ethanporcaro/eric-fulltext-meta huggingface dataset:
Texas Literacy Initiative Staff Survey Summary, Campus Administrators&apos; Responses, Fall 2013. DRE Publication 13.16c RB
Author: Doolittle, Martha
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: School Districts,Grants,School Readiness,Literacy Education,Administrator Attitudes,Feedback (Response),Administrator Surveys,Early Childhood Education,Principals,Elementary Secondary Education,Coaching (Performance),Specialists,Reading Instruction,Time Management,Language Skills,Faculty Development,Educational Benefits

Austin Independent School District's Texas Literacy Initiative (TLI) was a grant-funded effort to improve students' school readiness and success in the areas of language and literacy in the Johnson, Lanier, and Travis vertical teams of schools. A survey was sent to TLI campus administrators in Fall 2013 to obtain their feedback on the initiative, and this report summarizes their survey responses.
New Bilingual Teacher Institute Follow-Up Survey, Spring 2014. DRE Publication 13.31RB
Author: Zhao, Hui
Date: 2014-05-00
Type: Reports - Research
Subjects: School Districts,Faculty Development,Beginning Teachers,Teacher Surveys,Teacher Attitudes,Elementary School Teachers,Program Effectiveness,Immersion Programs,Bilingual Education Programs,Bilingual Teachers,Mentors,Coaching (Performance),Educational Resources

The New Bilingual Teacher Institute follow-up survey during March 2014 allowed new bilingual teachers in Austin Independent School District to reflect on how well their August 2013 training prepared them and its usefulness, professional development, and support and resources received in their first year of teaching.
English Language Learners&apos; 2015 STAAR Reading, Writing, and Science, Grades 3-5, and 2015 TELPAS English Language Acquisition, Grades KG-5. DRE Publication 14.143 RB
Author: Doolittle, Martha
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: English Language Learners,State Standards,School Districts,Achievement Tests,Reading Tests,Writing Tests,Science Tests,Elementary School Students,Kindergarten,Language Tests,English (Second Language),Second Language Learning,Bilingual Education Programs,Second Language Instruction,Second Language Programs,Spanish

This report summarizes Austin Independent School District's English language learner students' 2015 state academic test (STAAR) reading, writing, and science results (grades 3-5) and state English language proficiency test (TELPAS) results (kindergarten through grade 5).
Effects of STEM Education on the Academic Success and Social-Emotional Development of Gifted Students
Author: Ozjan, Fatih
Date: 2022-06-00
Type: Journal Articles
Subjects: Outcomes of Education,STEM Education,Academic Achievement,Social Development,Emotional Development,Academically Gifted,Gifted Education,Student Needs,Student Motivation,Personal Autonomy,Enrichment

STEM education, accepted as one of the most significant educational movements of recent years, is an approach that aims to educate students, including gifted students, in the disciplines of science, technology, engineering, and mathematics as a whole. This research aims to provide a general framework of the effect of STEM education on academic success and social-emotional development using the meta-synthesis method related to the work done for gifted students. The descriptive distribution of 28 studies that meet the criteria for inclusion in thematic meta-synthesis is given according to the data source of the publications. A critical examination of literature published from 2010 to 2020 identified combining and analyzing the results of research on STEM education in the field of gifted education. The view that STEM education positively affects gifted students' academic and social-emotional development has once again been proven through qualitative data. The findings of this study on STEM programs showed that attending a unique program can meet the needs of highly able students. When STEM education is viewed through the lens of the multifactor model, it can be said that it works to meet their academic, social, and emotional needs. While the literature focuses on how these needs are not met, it was refreshing to experience students with high learning potential who are mostly satisfied with their educational opportunities and social environment. Implications for STEM education on academic success and social-emotional development and suggestions for future research are discussed.
Enhancing EFL Freshman Students&apos; Reading Skills with Inspirational Quotes
Author: Al-Jarf, Reima
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Teaching Methods,Syntax,Semantics,Reading Skills,Figurative Language,College Freshmen,Reading Comprehension,Reading Instruction,Phonics,Morphology (Languages),Reading Processes,Phrase Structure,Social Media,Online Courses,Computer Mediated Communication,Vocabulary Development,Moral Values,Group Discussion,Foreign Countries

Introduction: Many ESL college students have reading comprehension problems in English, such as difficulty understanding ideas explicitly or implicitly stated in a text, making inferences, and inferring meanings of difficult words from context. Aims: The article proposes the integration of inspirational quotes in the teaching of English to EFL college students as a supplement to in-class instruction and the textbook, and shows the advantages of integrating inspirational quotes in reading instruction. Materials, Tasks, and Instructional Phases: The article shows the sources of inspirational quotes; criteria for selecting inspirational quotes; reading skills that can be developed with inspirational quotes (literal, inferential, critical comprehension and appreciation; decoding, using phonic, morphological, semantic, and syntactic clues; deriving word meaning from context; understanding certain grammatical structures such as idioms, ellipsis and participial phrases; locating anaphoric relationships and making inferences). The instructor can use a Facebook page, an online course, or an online discussion forum to post the inspirational quotes and tasks. Reading instruction with inspirational quotes goes through three phases: (i) Before reading an inspirational quote, the instructor introduces the inspirational quote, gives a vocabulary overview and pre-questions, and sets goals for the tasks. (ii) While reading an inspirational quote, the students read for the general topic, pay attention to specific vocabulary, imagery and figures of speech, and use contextual clues to infer the meaning of difficult words. (iii) After reading an inspirational quote, the students discuss answers, summarize or retell the topic orally, comment on it, give their impression and the moral or lesson learnt. The instructor serves as a facilitator. She guides the students, encourages them, and gives feedback on weaknesses and areas of improvement. Reflections and Recommendation: Students' responses to a questionnaire-survey revealed positive attitudes towards practicing reading with inspirational quotes. They found them beneficial in promoting their reading skills. Recommendations for creating an inspirational quote repository are given.
Speaking Assessments in Multilingual English Language Teaching
Author: Emperador-Garnace, Xenia Ribaya
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Speech Communication,Multilingualism,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Speeches,Oral Language,Learning Motivation,Evaluation Methods,Persuasive Discourse,Task Analysis,Debate,Role Playing,Student Evaluation,Communicative Competence (Languages),Literary Devices,Drills (Practice),Multimedia Instruction,Language Tests

This study is aimed at identifying the speaking assessment methods in multilingual English Language Teaching (ELT) in the Philippines. It also determined the perception of the English language teachers towards the effectiveness of the varied speaking assessment practices in the multilingual classroom. The results of this exploratory sequential mixed method study revealed that the speaking assessment methods perceived to be most effective are debates and argumentations, social surveys, task-based language teaching, individual oral presentations, informative speeches, and role plays. Using various assessment methods is encouraged among English language teachers so as to establish a motivating language learning environment in multilingual classroom settings.
Attitude of Arts College Students towards Yoga Education in Chennai City
Author: Lawrence, A. S. Arul
Date: 2015-07-00
Type: Journal Articles
Subjects: Physical Activities,Student Attitudes,Art Education,Attitude Measures,Likert Scales,Gender Differences,Urban Areas,Suburbs,Educational Attitudes,Metacognition,Christianity,Muslims,Religious Cultural Groups,Foreign Countries,Undergraduate Students,Institutional Characteristics

The present study aims to investigate the attitude of Arts College Students towards Yoga Education in Chennai City. In this normative study, survey method was employed. The population for the present study consisted of arts college students studying in Chennai city. The investigator has chosen 250 students using the simple random sampling technique from 5 arts colleges. In an effort to study students' attitudes towards yoga education, the investigator has used self-made Yoga Attitude Scale (Likert) with a total of 36 items. For analyzing and interpreting the data the investigator used percentile analysis, mean, standard deviation, 't' test, and 'F' test as the statistical techniques. The findings show that (i) Arts college students of Chennai city have favourable attitude towards yoga education, (ii) Arts college gents' students are better than the ladies in their attitude towards yoga education, (iii) Urban and semi-urban arts college students do not differ in their attitude towards yoga education, (iv) Aided arts college students are better than the government and self-financed arts college students in their attitude towards yoga education, and (v) Christian students of Arts College are better than the Hindu and Islam students in their attitude towards yoga education.
METCO Funding: Understanding Massachusetts&apos; Voluntary School Desegregation Program. White Paper No. 251
Author: Ardon, Ken
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: African American Students,Hispanic American Students,Access to Education,School Desegregation,Grants,State Aid,Educational Finance,Expenditures,Educational Quality,Student Diversity,Suburban Schools,Enrollment,School Choice,White Students,Racial Composition,Economically Disadvantaged,English Language Learners,Students with Disabilities,Resource Allocation,Elementary Secondary Education

METCO, the Metropolitan Council for Educational Opportunity, enables over 3,000 mostly African-American and Hispanic students from Boston and Springfield to attend schools in three dozen surrounding communities. The program has been remarkably stable for decades, with enrollment rarely falling below 3,100 or rising above 3,300, and most suburban districts continue to participate each year. The primary funding for METCO is through a state grant. Through evaluation of data that is presented in this report, it was found that several minor changes could make the program even better. The authors recommend that the state simplify the grant formula, incorporate current enrollment figures, and publish information about Chapter 70 funds generated by METCO students. The legislature should also provide additional funds to support late afternoon transportation and cover the special education costs of METCO students. Some of these changes, such as basing the grant on current enrollment and covering special education costs, would also make it easier to expand METCO. To expand, the legislature should provide the METCO managers additional funds to cover the immediate costs of expansion and commit to providing adequate ongoing grant support for a larger program. A relatively small investment of education funds could allow the successful program to serve additional students and their families.
A School Compendium of Natural and Experimental Philosophy, Embracing the Elementary Principles of Mechanics, Hydrostatics, Hydraulics, Pneumatics, Acoustics, Pyronomics, Optics, Electricity, Galvanism, Magnetism, Electro-Magnetism, Magneto-Electricity, and Astronomy. With a Description of the Steam and Locomotive Engines
Author: Parker, Richard Green
Date: 1852-00-00
Type: Books
Subjects: Science Education,Mechanics (Physics),Hydraulics,Acoustics,Optics,Energy,Magnets,Astronomy,Engines,Scientific Principles,Scientific Concepts

This textbook presents elementary principles of mechanics, hydrostatics, hydraulics, pneumatics, acoustics, pyronomics [sic], optics, electricity, galvanism, magnetism, electromagnetism, magneto-electricity, and astronomy. Among topics covered are descriptions and illustrations of McCormick's reaper, Sharps' Rifle, printing presses, House's printing telegraph, manufacture of percussion caps, the organ, monochord, hygrometer, harmonicon, air-gun, dipping needle, and much new matter on electromagnetism.
Bancroft&apos;s Fourth Reader
Author: Swett, John
Date: 1883-00-00
Type: Books
Subjects: Reading Instruction,Memory,Oral Language,Written Language,Phonics,Poetry,Prose,Biographies

This textbook is a fourth reader that uses supplementary reading, memory exercises, exercises in oral and written expression, vocal training, and phonic analysis. Poetry, prose, and biographies are included.
From Crisis into Capacity: Final Report on Findings from Recent Research on E-Mentoring
Author: MENTOR: The National Mentoring Partnership
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Mentors,Delivery Systems,Internet,Computer Mediated Communication,COVID-19,Pandemics,Capacity Building,Program Development,Program Evaluation

E-mentoring has, until recently, constituted a fairly small niche of the programmatic mentoring landscape. But nothing has spurred the adoption of virtual mentoring services more than the onset of the COVID-19 pandemic in the spring of 2020. Almost overnight, the nation's mentoring programs faced an uncertain future in which their main objective -- bringing adults and youth together for quality time -- was prohibited due to social distancing regulations and closed schools and other facilities. Many programs pivoted to e-mentoring solutions, and noted there were benefits, such as the potential for more frequent mentor-youth interactions, and that e-mentoring was a capacity they wished to keep. But what does it take to transition to e-mentoring, either as an additional programmatic offering or as a permanent approach to program scaling? What was learned from these past two years of trial and error? These questions were top of mind when we set out on a series of research studies, generously funded through the Bill and Melinda Gates Foundation, designed to explore what could be learned from these years of emergency virtual mentoring. The three studies funded under this project are all detailed in the report below, followed by conclusions about how these findings can inform quality e-mentoring work in the future, pandemic circumstances or otherwise. We also offer two tools for mentoring programs developed under this initiative that can help any mentoring program think about how to switch to, or start offering, effective online mentoring services.
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1842-00-00
Type: Books
Subjects: Mathematics Education,Geometry,Trigonometry,Mathematical Concepts

This textbook presents principles, ratios and proportions, the circle and measurement of angles, the proportions of figures and the measurement of areas, regular polygons and measurement of the circle, planes and solid angles, polyhedrons, the three round bodies, spherical triangles and spherical polygons, regular polyhedrons, plane and spherical trigonometry, and mensuration. [This book was translated by David Brewster. It was revised and adapted by Charles Davies.]
Elements of Surveying and Navigation; with a Description of the Instruments and the Necessary Tables. Revised Edition
Author: Davies, Charles
Date: 1849-00-00
Type: Books
Subjects: Navigation,Marine Education,Signs,Maps,Measurement,Cartography,Topography,Geography

The 1849 edition of this textbook is a course in elementary surveying. All instruments needed for plotting and their uses have been described. Conventional signs adopted by the U.S. Topographical Bureau are provided. Surveying public lands and maritime navigation are covered.
First Book of Natural Philosophy and Astronomy
Author: Norton, William A.
Date: 1858-00-00
Type: Books
Subjects: Astronomy,Natural Sciences,Light,Energy,Magnets,Scientific Concepts,Physics,Motion,Acoustics,Environmental Education,Physical Sciences

This textbook is a course in natural science and astronomy. The contents include mechanical properties of bodies; mechanics of solids; mechanics of fluids; nature and production of sound; nature and transmission of light; excitation and characteristic effects of electricity; properties and magnets; theoretical astronomy; and descriptive astronomy.
How Much Do Early Teachers Matter? Working Paper No. 264-0422
Author: Goldhaber, Dan
Date: 2022-04-00
Type: Reports - Research
Subjects: Early Childhood Teachers,Teacher Effectiveness,Teacher Influence,Grade 4,Grade 8,Achievement Gap,Outcomes of Education,Value Added Models,Monte Carlo Methods,Educational Quality

We present new estimates of the importance of teachers in early grades for later grade outcomes, but unlike the existing literature that examines teacher &quot;fade-out,&quot; we directly compare the contribution of early-grade teachers to later year outcomes against the contributions of later year teachers to the same later year outcomes. Where the prior literature finds that much of the contribution of early teachers fades away, we find that the contributions of early-year teachers remain important in later grades. The difference in contributions to eighth-grade outcomes between an effective and ineffective fourth-grade teacher is about half the difference among eighth-grade teachers. The effect on eighth-grade outcomes of replacing a fourth-grade teacher who is below the 5th percentile with a median teacher is about half the underrepresented minority (URM)/non-URM achievement gap. Our results reinforce earlier conclusions in the literature that teachers in all grades are important for student achievement.
Texas Literacy Initiative Staff Survey Summary, Coaches/Specialists&apos; Responses, Spring 2014. DRE Publication 13.43b RB
Author: Bell, Christian M.
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: School Districts,School Readiness,Success,Literacy Education,Emergent Literacy,Preschool Education,Elementary Secondary Education,Institutional Cooperation,Disadvantaged Youth,Coaching (Performance),Specialists,Learning Activities,Teacher Responsibility,Administrator Role,Faculty Development,Grants,Program Effectiveness

The Texas Literacy Initiative (TLI) was first implemented in Austin Independent School District during the 2012-2013 school. This report summarizes Spring 2014 survey responses from coaches/specialists at TLI campuses.
2013-2014 AISD Parent Survey District Report. DRE Publication 13.45
Author: Bell, Christian M.
Date: 2014-00-00
Type: Reports - Research
Subjects: Parent Attitudes,School Districts,Parent Surveys,Feedback (Response),Parent School Relationship,Educational Environment,Race,Ethnicity,Elementary School Students,Middle School Students,High School Students,Principals,Assistant Principals,Parent Teacher Cooperation,School Personnel,Institutional Characteristics,Superintendents,Information Seeking

Strong relationships among staff, students, and parents are critical to student success. These survey results provide campuses with feedback on how parents feel about their treatment by school staff, the school's educational environment, and various school-based opportunities parents would like for their children. This report contains the results of the 2013-2014 Parent Survey for Austin Independent School District (AISD).
The Dual Language Program: 2013-2014 Teacher Focus Group Summary. DRE Publication 13.48 RB
Author: Ibanez, Natalia
Date: 2014-06-00
Type: Reports - Research
Subjects: School Districts,Teacher Attitudes,Bilingual Education,Bilingual Teachers,Elementary School Teachers,Team Teaching,Cultural Maintenance,Barriers,Language Usage,Spanish Speaking,English (Second Language),English,Native Speakers,Teacher Expectations of Students,Educational Resources,Instructional Materials,Faculty Development,Best Practices,Standardized Tests

This report summarizes results from Spring 2014 focus groups held with a sample of Austin Independent School District dual language program classroom teachers to find out their opinions about the dual language program.
Dual Language Program Teachers&apos; Survey, Spring 2015. Publication 14.141 RB
Author: Doolittle, Martha
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Bilingual Education,Bilingual Education Programs,English (Second Language),Second Language Learning,Language Teachers,School Districts,Elementary School Teachers,Elementary Education,Teacher Attitudes

This report summarizes Austin Independent School District's dual language teachers' survey responses from Spring 2015 about the dual language program.
English Language Learners&apos; 2015 Early Reading Performance, Kindergarten through Grade 2. DRE Publication 14.144 RB
Author: Doolittle, Martha
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: School Districts,English Language Learners,Kindergarten,Grade 1,Grade 2,Early Reading,Primary Education,Reading Achievement,English,Spanish,Bilingual Students

This report summarizes Austin Independent School District's spring 2015 English language learners' early reading performance in kindergarten through grade 2.
The Education and Earnings Returns to Postsecondary Technical Education: Evidence from Missouri. Working Paper No. 265-0422
Author: Cook, Maxwell J.
Date: 2022-04-00
Type: Reports - Research
Subjects: Outcomes of Education,Education Work Relationship,Income,Postsecondary Education,Technical Education,Two Year College Students,Community Colleges,Graduation Rate,Educational Attainment

We estimate the education and earnings returns to enrolling in technical two-year degree programs at community colleges in Missouri. A unique feature of the Missouri context is the presence of a highly-regarded, nationally-ranked technical college: State Technical College of Missouri (State Tech). Compared to enrolling in a non-technical community college program, we find that enrolling in a technical program at State Tech greatly increases students' likelihoods of graduation and earnings. In contrast, there is no evidence that technical education programs at other Missouri community colleges increase graduation rates, and our estimates of the earnings impacts of these other programs are much smaller than for State Tech. Our findings exemplify the importance of institutional differences in driving the efficacy of technical education and suggest great potential for high-quality programs to improve student outcomes.