Schools,Secondary Schools,Higher Education,Professional Education,African American Education,School Schedules,Physical Health,Mental Health,Child Health,Experimental Psychology,High Schools,Religious Colleges,Theological Education,Private Schools,Single Sex Colleges,Coeducation,Womens Education,Medical Schools,Dentistry,Pharmaceutical Education,Veterinary Medicine,Nursing Education,Law Schools,Schools of Education,Business Schools,Special Schools,Deafness,Intellectual Disability,Foreign Countries

This volume contains the remaining two parts of the 1890-'91 Commissioner of Education report. Part II includes: name register; history and status of public kindergarten and ecoles gardiennes in several European countries; statistical summaries of city public schools; secondary schools; higher education; professional schools; education in southwestern Virginia; report on education in Alaska; education of the colored race; class intervals in city public schools; educational statistics; discussion of current educational questions; report to the British Medical Association and Charity Organization Society of London on the physical and mental condition of 50,000 children seen in 106 schools of London; and facilities in experimental psychology in the colleges of the United States. Part III includes statistical tables pertaining to: kindergartens; population; property; public high schools; endowed academies, seminaries, and other private secondary schools; private secondary schools; universities and colleges for men only, and for both sexes; colleges for women (Division A); colleges for women (Division B); schools of medicine, dentistry, pharmacy, veterinary medicine, nurse training, theology, and law; schools for training teachers both under and not under State or municipal control; business colleges; schools for the colored race; schools for the deaf; schools for the feeble-minded; and reform schools. A list of historical societies, a list of other learned societies, and an index are included. [For Part I, see ED617454 (Volume 1).]
Child Care in Rural Minnesota after 2020: A Unique Opportunity
Author: Werner, Marnie
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Rural Areas,Child Care,Trend Analysis,Unemployment,Pandemics,COVID-19,Economic Development,Economic Climate,Housing,Transportation,Employment Opportunities,Child Caregivers,Child Care Centers,Geographic Regions,Certification,Family Environment

After a year of COVID, spiking unemployment, closed schools, and restricted businesses, rural Minnesotans may be looking at a unique opportunity in economic development. Since the Great Recession, rural employers have been dealing with an ever-growing job vacancy rate, which was discussed in the report, &quot;The Pandemic Paints a Different Employment Picture in Rural Minnesota&quot; (ED617455). Now, at the beginning of 2021, there is a new and rare opportunity: there is a larger-than-usual pool of unemployed workers and a chance to match workers without job to jobs that need workers. However The one thing holding rural Minnesota back from taking a serious leap forward economically is the lack of workers, and there are three things getting in the way of fixing that: a lack of child care, a lack of affordable housing, and a lack of transportation. The biggest of these is child care. Rural Minnesota has seen a decline in child care since 2000, but saw a steeper decline during the pandemic. This report examines the current trends of child care in Rural Minnesota and possible fixes to the situation.
Do Adults Treat Equivalent Fractions Equally? Adults&apos; Strategies and Errors during Fraction Reasoning
Author: Fitzsimmons, Charles J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Fractions,Adults,Mathematical Logic,Knowledge Level,Logical Thinking,Time,Holistic Approach,Cognitive Processes,Individual Differences,Executive Function,Computation,Inhibition,Mathematical Concepts

Understanding fraction magnitudes is important for achievement and in daily life. However, adults' fraction reasoning sometimes appears to reflect whole number bias and other times reflects accurate reasoning. In the current experiments, we examined how contextual factors and individual differences in executive functioning (Experiment 1), knowledge of fraction equivalence (both experiments), and strategy use (Experiment 2) influenced adults' fraction reasoning. Adults were only biased by fraction components when reasoning about fractions as holistic magnitudes was difficult: when estimating under a time constraint, when estimating fractions with large components, or when comparing fractions close in decimal distance. However, adults' knowledge of fraction equivalence moderated the effects of whole number components on their fraction estimation performance: when modeled at low levels of equivalence knowledge, adults were biased by fraction components when estimating. Adults with more knowledge of fraction equivalence were able to reason about fractions as holistic magnitudes through adaptive strategy choices. [This paper was published in &quot;Journal of Experimental Psychology: Learning, Memory, and Cognition&quot; v46 n11 p2049-2074 Nov 2020 (EJ1272028).]
Implicit Analogies in Learning: Supporting Transfer by Warming Up
Author: Sidney, Pooja G.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Thinking Skills,Figurative Language,Teaching Methods,Transfer of Training,Problem Solving,Mathematics Instruction,Learning Processes,Prior Learning,Learning Activities

Analogies between old and new concepts are common during classroom instruction. Previous transfer studies focused on how features of initial learning guide later, spontaneous transfer to new problem solving. We argue for a shift in the focus of analogical-transfer research toward understanding how to best support analogical transfer from previous learning when children are engaged in new learning episodes. Such research may have important implications for teaching and learning in mathematics, which relies heavily on analogies between old and new information. Some existing research promotes supporting explicit connections across old and new information within an analogy. Alternatively, we argue that teachers can invite implicit analogical reasoning through warm-up activities designed to activate relevant prior knowledge. Warm-up activities close the transfer space between old and new learning without additional direct instruction. [This is the online version of an article published in &quot;Current Directions in Psychological Science.&quot;]
State ESSA Plans to Support Student Health and Wellness: A Framework for Action. Third Edition. Updated
Author: Mann, Ryan
Date: 2017-03-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Child Health,Wellness,Health Promotion,Statewide Planning,Accountability,State Standards,Needs Assessment,Professional Development,Preschool Education,Elementary Education,Student Adjustment,Resource Allocation,Educational Finance,Grants

Too many students spend their days in buildings with unhealthy air, have limited opportunities for physical activity, and have inadequate access to fresh water, nutritious food or a school nurse. The Every Student Succeeds Act (ESSA) recognizes the need for schools to support the whole child and specifically acknowledges the importance of health and wellness in supporting learning and academic achievement. Under ESSA, states have more authority and flexibility in establishing their plans and strategies. Thus, as states begin to implement ESSA, it is critical they do so in a way that supports health and wellness. This guide is intended to support school health and wellness advocates who want to work with their state policymakers as they respond to the new requirements and opportunities in ESSA. It focuses on a few key sections of the law, where the potential impact on student health is the greatest, and provides recommendations and advice for how health and wellness priorities can be integrated into state plans.
Framework for Action: Addressing Chronic Absenteeism through ESSA Implementation
Author: Healthy Schools Campaign
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Attendance,At Risk Students,Child Health,Wellness,Barriers,Intervention,Problem Solving,Accountability,Reports,Data Collection,Academic Achievement,Tests,Scores,Educational Environment,Hunger,Mental Health,Student Needs,Access to Health Care,Professional Development,Partnerships in Education,School Safety

Chronic absenteeism is most commonly defined as missing 10 percent or more of school days for any reason. Chronic absenteeism is a proven early warning sign of academic risk and school dropout. While the causes of chronic absenteeism are multifold, research shows that student health and a school's health and wellness environment are key factors that can contribute to a student being chronically absent. The Every Student Succeeds Act (ESSA) recognizes the need for schools to support the whole child and specifically acknowledges the importance of health and wellness. Given that ESSA requires states to include rate of chronic absenteeism in their report cards, ESSA presents an important opportunity to create public accountability around chronic absenteeism and ensure state ESSA plans support a comprehensive approach to address chronic absenteeism. This approach can include integrating chronic absenteeism in state accountability systems required under ESSA, ensuring needs assessments are used to identify the underlying causes of chronic absenteeism, delivering evidence-based programs that address the root causes of chronic absenteeism and ensuring school staff receive professional development on how to address chronic absenteeism in their schools. Leveraging ESSA to address chronic absenteeism is a key strategy to supporting student success. This resource is intended to supplement the document titled &quot;State ESSA Plans to Support Student Health and Wellness: A Framework for Action&quot; (ED617465). It is meant to help those who are particularly interested in leveraging ESSA to support efforts to address chronic absenteeism.
Effects of Figural and Numerical Presentation Formats on Growing Pattern Performance
Author: Mielicki, Marta K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Mathematics Skills,Number Concepts,Word Problems (Mathematics),Pattern Recognition,Algebra,Mathematics Achievement,Problem Solving,Fractions,Learning Strategies,Accuracy,Individual Differences,Grade 6

Prior work exploring preschool-aged children's reasoning with repeating patterns has shown that patterning ability is an important predictor of math achievement; however, there is limited research exploring older children's growing pattern task performance. The current study tested whether presentation format impacts performance on growing pattern problems, and whether the effects of presentation format extend to transfer word problems for which no patterns are provided. Sixth grade students were randomly assigned to complete several growing pattern tasks in one of three presentation formats (sequences of values, or tables of values), and later completed transfer story problems with no figures, sequences, or tables provided. Findings suggest that presenting growing patterns as figures can benefit performance, although these benefits may depend on both pattern type and task. No differences were observed in performance on transfer problems, likely because students rarely spontaneously generated figures. Additional exploratory analyses suggest that performance on growing pattern problems may be related to both standardized math ability and fraction task performance, whereas inhibitory control may only be related to performance for specific patterning tasks. These findings have implications for educators because describing/expressing patterns is critical to algebra and higher-level mathematics.
Are Books Like Number Lines? Children Spontaneously Encode Spatial-Numeric Relationships in a Novel Spatial Estimation Task
Author: Thompson, Clarissa A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,Number Concepts,Spatial Ability,Numeracy,Task Analysis,Computation,Accuracy,Correlation,Books,Affordances,Educational Games,Cues

Do children spontaneously represent spatial-numeric features of a task, even when it does not include printed numbers (Mix et al., 2016)? Sixty first grade students completed a novel spatial estimation task by seeking and finding pages in a 100-page book without printed page numbers. Children were shown pages 1 through 6 and 100, and then were asked, &quot;Can you find page X?&quot; Children's precision of estimates on the page finder task and a 0-100 number line estimation task was calculated with the Percent Absolute Error (PAE) formula (Siegler and Booth, 2004), in which lower PAE indicated more precise estimates. Children's numerical knowledge was further assessed with: (1) numeral identification (e.g., What number is this: 57?); (2) magnitude comparison (e.g., Which is larger: 54 or 57?); and (3) counting on (e.g., Start counting from 84 and count up 5 more). Children's accuracy on these tasks was correlated with their number line PAE. Children's number line estimation PAE predicted their page finder PAE, even after controlling for age and accuracy on the other numerical tasks. Children's estimates on the page finder and number line tasks appear to tap a general magnitude representation. However, the page finder task did not correlate with numeral identification and counting-on performance, likely because these tasks do not measure children's magnitude knowledge. Our results suggest that the novel page finder task is a useful measure of children's magnitude knowledge, and that books have similar spatial-numeric affordances as number lines and numeric board games.
Compression Is Evident in Children&apos;s Unbounded and Bounded Numerical Estimation: Reply to Cohen and Ray (2020)
Author: Kim, Dan
Date: 2020-00-00
Type: Reports - Research
Subjects: Computation,Cognitive Development,Numbers,Cognitive Processes,Children,Individual Differences,Correlation

Kim and Opfer (2017) found that number-line estimates increased approximately logarithmically with number when an upper bound (e.g., 100 or 1000) was explicitly marked (bounded condition) and when no upper bound was marked (unbounded condition). Using procedural suggestions from Cohen and Ray (2020), we examined whether this logarithmicity might come from restrictions on the response space provided. Consistent with our previous findings, logarithmicity was evident whether tasks were bounded or unbounded, with the degree of logarithmicity tied to the numerical value of the estimates rather than the response space per se. We also found a clear log-to-linear shift in numerical estimates. Results from Bayesian modeling supported the idea that unbounded tasks are qualitatively similar to bounded ones, but unbounded ones lead to greater logarithmicity. Our findings support the original findings of Kim and Opfer (2017) and extend their generality to more age groups and more varieties of number-line estimation. [This paper was published in &quot;Developmental Psychology&quot; v56 n4 p853-860 2020 (EJ1246394). For the article, &quot;Experimental Bias in Number-Line Tasks and How to Avoid Them: Comment on Kim and Opfer (2017) and the Introduction of the Cohen Ray Number-Line Task,&quot; see EJ1246392.]
Students&apos; Ability to Calculate Their Final Course Grade May Not Be as Easy as You Think: Insights from Mathematical Cognition
Author: Thompson, Clarissa A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Grading,Grades (Scholastic),Mathematics Skills,Computation,Number Concepts,Misconceptions,Bias,Student Motivation,College Mathematics,College Students

Is there an optimal grading scheme? Do psychology instructors prefer one grading scheme over another? These questions were recently posted on the Society for the Teaching of Psychology Facebook page. After reading the responses, we realized that research in the domain of math cognition might help to shed light on an optimal grading scheme and put some of the posters' comments into context. Posters often mentioned 100-point and 1,000-point grading schemes because of the ease with which students could convert course points to percentages. In this Pedagogical Points to Ponder article, we describe the quick development of whole number understanding in the 0-100 and 0-1,000 range relative to the slow development across the lifespan of rational number understanding. Although people struggle to understand fractions, percentages might serve as an intuitive bridge between familiar whole numbers and less familiar fractions. We encourage readers to ponder the fact that grading schemes are inherently relational and people of all ages, expertise levels, and cultural backgrounds fall prey to a common mathematical misconception in which they think about the components of rational numbers--the numerators and denominators--like independent whole numbers. This misconception, known as the whole number bias, may make any grading scheme challenging for students to comprehend. There are many open empirical questions about the optimal grading scheme that college instructors should adopt. Findings from the domain of math cognition can inform empirical research designs that may lead to improvements in students' comprehension of the course grading scheme and motivation, and may even diminish student requests for end-of-term grade bumps. [This is the online version of an article published in &quot;Scholarship of Teaching and Learning in Psychology.&quot;]
SBA Veterans Assistance Programs: An Analysis of Contemporary Issues. CRS Report R42695, Version 84. Updated
Author: Dilger, Robert Jay
Date: 2021-12-09
Type: Reports - Evaluative
Subjects: Small Businesses,Public Agencies,Veterans,Federal Aid,Veterans Education,Employment Patterns,Unemployment,Labor Force,Employment Experience,Employment Programs,Federal Programs,Transitional Programs,Financial Support,Laws

Several federal agencies, including the Small Business Administration (SBA), provide training and other assistance to veterans seeking civilian employment. In recent years, the unemployment rate among veterans as a whole has generally been similar to or lower than the unemployment rate for nonveterans 18 years and older. However, veterans who have left the military since September 2001 have experienced higher unemployment than other veterans and, in some years, higher unemployment than nonveterans. As a result, Congress has focused much of its attention on finding ways to assist veterans who have left the military since September 2001. This report opens with an examination of the economic circumstances of veteran-owned businesses. It then provides a brief overview of veterans' employment experiences, comparing unemployment and labor force participation rates for veterans, veterans who have left the military since September 2001, and nonveterans. The report also describes employment assistance programs offered by several federal agencies to assist veterans in their transition from the military to the civilian labor force and examines, in greater detail, the SBA's veteran business development programs, the SBA's efforts to assist veterans' access to capital, and the SBA's service-disabled veteran-owned (SDVOSB) federal procurement program. It also discusses the SBA's Military Reservist Economic Injury Disaster Loan program and P.L. 114-38, the Veterans Entrepreneurship Act of 2015, which authorized and made permanent, under specified circumstances, the SBA's recent practice of waiving the SBA Express loan program's one time, up-front loan guarantee fee for veterans (and their spouses).
Dynamics and Development in Number-to-Space Mapping
Author: Kim, Dan
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Development,Number Concepts,Concept Mapping,Numeracy,Cognitive Mapping,Computation,Undergraduate Students,Elementary School Students,Spatial Ability

Young children's estimates of numerical magnitude increase approximately logarithmically with actual magnitude. The conventional interpretation of this finding is that children's estimates reflect an innate logarithmic encoding of number. A recent set of findings, however, suggests that logarithmic number-line estimates emerge via a dynamic encoding mechanism that is sensitive to previously encountered stimuli. Here we examine trial-to-trial changes in logarithmicity of numerosity estimates to test an alternative dynamic model (D-MLLM) with both a strong logarithmic component and a weak response to previous stimuli. In support of D-MLLM, first-trial numerosity estimates in both adults (Study 1, 2, 3, and 4) and children (Study 4) were strongly logarithmic, despite zero previous stimuli. Additionally, although numerosity of a previous trial affected adults' estimates, the influence of previous numbers always accompanied the logarithmic-to-linear shift predicted by D-MLLM. We conclude that a dynamic encoding mechanism is not necessary for compressive mapping, but sequential effects on response scaling are a possible source of linearity in adults' numerosity estimation.
Federal Support for School Safety and Security. CRS Report R46872, Version 6
Author: Dragoo, Kyrie E.
Date: 2021-08-10
Type: Reports - Descriptive
Subjects: Federal Programs,School Safety,School Security,Grants,Federal Aid,Wellness,Mental Health Programs,Resilience (Psychology),Violence,Prevention,At Risk Students,Trauma,Emergency Programs,Capacity Building,Homeless People,Delinquency,Federal Legislation,Juvenile Justice,Substance Abuse,Educational Legislation,Higher Education,Elementary Secondary Education,Technical Assistance

In the United States, more than 70 million students are enrolled in public elementary and secondary (K-12) schools or degree-granting postsecondary institutions. School and campus safety and security for these students encompasses many issues, including violence prevention and response, school climate, and the physical and mental health of the school community. Students' safety and security while in school is a paramount concern of the federal government and state and local governments, as well as school districts, institutions of higher education, students' families, and Members of Congress. The federal government's main avenue for supporting schools in general and school and campus safety specifically is through grant programs. This report provides an overview of grant programs at the U.S. Department of Education (ED), U.S. Department of Justice (DOJ), U.S. Department of Homeland Security (DHS), and U.S. Department of Health and Human Services (HHS) that provide direct or indirect funding for school and campus safety and security initiatives. The report also provides an overview of programs and initiatives administered by these departments that support school safety and security efforts in other ways, such as through data collection and reporting and technical assistance.