ethanporcaro/eric-fulltext-meta huggingface dataset:
Biennial Surveys of Education in the United States, 1938-40; 1940-42. In Two Volumes: Volume I
Author: Federal Security Agency, US Office of Education (ED)
Date: 1947-00-00
Type: Historical Materials
Subjects: Higher Education,Two Year Colleges,Professional Education,Extension Education,Graduate Study,Accreditation (Institutions),Educational Legislation,State Surveys,Constitutional Law,Public Schools,Educational Administration,Educational Finance,Curriculum,Textbooks,Student Transportation,Attendance,Students with Disabilities,Educational Facilities,Child Health,School Safety,Tenure,Employment Level,Teachers,Teacher Retirement,Private Schools,Adult Education,Vocational Education,Federal Legislation,Urban Schools,Health Services,School Personnel,Tests,Interpersonal Relationship,Health Needs,Services,Health Education,Physical Education,Boards of Education,Library Services,School Libraries,Public Libraries,Foreign Countries,Educational Research

Chapters 1 and 2 of the &quot;Biennial Survey of Education 1938-1940; 1940-1942 Vol. 1&quot; were not published. Chapter 3 covers higher education, including statistics, junior and four-year colleges, professional schools, university and college extension study, graduate instruction, and accreditation issues. Chapter 4 covers education legislation, including state surveys; constitutional changes; state school such as administration, organization, functions, finance, and control; higher education; curriculum; textbooks; school transportation; attendance; handicapped children's education facilities; school children's health and safety protection; teacher tenure and employment; teacher retirement; private schools; adult and vocational education; and federal education laws. Chapter 5 discusses health services in city schools by population, covering administration, personnel, examinations, relationships, and needs; services for teachers and employees; and representative local services. Chapter 6 addresses school hygiene and physical education, including nutrition, ventilation, illumination, sanitation and physical activities, health and safety instruction, physical education across education sectors, health services, physical education and school progress, teacher welfare, and school health programs. Chapter 7 covers city boards of education, including qualifications and selection, member numbers and terms, organization, compensation, and relation to city official and school superintendents. Chapter 8 discusses library services, including general trends and activities, institutional libraries across education sectors, public libraries, special libraries, and the effect of the international situation, i.e. totalitarianism and military expansion. Chapter 9 covers school plant issues, including current situation, trends, and needs. Chapter 10 presents educational research studies of national scope or significance. [For volume II, see ED621969.]
Biennial Surveys of Education in the United States, 1938-40; 1940-42. In Two Volumes: Volume II
Author: Federal Security Agency, US Office of Education (ED)
Date: 1947-00-00
Type: Historical Materials
Subjects: Public Schools,Higher Education,Special Schools,Students with Disabilities,Colleges,Urban Schools,Public Libraries,School Libraries,Private Schools,Elementary Secondary Education

Volume II presents statistics and discussion on broad-range education in 1939-40 and 1941-42, state school systems in 1939-40 and 1941-42, higher education in 1939-40 and 1941-42, special schools and classes for exceptional children, colleges and libraries in 1939-40, city school systems in 1939-40 and 1941-42, public libraries in 1941-42, and nonpublic elementary and secondary schools in 1940-41. [For volume I, see ED621968.]
Heuristic Usability Evaluation Applied to Educational Games
Author: Olimpio, Anara
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Usability,Evaluation,Design,Heuristics,Handheld Devices,Computer Oriented Programs,Educational Technology,Music Education

The article analyzes the success of interactive methods for evaluating digital tools and digital games with a focus on usability. To do so, it maps out the game's heuristic evaluations of usability, called playability. In this context, a bibliographic review was performed, seeking to encompass the most prominent authors as well as the articles that help in understanding the best way to apply software evaluation and the best timing for such evaluation. Heuristic evaluation of usability is a useful tool for developers to improve interactive tools. Many developers have adopted interactive game-based learning because of its characteristics, and have been able to motivate mobile learning systems. After the consolidation of these papers and heuristics, three digital games geared toward music teaching were selected. The results show that it is possible to identify and analyze problems of playability, allowing designers to make corrections that can improve user experience, such as the possibility of contributing to the learning process. The qualitative study was beneficial, as it helped to understand usability problems that occur in interactive tools. [For full proceedings, see ED621941.]
Core Standards for Utah Public Schools. Report to the Education Interim Committee
Author: Suddreth, Diana
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Standards,Public Schools,Health Education,Elementary School Science,Secondary School Science,Early Childhood Education,Alignment (Education),State Boards of Education

This report describes the core standards process for Utah Public Schools. During fiscal year 2017-2018, the Utah State Board of Education (Board) continued revisions to core standards for Health Education, K-5 and 9-12 Science, and Early Childhood Education. The Health Education Core is currently out for 90 days of public review which closes January 2019. With Board approval, the K-5 and 9-12 Science Core Standards will be released for public review in early 2019. The Early Childhood Core Standards will be completed after health and science so that they can align with the most current standards. It is anticipated that final versions of all three core standards will be completed in early 2019.
Developing Measures of the Implementation and Cost of High-Quality Early Care and Education. OPRE Report 2022-04
Author: Kirby, Gretchen
Date: 2022-01-00
Type: Reports - Research
Subjects: Program Implementation,Measurement,Costs,Educational Quality,Early Childhood Education,Child Care Centers,Preschool Children,Educational Improvement,Educational Policy,Educational Finance,Technical Assistance,Decision Making,Psychometrics,Test Reliability,Scores,Instruction,Planning,Coordination

The goals of the Implementation and Cost of High Quality Early Care and Education (ECE-ICHQ) are to (1) produce technically sound, systematic measures of the implementation and costs of education and care in center-based settings that serve children from birth to age 5; (2) produce implementation and cost measures to examine the variation in ECE center capacities and resources that can make a difference in quality and the experiences of children; and (3) develop a feasible and useful instrument to guide the collection, development, and reporting of the measures. The measures are intended for use in research to examine and explain variations in quality, in practice to inform quality improvement, and in policy to inform funding and technical assistance. It can also help look at different pathways to quality and inform decisions about how centers can use resources effectively to deliver high quality ECE. This report describes the approach to a multi-case study, details the development of the implementation and cost measures, and presents next steps for testing and using the measures. Five research questions guided the work of the multi-case study: (1) What implementation activities support each key function and can we reliably measure implementation of each function? (2) How do staff members use their time in support of key functions within the center? (3) What are the costs associated with the implementation of key functions? (4) Are differences in center characteristics related to implementation and costs? and (5) Can implementation and cost measures be aligned to inform decisions to guide quality improvement?
But at What Cost? Teacher Mental Health during COVID-19. Pandemic Research Report
Author: Canadian Teachers' Federation
Date: 2022-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Public Education,Foreign Countries,Mental Health,Teachers,Teaching Conditions,Teacher Responsibility,Faculty Workload,Well Being,Instruction,Teaching (Occupation)

When the pandemic brought life to a screeching halt and forcefully shuttered schools across the country, few were aware that a crisis in public education was already well underway. COVID-19 may have been an unexpected and devastating shock to the system, but a virus had already taken hold, leaving Canada's public-school systems vulnerable at the worst possible moment. Years and even decades of underfunding, understaffing, and increased demands both in and outside the classroom were coupled with outdated and inadequate infrastructure and resources. The burden of keeping public education operational had been downloaded onto the backs of teachers, school staff, and administrators. So, when COVID hit, too many people were already stretched far too thin. This report provides sobering and at times heartbreaking first-hand accounts of the mental health toll the pandemic has leveled on teachers across the country. Stemming from the 2020 pan-Canadian survey on mental health, teachers shared how before and during the pandemic they continue to carry the burden, in and out of the classrooms, psychologically, emotionally, and physically, for their students, colleagues, parents, and their own close relations. The unpredictable changes and new &quot;invisible&quot; workload are additional responsibilities that are once again placed on the shoulders of teachers and out of their control. This report centers the stories and voices of teachers. The experiences and stories are organized around three major spheres that greatly influence teacher mental health and well-being: (1) workload; (2) pedagogy; and (3) the teaching profession. Each sphere illustrates how education workers experienced the pandemic through different aspects of their work. In the first section, workload is explored using the body as a metaphor for the ways in which various parts of the work have left a mark on teachers' bodies, including the emotional, psychological, and physical weight that teachers continue to carry as part of their workload. The second sphere explores how changes to pedagogy, or 'pedagogical pivots' created multiple issues in connecting with students and colleagues, in expectations and ability to assess and appropriately and meaningfully deliver curriculum, and in how the sense of emergency embedded itself in teachers' learning and working environments. Lastly, the third sphere explores aspects that are outside of education workers' control, in terms of professional obligations, sense of autonomy in their professional expertise, and personal perceptions of the profession, as professional circumstances orbiting around them are often out of reach and beyond their grasp.
In Good Company: What NYC&apos;s Employers Should Do to Expand Access to Good Jobs
Author: Dvorkin, Eli
Date: 2022-05-00
Type: Reports - Research
Subjects: Private Sector,Economic Climate,Employers,Industry,Fellowships,Apprenticeships,Advertising,Inclusion,At Risk Persons,Young Adults,Health Services,Labor Force Development,Job Skills,Disproportionate Representation,Minority Groups,Career Development,Partnerships in Education,Higher Education,School Business Relationship

Creating a more equitable economy will require bold action by the city. But the private sector will also need to step up. This study provides a snapshot of six innovative employer-led initiatives to expand access to good jobs--with enormous potential for replication among other companies in New York. [The Gantcher Family Foundation provided support for this report.]
Uptake of GCSE Subjects 2013. Statistics Report Series No. 70
Author: Gill, Tim
Date: 2014-03-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Disadvantaged Schools,Single Sex Schools,Intellectual Disciplines

This report looks at the uptake of General Certificate of Secondary Education (GCSE) (and International General Certificate of Secondary Education (IGCSE)) subjects in England in 2013. Reports on GCSE uptake have been produced by Cambridge Assessment every year since 2010. This is the first year that IGCSEs have been included in the data for the report. A decision was made to include IGCSEs due to the increasing numbers of candidates taking these qualifications as alternatives to GCSEs. The data for these analyses were taken from the National Pupil Database (NPD). For the analysis of uptake at GCSE the Key Stage 4 (KS4) extract of the NPD was used, consisting of all students who were at the end of KS4 in 2013 (i.e. in year 11). Uptake in this report is defined as the percentage of these students taking a GCSE in the subject, and includes exams taken by these students in previous years. Uptake of GCSEs in this report is presented by different student classifications: gender, school type, prior attainment, school gender and deprivation level. In the tables in this report, the numbers of students in each of the classifications are presented.
New York&apos;s Untapped Entrepreneurship Opportunity: How Expanding Entrepreneurship at NYCHA Could Help Boost Incomes, Build Wealth, and Tap into a Powerful Entrepreneurial Spirit
Author: Daniels, Cora
Date: 2022-03-00
Type: Reports - Research
Subjects: Entrepreneurship,Opportunities,Public Housing,Self Employment,Barriers,Financial Support,Social Capital,Government Role,Small Businesses,Housing,Low Income Groups

To succeed in creating a more equitable economy in New York City, policymakers will need to help boost economic outcomes for the nearly 300,000 working-age New Yorkers living in public housing. Although new investments in workforce training and education should be part of the solution, there is also an enormous untapped opportunity to make progress by increasing rates of entrepreneurship among New York City Housing Authority (NYCHA) residents--and enabling the many public housing residents already engaged in side hustles and home-based ventures to grow their businesses. This report provides a comprehensive examination of the current state of entrepreneurship among New Yorkers living in NYCHA public housing--and what it will take to increase the number of successful NYCHA resident-run businesses. This report builds on the Center for an Urban Future's two decades of research about the role of entrepreneurship in building community wealth and creating a more inclusive and equitable economy in New York City. It documents current self-employment among NYCHA residents, explores the benefits of fostering a robust entrepreneurial economy within NYCHA, details the obstacles that prevent larger numbers of NYCHA businesses from taking shape, and examines current supports for entrepreneurship within NYCHA. In addition, the study features best practices from across the country, and advances 15 specific, achievable policy recommendations to support entrepreneurship among New Yorkers living in public housing. It was informed by extensive data analysis and draws on interviews with more than 50 small business and microfinance experts, community development leaders, workforce development practitioners, economic development officials, entrepreneurship educators, and NYCHA entrepreneurs themselves. [This report was written with Eli Dvorkin.]
Uptake of GCSE Subjects 2014. Statistics Report Series No. 80
Author: Gill, Tim
Date: 2015-04-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Disadvantaged Schools,Single Sex Schools,Intellectual Disciplines

This report looks at the uptake of General Certificate of Secondary Education (GCSE) (and International General Certificate of Secondary Education (IGCSE)) subjects in England in 2014. The data for these analyses were taken from the National Pupil Database (NPD). This is a database held by the Department for Education, consisting of results for all students in all subjects in schools and colleges in England, as well as pupil and school background characteristics such as age, gender, ethnicity and level of deprivation. For the analysis of uptake at GCSE the Key Stage 4 (KS4) extract of the NPD was used, consisting of all students who were at the end of KS4 in 2014 (i.e. in year 11). Uptake in this report is defined as the percentage of these students taking a GCSE in the subject, and includes exams taken by these students in previous years. Uptake of GCSEs in this report is presented by different student classifications: gender, school type, prior attainment, school gender and deprivation level. In the tables in this report, the numbers of students in each of the classifications are presented. [For the 2013 report, see ED621976.]
High School and Beyond: Educational Experiences of the 1980 Senior Class
Author: Eagle, Eva
Date: 1988-01-00
Type: Historical Materials
Subjects: High School Seniors,Educational Experience,Student Experience,Educational Attainment,Postsecondary Education,Statistics Education,Educational History,High School Graduates

This contractor report presents data used in the U.S. Department of Education study &quot;High School and Beyond: Educational Experiences of the 1980 Senior Class.&quot; The 11 tables cover (1) cumulative percentage of 1980 high school seniors who attended particular kinds of schools 1980-81 to 1985-86, by selected Student characteristics; (2) percentage of 1980 high school graduates enrolled in various kinds of postsecondary institutions, 1980-81 to 1985-86, and their share of enrollment in different kinds of institutions, by selected student characteristics, based on the number who enrolled in any postsecondary education by 1986; (3) percentage of 1980 high school seniors who received different types of degrees by 1984 and by February 1986, by selected student characteristics, based on the number who entered postsecondary education by 1986; (4) percentage of 1980 high school seniors who received vocational certificates from vocational or two-year schools by 1986 in different fields of study by selected student characteristics, based on the number who had entered postsecondary education by 1984; (5) percentage of 1980 high school seniors who received A.A. degrees from junior colleges by 1986 in different fields of study and percent with different degree statuses, by selected student characteristics, based on the number who had entered postsecondary education by 1984; (6) percentage of 1980 high school seniors who received four-year degrees by 1986 by type of school, and by field of study, by selected student characteristics, based on the number who had entered postsecondary education by 1982; (7) percentage of 1980 high school graduates with different levels of attainment in postsecondary education 1980-81 to 1985-86, by enrollment status and selected student characteristics, based on the number who enrolled in postsecondary education by 1986; (8) percentage of 1980 high school graduates with different levels of attainment in postsecondary education 1980-81 to 1985-86, by time of entry and selected student characteristics, based on the number who enrolled in postsecondary education by 1986; (9a) percentage of 1980 high school seniors with various levels of educational attainment, by selected student characteristics; (9b) percentage of 1980 high school seniors with various levels of attainment in postsecondary education by 1986, by 1980 plans and selected student characteristics, for those who planned some postsecondary education; and (10) percentage of 1980 high school seniors with plans for further education in 1986, by degree status, type of postsecondary institution, and selected student characteristics, based on the number who had entered postsecondary education by 1986.
Uptake of GCSE Subjects 2015. Statistics Report Series No. 107
Author: Gill, Tim
Date: 2016-04-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Disadvantaged Schools,Single Sex Schools,Intellectual Disciplines

This report looks at the uptake of General Certificate of Secondary Education (GCSE) (and International General Certificate of Secondary Education (IGCSE)) subjects in England in 2015. The data for these analyses were taken from the National Pupil Database (NPD). This is a database held by the Department for Education, consisting of results for all students in all subjects in schools and colleges in England, as well as pupil and school background characteristics such as age, gender, ethnicity and level of deprivation. For the analysis of uptake at GCSE the Key Stage 4 (KS4) extract of the NPD was used, consisting of all students who were at the end of KS4 in 2015 (i.e. in year 11). Uptake in this report is defined as the percentage of these students taking a GCSE in the subject, and includes exams taken by these students in previous years. Uptake of GCSEs in this report is presented by different student classifications: gender, school type, prior attainment, school gender and deprivation level. In the tables in this report, the numbers of students in each of the classifications are presented. [For the 2014 report, see ED621979.]
Education Attracts Fewer Academically High Achieving Young Women. National Center for Education Statistics Bulletin. NCES 82-249b
Author: Peng, Samuel S.
Date: 1982-12-00
Type: Historical Materials
Subjects: Females,High School Seniors,Education Majors,College Bound Students,Majors (Students),Educational History,Statistics Education,Academic Achievement,High Achievement

The number and academic standing of high school seniors planning to major in education were lower in 1980 than in 1972. Academic records of those women who planned to major in education were lower compared both to their 1980 classmates who planned to major in other fields, and to their 1972 counterparts. These findings are based on an analysis of data collected in the 1980 High School and Beyond (HS&amp;B) study and in the National Longitudinal Study of the High School Class of 1972 (NLS-72). Both HS&amp;B and NLS-72 are national longitudinal studies sponsored by the National Center for Education Statistics. In these studies, high school seniors (24,000 in NLS-72 and 28,000 in HS&amp;B) took cognitive tests and completed a questionnaire about their backgrounds, high school experiences, and plans. Students who planned to go to college were also asked about their intended field of study. This analysis involved two groups from the 1972 and 1980 college aspirants: those expecting to major in education and those expecting to enter some other fields.