ethanporcaro/eric-fulltext-meta huggingface dataset:
Special Education at a Crossroads: Ensuring Equity and Inclusion for Students with Disabilities
Author: McKittrick, Lanya
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Special Education,Equal Education,Inclusion,Students with Disabilities,Individualized Education Programs,Outcomes of Education,Access to Education,Distance Education,In Person Learning,COVID-19,Pandemics,Teacher Education Programs,Teacher Certification

The COVID-19 pandemic disrupted the delivery of educational and therapeutic services for students with disabilities across the world, creating new obstacles for students, parents, teachers, and administrators navigating the impact of sudden halts in services and supports. Based on CRPE's most recent study of special education in charter and traditional public schools, this brief outlines the ongoing challenges and offers recommendations to reshape how America's schools serve students with disabilities. We offer the following policy considerations to address the persistent inequities for students with disabilities: (1) Track outcomes for students with disabilities--and report them transparently; (2) Ensure schools embrace universal design in remote and in-person learning; (3) Look closely at teacher workforce issues; and (4) Preparation programs and licensure standards should ensure that every teacher can serve every student.
Pods in Action: KaiPod Learning. &quot;The Best Gig in Education Right Now.&quot; A New Company Sustaining the Pandemic Pod Model Offers Flexibility to Teachers, Students and Parents
Author: Weiner, Steven
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,In Person Learning,Virtual Schools,Peer Relationship,Experiential Learning,Active Learning,Feedback (Response),Social Isolation,Coaching (Performance),Individualized Instruction,Disadvantaged,Educational Benefits,Blended Learning

KaiPod Learning is a for-profit company offering students enrolled in online schools the opportunity to learn in a physical location with adult supervision, academic support, and extracurricular enrichment. Tuition is attendance based, with the option of students going two, three, or five days per week. This report discusses how KaiPod Learning provides students enrolled in full-time virtual schools with a place to receive in-person academic support, along with the opportunity to socialize with peers and take part in hands-on, active learning activities. Inspired by pandemic learning pods, KaiPod aims to address many of the long-standing challenges of online education, including delayed feedback on academic work, the social isolation of learning at home, an unstructured daily schedule, and the passivity of screen-based learning. Critical to the model is KaiPod's onsite staff, called learning coaches, who--unlike traditional teachers--are not responsible for delivering academic content and instead focus on providing individualized academic support and curating extracurricular activities based on students' needs and interests. KaiPod's first year of operation suggests promise for the company's unique learning model, while also raising questions about its ability to be sustained and replicated, as well as open to more students from disadvantaged backgrounds.
The College CEO Position: Advice for the New CEO
Author: Scroggins, Bill
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: College Administration,Administrators,Deans,Organizational Communication,Accountability,Leadership,Problem Solving,Trustees,Collective Bargaining,Governance,Meetings,Strategic Planning,Enrollment Management

Overseeing the operations of a college and/or district combines the elements of a financial wizard, a logistics magician, a political demagogue, a Baptist preacher, and a prognosticating soothsayer. It's particularly challenging for new CEOs. This paper offers advice for such new CEOs and for those just interested in a shared perspective. Topics covered include: (1) Written communication; (2) Oral communication; (3) Transparency; (4) Leadership; (5) Problem solving; (6) College/district operations; and (7) Working with the Board of Trustees. Each topic area includes author recommendations and examples. The paper closes with scenarios representing actual situations intended to stimulate discussion.
Research Evidence on Community College Ask-Connect-Inspire-Plan Onboarding Practices. CCRC Research Brief
Author: Jenkins, Davis
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,Planning,Two Year College Students,School Holding Power,Academic Advising,Decision Making,Minority Group Students,Career Exploration,Student Interests,Course Selection (Students),Equal Education,Educational Practices

To build back enrollments after a decade of downward trends, community colleges need to substantially increase retention as well as recruitment, particularly among students from underserved groups, who represent a growing share of prospective college students. Community College Research Center (CCRC) has developed a framework called Ask-Connect-Inspire-Plan (ACIP) for colleges to use to enrich entering students' experiences in exploring, choosing, and planning a program of study. The ultimate aim of the ACIP framework is to increase retention among students, especially those who are likely to stop out in response to prevailing college practices. This brief describes the motivation, research evidence, and equity implications that underlie the ACIP framework as a useful strategy for colleges.
A Whole New World: Education Meets the Metaverse. Policy Brief
Author: Hirsh-Pasek, Kathy
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Computer Simulation,Educational Practices,Educational Technology,Design,Partnerships in Education,Interpersonal Relationship,Personal Autonomy,Children,Web 2.0 Technologies,Handheld Devices,Computer Oriented Programs

As technology advances to bring new immersive and imaginary worlds, how children are educated and how teachers are prepared must also advance to meet these new opportunities. Today, as the metaverse infrastructure is still under construction, researchers, educators, policymakers, and digital designers have a chance to lead the way rather than get caught in the undertow. To leverage the potential of the metaverse as a 3D, global, interconnected, immersive, and real-time online space, there needs to be new ways to connect the physical world with augmented and virtual reality (VR) experiences. In this policy brief, the authors offer a path for bringing best educational practices into the metaverse. They suggest a series of well-worn principles derived from the science of &quot;how&quot; and &quot;what&quot; children learn to guide the design of new educational technology. They also suggest ways in which design in this new space can go astray. In the end, the authors challenge those creating educational products for the metaverse to partner with educators and scientists to ensure that children experience real human social interaction as they navigate virtual spaces, children's agency is supported as they explore these spaces, and there is a real eye to diversity in the representation and access to what is created.
Pods in Action: Black Mothers Forum. How the Black Mothers Forum Customized a Microschool Model to Better Meet the Needs of Arizona&apos;s Black Families
Author: Daramola, Eupha Jeanne
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: African American Family,Mothers,Small Schools,Models,Advocacy,Child Welfare,Child Safety,Inclusion,Educational Innovation,COVID-19,Pandemics,School Choice,Culturally Relevant Education,Discipline

Founded by mothers long concerned about the safety and welfare of their Black children, Black Mothers Forum (BMF) is an Arizona-based education advocacy group that responded to the COVID-19 crisis by launching two microschools for Black families in Phoenix, Arizona, in January 2021. BMF partnered with Prenda, a well-known microschool provider, but adapted their model to better meet the needs of Black families. The microschools they created made students and their families feel safer, more affirmed, and more engaged than their prior school experiences. This report offers important lessons that could help school districts and other educational innovators become more inclusive and supportive spaces for the Black families they serve.
The Merrill Readers. Primer
Author: Dyer, Franklin B.
Date: 1915-00-00
Type: Historical Materials
Subjects: Reading Instruction,Textbooks,Basal Reading,Primary Education

The process of teaching the child to read has gone through many stages of progress. Word, sentence, and phonic methods may each contribute to the process, and that undue emphasis on any one of these methods demands too great a sacrifice in quality and interest. The &quot;Merrill Primer&quot; is built on the familiar rhymes of Mother Goose and other old nursery books. Each rhyme is followed by a group of stories in which the words and phrasing of the rhyme are used. This gives abundant practice in word recognition without formal repetition. The story interest is prominent from the start and contributes to the child's mastery of the vocabulary. This textbook provides for all the desirable mechanics of learning to read. The basic phonic vocabulary is very largely used in the stories, and through growing familiarity with these phonic elements the child gains steadily in word mastery.
The Merrill Readers. First Reader
Author: Dyer, Franklin B.
Date: 1915-00-00
Type: Historical Materials
Subjects: Reading Instruction,Textbooks,Basal Reading,Grade 1

The chief difficulties in teaching a child to read are focused in the Primer (ED622318) and the First Reader. If the teaching in the first year is wisely done, the later work in reading should go forward smoothly and steadily. Every step in this fundamental work must be carefully planned and developed. The First Reader, therefore, should be a natural sequel to the Primer, with a broadening vocabulary that extends the child's power over words. The two books carry the child to a point where they can stand alone. This first reader textbook builds on vocabulary acquired in the primer. Early pages of this reader are very simple, and the new words on these pages are taught first in rhymes. The vocabulary of the book consists of words familiar to children and common to many primers. Words containing the phonic elements have been used extensively so that the child may learn to help himself in the recognition of new words. The text throughout the book appeals to the almost universal liking for rhythm and for repetition in story and rhyme. Such repetition is the most interesting way of securing the word review that is necessary with beginners.
The Merrill Readers. Second Reader
Author: Dyer, Franklin B.
Date: 1915-00-00
Type: Historical Materials
Subjects: Reading Instruction,Textbooks,Basal Reading,Grade 2

There is no more direct way to the interest of children in the second school year than through the story. All thought of drudgery vanishes and the lesson is a real source of delight when the reading book furnishes one good story after another. This &quot;Second Reader,&quot; therefore, is a book of stories -- stories in prose and verse. Fairy tales, fables, and myths form a large part of the book, but there are also many stories of children in real life. All the stories are rich in the qualities that stimulate the imagination and help to establish ideals which children can understand and appreciate. Special attention has been given to the need of telling the stories in a simple, direct style that children can read with ease and pleasure.
The Merrill Readers. Third Reader
Author: Dyer, Franklin B.
Date: 1915-00-00
Type: Historical Materials
Subjects: Reading Instruction,Textbooks,Basal Reading,Grade 3

An appreciation of the best there is in literature is one of the chief aims of the reading lessons. It is therefore essential that the material used in every grade should have intrinsic value. It must be good literature and it must also be worth while for its own sake, from the child's point of view. With this aim in view, the selections in this Third Header have been chosen. They introduce the child to some of the best stories and poems to be found in the literature that is suited to their ability and experience in reading. Hero stories, myths, fairy tales, folk tales, and stories of children in other lands give the variety which the many-sided interest of young readers requires. Some of the stories are humorous, and some present ethical lessons in an effective way. This textbook offers an abundance of fresh and unhackneyed material interspersed with some of the classic selections that cannot be spared from a reader that presents a representative collection for young children.
The Merrill Readers. Fourth Reader
Author: Dyer, Franklin B.
Date: 1916-00-00
Type: Historical Materials
Subjects: Reading Instruction,Textbooks,Basal Reading,Grade 4

This &quot;Fourth Reader&quot; is designed to meet the children on their own level and to lead them by easy stages to a higher plane. Special attention has been given to keeping the vocabulary within range of the pupil's ability. The earlier part of the book contains selections that are simple in vocabulary and sentence structure, and the later lessons provide for a steady growth, without introducing tedious difficulties. Selections are always complete units and are of sufficient length to aid in establishing habits of sustained attention and interest. In order to help pupils to enter into the spirit of the selections, a group of &quot;Suggestions for Study&quot; is provided on pages 290-308. In various ways these Suggestions stimulate the pupil's interest in the reading, explain unfamiliar ideas or expressions, direct attention to important points, and supply the basis for conversation. The Reader closes with a &quot;Word List&quot; or &quot;dictionary&quot; that should be used often enough to give the children a good training in finding words and learning their meaning. The children should also be encouraged to gather the meaning of a word from its context as they read, without reference to the dictionary. In both of these ways the pupil's vocabulary will be enlarged.
The Merrill Readers. Fifth Reader
Author: Dyer, Franklin B.
Date: 1916-00-00
Type: Historical Materials
Subjects: Reading Instruction,Textbooks,Basal Reading,Grade 5

This &quot;Fifth Reader&quot; contains a large amount of wholesome adventure and experience stories, including some of the great stories of world literature and selections from notable writers. The spirit and the language of the author have been preserved in stories abridged from longer works. Selections were made with a view to the needs, tastes, and interests of children at this age. The purpose of this reader is to take children as they are and to lead them to enjoy and appreciate good art, great character, and wholesome romance. Suggestions for study and a word list are included.
The Merrill Readers. Sixth Reader
Author: Dyer, Franklin B.
Date: 1916-00-00
Type: Historical Materials
Subjects: Reading Instruction,Textbooks,Basal Reading,Grade 6

The purpose of this &quot;Sixth Reader&quot; is to provide, for both oral and silent reading, an abundance of matter that is of fine literary quality and at the same time is fresh and well adapted to the pupils' powers of understanding and appreciation. The suggestions for study at the back of the book are designed to give information a thoughtful young reader would wish to have about the author or the subject. In every lesson in reading the children should get the main idea and should express it in distinct and pleasant speech.
Leveraging Market-Creating Innovations to Solve Brazil&apos;s Education Paradox
Author: Ojomo, Efosa
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Administrative Organization,Foreign Countries,Educational Finance,Educational Administration,Political Influences,Social Influences,Economic Factors,Barriers,Educational Innovation,Outcomes of Education,Educational Strategies,Information Technology,Business,Access to Education,Educational Quality,Telecommunications,Handheld Devices,Computer Assisted Instruction,Educational Technology,Kindergarten,Elementary Secondary Education,Program Descriptions

Brazil spends more money, and a higher percentage of its Gross Domestic Product (GDP), on education than other Latin American countries. However, many of the outcomes of the country's education system are worse than its peer countries. We call this mismatch Brazil's Education Paradox. One of the primary reasons for Brazil's Education Paradox is the country's decentralized education system. Municipal, state, and federal governments handle different parts of the education system with little to no coordination among them. Although the Brazilian government is aware of this and working hard to rectify the situation, much of the government's efforts are hampered by political, social, and economic setbacks. For instance, since 2013, the government has been working on enacting a law that would create a National Education System to improve coordination among the different levels of education. But the government's plans are still mired in heated debates and disagreements. Thankfully, market-creating innovations can play a significant role in helping Brazil improve its education system. These innovations are unique for their ability to transform complicated and expensive products into simple and affordable ones--thereby making the products accessible to more people in society. Education-focused market-creating innovations are spreading across Brazil and improving learning outcomes despite the government's inability to rapidly solve its Education Paradox. This paper highlights the work that four market-creating innovators--Mind Lab, eduK, Descomplica, and Árvore Educação--are doing to improve learning outcomes in Brazil. In addition to working to create a national education system in Brazil, the government should invest in market-creating innovations that have the potential to create significant impact on the economy. By doing so, Brazil can, once and for all, solve its Education Paradox. [This paper was funded in part by Mind Lab Group.]
We Won&apos;t Argue against Adding More Counselors, but...Addressing Student Mental Health Concerns Involves Much More than Increasing the Number of Mental Health Providers. A Center Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: School Counselors,Mental Health,COVID-19,Pandemics,Educational Change,Educational Policy,Well Being,Intervention,Positive Behavior Supports

The COVID-19 pandemic has underscored that schools must play a greater role in addressing mental health concerns. In reaction, some policy makers are rushing to increase mental health staff in schools. A stated goal is to have a mental health professional in all schools. Given the long-standing short-fall in every category of student/learning support staff at schools, such a goal is being widely lauded. In the long-run, however, this one faceted approach is a marginal way for addressing the complex array of problems students and their schools are experiencing in the wake of COVID-19. This report highlights the need for schools to rethink their current approaches to addressing emotional, behavioral, and learning problems. We outline how to evolve the current emphasis on a multi-tiered system of supports (MTSS) into a unified, comprehensive, and equitable system of school/community supports. And we offer some first steps for moving ahead.
A Manual of Experiments in Elementary Science. Teacher&apos;s Edition
Author: Curtis, Francis D.
Date: 1918-00-00
Type: Books
Subjects: Science Experiments,Elementary School Science,Secondary School Science,Science Curriculum,Scientific Concepts,Science Teachers

This teacher's edition of &quot;A Manual of Experiments in Elementary Science&quot; includes full directions and explanations regarding all manipulation, answers to all the questions in the &quot;Student's Manual,&quot; diagrams, and additional hints and suggestions. The work covers elementary science experiment outlines adapted for use with classes in the upper grammar grades, the junior high school, and the first and second years of the high school. It can be used with any text dealing with beginning science, whether general science, physiography, agriculture, nature study, or physiology; or it can be made the basis of reference or syllabus courses without text, in any of the above subjects. It also correlates with courses in domestic science. In schools where two or more elementary or second-year courses are offered, the manual may be used by the same students two successive years. The manual can be used in accordance with the demonstration plan, the individual plan, or the partnership or group plan of laboratory course. One hundred forty-six fully outlined experiments are included, in addition to many suggested experiments. Each outline includes: Purpose or Object, Materials or Apparatus, Method or Observation, Conclusions or Deductions, Discussion, and Diagram--furnishing students with foundational training in the inductive method. [For the Student's Edition, see ED622328.]
A Manual of Experiments in Elementary Science. Student&apos;s Edition
Author: Curtis, Francis D.
Date: 1918-00-00
Type: Historical Materials
Subjects: Science Experiments,Elementary School Science,Secondary School Science,Science Curriculum,Science Education,Elementary School Students,Secondary School Students,Scientific Concepts

This student's edition of the &quot;Manual of Experiments in Elementary Science&quot; provides elementary science experiment outlines adapted for use with classes in the upper grammar grades, the junior high school, and the first and second years of the high school. The Manual can be used with any text dealing with beginning science, whether general science, physiography, agriculture, nature study, or physiology; or it can be made the basis of reference or syllabus courses without text, in any of the above subjects. It also correlates with courses in domestic science. In schools where two or more elementary or second-year courses are offered, the Manual may be used by the same students two successive years. The Manual can be used in accordance with the demonstration plan, the individual plan, or the partnership or group plan of laboratory course. Teachers can select from 146 outlined experiments in addition to suggested experiments. Each outline includes: Purpose or Object, Materials or Apparatus, Method or Observation, Conclusions or Deductions, Discussion, and Diagram.[For the Teacher's Edition, see ED622327.]