ethanporcaro/eric-fulltext-meta huggingface dataset:
Tuition and Fees, Appropriations, and Financial Aid in the West, 2021-22: Trends and Implications. WICHE Insights
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2022-05-00
Type: Reports - Research
Subjects: Tuition,Fees,Higher Education,Colleges,Geographic Regions,Two Year Colleges,State Aid,Educational Finance,Income,Student Financial Aid,Access to Education

This edition of &quot;WICHE Insights&quot; discusses the most recent results of WICHE's annual survey, &quot;Tuition and Fees in the West,&quot; as well as the recent trends in state appropriations and state financial aid. Overall, the most recent data highlights a positive trend in state higher education finance as most states reported minimal tuition rate changes along with increases in state appropriations and financial aid over the past academic and fiscal years. Although most states are facing a positive fiscal outlook for the upcoming fiscal year, higher education institutions and systems are facing rising costs and declining enrollments, presenting challenges in addressing affordability. Key takeaways from the brief include: (1) Regional average tuition and fees for resident undergraduates at public four-year institutions were $10,028 in AY 2021-22, an increase of 1.2% from AY 2020-21; (2) Regional average in-district tuition and fees at public two-year institutions increased 3.4% from AY 2020-21 to $4,217 in AY 2021-22; (3) State appropriations in the West reached an all-time high in FY 2022, with over $32 billion in state support going to higher education in the current fiscal year. In addition to state dollars, states used about $924 million in COVID-19 relief funds for higher education in FY 2022; and (4) State financial aid per undergraduate increased between AY 2018-19 and AY 2019-20 and was at about the same amount as the national average, although state grant aid continues to be more likely based on need in the West compared to the national average.
Classical Antiquities. I. Old Greek Life. History Primers
Author: Mahaffy, J. P.
Date: 1878-00-00
Type: Historical Materials
Subjects: Textbooks,History Instruction,Laws,Religion,Citizenship,Ownership,Males,Foreign Countries,Classics (Literature)

This textbook is a reader on life in ancient Greece. Chapters include: (1) General Features of the Greek Nation; (2) Men and Property; (3) The Greek at Home; (4) Public Life of the Greek Citizen; and (5) Greek Religion and Law.
Science Primers. Introductory
Author: Huxley, T. H.
Date: 1880-00-00
Type: Historical Materials
Subjects: Science Education,Textbooks,Natural Sciences,Scientific Concepts

This textbook is a science reader. Sections include: (1) Nature and Science (cause and effect, the laws of nature); (2) Material Objects: Mineral Bodies (states of water: ice, water, steam); (3) Material Objects: Living Bodies (living plants and living animals and their ability to grow); and (4) Immaterial Objects (mental phenomenon, psychology).
Walsh-Suzzallo Arithmetics: By Grades, Fifth Year
Author: Walsh, John H.
Date: 1915-00-00
Type: Historical Materials
Subjects: Grade 5,Grade 6,Arithmetic,Mathematics Instruction,Elementary Education,Textbooks,Educational History

This textbook is part of a series that aims to develop all the mathematical power needed by the average person in the accurate control of his affairs. The purpose has been to teach first the most important topics of arithmetic and last those least frequently used. In addition to giving the child all the fundamental skills of calculation, room has been found for the introduction of those simple institutional applications which are likely to be among the immediate needs of those who leave school early. Every child who completes the sixth grade will know something of being accurate and business-like about his own earning, spending, and saving. He will comprehend the simplest methods of accounting which are to aid him in his own modest affairs, whether these relate to industrial payroll, farm income, household expenditure, or savings in the bank.
Walsh-Suzzallo Arithmetics: By Grades, Third Year
Author: Walsh, John H.
Date: 1915-00-00
Type: Historical Materials
Subjects: Arithmetic,Mathematics Instruction,Educational History,Grade 3,Adult Learning,Textbooks

This textbook is part of a series that aims to develop all the mathematical power needed by the average person in the accurate control of his affairs. The purpose has been to teach first the most important topics of arithmetic and last those least frequently used. This book presents topics, problems, and processes that are representative of the arithmetical facts, power, and skill that will be most useful to the average citizen. The methods of treating them have been garnered from the most successful teaching practice.
Walsh-Suzzallo Arithmetics: By Grades, Sixth Year
Author: Walsh, John H.
Date: 1915-00-00
Type: Historical Materials
Subjects: Grade 6,Elementary Education,Mathematics Instruction,Arithmetic,Textbooks,Educational History

This textbook aims to develop all the mathematical power needed by the average person in the accurate control of his affairs. The purpose has been to teach first the most important topics of arithmetic and last those least frequently used. In consequence, the teacher may feel that the child who is leaving school at the end of any particular grade has been taught whatever would be most useful to him, considering that his schooling had to stop just then. Nothing in the next grade beyond is more important than what he has just studied. Books in this series are constructed to complete the fundamental processes of arithmetic by the end of the sixth year of school. No pupil studying from this course through the first six years will be left without an essential mathematical power. With this foundation, he can proceed by himself as needed to learn shorter or more convenient methods of calculation and to make new applications of the processes learned.
Walsh-Suzzallo Arithmetics: By Grades, Seventh Year
Author: Walsh, John H.
Date: 1915-00-00
Type: Historical Materials
Subjects: Grade 7,Arithmetic,Mathematics Instruction,Middle School Mathematics,Educational History,Textbooks

This arithmetic textbook aims to train children to meet the ordinary demands of life. This book fulfills the need identified by school superintendents that the social and economic applications of arithmetic be taught in the upper grades so that grammar school children will have an insight into the typical business practices of modern life.
Walsh-Suzzallo Arithmetics: By Grades, Eighth Year
Author: Walsh, John H.
Date: 1915-00-00
Type: Historical Materials
Subjects: Grade 8,Middle School Mathematics,Mathematics Instruction,Arithmetic,Textbooks,Educational History

This arithmetic textbook is part of a series that aims to train children to meet the ordinary demands of life. This volume provides drills and reviews of the essentials covered in the preceding books, and it adds many special short methods of calculation that increase efficiency. The chief aim is to extend the child's power to make practical applications of arithmetic to life. This book fulfills the need identified by school superintendents that the social and economic applications of arithmetic be taught in the upper grades so that grammar school children will have an insight into the typical business practices of modern life.
Relevance of &quot;O&quot; Class Curriculum in Ethiopia and Its Implication for Early Childhood Care and Education Teacher Training
Author: Tomora, Dereje Dakamo
Date: 2022-04-00
Type: Journal Articles
Subjects: Preschool Curriculum,Early Childhood Education,Child Care,Educational Improvement,Student Centered Learning,Teaching Methods,Teacher Education Programs,Alignment (Education),Preschool Teachers,Educational Policy,Policy Formation,Foreign Countries

This study was aimed at the investigation of the relevance of &quot;O&quot; class curriculum in Ethiopia. Its implications for early childhood care and education teacher education was stressed. Descriptive survey approach was employed as a quantitative research design. Moreover, four regional states randomly selected were involved in the study. Document review was the main data gathering tool in the study. Findings from the study reveal that even though Ethiopian &quot;O&quot; class curriculum is somehow relevant for young children attending the program, still it requires further improvement. It was evident that the Ethiopian &quot;O&quot; class teaches children of age 6 through child-centered pedagogy. Hence; the researcher recommends that Early Childhood Care and Education Teacher Training should align with the &quot;O&quot; class curriculum. For program betterment, the Ethiopian Ministry of Education has to consult and involve an ECCE professionals in the further process of policy design and development.
A Vision for a Reimagined Teaching Job
Author: Education Resource Strategies
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Educational Change,Teaching (Occupation),Teacher Recruitment,Teacher Salaries,Faculty Development,Leadership

As the COVID pandemic has led many Americans to reevaluate the status quo and expand their sense of possibility about new ways to organize work, it's time to reimagine the fundamentals of the teaching job. Reimagining the teaching job demands that leaders at all levels reconsider the ways in which people, time, and money in schools and school systems are organized in pursuit of a bold, new vision that has the potential to elevate both the teaching profession and outcomes for all students. This paper provides an overview of this vision through the sections: (1) The crisis of the teaching job; (2) A new vision for the teaching job; (3) What this looks like in practice; and (4) How we get there.
Monitoring Civic Learning Opportunities and Outcomes: Lessons from a Symposium Sponsored by ETS and Educating for American Democracy. Research Notes
Author: Hamilton, Laura S.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Democracy,Democratic Values,Public Schools,Civics,Citizenship Education,Elementary Secondary Education,Educational Assessment,Cultural Relevance,Social Influences,Social Emotional Learning,Evaluation Methods,Developmental Stages

Educating for American Democracy (EAD) partnered with ETS on a symposium held in July 2021 to take stock of what is known and to provide guidance for future research, policy, and practice in measurement of civic learning opportunities and outcomes. This research note is meant to further the work accomplished at the seminar. First, this note provides a brief background about the civic learning landscape, EAD, and the symposium and then covers the role that assessment can play in promoting civic learning, summarizes some key lessons from the symposium, highlights areas that are particularly ripe for additional evidence gathering, and suggests some short-term actions for the field. Educators, policymakers, researchers, funders, and others who are committed to helping America's schools promote civic learning and democratic engagement should find this research note of interest.
The Importance of Assessing Student Writing and Improving Writing Instruction. Research Notes
Author: Deane, Paul
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Writing Evaluation,Writing Instruction,Instructional Improvement,Automation,Writing Processes,Reading Skills

Writing is a critical 21st century skill. Today's knowledge economy places a premium upon collaboration and written communication, which means that the skilled writer enters the job market at a significant advantage (Aschliman, 2016; Brandt, 2005). And yet students typically enter the job market with weak writing skills. Only 27% of 12th-grade students demonstrated proficiency in writing on the National Assessment of Educational Progress (The Nation's Report Card, 2022). Similarly, according to one recent study, only 27% of employers classified recent college graduates as &quot;well-prepared&quot; for written communication in the workplace (Stewart et al., 2016). Disparities in writing skills both reflect and contribute to inequities in our society. Certain groups, (e.g., people who identify as White and female) typically display stronger writing achievement, at least on the kinds of writing tasks that are highly valued in academic institutions and the professions (Roberts et al., 2017), with evidence that this leads to further inequities (Warren, 2013). Writing matters, and thus it is important to understand why so many students experience writing as deeply challenging and how they can be encouraged to develop their writing skills. For decades, writing has been a major focus of research for the ETS Research and Development (R&amp;D) division. The results of our efforts include substantial contributions to the measurement and development of student writing skills, with important implications for teacher professional development and the improvement of teaching practice.
Impact of Usage of Social Networking Sites on PG Students of Central University of Punjab
Author: Majid, Ishfaq
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Networks,Social Media,Student Attitudes,Foreign Countries,Comparative Analysis,Gender Differences,Science Education,Humanities,Majors (Students),Indians,Web Sites,School Policy,Graduate Students

The present study was conducted to explore the impact of Usage of Social Networking Sites on PG students of Central University of Punjab. The objectives of the study were to analyze the level of usage of social networking sites and comparing the usage of SNS between male, female, science and humanities PG students of Central University of Punjab. The total number of 200 students were selected by using stratified random sampling technique for the collection of data. Data were collected by using self-made questionnaire. The study found that the maximum number of PG Students of Central University of Punjab comes under moderate level of usage of Social Networking Sites. It was also revealed that there is no significant difference in the usage of Social Networking Sites among PG students of science and humanities streams. Furthermore there is no significant difference between usage of Social Networking Sites among male and female PG students of Central University of Punjab.
Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships Will Build a Better Edtech Future
Author: Pautz Stephenson, Stefani
Date: 2022-06-00
Type: Reports - Research
Subjects: Research and Development,Theory Practice Relationship,Educational Technology,School Business Relationship,Design,Artificial Intelligence,Partnerships in Education,Feedback (Response)

A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally. [This paper was funded by Merlyn Mind.]
Creating a Caring Culture through SEL: Atlanta Public Schools (Georgia). Practices of Promise
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: School Culture,Social Emotional Learning,School Districts,Trust (Psychology),Educational Change,School Safety,Human Resources,Well Being,Resistance (Psychology),COVID-19,Pandemics,Public Schools

How can districts weave social and emotional learning throughout their work to foster a systemwide culture of connection and trust? This was a key question for district leaders of Atlanta Public Schools (APS), which serves 87 schools and 52,000 students. When a districtwide cheating scandal in 2011 was uncovered, it may have been the expected course to simply address the &quot;bad apples&quot; and return to &quot;business as usual.&quot; But APS recognized that what they had uncovered was an important symptom of districtwide issues: a problematic work culture and an overemphasis on academic outcomes at the expense of student and staff well-being. APS saw SEL as a key strategy for rebuilding its culture and redefining how to pursue its desired outcomes but knew it would require more than a standalone initiative. In this &quot;Practices of Promise,&quot; you'll see how APS worked to weave SEL throughout the district to create a culture of trust, caring, and support.
World Relations. Man and the Cosmic Principle
Author: Bowsher, C. A.
Date: 1899-00-00
Type: Historical Materials
Subjects: International Relations,Geography Instruction,Astronomy,Science Education,Textbooks,Teaching Methods,Geography

This textbook is an attempt to present fundamental world relations and their simple derivatives in such form that they may be conceived as an entirety in a system of coordinated principles through geography and astronomy. Chapter I presents an introduction. Chapter II presents a psychological and a pedagogical view. Chapters III and IV present what the author considers the fundamentals of geography and astronomy presented from a specific physical point of view, that is, &quot;off the earth.&quot; The remaining chapters are considered as a presentation of the simplest derivatives of objective reality accompanying- these fundamentals and are consequently proper subjects for mature minds. The consideration of these derivatives in the fullest sense of the word is obviously a contemplation of all possible world relations.
The Design and Development of Student Information and Violation Management System (SIVMS) for a Higher Educational Institution
Author: Olipas, Cris Norman P.
Date: 2020-08-00
Type: Journal Articles
Subjects: Information Systems,Design,Higher Education,Foreign Countries,Computer Software,Planning,Testing,College Students,Student Records,Information Technology,Technology Uses in Education

This study aimed to design and develop a Student Information and Violation Management System (SIVMS) for a Higher Educational Institution in Central Luzon, Philippines. It utilized the descriptive developmental design of research in which the researcher described and explained the processes performed to design and develop the prototype system. The Incremental Model of Software Development Life Cycle (SDLC) framework was employed to guide the researcher in designing and developing the project. Specifically, the following stages were undertaken: Planning and Requirements Analysis, Design and Development, and Testing Stage. The researcher was able to design and developed a prototype system of the Student Information and Violation Management System (SIVMS) using the Incremental Model. Based on the design and development of the prototype, the study provides essential recommendations for future projects related to the design and development of a Student Information and Violation Management System (SIVMS).
The Key to Making Improvements: Ask the Students. Washoe County School District, Nevada. Practices of Promise
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,School Districts,Distance Education,COVID-19,Pandemics,Student Attitudes,Well Being,Academic Achievement,Inclusion,Strategic Planning,Participative Decision Making

An important way for young people to practice social and emotional learning (SEL) is by sharing their perspectives, leading discussions, and contributing to decision-making. By listening closely to students' perspectives, educators better understand students' strengths and needs, build stronger relationships with them, and can offer more meaningful, engaging learning opportunities. With their ability to offer fresh perspectives on the school's priorities and issues, as well as difficult topics such as racism and inequities, students are valuable partners for producing change that neither adults nor students could accomplish alone. Recognizing these benefits, student voice has long been a priority at Washoe County School District (WCSD) in Nevada. However, when the 62,000-student district switched to remote learning during the COVID-19 pandemic, the district needed to rethink how to elevate student voices by adapting existing SEL efforts to support the well-being of young people and adults. This &quot;Practices of Promise&quot; shows how WCSD used SEL to reimagine student voice initiatives during the time of COVID and distance learning.
The Information Technology Students&apos; Cognitive Determinants and Its Relationship to Academic Performance
Author: Olipas, Cris Norman P.
Date: 2021-03-00
Type: Journal Articles
Subjects: Information Technology,Cognitive Ability,Programming,Gender Differences,Secondary Education,Public Schools,Private Schools,Academic Achievement,Student Characteristics,Foreign Countries,Undergraduate Students,Self Efficacy,Time Management,Study Habits,Test Wiseness

This study aimed at assessing the cognitive determinants of the BSIT students during the second semester of the academic year 2019-2020. A total of three hundred ninety-four (394) respondents participated in this study to understand the relationship of the cognitive determinants to their academic performance in a major programming course. Results revealed that the number of male students was more significant than the number of female students, there was a small gap between the number of students who graduated from public and private secondary academic institutions, and technical-vocational strand and academic strand were the two senior high school strand that the IT students had taken. In terms of the cognitive determinants, academic competence were very evident to the students with mean ratings of 3.826. However, test competence, time management and strategic study habits need to be improved based on the mean ratings of 3.208, 3.115 and 3.414, respectively. In assessing the relationship between the variables, the academic performance has a significant relationship with cognitive determinants (r = 0.443, p &lt; 0.05). This study suggests that teachers must incessantly create more meaningful learning experiences to continuously improve academic performance and explore new ways to improve the teaching and learning process.