ethanporcaro/eric-fulltext-meta huggingface dataset:
Industrial Education in 1924-1926. Bulletin, 1927, No. 29
Author: Proffitt, Maris M.
Date: 1927-00-00
Type: Historical Materials
Subjects: Vocational Education,Films,Visual Aids,Occupational Information,Public Education,Conferences (Gatherings),Shop Curriculum,Industrial Education,Industry,Junior High Schools,High Schools,Auto Mechanics,Career Guidance,Apprenticeships,Disabilities,Teacher Education Programs,Industrial Arts,Job Training,Postsecondary Education

A survey of educational literature, of courses of study both in the public schools and teacher-training institutions, of the programs of educational conventions, of conference reports, and of special reports from many school systems leads to the conclusion that more activity has been manifested during the past two years in the study of the problems involved in the manual arts work and industrial forms of education than in any similar period in the past. In the field of the manual arts much attention has been given to the objectives to be included and to the types of organization to be used in making this type of work a more important factor in the accomplishment of the ends of public education. This bulletin further reviews the field of industrial education, and explores specifically: (1) Manual arts in the senior high school; (2) Manual arts in the junior high school; (3) Manual arts in consolidated schools; (4) Itinerant work; (5) Limited activities in the manual arts; (6) Home mechanics courses; (7) The general shop; (8) Occupational information and guidance; (9) Part-time, evening, and apprenticeship courses; (10) Vocational training for disabled civilians; (11) Visual education; and (12) Teacher training. The summary of progress lists 13 areas of progress for the biennium, 1924-1926. [Best copy available has been provided.]
Statistics of Teachers Colleges and Normal Schools, 1925-1926. Bulletin, 1927, No. 30
Author: Department of the Interior, Bureau of Education (ED)
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational History,Statistical Surveys,State Schools,Counties,Public Colleges,Private Colleges,Private Schools,Secondary Schools,Preservice Teacher Education,Teacher Educators,Graduates,Enrollment,Enrollment Trends,Income,Expenditures,Educational Finance,Student Teaching,Schools of Education,Males,Females,Salaries,African American Education,Summer Schools,Teacher Education Programs,Urban Schools,School Schedules,Postsecondary Education,Adult Education,Vocational Education,Educational Facilities,Budgets,Black Colleges,Educational Trends,Educational Policy,State Policy,National Surveys,School Surveys,On Campus Students,Extension Education,Correspondence Study,Laboratory Schools

Statistics concerning the training of teachers are given in this report. The major items presented include total enrollments; enrollments in teacher-training courses; instructors; graduates; receipts, including sources of support; expenditures; and detailed information regarding demonstration schools and practice teaching. The greater portion of the report is given over to summary and detail tables showing the activities in 402 institutions engaged primarily in teacher training. Supplementary data are presented showing the extent of teacher training in secondary schools and in colleges. Of the 402 teacher-training institutions, 101 are classified as teachers colleges, 102 as State normal schools, 27 as city normal schools, 108 as county normal schools, and 64 as private normal schools. Reports were received from every institution, but when data was incomplete, information was taken from catalogs of the institutions and from the 1924 records. (Contains 35 tables.) [Best copy available has been provided.]
A Guide for Using Labor Market Data to Improve Student Success
Author: Aspen Institute
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Labor Market,Information Utilization,Guidelines,Employment Statistics,Data Interpretation,Data Analysis,Student Improvement,Information Sources,Use Studies,Access to Information,College Outcomes Assessment,Change Strategies,Educational Change,Guidance Programs,Graduate Surveys

Never before has the link between a college education and postgraduate job prospects been more important. College graduates are employed more often and, on average, earn significantly more than those without college degrees. During recent years, as students have moved into a challenging job market, a college education has remained the most reliable defense against unemployment. At the same time, investments in higher education can no longer be taken for granted. States--facing their own financial and economic challenges--are making choices about how much and where to invest in higher education. Several are examining which state expenditures will most likely enable students to graduate with the skills needed to fill jobs that will help states' economies grow. This guide aims to advance colleges' understanding of how to access and use labor market data to improve student success. The three sections that follow provide: (1) A description of how colleges can effectively use labor market data; (2) An inventory of available data sources; (3) Recommendations for what colleges can do to improve labor market data use and access. The examples in this guide come from community colleges, gathered primarily through explorations related to the Aspen Prize for Community College Excellence. However, four-year colleges are also facing budget challenges and increasing expectations to deliver measurable results. Against this backdrop, this guide can also assist four-year colleges as they seek to understand labor market outcomes for bachelor's degree programs. Appended are: (1) Contacts for State UI [unemployment insurance] Tax Information and Assistance; (2) California Legislation Authorizing Postsecondary Institutions' Access To Employment Development Department Data; (3) Understanding the Wage Record Interchange System 2 (WRIS2); and (4) WRIS2 Participants. (Contains 25 endnotes.)
The 2013 Aspen Prize for Community College Excellence
Author: Perlstein, Linda
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Recognition (Achievement),Community Colleges,Two Year College Students,Academic Achievement,Graduation Rate,Outcomes of Education

For millions of Americans, community colleges provide an essential pathway to well-paying jobs and continuing higher education. The Aspen Prize for Community College Excellence honors those institutions that strive for and achieve exceptional levels of success for all students, while they are in college and after they graduate. Community colleges have received extraordinary attention over the past year, in the presidential debates, in state legislatures, and in the media. This buzz is about more than the fact that 7 million degree-seeking students are enrolled in U.S. community colleges each year, making up the majority of freshmen and sophomores. It reflects a broad recognition that the nation's ability to develop a talented workforce and equalize opportunity absolutely depends on increasing the success of community college students. Too often, though, that attention focuses on the undeniably low completion rates at community colleges rather than on excellence in the sector. There are nearly 1,200 community colleges in the country. Looking only at their student success averages obscures that some colleges achieve exceptional outcomes. The winners of the 2013 Aspen Prize for Community College Excellence demonstrate just what can be accomplished. With this prestigious prize, the Aspen Institute and its partners aim to further the national understanding of how community colleges can increase student success. The winning community colleges profiled in this document have done just that. They have shown that what colleges do matters deeply to student achievement.
Implementing the Common Core State Standards: A Primer on "Close Reading of Text"
Author: Brown, Sheila
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: State Standards,Prior Learning,Teaching Methods,Reading Comprehension,Academic Standards,Critical Reading,Educational Innovation,Creativity,Reading Skills,Student Motivation

The Common Core State Standards represent an ambitious effort to improve teaching and learning at an unprecedented scale. Adopted by 45 states and the District of Columbia, these standards are an attempt to dramatically change what students and teachers do in school, by redefining high-level, thought-provoking instruction as the norm for all students in all schools. Among the most significant of the shifts in English language arts is the expectation that all students will be able to read increasingly complex texts proficiently and independently. Educators need to harness the knowledge of research, the wisdom of experience, and the imperative for improvement to implement Close Reading effectively within the context of a comprehensive literacy framework. Teachers have to be innovative and creative, while connecting decisions about instructional practice to the research on reading development and the explicit demands of the Common Core. Hence the authors recommend that practitioners: (1) Are deliberate and intentional determining when, and for what instructional purposes, Close Reading is employed. The goal is to move students to read closely, independent of the teacher; and (2) Understand that while engaged in Close Reading lessons, students naturally use prior knowledge to deepen their comprehension of the text. Teachers should activate prior knowledge and build background knowledge when appropriate, while ensuring that students' examination of text is the central means of conveying information. (Contains 10 endnotes.)
Japanese Culture-Bound Disorders: The Relationship between &quot;Taijin Kyofusho, Hikikomori,&quot; and Shame
Author: Cole, Levi Edward
Date: 2013-08-00
Type: Reports - Research
Subjects: Foreign Countries,Asian Culture,Mental Disorders,Cultural Influences,Anxiety,Intimacy,Social Isolation,Self Concept,Psychophysiology,Psychotherapy,Non Western Civilization,Western Civilization,Classification,Psychological Patterns,Human Body,Olfactory Perception,Academic Achievement,Adolescents,Context Effect,Attachment Behavior

First conceptualized in the 1960s, the term culture-bound disorders refers to a classification of mental disorders or syndromes that are considered specific or closely related to cultural factors and or particular ethnocultural groups. In Japan, two culture-bound disorders, &quot;taijin kyofusho&quot; and &quot;hikikomori,&quot; have seized the interest of researchers and professionals due to their prevalence in Japanese society. The first disorder, &quot;taijin kyofusho,&quot; is a culture-bound social anxiety disorder that has been documented in Japan since the 1930s. It is characterized by the experience of anxiety in, and often avoidance of, social and interpersonal situations for fear of offending others through blushing, eye-to-eye contact, body deformity, and/or emitting body odor. The second disorder, &quot;hikikomori,&quot; has only emerged in the last 30 years, but afflicts a substantial portion of the Japanese population. It is clinically distinguished by symptoms of social withdrawal, self-confinement in one's home, no intimate relationships with family members, and the absence of engagement in social activities. Because the symptomatology of both disorders closely resemble several of the &quot;Diagnostic and Statistical Manual of Mental Disorders&quot; (&quot;DSM-IV-TR,&quot; American Psychiatric Association, 2000) diagnoses, research on the prevalence and culture-bound specificity of the disorders are investigated, as well as the efficacy of pharmacotherapy, individual and group psychotherapy, and psychosocial rehabilitation treatments. Finally, drawing upon research describing the relationship between mental illness and shame, and shame's inextricable relationship to Japanese history and culture, it is proposed that &quot;taijin kyofusho&quot; and &quot;hikikomori&quot; are sequelae of shame in Japanese society. (Contains 1 table.)
Sharing Complex Text and the CCSS
Author: Aspen Institute
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Teaching Methods,Reading Ability,College Readiness,Core Curriculum,Reading Skills,Reading Instruction,Educational Objectives,Elementary Secondary Education

The Common Core State Standards (CCSS) fulfill a longstanding goal of ensuring that all students, regardless of ability, are college and career ready upon graduation. Students who meet the expectations of the standards are able to comprehend complex text closely and extract meaning and information from it. They are close readers, delving into texts in order to unearth evidence, construct knowledge, and broaden their understanding of the text and world. Research shows that the key ingredient to success after graduation in college was the ability to read complex text. Surprisingly, the results showed that it was not what students could do with the text that they read that determined their success in college coursework, but whether or not they could read complex text itself. This result held across all racial and ethnic groups, for both male and female students, and even for students of varying socio-economic backgrounds. Hence the CCSS, instead of stressing particular teaching methodologies, instead stresses exposing all students to complex text in the classroom.
Close Reading and the CCSS
Author: Aspen Institute
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Reading Skills,Inferences,Sentences,Student Evaluation,Academic Standards,Reading Comprehension

Close reading is the methodical investigation of a complex text through answering text dependent questions geared to unpack the text's meaning. Close reading directs students to examine and analyze the text through a series of activities that focus students on the meanings of individual words and sentences as well as the overall development of events and ideas. The Anchor Standards for Reading found in the Common Core State Standards (CCSS) prioritize the close reading skill of extracting evidence and making inferences (Standard 1) when reading complex text (Standard 10). All of the intervening standards (Standards 2-9) call on students to answer specific text dependent questions--from determining the central idea or theme (Standard 2) to building knowledge by comparing two or more texts (Standard 9)--but each intervening standard critically relies on the core close reading skill of "citing specific textual evidence" when reading complex text to "support conclusions" (Standards 1 and 10). This text dependent approach is one of the key shifts embodied in the CCSS, and moving students and teachers towards understanding and embracing close reading when appropriate is a key step to implementing the CCSS.
Text Dependent Questions and the CCSS
Author: Aspen Institute
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Reading Comprehension,Inferences,Core Curriculum,Reading Skills,Reading Instruction,Questioning Techniques,Teaching Methods,Guidelines,Evidence,Educational Objectives,Elementary Secondary Education,Vocabulary

An effective text dependent question first and foremost embraces the key principle of close reading embedded in the Common Core State Standards (CCSS) Anchor Reading Standards by asking students to provide evidence from complex text and draw inferences based on what the text explicitly says (Standards 1 and 10). A close look at the intervening Anchor Reading Standards 2-9 reveals that the variety of tasks they call on students to perform all critically rely on consulting the text for answers. As the name suggests, a text dependent question privileges the text itself and the information students can extract from it. An effective text dependent question delves into the words, sentences, and paragraphs of a text to guide students in extracting the key meanings or ideas and events found there. They target academic vocabulary and crucial passages as focal points for gaining comprehension through examining details, explanations and arguments. Yet this focus on evidence drawn from the text is not an end in itself; rather, it serves as a method to focus students on performing the close reading skills spelled out in the intervening Anchor Reading Standards 2-9. Successful text dependent questions therefore reflect the principles of close reading by juxtaposing the specific demands of the reading standards against passages drawn from complex text.
Close Reading Exemplars and the CCSS
Author: Aspen Institute
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Core Curriculum,Curriculum Implementation,Reading Strategies,Reading Skills,Reading Instruction,Instructional Design,Questioning Techniques,Teaching Methods,Guidelines,Evidence,Inferences,Educational Objectives,Elementary Secondary Education

Close Reading Exemplars pull together several key shifts within the Common Core State Standards (CCSS) in a single methodological approach towards reading texts. Close Reading Exemplars focus on investigating complex texts (Anchor Reading Standard 10) via text dependent questions that rely on evidence and inferences to answer them (Anchor Reading Standard 1). They direct students to pay close attention to academic vocabulary as it appears in context without preloading students with background knowledge of what they are about to read. By encouraging the sort of close reading techniques that lead students to proficiency and independence, close reading exemplars represent a critically important approach for students to experience in literacy and content specific classrooms. While there are no hard and fast requirements for the design of close reading exemplars, teachers have found explanations and examples of the following elements helpful to have within them to assist in the implementation of close reading practices in the classroom: (1) Goals for the Lesson; (2) Connection to the CCSS; (3) Full Text of the Reading Selection; (4) A Daily Structure within the Lesson; and (5) Extension Activities.
Pedagogy and the CCSS
Author: Aspen Institute
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Core Curriculum,Literacy,Writing Skills,Teacher Role,Reading Skills,Reading Instruction,Writing Instruction,Teaching Methods,Guidelines,Educational Objectives,Elementary Secondary Education,Career Readiness,College Readiness,Educational Policy,Educational Principles

The Common Core State Standards (CCSS) spell out for teachers what their students must learn in order to be authentically literate. By focusing on the capacities of students, the CCSS does not advocate one particular pedagogical approach over another for achieving these goals. Teachers are given wide latitude to exercise their professional judgment in how they assist children in acquiring the necessary knowledge and skills to read and write effectively and think critically about what they hear and believe. In short, the purpose of the standards is not to specify how teachers should teach, but rather identify what all students are expected to learn from their teachers such that they will achieve college and career readiness.
Informational Text and the CCSS
Author: Aspen Institute
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Reading Materials,Expository Writing,Literature,Core Curriculum,Curriculum Implementation,Reading Skills,Reading Instruction,Guidelines,Educational Objectives,Career Readiness,College Readiness,Educational Policy,Educational Principles,Elementary Secondary Education,Visual Aids

What constitutes an informational text covers a broad swath of different types of texts. Biographies & memoirs, speeches, opinion pieces & argumentative essays, and historical, scientific or technical accounts of a non-narrative nature are all included in what the  Common Core State Standards (CCSS) envisions as informational text. Also included are literary non-fiction, journalism, and information that appears in graphs, charts, and maps. Informational text oftentimes has unique text features that requires experience learning how to navigate. What informational text is not is text that might appear under the classic rubric of literature: novels, short stories, poetry, and drama--in other words, fiction. The clearest divide then between the realms of informational and literary text is the reliance of the former on fact as a basis for the information conveyed.
Academic Vocabulary and the CCSS
Author: Aspen Institute
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Figurative Language,Reference Materials,Reading Comprehension,Direct Instruction,Vocabulary Development,Expectation,Definitions,Check Lists,State Standards,Core Curriculum,Reading Skills,Reading Instruction,Vocabulary,Questioning Techniques,Teaching Methods,Guidelines,Educational Objectives,Career Readiness,College Readiness,Educational Principles,Elementary Secondary Education,Academic Discourse

The College and Career Ready Standards of the CCSS articulate a range of expectations regarding what students should be able to do with regards to academic vocabulary: (1) Interpret technical, connotative, and figurative meanings of words and phrases; (2) Analyze how specific word choices shape meaning or tone; (3) Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting reference materials; (4) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; (5) Acquire and use accurately a range of general academic and domain-specific words and phrases; and (7) Demonstrate independence in gathering vocabulary knowledge when encountering an unknown term. Academic vocabulary has been shown to be a critical element in reading comprehension and academic achievement, yet the lack of frequent and systematic instruction with academic vocabulary as its focus is a primary cause of the achievement gap. Helping students build a rich understanding of words is therefore crucial, and students must be exposed to and taught such words in multiple contexts: through direct instruction as well as in context through discussion, reading and/or being read to, and responding to what they hear or read.
Text Complexity and the CCSS
Author: Aspen Institute
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Predictor Variables,Reading Ability,College Readiness,Evaluation Criteria,Measurement,Reading Materials,Computer Uses in Education,Core Curriculum,Reading Skills,Reading Instruction,Educational Objectives,Elementary Secondary Education,Readability Formulas,Measurement Techniques,Readability,Reading Comprehension,Difficulty Level,Reader Text Relationship

What is meant by text complexity is a measurement of how challenging a particular text is to read. There are a myriad of different ways of explaining what makes text challenging to read, from the sophistication of the vocabulary employed to the length of its sentences to even measurements of how the text as a whole coheres. Research shows that no matter what combination of factors is considered when defining text complexity, the ability to read complex text is the single greatest predictor of success in college. This finding is true regardless of gender, race, or socio-economic status. The implication is that teaching that focused solely on critical thinking would be insufficient: it turns out that being able to proficiently read complex text is the critical factor in actually understanding complex text. A key requirement of the Anchor Reading Standard 10 in the Common Core State Standards (CCSS) is that all students must be exposed to texts of steadily increasing complexity. The system for determining text complexity involves several factors, but the increased expectations regarding the ability of students to read complex text is illustrated by a comparison of past and present Lexile Ranges. The key elements of text complexity are: (1) Quantitative factors; (2) Qualitative factors; and (3) Reader and task factors.