ethanporcaro/eric-fulltext-meta huggingface dataset:
The American Journal of Education. Volume I
Author: Barnard, Henry, Ed.
Date: 1856-00-00
Type: Historical Materials
Subjects: Periodicals,Educational History,Educational Research

This is the first volume of a bound periodical. The American Journal of Education was established to enter into a range of education-related discussion and investigation. This volume includes No. 1, August 1855 to No. 4, May 1856. An index is included. [The volume is published by F. C. Brownell.]
The American Journal of Education. Volume II
Author: Barnard, Henry, Ed.
Date: 1856-00-00
Type: Historical Materials
Subjects: Instruction,Educational History,Higher Education,Intellectual Disciplines,Foreign Countries,Teachers,Students with Disabilities,Religious Education,Public Schools,Religious Colleges,Theological Education,Greek,Grammar,Public Libraries,Reading,Correctional Education

This is the second volume of the bound periodical, &quot;American Journal of Education&quot;--established to enter into a range of education-related discussion and investigation. This volume includes No. 5, August 1856 to No. 7, December 1856. Articles in this volume discuss topics such as: the American institute of instruction; Milton on education; higher and special schools of science and literature in France; religious instruction in public schools; subjects and methods of instruction in mathematics; modern Greek language; management of public libraries; reformation education; condition of common or public schools in the United States in 1855; home education; Prussian expenditures for public instruction compared with French; science and scientific schools; physical training; drawing in schools of art; Catholic educational establishments in the United States; public instruction in Duchy of Nassau; gradation of public schools; religion and public schools; uses of astronomy; a college of architecture; and Norwich Free Academy. An index is included. [This volume is published by F. C. Brownell.]
The American Journal of Education. Volume III
Author: Barnard, Henry, Ed.
Date: 1857-00-00
Type: Historical Materials
Subjects: Textbooks,Periodicals,Educational History,Elementary Secondary Education

This is the third volume of the bound periodical, &quot;American Journal of Education&quot;--established to enter into a range of education-related discussion and investigation. This volume includes No. 8, March 1857 to No. 9, June 1857. Articles in this volume cover topics such as: reformatory education; college government; mental science as a branch of popular education; American Association for the Advancement of Science; qualifications of a lexicographer of the English language; public high school; Transylvania University and State Normal School, Kentucky; New York Institution for the Instruction of the Deaf and Dumb; C. H. Zeller and Institution at Beuggen (Duchy of Baden) for Training Teachers of Schools for Orphan and Vicious Children; Jacob Vehrli and Normal School at Kruitzlingen (Switzerland) for Training Teachers of Schools for the Poor; natural history as a branch of popular education; the importance of art as a branch of education; special training of women for social employments; and public instruction in Sardinia. An index is included. [The volume is published by F. C. Brownell.]
The American Journal of Education. Volume V
Author: Barnard, Henry, Ed.
Date: 1858-00-00
Type: Historical Materials
Subjects: High Schools,Single Sex Schools,Females,Housing,Ventilation,Educational History,Foreign Countries,Education,Males,Educational Facilities Design,Religious Cultural Groups,Catholics

This document presents Volume V of the bound journal, &quot;American Journal of Education.&quot; The journal was established to enter into a range of education-related discussion and investigation. Among the topics covered by the articles in this volume are: John Kingsbury and the Young Ladies' High School in Providence, Rhode Island; ventilation of dwellings; education in the Netherlands and Southern Germany; German school life in the sixteenth century; general views of education and plan of institution for boys; school architecture; and schools and teachings of the Jesuits. An index is included. [This content was published by F. C. Brownell.]
The American Journal of Education. Volume IV
Author: Barnard, Henry, Ed.
Date: 1858-00-00
Type: Historical Materials
Subjects: Foreign Countries,Teaching Methods,Public Education,Secondary Education,Postsecondary Education,Special Schools,Blindness,Science Education,Art Education,Educational History,Teachers,Reflection

This is the fourth volume of the bound periodical, &quot;American Journal of Education&quot; which was established to enter into a range of education-related discussion and investigation. This volume includes issues 10 through 12 September 1857 through March 1858. Articles in this volume cover topics such as: public instruction in Sardinia; institutions and instruction for the blind; history of science and art of education; art as a branch in popular education; instruction in drawing; methods of teaching; history of the system of common schools in Connecticut; early teachers in the Netherlands; educational views of Erasmus; history of American colleges and universities; and school architecture. An index is included. [This volume is published by F. C. Brownell.]
Postsecondary Fall Enrollment Net Migration Trends Remain Unchanged during COVID-19
Author: Simone, Sean
Date: 2021-10-00
Type: Reports - Research
Subjects: Postsecondary Education,Enrollment Rate,Enrollment Trends,Migration Patterns,Out of State Students,Pandemics,COVID-19

To mitigate the spread of COVID-19, many colleges and universities in the United States adopted remote policies, shifting campus operations and instruction from in-person to virtual in 2020. Since many students were not physically required to be present on college campuses, one would expect a large shift in national enrollment and a disruption of the migration of high school students attending college in other states. However, newly released preliminary data from the National Center for Education Statistics reveal a different story of how the COVID-19 pandemic affected overall college student net migration patterns. This research brief details a review of trends over the past 20 years of overall national data on postsecondary student enrollment, net migration, and the impact of the pandemic.
Should Universities Rely on Internships to Increase Student Employment Rates and How Can Universities Maintain Their Sustainable Competitiveness?
Author: Lee, Lung-Sheng
Date: 2022-10-12
Type: Speeches/Meeting Papers
Subjects: Sustainability,Competition,Universities,Employment Opportunities,Unemployment,Birth,College Admission,School Business Relationship,Job Satisfaction,Foreign Countries,Talent Development,Interdisciplinary Approach,Internship Programs,Salaries,College Graduates,Work Environment,Resource Allocation,Student Recruitment,Income,Expenditures,Program Administration,Feedback (Response),Transformative Learning,Reputation,Institutional Characteristics,Educational Quality

The colleges and universities in Taiwan are confronted with the following two problems: (1) The average youth (aged 15-29) unemployment rate is more than double the overall unemployment rate; and (2) Mainly affected by the low birth rate, the admission and vacancy rates of colleges and universities have increased, and fierce competition exists among colleges and universities. This paper aims to answer the following two questions raised in Taiwan: (1) Does students' participation in the study opportunities created by university-industry cooperation really help the success rate of future employment? (2) In addition to cultivating cross-discipline talents, how can universities maintain their sustainable competitiveness? Based on a literature review and working experience, the author positively states that internship experience can improve students' employment rates, earnings, and job satisfaction after graduation. After that, several successful internship experiences and governmental promoting measures in Taiwan are mentioned. Four key success factors of internship are also described as follows: a clear structure, meaningful roles, paid internship, and a supportive environment. In terms of the second question, the author argues that the following measures should be taken: (1) Frequent inventory and analysis of the sources and quality distribution of students recruited by every academic unit; (2) Timely analysis of the resource allocation, financial revenue, and expenditure of academic units; (3) Appoint teachers based on expertise, and promote 360-degree feedback in the evaluation of teaching; (4) Strengthen the cultivation of STEM professionals; (5) Develop students' core foundations and transformative competencies; and (6) Appropriately manage world university rankings as needed.
Shifting Students: Pandemic-Era Enrollment Changes Present Challenges and Opportunities for Washington&apos;s Public Charters
Author: Dusseault, Bree
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Charter Schools,COVID-19,Pandemics,Enrollment,Distance Education,Elementary Secondary Education,Culturally Relevant Education,Student Centered Learning,Mental Health,Well Being,Teacher Recruitment,Teacher Role

As the COVID-19 pandemic shut down schools across the country in 2020, Washington state's emergent charter sector was growing. During this time, charter enrollment was growing by 28% each year, on average, and the number of schools in operation doubled from eight to 16. The new schools that opened were planned long before the pandemic. But even preexisting charter schools grew between 2020 and 2022, suggesting that more families opted into charter schools, possibly due to dissatisfaction with remote learning offerings in district schools. However, charter schools' rate of growth in 2021-22 has tapered slightly: two Center on Reinventing Public Education studies of Washington charter enrollment found that charter schools' growth outpaced that of their corresponding districts the first year of the pandemic but fell slightly short of their districts' growth in the second year. Heading into the 2022-23 school year, Washington charter schools are at a pivotal point in their development. Like all schools across the country, they must come up with new solutions to accelerate student learning, authentically engage families and communities, and provide a learning environment that heals and supports the well-being of both students and staff. This report offers some suggested courses of action for charter operators to harness opportunities in 2022-23.
Free Speech at West Virginia Colleges and Universities: Peril and Promise
Author: Kissel, Adam
Date: 2022-06-00
Type: Reports - Research
Subjects: Freedom of Speech,Public Colleges,Private Colleges,College Students,Censorship,Educational Policy,Student Rights,Compliance (Legal),Federal Legislation,State Legislation,Constitutional Law

The U.S. and West Virginia constitutions acknowledge the right to free speech, which must be protected at public colleges, but Senate Bill 657, which became law in 2021, requires that public colleges protect &quot;any lawful verbal and nonverbal speech.&quot; Furthermore, many private colleges also promise free speech to their students. However a campus-climate survey published by the Foundation for Individual Rights and Expression (FIRE) in 2021 found that 5-in-6 college students have self-censored because of how they perceived other students, a professor, or the college administration would respond. Two-thirds of college students agreed that it was acceptable to shout down a campus speaker or to try to prevent them from speaking. FIRE reviewed the restrictions on free speech at 17 public or private colleges and universities in West Virginia and found 92 policies that restrict freedom of speech. This report reviews FIRE's ratings, gives examples of restrictive policies, and recommends ways to improve students' free speech rights. [The report was written in partnership with the Cardinal Institute for West Virginia Policy.]
Education Students&apos; Challenges in Using Digital Technologies for Online Learning: Basis for Institutionalization Plan
Author: de Guzman, Florentino
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Education Majors,College Students,Information Technology,Technology Uses in Education,Technology Integration,Preferences,Affordances,COVID-19,Pandemics,Access to Computers,Internet,Socioeconomic Status

The study aimed to reveal the challenges experienced by the education students in using digital technologies with the end phase of developing an institutionalization plan. The utilization and integration of information and communication technologies (ICTs) in the field is already critical to prepare the learners to be competent and skilled individuals for the 21st century's opportunities and challenges. However, various challenges and gaps arise because of the differences between and among the various stakeholders' preferences, capabilities, privileges, and affordances to digital technologies. It was even more intensified by the COVID-19 pandemic, where tertiary education institutes shifted to an online learning delivery modality. From the literature review, the researcher summarized the five factors that influenced the challenges of using digital technologies in education. Those are the availability and physical access to up-to-date devices and infrastructures; geographical location and community type; income, poverty, and socio-economic status; level of education and digital literacy skills of teachers; and motivation, engagement, and interest. These five (5) main factors have been the basis for crafting the interview questions administered to 20 second-year education students. Interview data were analyzed, and four themes emerged to generalize the challenges experienced by the students: (1) unavailability and physical inaccessibility to digital technologies; (2) poor internet connection relative to residence; (3) low socioeconomic status and inaccessibility to digital technologies; and (4) disengagement in using digital technologies. The four themes became the basis used in crafting the institutionalization plan.
The American Journal of Education. Volume IX
Author: Barnard, Henry, Ed.
Date: 1860-00-00
Type: Historical Materials
Subjects: Moral Values,Values,Education,Universities,Governance,Institutional Characteristics,Colleges,Educational History,Teacher Education,Foreign Countries,Secondary Education,Elementary Education,Early Childhood Education,Teaching Methods,Tests,Oral Language,Color,Public Education,Elementary School Teachers,School Buildings,Educational Facilities Design

This book is the ninth volume of a bound periodical. The &quot;American Journal of Education&quot; was established to enter into a range of education-related discussion and investigation. This volume includes No. 22, September 1860 to No. 23, December 1860. Among the topics discussed in issue 22 are: moral education; the original significance of the term &quot;university&quot;; accession of Duke Charles to State Administration, 1737-1811; characteristics of the American college; history of Harvard College, Cambridge, Massachusetts; Normal College at Battersea, England; secondary education in Saxony; progress of elementary education in Scotland; subjects and methods of early education; method and examination; oral lessons on real objects; and lesson on color. Issue 23 covers topics such as: system of public instruction in France; normal school for training primary school teachers; school architecture with illustrations; secondary education in Prussia; Queen's colleges and university in Ireland; system of public instruction in Austria; and educational and other charities in Boston. An index is included. [This volume was published by F. C. Brownell.]
Healing School Systems. Solutions for Educational Equity through Social and Emotional Well-Being
Author: Portilla, Ximena A.
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Coping,Equal Education,Educational Environment,Social Emotional Learning,Well Being,Educational Policy,Teacher Competencies,Educational Practices,School Districts,Trauma,Stress Management,Resilience (Psychology),Board of Education Policy,Teachers,Leaders

School systems throughout the United States need collective healing. The COVID-19 pandemic sent a shock through the nation resulting in many families experiencing job loss, food insecurity, increased financial and emotional stress, and mental health issues for the first time, while exacerbating such issues for many other families who already experienced them. This practitioner brief is one in a series highlighting concrete ways that leaders can increase educational equity by building supportive learning environments that meet all students' social and emotional needs. The introductory brief to this series suggests that changes at three levels of the educational system are needed to promote students' social and emotional well-being: (1) the structural and policy level; (2) the level of educators' well-being and capabilities; and (3) the level of specific strategies that strengthen students' social and emotional well-being. This brief focuses on the first and second levels: how school districts can become healing spaces for all by reevaluating system-wide policies and structures and building educators' capabilities and supporting their well-being. It describes the experiences of three educational systems that are striving to address the adversity that affects their school communities. The brief begins by describing how adversity alters human development and learning and the opportunity schools have to mitigate those effects for students of all backgrounds. It then describes how these educational systems are recognizing the presence of chronic stress and trauma in their staff members and students, and in response adopting system-wide policies and practices that promote healing from harmful experiences. [For the companion brief, &quot;Healing School Systems: Voices from the Field. Solutions for Educational Equity through Social and Emotional Well-Being,&quot; see ED623975.]
Healing School Systems: Voices from the Field. Solutions for Educational Equity through Social and Emotional Well-Being
Author: Portilla, Ximena A.
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Coping,Equal Education,Educational Environment,Social Emotional Learning,Well Being,Educational Policy,Teacher Competencies,Educational Practices,School Districts,Trauma,Stress Management,Leadership Responsibility,Teachers,Leaders

Drawing on the science of learning and human development, educational leaders are seeking ways to integrate approaches that develop the whole child, elevating the child's social and emotional development and well-being so they are considered as important as academic development. They are also increasingly aware that to address disparities in students' social and emotional well-being, they must also address inequitable experiences in schools that arise from school policies and structures and from students' interactions with the adults in the system. This practitioner brief is one in a series highlighting concrete ways that leaders can increase educational equity by building supportive learning environments that meet all students' social and emotional needs. MDRC and the Alliance for Excellent Education recently released a brief that describes state- and district-level initiatives to transform school districts into healing spaces for all by reevaluating system-wide policies and structures and by building educators' capabilities and supporting their well-being. This brief highlights how two educational systems engaged numerous stakeholders to develop &quot;healing-centered,&quot; &quot;trauma-engaged&quot; frameworks. This companion brief provides advice from leaders in the State of Alaska and Chicago Public Schools for other state and district leaders who may want to a develop a system-wide vision and its corresponding approach--a framework--that emphasizes collective healing and trauma-engaged practices. [For &quot;Healing School Systems. Solutions for Educational Equity through Social and Emotional Well-Being,&quot; see ED623974.]
Rules for Academic Reformers
Author: Schalin, Jay
Date: 2022-02-00
Type: Guides - General
Subjects: Higher Education,Educational Change,Equal Education,Justice,Governance,Activism,Educational Policy,Guidelines

For decades, observant Americans have looked upon institutions of higher learning with dismay. The reasons for their anxiety varied; some were upset at the increasing politicization, others at rising costs, and so on. But it seemed as if there were no way to turn back the tide of higher education's degradation. That may be starting to change. Academia is moving into very extreme territory politically, promoting false, conjectural, and dogmatic theories such as critical race theory and indigenous science instead of long-accepted theories tested by proven methods. This extremism is heightening awareness among ordinary Americans about academia's alarming direction, and some are starting to get involved in campaigns to push back against the radical agenda. The James G. Martin Center for Academic Renewal has been on the forefront of the struggle to end the abuse of our colleges and universities for several decades. Today, with increasing potential to attract new allies to its cause, it is providing this manual, titled &quot;Rules for Academic Reformers,&quot; to encourage those who are concerned about higher education's degraded state--particularly alumni, but also trustees, students, and other potential activists--to start a &quot;long march through the institutions of higher education&quot; of their own. And to offer suggestions about how to build a successful movement, how to deal with academic adversaries, and where to find allies.
MDRC&apos;s Career and Technical Education Projects. Issue Focus
Author: MDRC
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Trends,Trend Analysis,Middle School Students,High School Students,College Students,Career Academies,Technical Assistance,Educational Innovation,Partnerships in Education,Research Projects,Educational Policy,Education Work Relationship,Career Development,High School Equivalency Programs,Job Training

The past decade has seen a resurgence of interest in career and technical education (CTE) as a way to engage students, help people build the skills necessary to succeed in a technologically advanced economy, and meet employer demand for workers. MDRC--which has a three-decade history of developing and evaluating CTE programs, including a landmark study of Career Academies--is partnering with over a dozen CTE programs to build evidence and inform policy and practice. MDRC's Center for Effective CTE seeks to synthesize lessons learned from CTE projects (with middle and high schools, community colleges, and workforce organizations) and illuminate big-picture issues including those related to equity in access and outcomes, employer engagement, advising, and choices and decision-making. It also examines how the future of work will shape the evolution of CTE.
The American Journal of Education. Volume VII
Author: Barnard, Henry, Ed.
Date: 1859-00-00
Type: Historical Materials
Subjects: Higher Education,Public Libraries,Religious Schools,Educational History,Religious Education,Instruction,Foreign Countries

This is the seventh 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. 18, September 1859 to No. 19, December 1859. Articles in this volume address topics such as: German universities; the Boston Public Library; the Parochial School System of Scotland; the history of pedagogy; religious instruction; history of education in Italy; Samuel Johnson; and classical instruction. An index is included. [This volume was published by F. C. Brownell.]