ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathways to Prosperity: Postsecondary Access and Success for Colorado&apos;s High School Graduates. 2022 Report: Data through the High School Graduating Class of 2020
Author: Colorado Department of Higher Education
Date: 2022-05-02
Type: Reports - Research
Subjects: Access to Education,Higher Education,College Freshmen,Grade Point Average,High School Graduates,Pandemics,COVID-19,Dual Enrollment,Remedial Instruction,Outcomes of Education,Minority Group Students,Educational Policy,Educational Change,College Attendance,Enrollment Trends,Equal Education,Labor Force,Trend Analysis,Policy Analysis,Educational Attainment,Academic Achievement,Partnerships in Education,Academic Persistence,Career Education,Technical Education,State Programs,Race,Ethnicity,Income,Student Characteristics

This report follows the high school graduating class of 2020 into their first year of college--high school seniors when the pandemic began. The initial impact of the pandemic on college-going pathways and outcomes is a focal point. While the data is concerning, there are successes: (1) Dual enrollment participation continues to increase; (2) More students of color are participating in dual enrollment; (3) Students are increasingly earning college credentials while in high school; (4) There is a continued decrease in the need for developmental education courses at community colleges due to policy reform; and (5) After multiple years of continued increases, first-year college GPA and course credits completed stayed at the same high level. These student successes can be built upon as the concerns revealed by the data are addressed. College-going rates for the 2020 graduates dropped almost 6%; students from small rural areas dropped 10%. Next year's report will reveal if some of these students took a gap year and chose to enroll the following year. To assist in moving equity efforts forward, the department appointed its first chief educational equity officer and created an Office of Education Equity. Integrating and aligning higher education with the workforce continues to be a primary focus, as well as instilling the profound value of a college credential for the future vitality of the individual and the community. This report explores both data trends and policy context related to critical pathways that Colorado's recent high school graduates pursue to a meaningful degree or credential. Specifically, it covers: (1) Pathways to a postsecondary credential in high school; (2) Pathways to enrolling in higher education; and (3) Pathways to success in higher education. Within each section, the report highlights partnerships designed to help more students succeed. Additionally, the report focuses on changing demographics and the importance of closing equity gaps for all populations. [For the 2021 report, see ED614155.]
A Natural Philosophy: Embracing the Most Recent Discoveries in the Various Branches of Physics, and Exhibiting the Application of Scientific Principles in Every-Day Life
Author: Quackenbos, G. P.
Date: 1866-00-00
Type: Historical Materials
Subjects: Physics,Scientific Principles,Layout (Publications),Science Instruction,Textbooks,Accuracy,Science Experiments,Laboratory Equipment,Science Tests,Test Preparation,Educational Facilities,Mechanics (Physics),Energy,Magnets,Optics,Acoustics,Astronomy,Meteorology,Illustrations

In preparing this volume, every effort has been made to ensure accuracy, the most recent authorities have been consulted, and it is believed that a faithful view is presented of the various sciences embraced, as far as they are at present developed. It is the intention of the author to keep his book up to the times by constant revision, and to make such alterations and additions as the progress of discovery may require. Two styles of type are used in the text; a larger size for leading principles, a smaller size for descriptions of apparatus and experiments, explanatory illustrations, etc. By confining a class to the former when the saving of time is an object, a brief yet complete course may be taken. Questions at the bottom of each page facilitate the examiner's duty, and afford the pupil a means of testing his preparation before reciting. At the end of such chapters, easy practical examples are provided, to illustrate the rules and principles set forth. An important feature of this work is its adaptation to use with or without apparatus. The majority of schools have few facilities for experimental illustration. The wants of these are here met by a free use of engravings, full descriptions of experiments, and explanations of their results. An Alphabetical Index closes the volume. Chapters include: (1) Matter and Its Forms; (2) Properties of Matter; (3) Mechanics (Motion, Momentum, Striking Force); (4) Mechanics (Laws of Motion); (5) Mechanics (Gravity); (6) Mechanics (Centre of Gravity); (7) Mechanics (The Motive Power, The Resistance, The Machine, Strength of Materials); (8) Mechanics (The Mechanical Powers); (9) Mechanics (Wheelwork, Clock and Watchwork); (10) Mechanics (Hydrostatics); (11) Mechanics (Hydraulics); (12) Pneumatics; (13) Pyronomics (The Steam Engine); (14) Optics; (15) Acoustics; (16) Electricity (Frictional, Voltaic, Thermo-Electricity); (17) Magnetism; (18) Astronomy; and (19) Meteorology. [Adapted to use with or without apparatus, and accompanied with full descriptions of experiments, practical exercises, and numerous illustrations.]
American Ideals. Book Six. A Series of Readers for Schools
Author: Greene, Frances Nimmo
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,Literary Genres,Poetry,United States History,Cultural Education,Essays

This textbook is sixth in a series of readers. Selections include essays, short stories, and poems related to American history and culture. [This textbook was written with the assistance of May Harris. Note: Page iii is missing from the full text. For Book Five, see ED622332.]
American Ideals. Book Five. A Series of Readers for Schools
Author: Greene, Frances Nimmo
Date: 1920-00-00
Type: Historical Materials
Subjects: Textbooks,Literary Genres,United States History,Cultural Education,Essays

This textbook is fifth in a series of readers. Selections include essays, short stories, and poems related to American history and culture. [This textbook was written with the assistance of May Harris.]
The Stone-Millis Arithmetics. Primary
Author: Stone, John C.
Date: 1914-00-00
Type: Historical Materials
Subjects: Mathematics Education,Textbooks,Arithmetic,Grade 2,Grade 3,Grade 4,Drills (Practice)

This textbook presents an arithmetic course that seeks to adapt the subject matter to the experiences, interests, and immediate needs of children, and to provide means for a mastery of the formal phases of arithmetic through more scientifically organized drills. This series consists of three books: Primary, Intermediate (ED622334), and Advanced (ED622335). The Primary book contains the work suggested for the second, third, and fourth grades; the Intermediate, the work for the fifth and sixth grades; and the Advanced, the work for the seventh and eighth grades. The text uses only problems that deal with the experiences of children. They deal with their chief occupation -- play, with their constructive activities, with phases of the home and the local community life with which they come into direct contact. Motivated drills, for the mastery of the tables and formal processes of arithmetic, have been systematically and plentifully provided throughout, and should prove a strong feature.
The Stone-Millis Arithmetics. Intermediate
Author: Stone, John C.
Date: 1914-00-00
Type: Historical Materials
Subjects: Mathematics Education,Textbooks,Arithmetic,Drills (Practice),Grade 5,Grade 6

This textbook presents an arithmetic course that seeks to adapt the subject matter to the experiences, interests, and immediate needs of children, and to provide means for a mastery of the formal phases of arithmetic through more scientifically organized drills. This series consists of three books: Primary (ED622333), Intermediate, and Advanced (ED622335). The Primary book contains the work suggested for the second, third, and fourth grades; the Intermediate, the work for the fifth and sixth grades; and the Advanced, the work for the seventh and eighth grades. The text uses only problems that deal with the experiences of children. They deal with their chief occupation -- play, with their constructive activities, with phases of the home and the local community life with which they come into direct contact. Motivated drills, for the mastery of the tables and formal processes of arithmetic, have been systematically and plentifully provided throughout, and should prove a strong feature.
The Stone-Millis Arithmetics. Advanced
Author: Stone, John C.
Date: 1914-00-00
Type: Historical Materials
Subjects: Mathematics Education,Textbooks,Arithmetic,Drills (Practice),Grade 7,Grade 8

This textbook presents an arithmetic course that seeks to adapt the subject matter to the experiences, interests, and immediate needs of children, and to provide means for a mastery of the formal phases of arithmetic through more scientifically organized drills. This series consists of three books: Primary (ED622333), Intermediate (ED622334), and Advanced. The Primary book contains the work suggested for the second, third, and fourth grades; the Intermediate, the work for the fifth and sixth grades; and the Advanced, the work for the seventh and eighth grades. The text uses only problems that deal with the experiences of children. They deal with their chief occupation -- play, with their constructive activities, with phases of the home and the local community life with which they come into direct contact.
An Advanced Reader. Comprising Selections for an Elementary Course in Literary Study
Author: Curry, Charles M., Ed.
Date: 1901-00-00
Type: Historical Materials
Subjects: Textbooks,Poetry,Literary Genres,Literature,Music,Folk Culture

This textbook is an advanced poetry and prose reader. Writings by authors such as Hans Christian Andersen, Thomas Carlyle, George Elliot, Nathaniel Hawthorne, Francis Scott Key, Thomas Moore, Sir Walter Scott, Walt Whitman, and Samuel Woodworth are presented. Ballads and parables are also included.
Language Work for the Second Year
Author: O'Shea, William J.
Date: 1914-00-00
Type: Historical Materials
Subjects: Language Arts,Elementary School Students,Grade 2,Spelling,Phonetic Transcription,Verbal Communication,Word Recognition,Literary Genres

This textbook is designed to meet all the requirements for language teaching in the second school year. It contains exercises in spelling, transcription, dictation, and the rapid recognition of words frequently met in the young pupil's reading, as well as illustrated short stories and suggestions for conversation lessons.
Application of Information Communication and Technology in Early Childhood Care and Development
Author: Majid, Ishfaq
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Development,Child Care,Telecommunications,Technology Uses in Education,Information Technology,Computer Mediated Communication,Web Sites,Handheld Devices,Technology Integration,Barriers,Educational Benefits

Today's learners are growing up in such a world that not only contains but is currently shaped by information communication and technology. Information communication and Technology matters a lot in Early Childhood Care and Development as it influences the environment of the growing children. Not only environment, it directly affects the people who are surrounding the young children. Information Communication and Technology in the development of early childcare doesn't only means enhancing the children to use computer and electronic devices. However, these kinds of technologies can impact the development of the children if they are used as a tool for them. ICT works as a resource for practitioners to draw positive support to empower the children for their development. If ICT is properly and purposefully utilized, then it can develop a lot of skills among children like collaboration, cooperation, discussion and creativity. The objective of the study is to discuss the application of Information Communication and Technology in Early Childhood Care and Development. With this objective, we discuss various online resources with respect to websites, mobile apps that can be beneficial for the development of the children holistically.
ICT in Assessment: A Backbone for Teaching and Learning Process
Author: Majid, Ishfaq
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Teaching Methods,Learning Processes,Technology Uses in Education,Evaluation Methods,Feedback (Response),Computer Assisted Testing,Student Evaluation,Self Evaluation (Individuals),Classroom Techniques,Portfolios (Background Materials),Scoring Rubrics,Online Surveys,Collaborative Writing,Web 2.0 Technologies

Assessment is always considered a key component in the process of teaching and learning. A major role is being played by ICT in making the process of assessment easy for teachers. As the use of ICT is increasing, the assessment is made now in a new and innovative manner. While employing ICT in assessment, the recording of responses and providing necessary feedback is likely to grow as virtual learning environments is growing day by day. Not only this the students are being empowered to make use of online or web-based assessments which in return help the students to do self-assessment of their learning. This paper is in support of applying ICT in conducting assessment for students. The paper analyses the concept of assessment with its types and explores various technological tools which will empower the teachers to make assessment much more effective in a class room situation.
Early Childhood Care and Development in India
Author: Kouser, Shazia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Child Care,Child Development,Health,Nutrition,Well Being,Thinking Skills,Poverty,Preschool Children,Play,Females,Family Involvement

Early childhood care and development programmes are considered very useful for the children. It is an umbrella term which denotes providing a variety of interventions for young children and their families which includes childcare, education, health, and nutrition, and as well as the parents' support. The first goal of education is to promote early childhood development for vulnerable children. The importance of early childhood care and development was provided by World Health Organisation, UNICEF, and UNESCO for improving physical as well as psychosocial wellbeing of the children's and to develop cognitive skills among the learners to eradicate poverty. In India the early childhood care and development programmes are school based nursery programmes for the age group of 3 to 6, through community groups or play schools where the learners learn through play way method. In India, the institutions were basically designed on the grounds of British Infant Schools and Froebellian kindergartens and were serving the requirements of British rulers and Indian elites. For a normal child, the facility of childcare was mainly informal and was being provided within the family system or in extended kinships. The current study focusses on the early childhood care and development from an Indian perspective. It analyses various initiatives taken by the government of India for girl childcare. Moreover, the author give some measures through which the childcare can be improved in India.
Improving Student/Learning Supports Requires Reworking the Operational Infrastructure. A Center Report
Author: Adelman, Howard
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Trends,Educational Change,Achievement Gap,Equal Education,School Policy,School Districts,School Community Relationship,Leadership,Capacity Building,Student Personnel Services,Student Personnel Workers

The current trend in improving student/learning supports involves tinkering in ways that make changes that don't make a dent in reducing the opportunity and achievement gaps. Schools need a unified, comprehensive, and equitable system of student/learning supports that embeds a focus on a full range of mental health and psychosocial and educational concerns. To enable such a major system change, school improvement policy must expand from a two- to a three-component framework and ensure that all three are fully integrated and pursued as primary components at schools. Ultimately, significantly improving student and learning supports requires not only a vision for good schooling, but a way to get there from here. The mechanisms that constitute operational infrastructures are critical drivers for effective implementation and system change. And the reality is that the current operational infrastructure at all levels require major reworking. Since planned improvements mean little if they don't play out at the school level, this reports begins at that level. Then, based on analyses of what is needed to facilitate and enhance school level efforts, mechanisms are conceived that enable groups or &quot;families&quot; of schools to work together to increase efficiency and effectiveness and garner economies of scale. From this perspective, district level mechanisms are reconceived with a view to supporting each school and family of schools as they change and develop. Also at the district level, establishment of a school-community collaborative is outlined. Finally, we highlight the special operational infrastructure that facilitates adoption, adaptation, and implementation of the major systemic changes involved in improving student/learning supports.
Coming Back Together: Educational Resources in U.S. K-12 Education, 2022
Author: Seaman, Julia E.
Date: 2022-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Open Educational Resources,Educational Technology,Faculty Development,Curriculum,Teaching Methods,School Districts,Teacher Attitudes,Administrator Attitudes,Instructional Materials,Blended Learning,Knowledge Level,In Person Learning,Electronic Learning,Educational Quality

This report is the fourth in a series investigating K-12 curricula discovery, selection, and adoption processes in the U.S. This year's survey was conducted in April 2022 and provides insights into the beginning of the post-pandemic K-12 curricula in U.S. schools. The survey results come from K-12 administrators and teachers from 49 states and grades Pre-K through 12. While most K-12 schools had returned to in-person classes, teachers and administrators were still dealing with the effects of the COVID-19 pandemic. Changing federal, state, and local health guidelines for in-person instruction throughout the year meant that teaching styles were still in flux. One of the lasting impacts of the COVID-19 pandemic on K-12 education may be the increased adoption of digital tools in the classroom. While many aspects of education are reverting to pre-pandemic methods, this year's survey found that there has been an increased acceptance and expected use of digital curricula materials in the K-12 classroom. In addition to examining the curriculum adoption process, this study explores materials classified as open educational resources (OER). Some key findings from the survey include: (1) The 2021-22 school year represented a year in flux: students returned to the classroom, but pandemic restrictions created delays, impacting curricula adoption; (2) The majority of administrators still report that the pandemic has changed or impacted their course adoption process for the 2021-22 school year; (3) Looking forward to 2025, K-12 educators and administrators believe that digital materials are here to stay, albeit mixed with some physical materials; (4) Two-thirds of all teachers are unaware of OER at any level, and OER awareness has declined amongst K-12 teachers, when compared to previous school years; and (5) OER Awareness is higher for users of OER, but the majority of respondents using OER report being unaware of OER. [For the 2021 report, see ED617089.]
Open Educational Resources: Becoming Mainstream. Research Brief
Author: Seman, Julia E.
Date: 2022-00-00
Type: Reports - Research
Subjects: Open Educational Resources,College Faculty,Knowledge Level,Teacher Attitudes,Educational Quality

Bay View Analytics has been tracking awareness, adoption, use, and attitudes toward open educational resources (OER) in U.S. Higher Education since 2009. Changes observed during that time include: (1) OER Awareness amongst US. Higher Education faculty and administrators went from almost nonexistent in 2009, to 57% &quot;Somewhat Aware,&quot; &quot;Aware,&quot; or &quot;Very Aware&quot; in 2022; (2) The number of respondents who use OER materials as required courseware lags behind the metric for OER Awareness, but these levels also grew year over year; (3) OpenStax has become a viable alternative to commercial publishers; and (4) Faculty give OER materials higher marks for quality than they do for commercial alternatives.
2022 California Children&apos;s Report Card: A Survey of Kids&apos; Well-Being &amp; Roadmap for the Future
Author: Children Now
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Well Being,Child Health,Health Insurance,Accountability,Access to Health Care,Prevention,Screening Tests,Mental Health,Substance Abuse,Trauma,Dentistry,Dental Health,Hunger,Child Care,Early Childhood Education,Preschool Education,Kindergarten,Early Intervention,Special Education,Bilingual Education,English Language Learners,Educational Finance,STEM Education,Teacher Persistence,Educational Environment,Interpersonal Relationship,Discipline,Attendance,Child Development,Data Use,Higher Education,Evidence Based Practice,Home Visits,Leaves of Absence,Welfare Services,Low Income Groups,Child Welfare,Foster Care,Sex Education,Homeless People,Juvenile Justice,Civics

Young people across California are leading the way forward socially, culturally, and politically. They are organizing for racial justice, learning and working and caring for family members during a pandemic, and voting in record numbers. The past two years with the COVID-19 pandemic has been hardest on kids, particularly children of color, in poverty, or in the child welfare system. The California Children's Report Card grades the State on its ability to support better outcomes for kids, from prenatal to age 26. Each grade is based on the State's progress (or lack thereof) on passing and implementing state-level policies and making investments in the supports and services needed for all kids to reach their full potential. The Pro-Kid Agenda provides recommendations to the state's leaders on how to improve outcomes for kids in each section. This year's California Children's Report Card highlights some good news: key areas of improvement in the State's ability to meet the needs of California's children with increased funding and policy advances. Yet, in far too many areas, state leaders are failing to do enough to support kids. This lack of policy progress, along with unacceptable racial gaps highlighted in the data and the state's mediocre national rankings, contribute to the mostly low grades in this report. The report card is organized into the following sections: (1) Health; (2) Education; (3) Family Supports; (4) Child Welfare; and (5) Adolescents &amp; Transition Age Youth.