ethanporcaro/eric-fulltext-meta huggingface dataset:
A UDL-Based Large-Scale Study on the Needs of Students with Disabilities in Engineering Courses
Author: Amos, Jennifer R.
Date: 2021-07-00
Type: Speeches/Meeting Papers
Subjects: Access to Education,Student Needs,Students with Disabilities,Engineering Education,College Students,Undergraduate Students,Equal Education,Student Attitudes,Preferences,Lecture Method,Video Technology,Visual Aids,Textbooks,Student Satisfaction,Computer Mediated Communication

Among all college students, students with disabilities are particularly at risk due to a high percentage of underreporting. We conducted a survey across many undergraduate courses in engineering and computing at the University of Illinois to identify course components that engage students with and without disabilities. We were motivated to find not only opportunities for future course improvements for all students but also greater equity for students with disabilities. Therefore in the survey, we asked for both students' disability and demographics info and their usability and satisfaction with more than ten types of course modalities including live Zoom lectures, recordings of lectures, small group discussions, instructor notes, transcripts of lecture videos, discussion boards, etc. The study spanned 13 different departments with a total enrollment of 1800 students during Fall 2020 and Spring 2021. Preliminary results from 303 responses from 49 different courses showed that students with disabilities preferred recorded lectures videos with transcripts, course textbook and instructor notes/slides that they could engage with offline, while students without disabilities were more satisfied with office hours and lecture videos in addition to lecture notes. In addition, female students appeared to be less satisfied with instructor Powerpoint slides, live Zoom lectures and discussion/lab sessions than male students. These results demonstrated the importance of multiple resources, supporting Universal Design Principles.
An Elementary Treatise on Algebra, Theoretical and Practical, Adapted to the Instruction of Youth in Schools and Colleges. Sixth Edition
Author: Ryan, James
Date: 1845-00-00
Type: Historical Materials
Subjects: Textbooks,Algebra,Introductory Courses,Mathematics Education

This textbook presents a theoretical and practical elementary algebra course for schools and colleges. Chapters cover topics such as: addition, subtraction, multiplication, and division of algebraic quantities; algebraic fractions; simple equations with one unknown quantity; simple equations with two or more unknown quantities; involution and evolution of numbers and algebraic quantities; irrational and imaginary numbers; pure equations; quadratic equations; proportion and progression; logarithms; equations of the third and higher degrees; indeterminate coefficients, vanishing fractions, and figurate and polygonal numbers; and interdeminate and diophantine analysis. An appendix by Robert Adrain presents an algebraic method of demonstrating propositions in the fifth book of Euclid's elements.
Acknowledging Difference and Disrupting Systemic Oppression is Inclusive, Not Divisive. Equity Dispatch. Volume 5, Issue 4
Author: Sanborn, Erin K.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,Equal Education,Racism,United States History,Inclusion,Student Diversity,Social Justice,Change Strategies

There is currently a national debate surrounding what can and cannot be taught in K-12 public schools. In this Equity Dispatch we remember that centering equity and being able to recognize, name, and address the history of systemic racism and oppression in the United States is inclusive, not divisive.
Anatomy, Physiology, and Hygiene: A Manual for the Use of Colleges, Schools, and General Readers
Author: Walker, Jerome
Date: 1889-00-00
Type: Historical Materials
Subjects: Textbooks,Anatomy,Physiology,Hygiene,Human Body,Health,Stimulants,Narcotics

The focus of this textbook is anatomy, physiology, and hygiene for schools, colleges, and general readers. It is believed to be a fair exponent of physiological and hygienic knowledge at the time of publication. Throughout its pages the lessons of moderation are taught in connection with the use of each part of the body. The subjects of food, and of the relations of the skin to the various parts of the body and to health, are more thoroughly treated of than is ordinarily the case in such works. In regard to Stimulants and Narcotics, the main facts have been given. Each chapter is followed by review questions. [Note: Pages v-viii are missing from this publication.]
Beyond Completion: Post-Completion Efforts at Hispanic-Serving Institutions
Author: Bermea, Gabriel O.
Date: 2022-07-00
Type: Reports - Research
Subjects: Hispanic American Students,College Graduates,Culturally Relevant Education,Minority Serving Institutions,Success,Educational Practices,Equal Education,Outcomes of Education,School Business Relationship,Employers,College Administration,Profiles,Institutional Characteristics,Community Colleges,State Universities,Employment

Post-completion success for Latino students is a conscious campus conversation that is gaining traction and support in a growing number of institutions. Excelencia in Education collaborated and partnered with seven Hispanic-Serving Institutions (HSIs) in exploring and examining post-completion success efforts. When looking across the post-completion success narratives, Excelencia identified three strengths that demonstrate the cohort's efforts to advance post-completion success efforts with the intention to serve Latino completers. These institutions showed strengths in: (1) Offering culturally relevant institutional practices designed to accelerate Latino post-completion success; (2) Providing custom measures and metrics to track post-completion success outcomes; and (3) Demonstrating progress in closing post-completion success equity gaps for Latino completers. The institutions were also asked to share questions and areas of opportunity within their respective institutions. Referencing these items, Excelencia identified three main areas of growth that institutions considered in their post-completion success efforts. These institutions seek to: (1) Deepen their knowledge of data collection efforts and align measures to track post-completion success in both the short and long term; (2) Forge intentional connections with employers and industries looking to diversify their employment pool; and (3) Make the case to institutional leadership for intentionally serving completers at their institution. This brief outlines evolving approaches and discussions to post-completion success and summarizes where institutions are in their efforts to better understand post-completion success at their respective institutions.
Hispanic-Serving Institutions (HSIS): 2020-21 Fact Sheet
Author: Excelencia in Education
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Minority Serving Institutions,Undergraduate Students,Institutional Characteristics,Graduate Students

In 2020-21, there are 559 HSIs located in 29 states, the District of Columbia, and Puerto Rico. For the first time in 20 years, the number of HSIs has decreased from 569 in 2019-20 to 559 in 2020-21. This decrease is due, in part, to enrollment declines, institutional closings, and consolidation during the pandemic. While the number of HSIs has decreased, the number of eHSIs and gHSIs has increased. In this fact sheet, we provide a summary of HSIs, Emerging HSIs (eHSIs), and HSIs with Graduate Programs (gHSIs). [For the 2019-20 fact sheet, see ED614622.]
Maximizing the Power of Proficiency: 2022 Report of the Central States Conference on the Teaching of Foreign Languages
Author: Wesely, Pamela M., Ed.
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Language Proficiency,Faculty Development,Social Networks,Conferences (Gatherings),Language Teachers,Videoconferencing,Benchmarking,Spanish,Language Fluency,Vocabulary Development,COVID-19,Pandemics,Blended Learning,Educational Benefits,Barriers,Educational Change,Online Courses,Anxiety,Distance Education,Graduation Requirements,Standards,Teacher Attitudes,Higher Education

The 2022 Central States Conference on the Teaching of Foreign Languages was held March 3-5, 2022, in a virtual format. The theme, &quot;Maximizing the Power of Proficiency,&quot; is an homage to the important work that world language educators do every day. While each educator brings their own unique strengths and insights to the classroom, they also embody the Maximizer strength. While many educators have experienced personal and professional struggles, the professional development and networking opportunities presented by the conference offered a sense of connection and inspiration. Despite these challenges, our presenters, conference board, exhibitors and attendees stepped up to showcase cutting edge professional learning. The 2022 conference offered 15 workshops and more than 140 sessions focused on diversity, activities and strategies, languages for specific purposes, curriculum development, assessment, intercultural competence, research, advocacy, and technology. [For the 2021 report, see ED614612.]
Developmental Education in Iowa Community Colleges. Annual Report. 2021
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Community College Students,Community Colleges,Enrollment Trends,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Vocational Education,In Person Learning,Graduation Rate,College Transfer Students,Grades (Scholastic),Academic Persistence,School Holding Power,Full Time Students,Age Differences,College Credits,College Readiness,Student Needs

The Iowa Department of Education (Department) collects information on developmental education (dev. ed.) from Iowa's 15 community colleges on an annual basis. Dev. ed. courses are offered in mathematics, reading, writing, English as a Second Language (ESL), and in other subject areas, such as financial literacy and skill building. These credits do not count toward degrees, but typically must be completed by students who are assessed as needing additional academic preparation before advancing to transfer-level courses. Dev. ed. is important to the mission of the comprehensive community college and is a critical factor in meeting the state's Future Ready Iowa (FRI) goal, which calls for 70 percent of Iowans to have education or training beyond high school by 2025. Because effective dev. ed. programs are essential to maintaining Iowa's community college commitment to open-access, highquality education for all, it is necessary to understand the students served and to analyze the data regarding their success. This report provides data on student demographics, course enrollment, credit hours taken, and success metrics as reported by colleges in the Department's Management Information System (MIS) by fiscal year (FY) for student data before 2016-17, and academic year (AY) for student data starting in 2016-17. In this report, first-time in college (FTIC), non-high school students are followed from their cohort years 2014-15, 2015-16, 2016-17, 2017-18, 2018-19 and 2019-2020 to establish both dev. ed. statistics and outcome trends. This report also shares course success statistics such as persistence and retention data for all cohorts, as well as graduation and transfer &quot;success&quot; outcomes for the 2013, 2014, 2015, 2016 and 2017 cohorts. Future reports will include these outcome metrics for additional cohorts once they have been tracked for three full years. [For the 2020 report, see ED617622.]
Educational Equity. Equity Dispatch: Classic Edition
Author: Jackson, Robin G.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Family School Relationship,Diversity (Faculty),Minority Group Teachers,Cultural Awareness,Federal Legislation,Civil Rights Legislation

To commemorate our continued growth in areas of equity, culminating towards our current mission statement, &quot;Equitable, Responsive Education for All,&quot; the Midwest and Plains Equity Assistance Center (MAP Center) would like to present this inaugural classic edition of &quot;Equity Dispatch.&quot; Debuted in January 2012 by the Great Lakes Equity Center (GLEC), many things have changed since our inaugural edition, including sections, colors, and format, all grounded in the previous slogan, &quot;Educate, Engage, Empower--For Equity.&quot; This newsletter explores the concept of educational equity, why its pursuit is vital for the success of all students, how you can engage in the journey toward equity, and the importance of the school-family connection. [This 2012 edition of &quot;Equity Dispatch&quot; was originally written and edited by Angel Anderson, Erin Macey, Donna Hart-Tervalon, Seena M. Skelton, and Kathleen King Thorius. Contributions were made in 2019 by Robin G. Jackson and Diana Lazzell.]
An Equity Toolkit for Inclusive Schools: Centering Youth Voice in School Change
Author: González, Taucia
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Inclusion,Equal Education,Stakeholders,Student Participation,Student Experience,Citizen Participation,At Risk Students,Student Leadership,Cooperative Planning,Adults,Capacity Building

This equity toolkit is designed as an opportunity for school stakeholders to gauge, reflect on, and plan for meaningful youth participation in advancing more equitable and inclusive schools. In essence, this tool is designed to meet school stakeholders where they are and provide them with opportunities for reflection and planning in order to advance equity at the school, grade-level, or classroom level. This toolkit centers the notion of &quot;student voice&quot; as a robust equity tool in the work to create more inclusive schools. This tool can be used as an opportunity collaboratively to problem solve, identify priorities, and formulate action plans. The tool maintains focus of three principles regarding student voice: youth offer valuable perspectives and capacities that can advance this work in innovative ways, adult-centered notions may not address the equity issues impacting youths' educational experiences, and that opportunities to develop civic engagement have historically been scarce for historically marginalized youth.
Creating Equitable Learning Spaces for Indigenous Students. Equity Dispatch. Volume 2, Issue 5
Author: Mackey, Hollie
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Indigenous Populations,American Indian Students,Equal Education,Alaska Natives,Hawaiians,Federal Government,Access to Education,American Indian Education,Educational Legislation,Federal Legislation,American Indians,Elementary Secondary Education,Self Determination,Educational Policy,American Indian History,Educational History

This &quot;Equity Dispatch&quot; newsletter provides educators, administrators, and community stakeholders with an overview of American Indian education, provisions for Indian Education embedded in Title VI of The Every Student Succeeds Act, and research-based strategies for effectively meeting the unique educational needs of Indigenous students and communities.
Considerations for Cultivating Equity-Centered School Boards. Equity Dispatch. Volume 4, Issue 1
Author: Moore, Tammera S.
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Equal Education,Boards of Education,Educational Quality,Minority Groups,Citizen Participation,Local Issues,Elementary Secondary Education,Elections,Decision Making

In this issue of the &quot;Equity Dispatch&quot; we focus on the collective power of minoritized communities to positively impact the quality of education students receive within their districts through the selection of equity-focused, locally-elected school board members.
Black and Latinx Students with Dis/abilities in Charter Schools: A Summary of the Research
Author: Waitoller, Federico
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: African American Students,Hispanic American Students,Students with Disabilities,Charter Schools,Equal Education,Special Education,Educational Legislation,Federal Legislation,Educational Finance,Financial Support,Enrollment Trends,Public Schools,Access to Education,Inclusion,Academic Achievement,Discipline,School Choice,Parent Attitudes

The purpose of this fact sheet is to make this information easily available to policymakers, activists, and parents/caregivers, and to contribute to a substantive discussion about developing equitable educational opportunities for all children.
Creating Caring Classroom Communities. Equity Dispatch. Volume 4, Issue 4
Author: Huskins, Kyle
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Caring,Classroom Environment,Elementary Secondary Education,Culturally Relevant Education,Teacher Student Relationship,COVID-19,Pandemics,Electronic Learning,Teacher Role

In this edition of &quot;Equity Dispatch,&quot; we will discuss the definition and characteristics of a caring classroom community, its benefits, and the practices that educators can leverage to create caring classroom communities.
A Teachers&apos; Tool for Minimizing the Emotional Impact of Learning Disability Labeling on Students of Color
Author: Hernández-Saca, David I.
Date: 2022-08-00
Type: Guides - Non-Classroom
Subjects: Students with Disabilities,Learning Disabilities,Minority Group Students,Teacher Attitudes,Beliefs,Teacher Behavior,Well Being,Equal Education,Hispanic American Students,Educational Environment,Attitudes toward Disabilities,Teacher Expectations of Students,Planning,Interpersonal Communication

This &quot;Equity Tool&quot; is meant to help teachers to critically think about their own beliefs, thoughts, feelings, language, and ideas regarding Latinx students with Learning Dis/abilities (LDs), and their students' social and emotional well-being and sense of self.
Acting upon Conscience: The Impact of Student Activism. Equity Tool
Author: Oh, Selin
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Activism,Social Justice,Social Change,Advocacy,Student Role

The purpose of this Equity Tool is to illustrate the role student activism has played in bringing about social justice and to provide examples and resources for supporting youth leading social change efforts.
Commit to (Re)commit: Making Equity Work Personal. Equity Dispatch. Volume 5, Issue 2
Author: Moore, Tammera S.
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Equal Education,Elementary Secondary Education,Public Education,Minority Group Teachers,Fatigue (Biology),Anxiety,Whites,Racism,Professional Isolation,Reflection

Re-committing to equity work means that equity-oriented educators must reflect on the impact of historical and systemic inequities on minoritized students, accepting that transformative change towards equity takes time and unrelenting and continuous hard work, and it means being willing to pursue educational equity even in the face of fierce opposition.
Assessing Bias in Standards and Curricular Materials
Author: Coomer, M. Nickie
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Bias,Instructional Materials,Academic Standards,Equal Education,Evaluation Criteria,Racism,Cultural Awareness,Minority Groups,Stereotypes

This Equity Tool provides guidance in reviewing standards and curricular materials using equity-oriented domains. It also includes a scoring and analysis guide to assist with the evaluation process.
Critical Consciousness for Inquiry and Critique: The DAPP Tool
Author: Radd, Sharon I.
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Reflection,Critical Thinking,Consciousness Raising,Social Justice,Power Structure,Social Influences,Cultural Influences,Social Bias,Educational Policy,Equal Education,Educational Equity (Finance)

The DAPP (Difference &amp; Dissonance, Assumptions, Power, and Patterns) Tool is intended to help educators, leaders, teams, schools, districts, education agencies, and other organizations to engage in the type of critical reflection necessary to build critical consciousness, and undertake more equitable and just actions, toward learning, planning, and change. More specifically, we look to see how power aligns with various dominant socio-cultural identities to advantage persons with those identities, and disadvantage and exclude those without them.
A School History of the United States
Author: Swinton, William
Date: 1893-00-00
Type: Historical Materials
Subjects: Textbooks,History Instruction,United States History,Elementary School Students,Junior High School Students

This History of the United States has been prepared in order to meet the views of that large and increasing class of teachers who are aiming at definite results in this study. This manual is designed as a working book, and hence discards both the high-flown narrative style and the meaningless details of the majority of school histories. The text will derive its interest from the lucid presentation of the subject-matter, in itself deeply interesting. The technical points of novelty and superiority which the author thinks he may fairly claim as the justification of this manual will be evident to all practical teachers. Some of these points are: (1) A plan of clear and concise paragraphing, by which the gist of each paragraph is readily apprehended by the pupil; (2) A total absence of involved, inverted, or in anywise rhetorical sentences, and the use, in lieu thereof, of the direct, concise, and recitable construction; (3) A new method of Topical Reviews; (4) The separation of the history of the Northwestern, Southwestern, and Pacific States from its entanglement in the history of the Administrations; and (5) The separation of the leading facts of American Progress from their entanglement in the history of the Administrations, and their presentation in a section by themselves.
A Treatise on Algebra, Containing the Latest Improvements. Adapted to the Use of Schools and Colleges. Third Edition
Author: Hackley, Charles W.
Date: 1849-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Algebra,Secondary Education,Postsecondary Education

In the preparation of this textbook, no pains have been spared by the author to obtain from the best sources, such as the later treatises in highest repute, memoirs of scientific bodies, and mathematical journals in English, French, and German, the materials for a book suited to the present state of mathematical science and the wants of teachers and students. The French treatises furnish excellent models of the theory of Algebra, the German of ingenuity and brevity of notation and exposition, the English of practical adaptation and variety of illustration and example; and from these, after a careful comparison of many authors in each language, demonstrations have been selected and introduced verbatim when they seemed incapable of improvement; but when ever the slightest alteration or amalgamation, or the entire remodeling of them, could give additional clearness or elegance, the labor has not been spared. The work will be found to contain all that is important in the higher parts of Algebra, upon which usually separate treatises are thought necessary, as well as the elementary expositions suited to beginners. Every variety of symbol and of example has been introduced. Those articles of this volume which constitute a minimum course of Algebra requisite for the prosecution of the higher branches of mathematics are indicated. A more extended course, such as would ordinarily be advisable, is also pointed out. The rest may very well be reserved for reference, as the student's own discovery of his wants, in the advanced stages of mathematical pursuit, shall call it in requisition.