ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Progress and Outcomes of a Grow Your Own Grant Program for High School Students and Paraprofessionals in Texas. Appendixes. REL 2023-141
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-10-00
Type: Reports - Research
Subjects: High School Students,Paraprofessional School Personnel,School Districts,Enrollment,Geographic Location,Rural Areas,Outcomes of Education,Minority Group Students,Gender Differences,Diversity (Faculty),Teacher Education,Teacher Shortage,Public Schools,Grants,State Aid,Economically Disadvantaged

The Texas Education Agency launched the Grow Your Own (GYO) grant program in 2018 to encourage districts to develop or expand existing high-quality education and training courses for high school students and to support district-employed paraprofessionals (including instructional aides and long-term substitute teachers) to pursue certifications that would allow them to enter full-time teaching roles. This study aimed to help state education leaders in Texas understand the progress of districts in implementing the GYO program and the early outcomes of participants. This study analyzed data from 2015/16 through 2020/21 for districts that received GYO funding in the first two grant cycles and districts in the same geographic locales within the same regions that did not receive GYO funding (comparison districts). The study found that the majority of districts awarded a GYO grant were in rural areas and small towns. This document presents the following four appendixes that accompany the study: (1) About the Texas Grow Your Own grant program; (2) Methods; (3) Supporting analysis; and (4) Supplemental analyses. [For the full report, see ED623384.]
Technology Internships Prove Flexible, Resilient, and Critical during COVID: One Community College&apos;s Pivot to Opportunity during the Pandemic. Executive Summary
Author: JFF (Jobs for the Future)
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,Internship Programs,COVID-19,Pandemics,Barriers,Program Effectiveness,Two Year College Students,Employers,Job Skills,Technology Education,Experiential Learning,Educational Technology,Technology Uses in Education,Employer Attitudes,Student Attitudes,Computer Science,Supervision,Student Evaluation,Employment Qualifications,Biomedicine

This research explores how COVID has impacted technology internships, including student and employer participation, satisfaction, and challenges; changes in the structure of internships; and impact on student employment outcomes. The roots of this study emerged in summer of 2021, as the authors were completing a three-year study funded by the National Science Foundation to examine how community colleges can create effective technology internships as a bridge to employment for community college technology graduates. The COVID pandemic began in the United States just as the initial study was drawing to a close, and the effect of COVID on internships was just starting to emerge. Recent national surveys have documented significant changes in student access to internships and changes in internship structure as a result of the pandemic. Questions remained regarding how the pandemic has altered technology students' access to internships, the structure of internships, and whether the benefits of internships for technology employment and for broadening participation in technology careers have been sustained during the pandemic. This study specifically addresses four broad research questions: (1) How has COVID affected student and employer internship plans and opportunities?; (2) What have been the challenges and opportunities in translating internships to a virtual environment?; (3) How did internships mediate graduates' transitions to employment during COVID?; and (4) How has COVID affected the potential for internships to broaden participation in technology careers? [For the full report, see ED623387.]
Technology Internships Prove Flexible, Resilient, and Critical during COVID: One Community College&apos;s Pivot to Opportunities during the Pandemic
Author: Joy, Lois
Date: 2022-07-00
Type: Reports - Research
Subjects: Community Colleges,Internship Programs,COVID-19,Pandemics,Barriers,Program Effectiveness,Two Year College Students,Employers,Job Skills,Technology Education,Experiential Learning,Educational Technology,Technology Uses in Education,Employer Attitudes,Student Attitudes,Computer Science,Supervision,Student Evaluation,Employment Qualifications,Biomedicine

This research is about how one community college preserved and strengthened their technology internships during COVID with commitment and creativity. Although the college, employers, and students faced technical, logistical, and supervisory challenges in maintaining technology internships through the pandemic, the college was committed to ensuring their resilience because they were required for graduation. As a result, many interns had opportunities to gain new skills related to navigating virtual work arrangements. In addition, employers drew on interns to fill staffing shortages and internships continued to serve as a key bridge to technology employment during the pandemic. [For the Executive Summary, see ED623386.]
Indiana College Readiness Report 2022
Author: Indiana Commission for Higher Education
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,Academic Degrees,Public Colleges,Remedial Instruction,COVID-19,Pandemics,College Bound Students,Enrollment Trends,Advanced Placement,Socioeconomic Status,Institutional Characteristics,Majors (Students),Dual Enrollment,Racial Differences,Gender Differences,Minority Group Students,Graduation Requirements,College Preparation,Grade Point Average,Intellectual Disciplines

Exacerbated by the pandemic, the decline in Indiana's college-going rate for recent high school graduates has accelerated. This presents stark challenges which must be addressed with urgency and thoughtfulness. Fewer Hoosiers are pursuing education or training after high school. The state's college-going rate fell from 59 percent for the high school class of 2019 to 53 percent for the class of 2020. This 2022 Indiana College Readiness Report provides statistics for 2020 High School graduates in the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduates Enrollment by College Type; (3) Indiana Public College Enrollment by College; (4) Indiana Public College Enrollment by Degree Type; (5) Indiana Public College Enrollment by Program Type; (6) Indiana Public College Enrollment by Status; (7) Indiana Public College Remediation by Subject; (8) Indiana Public College Students Needing Remediation; and (9) Indiana Public College Student Performance. [For the 2021 report, see ED614706.]
Recent History of the United States, 1865-1927. Revised and Enlarged Edition
Author: Paxson, Frederic L.
Date: 1928-00-00
Type: Historical Materials
Subjects: Textbooks,United States History

This textbook describes the transition of the United States from an agricultural civilization to one of industry, from a state of isolation to one of world eminence, from an America with European creditors to an America whose capital and influence penetrate the world. It is a history of the moment when the fighting of the Civil War ceased and the patriotic unities that had maintained the Nation were able to relax. It portrays the emergence of a new nation against the American background.
VET and Higher Education Pathways -- Do Outcomes Differ for the Same Occupation? Research Report
Author: Wibrow, Bridget
Date: 2022-00-00
Type: Reports - Research
Subjects: Vocational Education,Higher Education,Outcomes of Education,Occupations,Qualifications,Credentials,Foreign Countries,Education Work Relationship,Salaries,Career Pathways,Employer Attitudes,Child Caregivers,Surveys,Evaluators,Graphic Arts,Allied Health Occupations

In many occupations there has been a trend towards requiring an entry-level qualification where a qualification was previously not required for the occupation. For various other occupations, the type of qualification needed has changed to one of a higher level. Does this so-called 'credential creep' impact on the outcomes for individuals who choose a vocational education and training (VET) pathway as opposed to a higher education pathway? Using data from the Household, Income and Labour Dynamics in Australia (HILDA) Survey and interviews with employers in four occupations -- childcare workers, surveyors, graphic designers and medical laboratory technicians -- this research explores whether individuals with VET qualifications and those with higher education qualifications employed in the same occupations are undertaking the same tasks and receiving the same job outcomes, such as salary and career pathways. [For the related support document, see ED623393.]
Outlines of the Art of Expression
Author: Gilmore, J. H.
Date: 1883-00-00
Type: Historical Materials
Subjects: Textbooks,College Instruction,English Instruction

This textbook may, possibly, be useful in the college classroom, it is more likely to be useful to instructors who desire some simple manual of English on which to condition candidates for admission to college. It is hoped, however, that it will not be found ill adapted to general use in academies and high schools -- and wherever, in fact, a review of English Grammar from a Logical and Historical stand-point is desired. The book is, as its name indicates, a mere &quot;outline&quot; -- designed to be amplified and extended by oral instruction.
VET and Higher Education Pathways -- Do Outcomes Differ for the Same Occupation? Support Document
Author: Moschion, Julie
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Higher Education,Career Pathways,Labor Market,Education Work Relationship,Qualifications,Credentials,Definitions,Occupations,Sampling,Foreign Countries

The aim of this analysis of data from the Household, Income and Labour Dynamics in Australia (HILDA) Survey is to compare labour market outcomes between individuals who have Vocational Education and Training (VET) qualifications only, VET and Higher Education (HE) qualifications and HE qualifications only, but who work in the same occupations. In this report, the authors describe: (1) how we define VET vs HE education qualifications; (2) how we selected a group of occupations that present a mix of qualifications; (3) how we selected the sample of respondents for analysis; (4) the characteristics of the sample; (5) how labour market outcomes differ between the qualification groups, including how these differences evolve over time as respondents progress through their career; and (6) the stability of the results to key decisions about the approach (section 6). [This report was produced with the Melbourne Institute: Applied Economic and Social Research. For the related research report, see ED623391.]
The Effects of Course Shutouts on Community College Students: Evidence from Waitlist Cutoffs
Author: Robles, Silvia
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Education,Community College Students,Community Colleges,College Admission,Admission Criteria,Open Enrollment,Class Size,Barriers,State Aid,Courses

One frequently cited yet understudied channel through which funding levels impact college students is course availability--colleges are often forced to respond to budgetary pressure by reducing course offerings. We provide the first causal evidence on this mechanism at a community college, using administrative course registration data and a novel research design that exploits discontinuities in course admissions created by waitlists. Community colleges enroll about half of U.S. undergraduates and over half of minority students in public colleges. The impacts of course availability in this setting may be especially salient relative to four-year colleges due to open admissions policies, binding class size constraints, and a heavy reliance on state funding. Across a range of bandwidths, we find that students stuck on a waitlist and shut out of a course section were 22-28 percent more likely to take zero courses that term relative to a baseline of about 10 percent. Shutouts also increased transfer rates to nearby, but potentially less-desirable two-year colleges. These results offer some evidence that course availability can disrupt community college students' educational trajectories.
(Dis)Connected: Establishing Social Presence and Intimacy in Teacher-Student Relationships during Emergency Remote Learning
Author: Tackie, Hilary N.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Teacher Student Relationship,Intimacy,Barriers,Public Schools,Urban Schools,Teacher Role,Institutional Characteristics,Teacher Characteristics,Elementary Secondary Education

In the effort to &quot;flatten the curve&quot; of the COVID-19 pandemic, teachers were required to adapt their curricula, pedagogy, and relationships with their students to remote learning structures. In the traditional classroom context, teachers have a number of ways to check in on and connect with their students that do not translate to the virtual classroom. Using data gathered through an online qualitative survey of over 800 Chicago teachers in July 2020, this article will examine the ways that the shift to remote learning challenged teachers' relationships with their students during the spring of 2020. By utilizing social presence theory and considering the significance of emotional connection in teacher-student relationships, the study captures some of the relational challenges that teachers experienced during the initial months of remote instruction. The study identifies increased individualization, deeper holistic understandings of students, and a diversity of mechanisms of engagement as pedagogical techniques that allowed teachers to maintain and even improve their relationships with students.
Romantic Relationships and Instagram Use among University Students
Author: Aydin, Selami
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Interpersonal Relationship,Intimacy,Social Media,Undergraduate Students,Student Behavior,Correlation,Foreign Countries,Telecommunications,Video Technology

Statement of the Problem and Purpose: Romantic relationships may be a source of behavioral and psychological strain, while the use of Instagram may also have positive and negative influences on university students' relationships. However, whether there is a relationship between university students' romantic relationship statuses and behaviors on Instagram remains an unanswered question. The current study explores whether there is a relationship between romantic relationship status and behaviors on Instagram among university students. Method: A descriptive and correlational research design was used in the study. The sample group consisted of 603 students enrolling in the BA programs of a state university in Turkey. A questionnaire was used to gather data on the numbers of posts, followers, followings, time spent on Instagram, and the active and passive behaviors exhibited. Kruskal-Wallis Test was preferred to see the possible relationship between the variables. Findings: The study concludes that romantic relationship status and Instagram usage are statistically significantly related. Within this scope, university students who do not have romantic relationships prefer showing less active behaviors. Implications for Research and Practice: It was recommended that university students should raise their awareness of the relationship between romantic relationship status and Instagram use and behaviors exhibited. Qualitative and experimental studies should be carried out to better understand the relationship between romantic relationships and behaviors exhibited on Instagram by university students. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 289-303.]
A Web-Based Career Counseling Intervention for Enhancing Career Decision-Making among Prospective Polytechnic Students
Author: Ardi, Zadrian
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Institutes,Career Counseling,Decision Making,Careers,Computer Mediated Communication,Web Based Instruction,Career Development,Control Groups,College Bound Students,Career Choice

The training programs that polytechnic students undertake focus on practical and real-world application skills for their future careers. In the process, students need career counseling that strengthens their career decision-making. Web-based career counseling has a great deal of potential for increasing students' career decision-making capabilities in a significant way. This study's purpose is to investigate the efficacy of web-based career counseling in enhancing prospective polytechnic students' career decision-making. The research used an experimental research design. A simple randomization strategy was used to assign the 37 polytechnic students from a Nigerian polytechnic to either the web-based career counseling group (n=18) or to the control group (n=19). The data was gathered using a career decision-making scale. The duration of the web-based career counseling intervention was 6 weeks; each online session took place two times per week and a two-week follow-up was done after three months. The duration for each web-based career counseling session was 75 minutes. It was found that web-based career counseling intervention significantly enhances students' career decision-making, and as a result, career practitioners and counselors can benefit from similar research endeavor as they continue to support students in their career development journey.
Live Language Lessons: Third Grade
Author: Driggs, Howard R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Grade 3,Elementary Education

This textbook aims to lead the child to love his mother tongue. The lessons give opportunity for children to share their stories, to play games, to dramatize, and to have interesting conversations on things close to child life. This series of readers is the result of schoolroom practice. Every lesson has been developed in actual teaching both by the author and by teachers under his supervision. The lessons come as the result of experiment under conditions varying from the ungraded rural school to the most advanced graded schools. [For the accompanying Teachers' Manual, see ED623421.]
Live Language Lessons: Fourth Grade
Author: Driggs, Howard R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 4,English Instruction,Elementary Education

This textbook is for use in a fourth-grade English course. Lessons are presented to develop pupils' ability to speak and to write effectively. They offer (1) opportunity for the child to express himself on important subjects close to the interests of his everyday life; (2) a well-organized series of constructive exercises to enrich his vocabulary and to train him in those habits which make for skill in speech and writing; and (3) well-graded corrective drills on commonly misused oral and written forms. This series of readers is the result of schoolroom practice. Every lesson has been developed in actual teaching both by the author and by teachers under his supervision. The lessons come as the result of experiment under conditions varying from the ungraded rural school to the most advanced graded schools. [For the accompanying Teachers' Manual, see ED623421.]
Implementing Soft-Skills Programs in a Postsecondary Setting: Lessons from the New World of Work
Author: Dalporto, Hannah
Date: 2022-08-00
Type: Reports - Research
Subjects: Soft Skills,Program Implementation,College Students,Skill Development,Experiential Learning

Increasingly, companies are dropping four-year degree requirements in job postings, favoring skill-based requirements--such as communication and writing--instead. These types of nonacademic &quot;soft skills&quot; are viewed as essential for employment--employers consistently cite these abilities as among the most valuable in job applicants, yet also the most difficult to assess. In response to this growing emphasis on soft skills, postsecondary educators are looking for ways to teach the skills explicitly. The aim is to produce graduates with recognizable competency not only in academic and career-technical skills, but also in the soft skills needed to navigate a modern, diverse, and rapidly evolving work environment. This brief outlines practical considerations and recommendations for developing and implementing soft-skills programs, curricula, and instruction in a postsecondary setting. These qualitative lessons are culled from an in-depth examination of a soft-skills training and assessment program called the New World of Work (NWoW). NWoW was selected for this study in part because it combines three components theorized to strengthen soft skills: (1) A classroom curriculum with direct instruction in 10 soft skills; (2) A concurrent, work-based learning experience; and (3) An assessment and credential-granting component (digital badges). The NWoW curriculum was developed in 2012 and supported in its early operations by the California Community Colleges Chancellor's Office and the Foundation for California Community colleges. It has been deployed at over 75 community colleges in California, as well as high schools, nonprofit organizations, and government agencies. From 2016 to 2022 the research team conducted four rounds of site visits, and spoke with 16 instructors across five community colleges pilot testing the program, 37 students in focus group settings, and 15 employers. Insights from these conversations and site visits inform this brief. [For the companion report &quot;Using Psychometric Analysis to Improve Soft-Skill Assessments,&quot; see ED624221.]
Live Language Lessons: Fifth Grade
Author: Driggs, Howard R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 5,English Instruction,Elementary Education

This textbook is for use in a fifth-grade English course. Lessons are presented to develop pupils' ability to speak and to write effectively. They offer (1) opportunity for the child to express himself on important subjects close to the interests of his everyday life; (2) a well-organized series of constructive exercises to enrich his vocabulary and to train him in those habits which make for skill in speech and writing; and (3) well-graded corrective drills on commonly misused oral and written forms. This series of readers is the result of schoolroom practice. Every lesson has been developed in actual teaching both by the author and by teachers under his supervision. The lessons come as the result of experiment under conditions varying from the ungraded rural school to the most advanced graded schools. [For the accompanying Teachers' Manual, see ED623421.]
Natural History. For the Use of Schools and Families [1879]
Author: Hooker, Worthington
Date: 1879-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,Natural Resources

This textbook provides the foundation for a course in Zoology, or Natural History, as it is commonly termed; adapted to instruction in schools. The author's object has been to cull out from the immense mass of material which Zoology presents that which every well-informed person ought to know, excluding all which is of interest and value only to those who intend to be thorough zoologists. This study has a practical bearing upon many of the most valuable and extensive occupations of man, agriculture, horticulture, etc., but the grand practical benefit to be derived from the study of Natural History is the discipline which it gives the mental powers. It cultivates the perceptive and reasoning powers together, thus forming that habit of intelligent observation which makes its possessor, as a matter of course, a person of extensive general information, and is an essential element of success in almost any pursuit in which he may engage.