ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation Lessons for Practitioners from the TechHire and SWFI Randomized Controlled Trial
Author: Rock, Andrew
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Job Training,Barriers,Job Skills,Recruitment,Child Care,Job Placement,Information Technology,Partnerships in Education,Social Media,Advertising

This brief highlights key findings from the implementation of the TechHire and Strengthening Working Families Initiative (SWFI) programs and offers considerations for practitioners. The programs provided training for high-tech jobs as well as support services to people with barriers to training and employment. Presented especially for a practitioner audience and derived from a rigorous evaluation, including visits to TechHire and SWFI programs, interviews with staff members, and a review of program participation data, the brief describes staff members' experiences of facilitators and challenges related to recruiting for these types of training programs and delivering a range of services, including technical skills training, case management, support services, child care assistance, and job placement and other post-training services. The brief offers considerations for practitioners involved in planning or implementing similar programs.
The Enchanted Past: True Stories of the Lands Where Civilization Began
Author: Hodgdon, Jeannette Rector
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Materials,History Instruction,Religion,Art

This textbook is a reader that seeks to stimulate interest in history, literature, religion, and art of older civilizations. Subjects include: (1) the Hindus; (2) the Egyptians; (3) the Chinese; (4) the Babylonians, Assyrians, and Chaldeans; (5) the Persians; (6) the Hebrews; (7) the Greeks; and (8) the Romans.
The American Journal of Education. Volume VIII
Author: Barnard, Henry, Ed.
Date: 1860-00-00
Type: Historical Materials
Subjects: Educational Facilities Design,History Instruction,Geography Instruction,Natural Sciences,Science Instruction,Mathematics Instruction,Geometry,Arithmetic,Physical Education,Christianity,Public Education,Popular Education,Elementary Schools,Agricultural Education,Discipline,Singing,Music Education,Technical Education,Teacher Education Programs,Foreign Countries

This textbook is the eighth volume of the bound periodical, &quot;American Journal of Education.&quot; This journal was established to enter into a range of education-related discussion and investigation. This volume includes No. 20, March 1860 and No. 21, June 1860. Among the topics covered in these issues are: school architecture; teaching history; geography; instruction in natural science; geometry; arithmetic; physical education; Christianity in education; public or foundation schools of England; public instruction in Norway; historical development of popular education in Greece; course of instruction in the primary schools of Germany; public instruction in Prussia; primary schools in Prussia; public instruction in the Kingdom of Bavaria; agricultural education; public instruction in Belgium; public instruction in Holland; school discipline; instruction in singing; polytechnic schools; and teachers' institutes. An index is included.
Reducing Chronic Absence: Making Equity Strategies Specific, Adaptive, and Evidence-Based
Author: Tozer, Steve
Date: 2021-12-00
Type: Reports - Research
Subjects: Attendance Patterns,Evidence Based Practice,Influences,Educational Research,Student Attrition,Change Strategies,Elementary Secondary Education,Teacher Persistence,Equal Education,Repetition

Student attendance problems have numerous causes and serious consequences for student learning outcomes. Chronic absence (CA) is a critical indicator of these problems. Chronic absence is especially relevant today given that the COVID-19 pandemic has caused more students to be chronically absent. However, chronic absence is not a new feature for many schools and communities in large urban school districts. Large urban school districts have the opportunity to recognize in this continuing crisis a historic failure to learn how to support schools equitably. In this brief, the authors use available literature as well as collaborative research undertaken by the Center for Urban Education Leadership (CUEL) and Chicago Public Schools (CPS) to address a set of questions relevant to CA. Although the authors draw on some of the research within CPS and write this in direct service to CPS, the authors view these findings as relevant to large urban school districts throughout the US. The questions that are investigates and addressed in this research brief are: (1) What does the research and practice literature tell us about chronic absence in terms of its root and proximal causes, consequences, and remedies?; (2) In what ways are these findings illuminated by collaborative research?; (3) What can schools do? That is, what kinds of systems and supports can schools put in place to support students who struggle with chronic absence?; and (4) What can large urban districts (CPS and other such districts) do? How can the district identify and prioritize supports for the schools who deal with populations most likely to struggle with chronic absence?
A Booster for Digital Instruction: The Role of Investment in ICT Resources and Teachers&apos; Professional Development. IEA Compass: Briefs in Education. Number 18
Author: Mejia Rodriguez, Ana Maria
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Faculty Development,Access to Computers,COVID-19,Pandemics,Program Effectiveness,Foreign Countries,Teacher Attitudes,Technological Literacy,School Closing

Results from the IEA's International Computer and Information Literacy Study (ICILS) Teacher Panel show a general increase in the use of information and communication technology (ICT) for teaching after the COVID-19 outbreak. This brief examines how changes in the availability of school ICT resources and recent participation in ICT-related professional development may explain increases in teachers' use of ICT during the pandemic in Denmark, Finland, and Uruguay. Results indicate positive effects of both professional development and school ICT resources on ICT use in all three countries. The brief concludes with a discussion of recent policy efforts to promote the use of ICT through targeted investments in computer infrastructure and ICT-related teacher training. It also outlines the implications for future evidence-based responses to educational disruptions.
Missing out on Half of the World&apos;s Potential: Fewer Female than Male Top Achievers in Mathematics and Science Want a Career in These Fields. IEA Compass: Briefs in Education. Number 17
Author: Hencke, Juliane
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Science Achievement,High Achievement,Gender Differences,Males,Females,Occupational Aspiration,Career Choice,Grade 8,Achievement Tests,Elementary Secondary Education,Mathematics Tests,International Assessment,Foreign Countries,Science Tests,Self Esteem

Using IEA's Trends in International Mathematics and Science Study (TIMSS) 2019 data, this brief explores the relationship between students' gender, their confidence and achievement in mathematics and science, and their aspirations to pursue careers in these fields. We find that more boys than girls at grade 8 want to have a mathematics- or science-related job. Girls and boys who have high confidence in mathematics and science are significantly more likely to want to work in these fields than those with low confidence in mathematics. In addition, we find that boys want to pursue a job involving mathematics as adults significantly more than girls of the same achievement level. This increased likelihood for boys holds across both high- and low-achievement groups. In comparison, there are smaller or no gender differences in the likelihood of pursuing a science-related career depending on achievement levels. The brief concludes with a discussion on the potential implications.
Digital SAT® Score Relationships with Other Educational Measures: Early Convergent Validity Evidence
Author: Marini, Jessica P.
Date: 2022-09-00
Type: Reports - Research
Subjects: Scores,College Entrance Examinations,Comparative Analysis,Test Format,Computer Assisted Testing,Grade Point Average,High School Students,Correlation,Reading Tests,Mathematics Tests,Student Characteristics

This study examines relationships between digital SAT scores and other relevant educational measures, such as high school grade point average (HSGPA), PSAT/NMSQT Total score, and Average AP Exam score, and compares those relationships to current paper and pencil SAT score relationships with the same measures. This information can provide reassurances to future digital SAT-takers and test score users when findings show that digital SAT scores are measuring the constructs they are intended to, and that they are doing so in nearly identical ways to the paper and pencil SAT. That is what this study aims to do.
2020 Summary of Advances in Autism Research
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Autism Spectrum Disorders,Research,Research Methodology,Scientific Research,Educational Research,Clinical Diagnosis,Screening Tests,Genetics,Brain,Cognitive Development,Early Intervention,Outcomes of Treatment,Incidence,African Americans,Children,Sleep,Symptoms (Individual Disorders),Cognitive Ability,Longitudinal Studies,Epidemiology,Environmental Influences,Language Impairments,Cognitive Restructuring,Behavior Modification,Racial Differences,Etiology,Access to Health Care,Employment Level,Sexual Orientation,Anxiety Disorders,Adults,Developmental Disabilities,Child Development

Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field. The &quot;2020 Summary of Advances in Autism Research&quot; provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles nominated by the members. The 20 studies selected for 2020 have provided new insight into disparities in screening, inheritance patterns of autism, and genes associated with autism and early brain development. The advances also include studies that investigated treatments and early intervention, patterns of health care enrollment and usage, and prevalence differences across demographic groups. Articles in the IACC &quot;Summary of Advances&quot; are grouped according to the topics represented by the seven Questions of the &quot;2016-2017 IACC Strategic Plan for ASD.&quot; Citations for the articles selected for the &quot;Summary of Advances,&quot; as well as a complete listing of those nominated, are included at the end of the document. [For the 2019 Summary, see ED608235.]
Monitoring the Future Panel Study Annual Report: National Data on Substance Use among Adults Ages 19 to 60, 1976-2021
Author: Patrick, Megan E.
Date: 2022-00-00
Type: Reports - Research
Subjects: Substance Abuse,College Students,Adults,Incidence,Smoking,Drinking,Marijuana,Narcotics,Stimulants,Cocaine,Lysergic Acid Diethylamide,Age Differences,Young Adults,Gender Differences,Geographic Regions,Racial Differences,Ethnicity,COVID-19,Pandemics

This volume presents new 2021 findings from the U.S. national Monitoring the Future follow-up (panel) study concerning substance use among the nation's college students and adults from ages 19 through 60. We report 2021 prevalence estimates on numerous illicit and licit substances, examine how substance use differs across this age span, and show how substance use and related behaviors and attitudes have changed over the past four decades. The panel study now has over 108,000 individuals, with approximately 28,500 surveyed each year including young adults ages 19 to 30 and adults ages 35 to 60. These data, gathered on national samples over such a large portion the lifespan, are extremely rare and can provide needed insight into the epidemiology, etiology, and life course history of substance use and relevant behaviors, attitudes, and other factors. The current report is the latest in a series of publications dating back to 1986. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2021: Volume 1, Secondary School Students,&quot; see ED619855. For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2020. Volume II, College Students &amp; Adults Ages 19-60,&quot; see ED615085.]
The Essentials of Anatomy, Physiology, and Hygiene: A Text-Book for Schools and Academies. Appleton&apos;s Science Text-Books
Author: Tracy, Roger S.
Date: 1884-00-00
Type: Historical Materials
Subjects: Textbooks,Science Instruction,Anatomy,Physiology,Educational Principles,General Education,Health Education,Human Body

The aim of this textbook is to compress within the narrowest space such a clear and intelligible account of the structures, activities, and care of the human system as is essential for the purposes of general education. The author has also sought to present the facts and principles of the subject in such a natural order as will best subserve the true ends of scientific education. The object of physiology is to teach how to preserve health, but this is not best done by merely memorizing rules. The rules must be supported by reasons, and if there is not some thorough understanding of the mechanism and powers of the human body. [Title on book cover is &quot;Anatomy, Physiology, and Hygiene.&quot;]
Proceedings of the International Conference on Educational Data Mining (EDM) (15th, Durham, United Kingdom, July 24-27, 2022)
Author: Mitrovic, Antonija, Ed.
Date: 2022-00-00
Type: Books
Subjects: Information Retrieval,Data Analysis,Feedback (Response),Inclusion,Diversity,Data Collection,Educational Research,Educational Practices,Research Methodology,Research Design,Elementary Secondary Education,Higher Education

For this 15th iteration of the International Conference on Educational Data Mining (EDM 2022), the conference was held in Durham, England, with an online hybrid format for virtual participation as well. EDM is organized under the auspices of the International Educational Data Mining Society. The theme of this year's conference is Inclusion, Diversity, Equity, and Accessibility (IDEA) in EDM Research and Practice. This theme emphasizes the importance of considering and broadening who is included--or not included--in EDM, and why. the theme speaks to the importance of IDEA considerations in all stages of the research process, from participant recruitment and selection, data collection, methods, analysis, results, to the application of research results in the future. The conference features three invited talks: Jennifer Hill, Professor of Applied Statistics at New York University; René Kizilcec, Assistant Professor of Information Science at Cornell University; and Judy Robertson, Professor of Digital Learning at the University of Edinburgh. This year's conference also includes an invited keynote talk by the 2021 winner of the EDM Test of Time Award. The talk is delivered by Tiffany Barnes, Distinguished Professor of Computer Science at North Carolina State University. [Individual papers are indexed in ERIC.]
Transforming Central Office Practices for Equity, Coherence, and Continuous Improvement: Chicago Public Schools under the Leadership of Dr. Janice K. Jackson
Author: Whalen, Samuel P.
Date: 2020-12-15
Type: Reports - Research
Subjects: Central Office Administrators,Educational Practices,Educational Administration,Leadership,Systems Approach,School Districts,Teacher Administrator Relationship,Administrator Role,Educational Improvement,Accountability,Program Implementation

This case study explores the strategic plan of Janice Jackson, CEO of the Chicago Public Schools, along with the central office leadership team she assembled over a five-year period. In July 2015 Dr. Jackson was tapped by then-Mayor Rahm Emanuel to become Chief Education Officer (CEdO) in partnership with CEO Forrest Claypool, a veteran public &quot;turnaround&quot; administrator. Their appointments came on the heels of three tumultuous years of discord over school closings, labor unrest, fiscal turbulence, leadership scandal, and persistent inequities in student outcomes and school conditions by income and zip code. [For the Executive Summary, see ED623998.]
Columbus and De Soto. Young Folks&apos; Library of American History
Author: Pratt, Mara L.
Date: 1891-00-00
Type: Historical Materials
Subjects: Textbooks,History Instruction,United States History

This textbook is a history reader with fictionalized selections on Columbus and DeSoto. Poems are included.
Transforming Central Office Practices for Equity, Coherence, and Continuous Improvement: Chicago Public Schools under the Leadership of Dr. Janice K. Jackson. Executive Summary
Author: Whalen, Samuel P.
Date: 2020-12-15
Type: Reports - Descriptive
Subjects: Central Office Administrators,Educational Practices,Educational Administration,Leadership,Systems Approach,School Districts,Teacher Administrator Relationship,Administrator Role,Educational Improvement,Accountability,Program Administration

This is the Executive Summary for the report, &quot;Transforming Central Office Practices for Equity, Coherence, and Continuous Improvement: Chicago Public Schools under the Leadership of Dr. Janice K. Jackson.&quot; This case study explores the strategic plan of Janice Jackson, CEO of the Chicago Public Schools, along with the central office leadership team she assembled over a five-year period. In July 2015 Dr. Jackson was tapped by then-Mayor Rahm Emanuel to become Chief Education Officer (CEdO) in partnership with CEO Forrest Claypool, a veteran public &quot;turnaround&quot; administrator. Their appointments came on the heels of three tumultuous years of discord over school closings, labor unrest, fiscal turbulence, leadership scandal, and persistent inequities in student outcomes and school conditions by income and zip code. [For the full report, see ED623996.]
Exploring Educational Ecosystems through the Lens of Intermediary Organizations: Insights for Policy and Practice
Author: Cosner, Shelby
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Administration,Ecology,Systems Approach,Networks,Donors,Philanthropic Foundations,Educational Policy,Nonprofit Organizations,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Partnerships in Education,Capacity Building

In their study of the educational ecosystems that surround schools, the authors recognized a growing global trend that has positioned &quot;intermediary organizations,&quot; and particularly non-system intermediary organizations, or those not involved in the formal governmental education system, in an oversized ecosystem role. Through their direct work with schools, especially the most vulnerable schools, these organizations straddle the larger ecosystem and the local schoolhouse, becoming a primary and proximal conduit of external leadership resources into schools. With this in mind, the authors examined a set of more mature non-system intermediary organizations that work directly with schools to generate important insights about their work in forging relationships within and gaining vital resources from these expansive and diffuse ecosystems. Examining the ecosystem from the vantage point of these organizations has potential for helping non-system intermediary organizations to better consider and gain access to the kinds of ecosystem relationships and resources that are likely to prove important to their work, to schools, and to students. It also sheds light on broader issues relevant for ecosystem-building efforts. [Foreword written by by James P. Spillane. This report was co-produced with WISE (World Innovation Summit of Education), an initiative of Qatar Foundation.]
Toward the Continuous Improvement of Chicago Public Schools&apos; High-Churn Elementary Schools
Author: Walker, Lisa
Date: 2021-12-00
Type: Reports - Research
Subjects: Public Schools,Elementary Schools,Institutional Characteristics,Attendance,Enrollment Trends,Barriers,Accountability,Student Mobility,Homeless People,Teacher Effectiveness,School Restructuring,Teacher Attendance,Measurement Techniques,Educational Policy,Capacity Building,Teacher Persistence,Faculty Mobility,Disadvantaged Schools,Academic Achievement

The aim of this brief is to describe a key contributor to the persistent disparities found in student learning outcomes in Chicago Public Schools (CPS) and to show how this knowledge can help identify specific sources of inequities in CPS, particularly for schools with predominantly Black student enrollments. The authors present a data-based approach to identifying and examining a prominent type of high-need school--the &quot;high-churn school&quot;--through publicly available administrative data. Both the concept of &quot;churn&quot; and the initial data analysis presented here can inform current CPS efforts to strengthen the processes of continuous improvement at the system level.
Understanding Youth: A Prerequisite for Creating Programs by/with/for Tweens and Teens. By/With/For Youth: Inspiring Next Gen Public Media Audiences. Research Brief
Author: Rood, Elizabeth
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Mass Media Role,Mass Media,Early Adolescents,Adolescents,Information Technology,Video Technology,Social Media,Innovation,Design

Public media has the potential to play a powerful role in the media landscape for tweens and teens. With the By/With/For Youth: Inspiring Next Gen Public Media Audiences project, the Joan Ganz Cooney Center conducted focus group interviews with tweens and teens across the country in order to better understand how young people are engaging with media today in order to help public media better serve this young audience. The key to success will be in understanding this young audience. Given the ever-evolving technologies that youth use and the ways that technology and media have shifted young people's experiences, this research brief aims to support stations as they prepare responsive approaches to working by/with/for youth. [For the first report in this series, see ED624025.]
K-12 Equity Directors: Configuring the Role for Impact
Author: Irby, Decoteau
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Equal Education,Administrators,Administrator Role,Power Structure

School districts across the United States continue to grapple with systemic educational inequities that are reinforced through anti-Blackness, white supremacy, and racist practices. The inequities keep high quality educational opportunities beyond the reach of our country's Black, Latinx, Indigenous, immigrant, and the many ethnically and linguistically diverse students that comprise our population. To address the problems that stem from persistent educational inequity districts are increasingly hiring new administrators into roles called &quot;equity directors.&quot; The hiring of equity directors signals a new direction in how districts aim to confront persistent educational inequities. Although leadership for equity is not new, the role that equity directors play in advancing equity in K-12 districts is relatively uncharted. The authors outline some common ways the roles are designed and offer considerations that will help districts configure roles to best support the leaders that fill them. [This work was published in conjunction with The University of Texas at Austin Institute for Urban Policy Research and Leadership for Learning at the University of Washington.]