ethanporcaro/eric-fulltext-meta huggingface dataset:
Fiscal Year 2022 Salary Report for the Illinois Public Community Colleges
Author: Illinois Community College Board (ICCB)
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Public Colleges,Community Colleges,College Faculty,Salaries,School Personnel,Enrollment,Geographic Location,Teacher Salaries,Faculty Workload,Administrators,Fringe Benefits,Educational Attainment,School Policy

Data about compensation received by employees in Illinois' 48 public community colleges are gathered by the Illinois Community College Board (ICCB). Data in the &quot;Fiscal Year 2022 Salary Report,&quot; which derive from the ICCB Faculty, Staff, and Salary (C1) Data and Supplementary Faculty, Staff, and Salary Information, reflect the census date of October 1, 2021. The efforts that college staff put forth to provide these data are greatly appreciated. In an attempt to minimize the number of separate requests for salary data received by public community colleges, ICCB staff provide these data on the colleges' behalf in response to requests for salary information from the Illinois Board of Higher Education, National Center for Educational Statistics, Legislature, and other interested entities or persons. Data are presented by peer groups with statewide totals. The seven peer groups are based on a combination of college enrollment (semester), geographic location, and financial data: (1) Headcount enrollment of less than 3,000, downstate, located in or near communities of less than 50,000 population; (2) Headcount enrollment of approximately 3,000 to 4,000, downstate, located in or near communities of less than 50,000 population; (3) Headcount enrollment greater than 4,000, downstate, located in or near communities of less than 50,000 population; (4) Located downstate and in urbanized areas; (5) Headcount enrollment less than 10,000, located in the Chicago metropolitan area; (6) City Colleges of Chicago; and (7) Headcount enrollment greater than 10,000, located in the Chicago metropolitan area. The report includes faculty salary data which are based on actual contracts, salaries from salary schedules, overload faculty salary rates, and part-time faculty salary rates. Also included are administrative salaries, other (nonteaching) professional staff salaries; information on average faculty load; salaries for selected administrators; and fiscal year 2021 salaries actually paid to faculty, administrators, other (nonteaching) professionals, and classified staff. [For the 2021 report, see ED623100.]
Comparative Zoology, Structural and Systematic. For Use in Schools and Colleges. New Edition
Author: Orton, James
Date: 1896-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,High Schools,Secondary School Science

The distinctive character of this work consists in the treatment of the whole Animal Kingdom as a unit; in the comparative study of the development and variations of organs and their functions, from the simplest to the most complex state; in withholding Systematic Zoology until the student has mastered those structural affinities upon which true classification is founded; and in being fitted for High Schools and Mixed Schools by its language and illustrations, yet going far enough to constitute a complete grammar of the science for the undergraduate course of any College. It is designed solely as a manual for instruction. [This edition was revised by Charles Wright Dogge. For the previous edition (1876), see ED623104.]
Comparative Zoology, Structural and Systematic. For Use in Schools and Colleges
Author: Orton, James
Date: 1876-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,High Schools,Secondary School Science

The distinctive character of this work consists in the treatment of the whole Animal Kingdom as a unit; in the comparative study of the development and variations of organs and their functions, from the simplest to the most complex state; in withholding Systematic Zoology until the student has mastered those structural affinities upon which true classification is founded; and in being fitted for High Schools and Mixed Schools by its language and illustrations, yet going far enough to constitute a complete grammar of the science for the under-graduate course of any College. It is designed solely as a manual for instruction.
Ballads and Tales: Fourth Reader Grade. Golden Rod Books
Author: Haaren, John H., Comp.
Date: 1896-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 4,Elementary Education

This textbook is a reader with selections from familiar and popular ballads and tales relating to historic or legendary incidents and personages that have become famous in literature. Such selections as these, put into the hands of the young, will tend to foster a wholesome enjoyment of reading and to develop a fondness for books. They introduce the young reader to some of the names and deeds of the olden time, which are constantly referred to in standard literature of the day.
Beginner&apos;s German. First Book
Author: Langhanke, Otto L. W.
Date: 1917-00-00
Type: Historical Materials
Subjects: Textbooks,German,Second Language Learning,Introductory Courses

This textbook is intended to be used in a beginning German course. It focuses on material of practical value offered and taught to bring students quickly and surely to the point where they can readily understand and speak the language. [For the &quot;Teacher's Manual for Beginner's German. First Book,&quot; see ED623520.]
Measuring Student Cognitive Engagement When Using Technology
Author: Wallace-Spurgin, Mecka
Date: 2019-12-00
Type: Books
Subjects: High School Students,Computer Use,Learner Engagement,Technology Integration,Cognitive Processes,Educational Technology,Thinking Skills,Student Experience

&quot;Measuring Student Cognitive Engagement When Using Technology&quot; was designed to determine if students were using the recently purchased Chromebooks as well as if they were cognitively engaged when using the technology. Data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. The writer scheduled dates to collect data three times during the 2018-19 school year. In addition, faculty collaborative sessions were planned and facilitated within one week of collection data. Participating in each faculty collaborative session, teachers (a) became familiar with the IPI-T Rubric and Protocols, (b) analyzed and discussed the data, (c) identified high-quality examples of student learning that foster student engagement with technology, (d) designed high-quality lessons that foster student engagement with technology, (e) compared longitudinal data and set goals for future data collection using the IPI-T tool. An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which are associated with higher-levels of cognitive engagement. [This book was edited by Ismail Sahin and Valarie Akerson.]
Closing the Gap of the Educational Needs of Homeless Youth
Author: Edwards, Tiffany G.
Date: 2020-01-00
Type: Books
Subjects: Homeless People,Children,Youth,Educational Needs,Student Experience,Organizational Effectiveness,Student Needs

The number of homeless children and youth in the United States is on the rise (U.S. Department of Housing and Urban Development, 2016). Between 2016 and 2017 in the Los Angeles County Homeless Count, there was a 41% increase in the number of homeless minors (The Los Angeles Service Authority, 2017). Education is key to bringing people out of poverty and ending the cycle of homelessness. Using a socio-psychological lens, this book presents a case study that examined the perceptions of six of the staff and volunteers at one site of the Griffon Learning Center, an organization trying to close the educational gaps of homeless children and youth. It also includes the perspectives of 12 children and youth who utilized their services. The data of this study include interviews, observations of a participant observer, ethnographic field notes, journal reflections, and document analysis. An examination of the relevant literature is included. Although this study cannot end the cycle of homelessness, it hopes to shed light on the issue and makes recommendations to organizations, school districts, politicians and legislatures, and educational researchers. [This book was edited by Ismail Sahin and Mack Shelley.]
Educational Practices during the COVID-19 Viral Outbreak: International Perspectives
Author: Sahin, Ismail, Ed.
Date: 2020-10-00
Type: Books
Subjects: Foreign Countries,Educational Practices,COVID-19,Pandemics,Global Approach,Elementary Secondary Education,Higher Education,School Holding Power,Conventional Instruction,Blended Learning,Distance Education,Virtual Classrooms,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Best Practices,Online Courses,Educational Television,Special Education,Leisure Education,Refugees,Family (Sociological Unit),Preservice Teacher Education,Special Education Teachers,Telecommunications,Health Services,Medical Education,Electronic Learning,Integrated Learning Systems,Early Childhood Education,Educational Technology,Calculus,School Closing,Students with Disabilities

The collection of chapters in this special book examines educational practices during the COVID-19 viral outbreak. This special book brings together a variety of studies and scholars in an effort to exemplify how the COVID-19 shapes the learning and teaching processes in different countries. The twelve chapters selected for this special book present diverse vantage points on the circumstances that influence students, teachers, parents, and schools. The focus of this book is on education, but in the context of broader global effects. Education processes, practices, and outcomes in the time of COVID-19 do not occur in a vacuum. Disruptions to the normal processes and practices of education associated with the novel coronavirus are directly tied, among other considerations, to the societal risk of having students congregating in close quarters, the economic problems encountered by their families, difficulties of food availability, and loss of family cohesion due to death, illness, and lack of proximity and diminished support structures due to social distancing. Any return to &quot;normal&quot; education opportunities and the hope for improving (or at least sustaining) positive student outcomes likely will be impossible without a vaccine that is available worldwide at low or no cost, together with effective repair of the global economy, and the ability of students and adults to engage in larger-group activities. Until that situation becomes reality, many children will be unable to learn effectively and will not be equipped to realize their potential. In summary, the twelve chapters cover the topic of educational practices during the COVID-19 viral outbreak. The chapters are authored by scholars from 10 different countries: the United States, Turkey, the United Kingdom, Spain, Bhutan, Indonesia, Morocco, India, Oman, and the United Arab Emirates. The chapters provide readers with a wide range of international perspectives on educational practices during the COVID-19 pandemic. The reported studies involve research findings from students, teachers, parents, and school administrators at different levels of students' education experience.
Individual Differences in Spatial and Mathematics Skills: Implications for Educational and Clinical Psychology
Author: Burgoyne, Alexander P.
Date: 2021-00-00
Type: Reports - Research
Subjects: Spatial Ability,Mathematics Skills,Gender Differences,Socioeconomic Status,Developmental Stages,Kindergarten,Grade 3,Grade 6,Age Differences,Socioeconomic Influences,Mathematics Instruction

In a recent empirical article published in &quot;Cognition&quot; (Johnson, Burgoyne, Mix, Young, and Levine [2022]. &quot;Cognition,&quot; 218, 104918), we examined the relationships between spatial and mathematics skills in a cross-sectional sample of 1,592 children that included kindergarteners, third graders, and sixth graders. We tested whether individual differences in math and spatial skills could be explained by factors such as socioeconomic status or sex (i.e., boys versus girls), and furthermore, whether the relationships between spatial and math skills were moderated by these factors or by developmental stage. This brief article serves as a summary and extension of our recent work, with a discussion of implications that may be relevant to educational and clinical psychologists. We encourage readers to reference our empirical article for a more thorough presentation of the issues discussed in the present review. [This paper was published in &quot;Clinical Psychiatry&quot; v7 n6 Article 110 2021.]
Tales and Tropes: Gender Roles from Word Embeddings in a Century of Children&apos;s Books
Author: Adukia, Anjali
Date: 2022-10-00
Type: Speeches/Meeting Papers
Subjects: Childrens Literature,Books,Gender Bias,Sex Stereotypes,Sex Role,LGBTQ People,Language Usage,Social Bias,Social Sciences

The manner in which gender is portrayed in materials used to teach children conveys messages about people's roles in society. In this paper, we measure the gendered depiction of central domains of social life in 100 years of highly influential children's books. We make two main contributions: (1) we find that the portrayal of gender in these books reproduces traditional gender norms in society; and (2) we publish StoryWords 1.0, the first word embeddings trained on such a large body of children's literature. We find that, relative to males, females are more likely to be represented in relation to their appearance than in relation to their competence; second, they are more likely to be represented in relation to their role in the family than their role in business. Finally, we find that non-binary or gender-fluid individuals are rarely mentioned. Our analysis advances understanding of the different messages contained in content commonly used to teach children, with immediate applications for practice, policy, and research. [This paper was published in: &quot;Proceedings of the 29th International Conference on Computational Linguistics,&quot; 2022, pp. 3086-3097.]
Essential Language Habits: A New Edition in Color. Book One
Author: Charters, Wallace Werrett
Date: 1929-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Grammar,Teaching Methods,Drills (Practice),Educational Games,Language Tests,Language Skills,Language Usage,Skill Development

This English textbook aims to determine minimum essentials in language and grammar, to provide methods for making correct form habitual, and to arrange the material so that it may be used in connection with the language work of the pupils outside the language recitation. Exercises, drills, games, and tests are employed. Objective measures of improvement in language skill are provided. [For book two, see ED623124. For book three, see ED623125.]
Essential Language Habits: A New Edition in Color. Book Two
Author: Charters, Wallace Werrett
Date: 1929-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Language Skills,Grammar,Drills (Practice),Educational Games,Language Tests,Teaching Methods,Language Usage,Skill Development

The second book in this English textbook series aims to determine minimum essentials in language and grammar, to provide methods for making correct form habitual, and to arrange the material so that it may be used in connection with the language work of the pupils outside the language recitation. Exercises, drills, games, and tests are employed. Objective measures of improvement in language skill are provided. [For book one, see ED623122. For book three, see ED623125.]
Essential Language Habits: A New Edition in Color. Book Three
Author: Charters, Wallace Werrett
Date: 1929-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Teaching Methods,Language Usage,Drills (Practice),Educational Games,Language Tests,Skill Development,Language Skills

The third book in this English textbook series aims to determine minimum essentials in language and grammar, to provide methods for making correct form habitual, and to arrange the material so that it may be used in connection with the language work of the pupils outside the language recitation. Exercises, drills, games, and tests are employed. Objective measures of improvement in language skill are provided. [For book one, see ED623122. For book two, see ED623124.]
Staffing for School Turnaround in Rural Settings
Author: Harbatkin, Erica
Date: 2022-04-12
Type: Reports - Research
Subjects: School Turnaround,Rural Schools,Teacher Recruitment,Teacher Effectiveness,Faculty Mobility,Teacher Persistence,Educational Improvement,Organizational Change,Teacher Selection,School Effectiveness,Teacher Placement,Labor Turnover,Urban Schools,Elementary Secondary Education,Comparative Analysis,Suburban Schools,Low Achievement

Recruiting and retaining effective teachers is critical to school turnaround. However, research on how improving educator quality in low-performing schools contributes to school improvement is largely situated in urban settings. This study examines staffing practices through a descriptive analysis of the first cohort of Comprehensive Support and Improvement (CSI) schools in North Carolina. In the 94 schools slated for turnaround, ineffective teachers in rural schools were less likely to turn over than in non-rural schools. Instead of filling vacancies with more effective teachers than they lost, rural schools tended to assign their more effective teachers to tested grades and subjects. [This is the online version of an article published in &quot;Leadership and Policy in Schools.&quot;]
Elementary English in Action. Grade 1
Author: Bardwell, R. W.
Date: 1935-00-00
Type: Historical Materials
Subjects: Teaching Methods,Units of Study,Textbooks,Natural Sciences,Language Usage,English Instruction,Grammar,Grade 1,Elementary School Students,Guides,Verbal Communication,Social Studies,Language Skills,Drills (Practice)

The organization of this book is based upon the principle -- generally accepted in schools today -- that every situation in the school requiring or stimulating social intercommunication or individual self-expression affords significant opportunity for developing language ability. These situations, which are vital and meaningful to the pupils, are found in the current life of the school, and particularly in the social studies and the natural science classes. In Part I of the work for each grade will be found typical units embodying these vital situations -- units taken from the fields of social science, natural science, and the general school life, and rich in opportunities for language training. While the pupil is dealing with these natural and provocative units assembled in Part I, the pupil discovers that they need certain information about the use of language and that they need to acquire or to perfect certain skills in order to remedy faults in their verbal expression. The informational and drill material for each grade is assembled mainly in Part II, where it becomes a 'Pupil's Handbook' instantly available for reference, yet out of the way when not wanted. This separation of the two aspects of English work -- the occasions for expression and the mechanics of expression -- is an outstanding feature of this series that will be endorsed by all teachers, whichever aspect they prefer to stress. The features of &quot;Elementary English in Action&quot; that teachers will appreciate may be stated briefly as they are exemplified in Part I and in Part II of each grade.
Good English: Oral and Written. Book One. Special Edition
Author: Elson, William H.
Date: 1927-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Lesson Plans,Oral Language,Written Language,Grade 3,Grade 4

This textbook is intended for use in the third and fourth grades, is divided into approximately 150 planned lessons for each year's work. These lessons are grouped into chapters, each composed of a series of related units that center about a common theme, providing work for a period equivalent in general to a school month. The material on which conversation and written exercises are based has been selected with reference to its interest to children and its vital relation to their experiences. The lessons are so arranged that oral discussion precedes and prepares for written expression. [For book two, see ED623130. For book three, see ED623131.]
Elementary English in Action. Grade 2
Author: Bardwell, R. W.
Date: 1935-00-00
Type: Historical Materials
Subjects: English Instruction,Units of Study,Textbooks,Social Studies,Natural Sciences,Language Usage,Language Skills,Verbal Communication,Guides,Grammar,Grade 2,Elementary School Students,Teaching Methods,Drills (Practice)

The organization of this book is based upon the principle -- generally accepted in schools today -- that every situation in the school requiring or stimulating social intercommunication or individual self-expression affords significant opportunity for developing language ability. These situations, which are vital and meaningful to the pupils, are found in the current life of the school, and particularly in the social studies and the natural science classes. In Part I of the work for each grade will be found typical units embodying these vital situations -- units taken from the fields of social science, natural science, and the general school life, and rich in opportunities for language training. While the pupil is dealing with these natural and provocative units assembled in Part I, the pupil discovers that they need certain information about the use of language and that they need to acquire or to perfect certain skills in order to remedy faults in their verbal expression. The informational and drill material for each grade is assembled mainly in Part II, where it becomes a 'Pupil's Handbook' instantly available for reference, yet out of the way when not wanted. This separation of the two aspects of English work -- the occasions for expression and the mechanics of expression -- is an outstanding feature of this series that will be endorsed by all teachers, whichever aspect they prefer to stress. The features of &quot;Elementary English in Action&quot; that teachers will appreciate may be stated briefly as they are exemplified in Part I and in Part II of each grade. [For &quot;Elementary English in Action. Grade 1,&quot; see ED623127.]
Good English: Oral and Written. Book Two. Special Edition
Author: Elson, William H.
Date: 1927-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Lesson Plans,Oral Language,Written Language,Grade 5,Grade 6

This textbook covers two years' work intended for grades five and six. The book is divided into approximately 160 carefully planned lessons for each year's work. These lessons are grouped into chapters, each composed of a series of related units that center on a common theme, providing work for a period equivalent in general to a school month. The material on which conversation and written exercises are based has been selected with reference to its living interest to children and its vital relation to their experiences. The lessons are arranged so that oral discussion precedes and prepares for written expression. [For book one, see ED623128. For book three, see ED623131.]