ethanporcaro/eric-fulltext-meta huggingface dataset:
Report of the Commissioner of Education for the Year 1875
Author: Department of the Interior, Bureau of Education (ED)
Date: 1876-00-00
Type: Historical Materials
Subjects: Public Agencies,Educational Experience,Educational History,Foreign Countries,Exhibits,Health,Communicable Diseases,American Indian Education,Professional Associations,Conferences (Gatherings),Religious Education,Schools of Education,Business Schools,Kindergarten,Secondary Education,College Preparation,Womens Education,Universities,Colleges,Science Education,Theological Education,Legal Education (Professions),Medical Education,Dentistry,Pharmaceutical Education,Academic Degrees,Public Libraries,Museums,Special Schools,Deafness,Blindness,Industrial Education,Intellectual Disability,Publications,Intellectual Property,Furniture,Educational Equipment,Educational Finance,Financial Support,School Statistics,Single Sex Schools

The Commissioner of Education discusses the office's work and needs; education records; records improved by the Centennial celebration; lessons learned from the educational experience; condition of education at the time of the Declaration of Independence; current U.S. education statistics; education in other countries; education representation at the International Centennial Exhibition of 1876; the U.S. educational exhibit at the Vienna Exposition in 1873; health and education; typhoid fever in schools; unpublished statements and other information of interest; and medical jurisprudence. He also makes recommendations and offers concluding remarks. Appendices include abstracted school-officer reports from the states, territories, and cities, plus data and discussion of Indian education; education conventions and associations; and education in Sunday schools and mission schools. Statistical tables cover state and territorial data; normal schools; commercial and business colleges; kindergarten; secondary education; preparatory schools; institutions for the superior instruction of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; degrees conferred; public libraries with upwards of 300 volumes; museums; institutions for the deaf and dumb and for the blind; statistics of orphan asylums; miscellaneous charities and industrial schools; schools and asylums for feeble-minded children; educational benefactions; education and historical publications; and patentees for school furniture and apparatus.
Report of the Commissioner of Education for the Year 1876
Author: Department of the Interior, Bureau of Education (ED)
Date: 1878-00-00
Type: Historical Materials
Subjects: Professional Associations,Conferences (Gatherings),Schools of Education,Business Schools,Kindergarten,Secondary Education,College Preparation,Womens Education,Universities,Colleges,Science Education,Theological Education,Legal Education (Professions),Medical Education,Dentistry,Pharmaceutical Education,Academic Degrees,Public Libraries,Museums,Special Schools,Deafness,Blindness,Industrial Education,Intellectual Disability,Publications,Intellectual Property,Furniture,Educational Equipment,Educational Finance,Financial Support,School Statistics,Public Agencies,Compulsory Education,Nursing Education,Foreign Countries,Day Schools,Child Abuse,Prevention,State Legislation,Old English,Greek,Pronunciation,Latin,Military Schools,College Entrance Examinations

The Commissioner of Education presents an education-progress review, and discusses compulsory education; national education aid; work of the commissioner's office; education statistical summaries; nurse-training schools; states' education duties; results of five years' compulsory education in Great Britain; industrial day schools; the Boston Whittling School; French compulsory education; prevention of cruelty to children; state laws concerning children; English reformatories; foreign education; education at the U.S. Centennial Exhibition; and notable education visits. The commissioner also offers recommendations and a conclusion. The report provides abstracted school officers' reports from the states, territories, with other information, as well as abstracts on education conventions and associations. Special articles cover the study of Anglo-Saxon, Greek pronunciation in the U.S., and Latin pronunciation. Statistical tables cover state and territorial school systems; school systems of cities with populations upwards of 7,500; normal schools, commercial and business colleges; kindergarten; secondary institutions; preparatory schools; institutions for superior instruction of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; admissions examinations for the U.S. Military and Naval Academies; degrees conferred; public libraries with upwards of 300 volumes; museums; institutions for the deaf and dumb and for the blind; orphan asylums; miscellaneous charities and industrial schools; reform schools; schools and asylums for feeble-minded children; education benefactions; education and historical publications; and patentees for improvements in school furniture and apparatus.
School Administrators&apos; Leadership Styles and Resistance to Change
Author: Inandi, Yusuf
Date: 2013-09-00
Type: Journal Articles
Subjects: Leadership Styles,Educational Change,Correlation,Prediction,Instructional Leadership,Administrator Characteristics,Democratic Values,Change Strategies,Transformational Leadership,Authoritarianism,Administrator Attitudes,Organizational Change,Foreign Countries,Principals,Elementary Secondary Education,Resistance to Change

In the study, the relation between school administrators' leadership style and resistance to change and prediction level of leadership styles for behaviours about resistance to change were discussed. Leadership styles of educational leaders which can vary according to their cultural, personal, psychological and educational qualities play a key role in change process. For this, it was tried to be determined in the study which leadership styles become prominent in managing successfully the change process in education. The study was based on field research using primary data gathered from 287 school administrators by Resistance to Change Scale (Oreg, 2003) and Leadership Style Scale (Tas, Celik and Tomul, 2007). Correlation analysis technique was used to analyze the relation between administrators' leadership style and resistance to change. In addition, multiple regression analysis technique was used to determine prediction level of leadership styles for resistance to change. There is a low relation between leadership styles and resistance to change, and leadership styles predict resistance to change at a low level. The study group was 287 administrators. The school administrators' leadership styles (autocratic, democratic, laissez-faire, transformational and transactional) are related at a low level with resistance to change. However, it is understood that resistance to change is also affected by factors other than leadership styles. This point appears to be reasonable when change is considered to be a complex process with multi-factors. Negative relation between autocratic or laissez-faire leadership styles and resistance to change seems a striking result of the study. Consistent with this, it isn't also expected that democratic leadership style increases routine behaviours. However, the fact that autocratic and laissez-faire leadership of administrators reduce resistance to change doesn't mean that they support change. It can be said that, no mater what the change is about, resistance is unavoidable due to uncertainties and loss of habits.
Assessment of Reading Proficiency in Urban Education: The Case of Charter Schools in Michigan, United States
Author: Hamdan, Suleiman M.
Date: 2015-03-00
Type: Journal Articles
Subjects: Urban Schools,Charter Schools,Grade 7,Reading Achievement,Public Schools,Comparative Analysis,Institutional Characteristics,Scores,Reading Tests,Middle School Students,Learning Analytics,State Standards

The purpose of this qualitative study was to examine the 7th grade reading performance among a random sample of urban public school academies (charter schools) in Wayne County, Michigan, compared with a random sample of traditional urban public schools within the same geographic area. This study was conducted using the fall 2012 Michigan Educational Assessment Program (MEAP) reading test scores, as reported by the Michigan Department of Education. A total of 11 public charter schools were selected and represented 15% of the total public charters in Wayne County that serviced middle school aged children. The 11 randomly selected Traditional Public Schools used for the comparison represented 10% of these traditional public schools that were located within a 5-mile radius of the public charter schools. Contingency tables were constructed (type of school vs. reading proficiency) and the data was analyzed using the nonparametric chi-square test for independence. According to the data, the traditional public schools had a higher percentage of grade 7 students who were proficient readers when compared with the public charter schools (30.7% vs. 18.6%, respectively). The difference, however, was not statistically significant and the null hypothesis was not rejected. These results suggested that the public charter schools were not outperforming traditional public schools in grade 7 reading proficiency.
Standardized Test Preparation with Mobile Flashcard Apps
Author: Al-Jarf, Reima Saado
Date: 2021-00-00
Type: Journal Articles
Subjects: Standardized Tests,Test Preparation,Handheld Devices,Electronic Learning,Instructional Materials,Technology Uses in Education,English (Second Language),Second Language Learning

A variety of Flashcard Apps (FCAs) for standardized tests such as the IELTS, TOEFL, TOEIC, GRE and SAT can be downloaded from the Google Play, and iPhone App Stores for free and used by the students to prepare for any of those tests. FCAs contain thousands of essential words and specialized vocabulary covering several categories such as biology, history, art, environment, social and human science. FCAs have customizable features. They have several learning modes: Study, Slide show, Matching, Memorize and Quiz. Students can listen and learn, without having to look at the screen. Multiple choice tests, Group choice test, Word choice test are provided as well. Words can be browsed alphabetically, sequentially, or randomly. They are a good tool for improving vocabulary and helping the students learn faster and remember more in a shorter time. Words that are important or difficult can be starred and revised on demand. This article gives examples of standardized test mobile flashcard apps (MFCAs), shows how FCAs can be located and gives some criteria for selecting relevant flashcards apps. Instruction with the MFCAs goes through three stages: pre task, task, and post-task phases. The instructor serves as a facilitator. She can help the students find and download flashcards that meet their needs and purposes and match their proficiency level, gives pre-questions, and follows the students up to make sure they are making the best use of them. The article concludes with some recommendations.
University of South Florida Accountability Plan, 2021
Author: State University System of Florida, Board of Governors
Date: 2021-09-01
Type: Reports - Descriptive
Subjects: Accountability,Strategic Planning,Educational Finance,Educational Indicators,Research Universities,State Universities,Enrollment Management,Graduation Rate,Outcomes of Education,Educational Quality,Institutional Characteristics,College Programs,Educational Improvement,Achievement,Undergraduate Students,Graduate Students

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;University of South Florida System Accountability Plan, 2020. Revised,&quot; see ED610452.]
Differential Effects of the iPad on First and Second Language Acquisition by Saudi Children during the COVID-19 Pandemic
Author: Al-Jarf, Reima
Date: 2021-04-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Handheld Devices,Foreign Countries,Family Environment,Preschool Children,Elementary School Students,Age Differences,Computer Games,English (Second Language),Films,Computer Software,Alphabets,Computer Assisted Instruction,Cartoons,Nursery Rhymes,Instructional Materials,Animation,Handwriting,Video Technology,Audio Equipment,Parent Attitudes,Parent Child Relationship,Student Attitudes,Learning Processes,Vocabulary Development,Independent Study,COVID-19,Pandemics

This study investigates the differential effects of the iPad on first and second language learning by Saudi children in the home environment. The subjects consisted of 78 parents and 118 children. The children were grouped into: 1-6 years old (young children in kindergarten and pre-school); 7- 9 years (grades 1-3); and 10-12 years (grades 4-6). Results of the survey-questionnaire showed that the iPad is more effective in helping young children in language learning than older children in grades 1-3, and in grades 4-6 respectively. Older children mainly use the iPad to play games and watch movies. More children under the age of 6 use the iPad to learn English than Arabic; 21.88% use Arabic Alphabet apps to learn; 15.6% use apps to learn the Quran; 12.5% use apps to learn numeracy and arithmetic; and 12.5% use animal apps. The iPad helps kindergarten children to learn the alphabet, numbers, names of animals, colors, fruits, seasons, and continents. They learn from apps, from games, cartoons, movies, nursery rhymes, stories, and flash cards. The iPad helps children focus on and engage in learning because the apps are interactive and use color, animation, audio, and video. Negative effects of the iPad on language learning include learning bad language, bad handwriting and some children no longer read print books. Most parents supervise their young children but not older children while using the iPad. The article reports the results in detail and gives recommendations for better use of the iPad.
Providing Remote Work Opportunities Will Aid Your Retention Efforts
Author: Bichsel, Jacqueline
Date: 2021-11-00
Type: Reports - Research
Subjects: Work Environment,Labor Turnover,COVID-19,Pandemics,Higher Education,Employee Attitudes,Job Satisfaction

This study sought to determine whether higher ed employees whose preferred work arrangements are not aligned with their actual work arrangements are more likely to look for other work. The results show that: a) nearly two-thirds of respondents report some degree of misalignment between their preferred and actual work arrangements, particularly in regard to having the ability to work remotely at least part of the time; b) nearly half of employees are at least somewhat likely to be looking for other employment opportunities in the near future; c) there is a clear relationship between the provision of remote work opportunities when employees prefer them and employee satisfaction in terms of whether they will be seeking other employment; and d) it would take only a small movement in the direction of providing more flexible work opportunities to result in improved employee satisfaction with their work arrangements and improved employee retention.
Investigating Digital Equity in Distance Education in Saudi Arabia during the COVID-19 Pandemic
Author: Al-Jarf, Reima
Date: 2021-04-22
Type: Speeches/Meeting Papers
Subjects: Equal Education,Distance Education,Online Courses,Electronic Learning,COVID-19,Pandemics,Access to Computers,Elementary Secondary Education,Higher Education,Internet,Low Income Groups,Disadvantaged Youth,Geographic Isolation,Donors,Barriers,Educational Finance,Foreign Countries

Due to the COVID-19 Pandemic, there was a sudden shift from face-to-face to distance education in all schools and universities in Saudi Arabia (SA) starting March 2020. Many instructors and students were not technically prepared for this abrupt transition as some did not have devices and Internet access. On the other hand, some households have high-speed Internet and even a device for each child. This study investigates the digital equity in accessing online courses by students in low-income families, orphanages, and remote areas. A sample of school and university teachers and students from different regions in SA was interviewed. The subjects reported that lack of devices/Internet access was overcome by: (i) Governorates donating thousands of tablets to disadvantaged students; (ii) charity organizations and affluent individuals donate tablets/laptops and financial aid; (iii) some school teachers collect money to buy tablets for needy students; (iv) students who do not have devices and/or Internet go to school few times a week and meet with teachers face-to-face to teach them and help them with homework; (v) needy college students are allowed to use devices and Internet at their college computer laps or library; (vi) some underprivileged students reported borrowing a smartphone/laptop from relatives or neighbours and/or use relatives and neighbours' Internet; (vii) Saudi mobile companies offer special Internet packages for students and teachers. Sample regions, types of disadvantaged students and help provided to bridge the digital and distance education gap in SA during COVID-19 are given in detail.
Cacoepy (Bad Pronunciation or Mispronunciation) of Scientific Terms and Their Effect on Learning of Secondary Level Science Students
Author: Rasheed, Arsalan
Date: 2021-11-19
Type: Journal Articles
Subjects: Alphabets,Pronunciation,Secondary School Students,Science Education,Academic Language,Science Teachers,Teacher Attitudes,Greek,Latin,Vocabulary Development,Student Attitudes,Biology,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,21st Century Skills,Foreign Countries

This research investigates cacoepy of science terminology encountered by the secondary level school students of Kohat district. The problem of cacoepy of scientific terms needs investigation due to the assumption that mispronunciations if learned in secondary level were still frequently performed by the advanced level students or may be throughout their life. The current research was designed in order to identify the cacoepy of common science terminologies by secondary school students and to study the science teachers' views on secondary level science textbooks produced by the Khyber Pakhtunkhwa Textbook board. It was found that majority of the students like science subjects and find the terminologies difficult in which most of the terms contain more than 7 alphabets and were considered as complex terms. Due to this complexity, students feel difficulty in learning of scientific terms. Most of science terms were derived from Greek, Latin and other ancient languages, so students cannot understand their meanings. Almost every chapter of secondary school biology, chemistry and physics is overloaded with difficult terms and students felt difficulty in preparation of those subjects in which mostly difficult terms were found in biology. Mostly science teachers emphasize goals for school science that are directed only toward preparing students for the next academic level (for further formal study of science) and finishing his course within session ignoring the students' revision and insertion of high workload. Teachers should insert few terms into science lessons for practicing daily, and it is enough to devote a minute or two to some pronunciation issue so that fluency during lecture is not interrupted a lot. Pointing out a pronunciation problem when it has just arisen in the course is a good way of introducing correct pronunciation into the class. English plays an important part in the development of students because of its present and future as an international language. Real life activities or examples should be associated with important topics. Textbooks should be altered for language of explanation to match the level of students in secondary schools in Khyber Pakhtunkhwa, and some outdated themes should be replaced with new themes to meet the needs of the 21st century. It is suggested that the textbook board in Khyber Pakhtunkhwa should include the Urdu phonology and meaning of the found terminologies at the start of each chapter.
Do School Buses Make School Choice Work?
Author: Trajkovski, Samantha
Date: 2021-00-00
Type: Journal Articles
Subjects: School Choice,Bus Transportation,Student Transportation,Proximity,Eligibility,Urban Schools,Public Schools,Decision Making,Probability,Kindergarten,Student Characteristics,Socioeconomic Status,Racial Differences,Ethnicity,English Language Learners,Students with Disabilities,Low Income Students,Minority Group Students,Teacher Characteristics,Teaching Experience,Educational Attainment,Zoning

While school choice has been well studied, there is little existing research exploring the role of transportation, in general, and school buses, in particular, to school choice decisions. We examine the effect of school buses on school choice decisions using data on kindergarten students and their eligibility for transportation assistance in New York City public schools in 2017. Using both conditional logit school choice models and regression discontinuity designs, we provide both descriptive and credibly causal evidence on the impact of school proximity, bus eligibility, and their interaction on school choice decisions. Our results indicate that proximity and buses both matter. Specifically, while distance significantly deters choice, school bus eligibility increases the likelihood of choosing a school by 1.4-4 percentage points (or 12-30 percent). Compared to a high-quality school, we find that bus eligibility has twice as large an impact on reducing the negative distance effect in the 0.5 to 1 mile range from school (27 versus 12 percent). These results will be useful for policy makers looking to leverage school transportation policy to improve school choice decisions, and ultimately student outcomes.
An Intelligent Tutoring System for Improving Adult Literacy Skills in Digital Environments
Author: Hollander, John
Date: 2021-11-00
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Adult Literacy,Reading Instruction,Reading Comprehension,Reading Skills,Adult Learning,Usability,Instructional Design

Twenty-first century literacy includes a mixture of digital and print literacy skills and strategies. AutoTutor for Adult Reading Comprehension is a web-based intelligent tutoring system that is designed to help adult learners develop effective reading comprehension strategies. Lessons span basic reading skills (vocabulary, word parts), comprehension of sentences and texts in different text genres and rhetorical structures, including digital documents and media. The AutoTutor system features an accessible interface, conversational trialogues with helpful and engaging computer agents, and material and scenarios that were developed specifically for adult learners. Studies suggest that this system significantly improves learning outcomes when used in conjunction with classroom instruction. Materials described in this article are free and readily available to adult educators and their students. [This article was published in &quot;COABE Journal: The Resource for Adult Education.&quot;]