ethanporcaro/eric-fulltext-meta huggingface dataset:
Stressful Life Events among Children Aged 5-17 Years by Disability Status: United States, 2019. NCHS Data Brief. No. 431
Author: Ullmann, Heidi
Date: 2022-01-00
Type: Reports - Research
Subjects: Children,Adolescents,Disabilities,Stress Variables,Child Abuse,Child Neglect,Family Environment,Violence,Parents,Institutionalized Persons,Mental Disorders,Substance Abuse,Early Experience,Educational Attainment,Employment,National Surveys

Children with disabilities are at increased risk of experiencing stressful life events. These events include various forms of abuse, neglect, and household instability, such as exposure to violence, parental or guardian incarceration, and living with someone with mental illness or alcohol or drug problems. Stressful life events experienced in childhood may have lifelong effects on physical and mental health outcomes (4-11), as well as socioeconomic outcomes, including educational attainment and employment. This report presents disparities in four stressful life events among children aged 5-17 years by disability status using 2019 National Health Interview Survey (NHIS) data.
Proceedings of International Conference on Research in Education and Science (Antalya, Turkey, April 1-4, 2021). Volume 1
Author: Shelley, Mack, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Middle School Students,Student Interests,Student Attitudes,STEM Education,Art Education,Career Development,Computer Simulation,Biomedicine,Preservice Teachers,Secondary School Teachers,Science Teachers,Practicums,Genetics,Science Instruction,Rural Development,Rural Youth,Tourism,Ecology,Foreign Countries,Ethnic Groups,Citizenship Education,College Graduates,Teacher Attitudes,Instructional Design,Geography,History,Art,Cultural Differences,Fairy Tales,Postcolonialism,COVID-19,Pandemics,Higher Education,Fuels,Economic Factors,College Faculty,Animals,Biochemistry,Nonverbal Communication,Journalism,Videoconferencing,Seminars,Chemistry,Written Language,Paper (Material),Printed Materials,Web 2.0 Technologies,Photography,Simulation,Teaching Methods,Data Analysis,Educational Administration,Health Education,Academic Achievement,Natural Resources,Postmodernism

&quot;Proceedings of International Conference on Research in Education and Science&quot; includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.
Science Education during the COVID-19 Pandemic: Tales from the Front Lines
Author: Akerson, Valarie L., Ed.
Date: 2021-09-00
Type: Collected Works - General
Subjects: Science Education,COVID-19,Pandemics,Educational Change,Electronic Learning,Science Instruction,Preservice Teacher Education,Web Based Instruction,Teaching Methods,Delivery Systems,Instructional Effectiveness,Middle School Teachers,Science Teachers,Foreign Countries

Certainly the year 2020 will be one for the history books, as COVID-19 made its impact globally beginning in that year. While it did not hit the United States substantially until about March of 2020, other countries felt the effects sooner. Eventually it seemed that the globe essentially was shut down due to the COVID-19 outbreak. This type of shutdown was challenging for education and educators. How could we pivot to online forums and teaching methods? Would our students still learn? It was especially concerning for science teachers and science educators who were accustomed to teaching using mostly hands-on inquiry instruction. How could students manipulate materials in these virtual settings? The science educators who have contributed to this book decided to conduct research to determine answers to some of these questions. The book is divided into three sections related to science teaching--COVID-19 science teaching research that involved K-12 teachers, research that explored university science content courses, and research that explored preservice science teacher education. Following each section we include a summary of the outcomes and recommendations. We end the book with conclusions and recommendations from a synthesis of the studies included.
Proceedings of International Conference on Education in Mathematics, Science and Technology (Antalya, Turkey, April 1-4, 2021). Volume 1
Author: Shelley, Mack, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Chemistry,Science Experiments,Climate,Problem Solving,Computation,Technology Uses in Education,Teaching Methods,Writing Assignments,Science Instruction,Astronomy,Lasers,Elementary School Students,Doctoral Dissertations,Theses,Geometry,Foreign Countries,Inquiry,Elementary Secondary Education,STEM Education,Satellites (Aerospace),Higher Education,Computer Simulation,COVID-19,Pandemics,School Closing,Educational Technology,Physics,Thermodynamics,Data Analysis,Engineering,Student Attitudes,Video Technology,Athletics,Computer Games,Psychological Patterns

&quot;Proceedings of International Conference on Education in Mathematics, Science and Technology&quot; includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings.
Austin Independent School District 2015 Family Leaver Survey: 2014-2015 Leavers. Publication 15.25 RB
Author: Christian, Cinda
Date: 2016-02-00
Type: Reports - Research
Subjects: School Districts,Attendance Patterns,Dropouts,Enrollment,Gender Differences,Racial Differences,Student Mobility,Charter Schools,Private Schools

To understand the most common reasons that students leave the Austin Independent School District (AISD), and identify where students go after they leave, the Department of Research and Evaluation conducted a survey in English and Spanish. For the purpose of the survey, leavers were defined as students who attended AISD during the 2014-2015 school year, but who were not enrolled at AISD in October of 2015.
AISD Virtual Learning Summer Programs 2020: Lessons Learned and Where We Go from Here. Publication 19.44
Author: Doolittle, Martha
Date: 2020-09-00
Type: Reports - Research
Subjects: Electronic Learning,Summer Programs,Supplementary Education,Elementary Secondary Education,Acceleration (Education),Enrichment,Asynchronous Communication,Synchronous Communication,Multilingualism,English (Second Language),Program Implementation,Outcomes of Education,Enrollment,Resource Allocation,Budgets,Eligibility,Teacher Attitudes,Technology Uses in Education,Bilingual Students,Student Attitudes

This report highlights successes and lessons learned from Austin Independent School District's 2020 virtual learning summer school programs. More than 13,000 AISD students in prekindergarten through grade 12 participated in these programs, which offered academic enrichment or acceleration, course credit recovery, and grade level transition. Recommendations are made for future virtual learning opportunities.
Bilingual and English as a Second Language Program and Demographic Summary, 2018-2019. DRE Publication 18.22
Author: Jensen, Mishan
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Education Programs,Student Characteristics,School Districts,Program Descriptions,English Language Learners,Teacher Characteristics,Summer Programs,Well Being,Elementary School Students,Special Education,Gifted Education,Educational Finance,Career Education

This report summarizes Austin Independent School District's bilingual and English as a second language programs implemented during 2018-2019. Programs are summarized, as well as student demographic characteristics and the number of students served.
Eighth-Grade Dual Language Students&apos; Feedback on the Dual Language Program: Austin Independent School District, 2018-2019. Publication 18.14
Author: Jensen, Mishan
Date: 2019-05-00
Type: Reports - Research
Subjects: Middle School Students,Grade 8,Bilingual Education,Student Attitudes,Bilingual Students,English,Spanish,Communicative Competence (Languages),Language Attitudes

This report summarizes results from a 2019 spring survey of 8th-grade students in Austin Independent School District's middle school dual language program. Most students indicated they enjoyed the program, realized the academic benefits, and wanted to continue dual language in high school.
Fifth-Grade Native English Speakers&apos; Performance on the Spanish-Language Proficiency Assessment, STAMP 4Se: Austin Independent School District, 2018-2019. Publication 18.11
Author: Jensen, Mishan
Date: 2019-04-00
Type: Reports - Research
Subjects: Grade 5,Second Language Learning,Spanish,Language Tests,Language Proficiency,Reading Skills,Listening Skills,Writing Skills,Speech Skills,Elementary School Students

This report examines Austin Independent School District's fifth-grade native English speaking students' performance on the Spanish language proficiency assessment. Spanish language proficiency was assessed with the STAMP 4Se assessment, which was given in the Spring 2019 semester to fifth-grade native English speaking students enrolled in the two-way Dual Language (DL) Program. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Student performance levels on all four domains increased compared with student performance in 2018.
Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1
Author: Jackowicz, Stephen, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Emotional Intelligence,Depression (Psychology),Anxiety,Stress Variables,COVID-19,Pandemics,Government Employees,Scientific Principles,Science Instruction,Textbooks,Teacher Student Relationship,Distance Education,Interaction,Engineering,STEM Education,Design,Military Service,Medicine,Foreign Countries,Traditionalism,Cultural Influences,Asian History,Friendship,Social Media,Art Activities,Industry,Clothing,Law Schools,Interdisciplinary Approach,Sculpture,War,Sociology,Gender Bias,Books,Natural Resources,Role of Education,Peer Evaluation,Essays,Persuasive Discourse,High School Students,Elementary School Students,Student Behavior,Computer Use,Information Technology,Gender Differences,Learner Engagement,Self Control,Learning Analytics,Ceramics,Teacher Attitudes,Student Attitudes,Higher Education,Painting (Visual Arts),Emotional Response,Mental Health,Asian Culture,Competition,Mythology

&quot;Proceedings of International Conference on Studies in Education and Social Sciences&quot; includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
Bilingual and English as a Second Language Academic Performance Summary Report, STAAR and EOC, 2018-2019. Publication 18.41
Author: Jensen, Mishan
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Dropouts,Graduation Rate,English (Second Language),Second Language Programs,Second Language Learning,Second Language Instruction,School Districts,Program Effectiveness,Academic Achievement,Achievement Tests,Advanced Courses,Student Placement,State Standards,Bilingual Education Programs,English Language Learners,Learning Readiness,Language Tests

This report summarizes the academic performance of students in the Austin Independent School District's bilingual and English as a second language programs during 2018-2019. Students' advanced placement course performance, state academic tests (STAAR and EOC) performance, as well as graduation and dropout rates are summarized.
International Insights on Evaluating Teacher Education Programs. Evaluating and Improving Teacher Preparation Programs
Author: Sato, Mistilina
Date: 2021-11-00
Type: Reports - Research
Subjects: Teacher Education Programs,Program Evaluation,Program Improvement,Educational Quality,Quality Assurance,Foreign Countries,Comparative Education,Educational Trends,Accountability,Governance,Teacher Effectiveness,Global Approach,Standards

In 2013, the National Academy of Education's (NAEd) report on teacher education program evaluation in the United States provided a substantial synthesis of how the nation approaches quality assurance for teacher education programs (Feuer et al., 2013). The United States, having no federal requirements for such quality assurance, proves to be a complex nation to characterize in generalized terms. The report raised the question of how other countries evaluate teacher education programs and whether their experiences can be relevant and informative in the U.S. context. The answer to this question was addressed in the 2013 report with only some brief illustrations of globally well-known jurisdictions. Since that report was released, some comparative analyses and syntheses of teacher education program evaluation approaches have been published, adding to a understanding of global trends in this area. this paper revisits the original question of how teacher education programs are evaluated in international contexts. While several international comparative studies of teacher education in general now exist, the researchers found that a focus on how programs are held accountable to quality assurance standards is a relatively unexplored area of comparative analysis. [For the 2013 report, &quot;Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options,&quot; see ED565694.]
Texas English Language Proficiency Assessment System (TELPAS): Spring 2019 Results. Publication 18.23
Author: Jensen, Mishan
Date: 2019-08-00
Type: Reports - Research
Subjects: Language Tests,Language Proficiency,School Districts,Second Language Learning,English (Second Language),English Language Learners,Academic Achievement,Kindergarten,Elementary School Students,Bilingual Education Programs,High School Students,Middle School Students,Spanish Speaking,Achievement Gains,Advanced Students

This report summarizes Austin Independent School District (AISD) English learner students' (ELs) Texas English Language Proficiency Assessment System (TELPAS) performance on the 2019 Spring test administration. Student performance is summarized by domain and composite ratings, years in U.S. schools, and yearly progress.
English Learner Summer School Students&apos; Beginning of Year (BOY) Performance. Publication 18.10
Author: Jensen, Mishan
Date: 2019-03-00
Type: Reports - Research
Subjects: English Language Learners,Summer Schools,School Districts,Achievement Gains,Kindergarten,Comparative Analysis,School Readiness,Elementary School Students,Hispanic American Students,Student Characteristics,Phonemic Awareness,Vocabulary Skills,Reading Comprehension,Spelling,Mathematics Skills,Alphabets,Phonemes

This report examines the beginning-of-year (BOY) 2018-2019 performance of English learner students (ELs) who attended Austin Independent School District's (AISD) summer school in June 2018. Summer school ELs' performance on Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to the performance of similar ELs who did not attend summer school. Statistically significant differences were found between the two groups.
Family Engagement Services by Parent Support Specialists: 2019-2020. Publication 19.43
Author: Fine, Anne
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Family School Relationship,School Districts,Specialists,Parent School Relationship,Outreach Programs,Educational Opportunities,Faculty Development,COVID-19,Pandemics,Parent Attitudes,Workshops,Family Programs,Educational Legislation,Federal Legislation,Elementary Secondary Education,School Closing,Low Income Students

This brief report summarizes some of the family engagement services provided by Austin Independent School District's (AISD) parent support specialists to families during the 2019-2020 school year. The supplemental report, a separate publication, summarizes services provided during the 2020 calendar year.
Proceedings of International Conference on Humanities, Social and Education Sciences (New York, New York, April 22-25, 2021). Volume 1
Author: Jackowicz, Stephen, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: History Instruction,Handheld Devices,Audio Equipment,Foreign Students,Student Mobility,Medical Education,Foreign Countries,Cultural Influences,Educational Environment,Gender Bias,Inclusion,Kindergarten,Grade 1,Gender Issues,Clinical Diagnosis,Academic Persistence,School Holding Power,College Students,Police,Performance,Self Efficacy,Counseling Effectiveness,Substance Abuse,Counselors,Leadership Responsibility,Employed Parents,Mothers,Experiential Learning,Job Satisfaction,Barriers,Validity,Textbooks,Learning Disabilities,Students with Disabilities,Special Education Teachers,Quality Assurance,Higher Education,Picture Books,Interdisciplinary Approach,Sustainability,Economic Development,Information Technology,Food,Governance,Administrative Organization,Risk,Life Satisfaction,Teaching Conditions,COVID-19,Pandemics,Age Differences,Educational Technology,Technology Uses in Education,Design,Educational Innovation,Electronic Publishing,Web Sites,Computer Assisted Testing,Information Security,Computer Security,Visual Perception,Individual Characteristics,Athletes,Leadership Qualities,Addictive Behavior,Internet,Student Attitudes,Artists,Postmodernism

&quot;Proceedings of International Conference on Humanities, Social and Education Sciences&quot; includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
A Summary of Austin Independent School District&apos;s Optional Extended Year Program Activities, 2008-2009. Publication Number 08.95
Author: Washington, Wanda
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: School Districts,Extended School Year,At Risk Students,Academic Failure,Elementary Secondary Education,Program Evaluation,Extended School Day,Program Implementation,Student Participation,Outcomes of Education,Parent Participation,Curriculum Implementation,Reading Instruction,Language Arts,Mathematics Instruction,Science Education,Science Instruction,Acceleration (Education),Problem Solving,School Readiness,Technology Integration,Interdisciplinary Approach,Mentors,Documentation,Student Promotion,School Holding Power,Grade Repetition,Withdrawal (Education)

The OEYP state-funded program provides extended learning for students who are at risk of academic failure. This report summarizes Austin Independent School District's OEYP activities during 2008-2009.
Parent and Community Involvement Summary Report, 2008-2009. Publication Number 08.82
Author: Washington, Wanda
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: School Districts,School Community Relationship,Parent School Relationship,Kindergarten,Elementary Secondary Education,Parent Participation,School Personnel,Educational Legislation,Federal Legislation,Low Income Students,Grants,Financial Support,Faculty Development,Resource Allocation,Program Evaluation,Parent Attitudes,Adult Literacy,Information Sources,Ancillary School Services,English Language Learners,Accountability

This report summarizes 2008-2009 data from several Austin Independent School District efforts to promote parent and community involvement.