ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Management of Federal-State Education Programs. Bulletin, 1962, No. 23. OE-10019
Author: Pateros, John J.
Date: 1962-00-00
Type: Historical Materials
Subjects: Educational Finance,Vocational Education,State Agencies,Money Management,Cooperation,Grants,Rural Areas,Federal Aid,Audits (Verification),Educational Improvement,Instruction,Federal Programs,State Programs,Expenditures,Accounting

Cooperative activities involving the States and the U.S. Office of Education have been a tradition since the establishment of the Office. In recent years the scope, extent, and magnitude of such programs have increased substantially. These programs provide grants for vocational education; rural library services; the improvement of science, mathematics, and foreign language instruction; guidance, counseling, and testing; and statistical services. Federal support for education has been expanded over a long period of time under a variety of statutes. Despite the differing nature of their objectives, the management of money is common to all of the various programs. This bulletin summarizes some basic principles to be applied to the management of the funds involved in a program regardless of the purpose for which the funds are provided. The document includes: (1) introduction; (2) identification of specific programs; (3) responsibility for administration and management of Federal funds for education allotted to States; (4) State agency activities; (5) local agency activities; (6) audits of State and local agency activities; (7) common problem areas; and (8) Federal audit programs. [Best copy available has been provided.]
New Media for Instruction 1: Technology in American Education, 1650-1900. Bulletin, 1962, No. 19. OE-34018
Author: Anderson, Charnel
Date: 1962-00-00
Type: Historical Materials
Subjects: Educational History,Educational Technology,United States History,Technology Uses in Education,Primary Sources,Instructional Materials,Educational Facilities Design,Furniture,Textbooks,Educational Equipment,Technological Advancement,Educational Trends,Bibliographies,Catalogs,Resistance (Psychology),Information Dissemination,Educational Environment,War,Technology Integration,Science and Society,Influence of Technology,Educational Resources,Federal Aid,Chalkboards,Educational Media,Classroom Design,School Buildings,Maps,Visual Aids

This study is one of several examining the history and background of instructional technology in American education. The period, 1650 to the end of the 19th century, was chosen rather arbitrarily to cover technological developments other than conventional audio-visual devices involving photography and sound techniques. Material in this report is based on primary and secondary sources at the Library of Congress, the library of the U.S. Office of Education, the NEA archive collection, and several university libraries. This bulletin presents the skeleton of that portion of the history of instructional technology in American education which deals with technological developments other than projection and recording, rather than a definitive history, in three parts: (1) Colonial Period--school architecture, school furniture, instructional apparatus (quills, ink, paper), the hornbook, and textbooks; (2) American Revolution to the Civil War--technological development, trends in education, school apparatuses, the blackboard, globes and maps, the abacus and the numeral frame, the textbook movement, and other topics; and (3) Civil War to 1900--attitude toward educational technology, dissemination of knowledge about educational technology, opposition to advancing educational technology, the magic lantern and stereoscope, and so on. Appended is a bibliography of books, school equipment catalogues, public documents, articles and essays, and unpublished studies. (Contains 122 footnotes.) [Best copy available has been provided.]
Education and the Development of Human Technology. Bulletin, 1962, No. 20. OE-10018
Author: Neff, Kenneth L.
Date: 1962-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Human Capital,Role of Education,Labor Force Development,Problems,Literacy,Compulsory Education,Educational Needs,Womens Education,Teacher Education,Correspondence Study,Part Time Students,Educational Policy,Curriculum Development,Community Development,Economic Development,Private Education,Team Teaching,Human Resources,Developed Nations,Developing Nations,International Education,Technology Uses in Education,Educational Development,Foreign Policy,Politics of Education,Language Attitudes,Native Language Instruction,Vocational Education,Professional Education,Rural Development

In recent years there has been a marked increase in the output of literature linking economics with education. In the past, most of the professional literature in this area dealt either with educational finance (the economics of education) or, in a general way, with the role of education in economic development. Current literature continues to deal with these two fields, but in such a way as to introduce a new field, or at least to direct attention to new uses for materials developed in the two fields. This bulletin explores the development of a new field that ascribes a causative role to education in the development process. Document contents include: (1) Introduction; (2) Testing the basic assumptions--a conceptual problem; (3) Human technology--developing human technology, and the role of education; (4) Educational problems; (5) Specific problem areas--literacy, language problems, compulsory education, specialized training, teacher training, education of women, the role of private education, part-time and correspondence education, curriculum development, and team teaching and community development; and (6) Summary. (Contains 15 footnotes.) [Best copy available has been provided.]
Maximizing Classroom Time to Promote Learning. NCRECE In Focus. Volume 1, Issue 3
Author: Goffin, Stacie G.
Date: 2010-04-00
Type: Reports - Research
Subjects: Academic Achievement,School Readiness,Kindergarten,Preschool Education,Preschool Children,Family Income,Educational Quality,Low Achievement,Ethnicity,Gender Issues,Child Development,Preschool Teachers

Studies consistently show that high quality pre-kindergarten (pre-k) programs make a positive difference for preschooler's success in kindergarten. Little is known, however, about how &quot;individual children spend their time in pre-k programs.&quot; To find out, this study explored how children's use of time in pre-k varied based on three demographic characteristics frequently associated with low academic achievement: ethnicity (African American, Latino, and White), gender, and family income. More notable than demographic differences in children's use of classroom time, however, was learning that a significant portion of each child's pre-k day involved learning through didactic instruction and waiting for the next activity. This means teachers' interactions with children are not being maximized for children's benefit, and opportunities are being missed for promoting children's development and school readiness. Given that state-funded pre-kindergarten programs represent a primary strategy for addressing income and ethnic disparities in school achievement, this is an especially troubling finding for children in the greatest need of pre-k's social and academic benefits.
Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief
Author: Downer, Jason T.
Date: 2012-01-11
Type: Reports - Research
Subjects: Scoring,English (Second Language),Teacher Student Relationship,Hispanic American Students,Second Language Learning,Bilingualism,Student Diversity,Social Development,Mathematics Achievement,Prediction,Literacy,Preschool Children,Preschool Teachers,Preschool Education,Cultural Pluralism,Educational Assessment,Federal Programs,Classroom Techniques

Researchers investigated whether the Classroom Assessment Scoring System[TM] reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument's three domains (Emotional Support, Classroom Organization, and Instructional Support). They also examined whether the instrument predicted children's social, mathematics, and literacy outcomes equally well for Latino and dual language learner children as it does for their White, English-speaking peers. [A full report of this study may be found at Downer, J. T., Lopez, M. L., Grimm, K. J., Hamagami, A., Pianta, R. C., &amp; Howes, C. (2012). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. &quot;Early Childhood Research Quarterly.&quot; 27, 21-32 (EJ947499).]
Predicting Acceptance of Diversity in Pre-Kindergarten Classrooms. Research Brief
Author: Sanders, Kay
Date: 2013-01-25
Type: Reports - Research
Subjects: Student Diversity,Poverty,Preschool Education,Ethnic Diversity,Cultural Pluralism,Preschool Children,Classroom Environment,Teacher Characteristics,Preschool Teachers,Minority Group Teachers,Hispanic Americans,English (Second Language)

Given the increasing ethnic and language diversity within the United States, this study examined practices that acknowledge and promote diversity in pre-Kindergarten classrooms. Findings indicate that acceptance of diversity is a component of positive environments for young children, particularly in classrooms with high poverty levels where there is ethnic and linguistic diversity. [This research brief is based on the following published study: Sanders, K. & Downer, J. T. (2012). Predicting acceptance of diversity in pre-Kindergarten classrooms. "Early Childhood Research Quarterly," 27(3), 503-511. (EJ974457)]
Making a College Course Matter for Pre-K Professionals: Supports Needed for Success. Research Brief
Author: Hatfield, Bridget E.
Date: 2013-03-13
Type: Reports - Research
Subjects: Child Development,Enrollment Trends,Preschool Teachers,Preschool Children,Teacher Student Relationship,College Programs

Given the increased enrollment in pre-K programs coupled with a lack of teacher education that consistently links to child development, this study examines a new course developed to support early childhood professionals in implementing effective teacher-child interactions. Findings suggest that an effective course can be scaled-up and used in different settings when clear supports are put in place to ensure quality delivery. [This research brief is based on the following published studies: (1) LoCasale-Crouch, J., Kraft-Sayre, M., Pianta, R., Hamre, B., Downer, J., Leach, A., Scott-Little, C. (2011). Implementing an early childhood professional development course across ten sites and fifteen sections: Lessons learned. &quot;NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field,&quot; 14, 275-292 (EJ951208); and (2) Hatfield, B. E. &amp; LoCasale-Crouch, J. (2011). Making a college course matter at scale: The importance of implementation support. &quot;NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field,&quot; 14, 345-350 (EJ951215).]
Comparing Universal and Targeted Pre-Kindergarten Programs. Research Brief
Author: Dotterer, Aryn M.
Date: 2012-00-00
Type: Reports - Research
Subjects: Risk,Preschool Education,Feedback (Response),Academic Achievement,Educational Quality,Teacher Student Relationship,Outcomes of Education,Student Characteristics,Teacher Education,Preschool Children,Preschool Teachers

This study compared universal (available to all children) and targeted (offered only to children with specific risk factors) Pre-Kindergarten programs. Results showed that two aspects of structural quality (e.g., hours per day and teacher education) were higher in universal programs, but process quality (e.g., child interactions and feedback) was higher in targeted programs. Children's achievement was not different across programs. [This research brief is based on the following published study: Dotterer, A. M., Burchinal, M., Bryant, D., Early, D., &amp; Pianta, R. (2013). Universal and targeted pre-kindergarten programmes: a comparison of classroom characteristics and child outcomes. &quot;Early Child Development and Care.&quot;]
Promoting Children's School Readiness: Rethinking the Levers for Change. NCRECE In Focus. Volume 1, Issue 1
Author: Goffin, Stacie G.
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: School Readiness,Children,Preschool Education,Early Childhood Education,Educational Research,Teacher Qualifications,Teacher Student Relationship,Teacher Role,Institutional Characteristics

Improving children's preparation for school success has become a national priority. For decades, researchers have tried to identify the characteristics of early childhood education (ECE) classrooms that can make the greatest difference for participating children. To date, however, the research hasn't offered clear guidelines for how best to promote school readiness in early childhood classrooms. Growing public investments in ECE, especially prekindergarten (pre-k), make understanding of how different research findings fit together increasingly important. This &quot;NCRECE In Focus&quot; offers teachers and administrators direction in this regard by looking at how two prominent &quot;puzzle pieces&quot; fit together.
A Course on Effective Teacher-Child Interactions. Research Brief
Author: Hamre, Bridget K.
Date: 2012-04-02
Type: Reports - Research
Subjects: Teacher Student Relationship,Early Childhood Education,Teacher Attitudes,Preschool Teachers,Knowledge Base for Teaching,Pedagogical Content Knowledge,Educational Practices,Control Groups,Experimental Groups,Teaching Skills,Emotional Intelligence,Program Effectiveness,Inservice Teacher Education,Preschool Evaluation

This study found that teachers who were randomly assigned to take a 14-week course on effective teacher-child interactions demonstrated significant changes in beliefs and knowledge about effective practices and provided more stimulating and engaging interactions in the classroom. [This research brief is based on: Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., Howes, C., LaParo, K., &amp; Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. &quot;American Educational Research Journal,&quot; 49(1), 88-123. (EJ955260)]
Learning How Much Quality Is Necessary to Get to Good Results for Children. NCRECE In Focus. Volume 1, Issue 2
Author: Goffin, Stacie G.
Date: 2010-02-00
Type: Reports - Research
Subjects: School Readiness,Kindergarten,Preschool Education,Poverty,Disadvantaged Youth,Low Income Groups,Educational Quality,Outcomes of Education,Educational Policy,Teacher Student Relationship,Instructional Effectiveness,Preschool Children,Educational Assessment,Theory Practice Relationship,Federal Programs,Early Childhood Education

How good does an early childhood program have to be in order to achieve school readiness outcomes for children? This is known as the "threshold question," and policy makers and others have wanted an answer to this question since the onset of public investments in early care and education (ECE) programs. With expansion of Head Start and pre-kindergarten programs for three- and four-year-old children, this question is getting even more attention. Policy and other decision makers want this information so they can craft policies and direct resources to those factors that make the most difference to children's school readiness. While we know that higher quality ECE programs and better results for children tend to go hand-in-hand, we don't know the level of quality or quality indicators that are necessary for achieving learning outcomes that help children be successful in kindergarten and beyond. In an attempt to fill this knowledge gap--to try and identify the minimum level of program quality required to attain positive results for children--this study examined academic and social outcomes for children from low income families. For the purposes of this study, low-income was defined by household income of less than 150% of the federal poverty level. The study focused on these children because, as a group, they are the target of most policy decisions related to program quality and access by families. The study used data on teacher-child interactions and instructional quality from an 11-state pre-kindergarten (pre-k) evaluation. The findings show that achieving positive child outcomes require higher-quality, publicly-funded pre-k programs than typically are available.
Readiness for School Involves an Array of Skills: Let's Not Forget Fine Motor Development. NCRECE In Focus. Volume 1, Issue 5
Author: Goffin, Stacie G.
Date: 2010-07-00
Type: Reports - Research
Subjects: School Readiness,Preschool Children,Motor Development,Early Childhood Education,Mathematics Achievement,Reading Achievement,Science Achievement,Longitudinal Studies,Prediction,Attention,Cognitive Development,Comprehension

Interest in children's success as readers has existed for a long time. With growing attention to our nation's global competitiveness, school success with math and science is joining reading as important topic areas for children's early learning. As a result, new research is exploring predictors of school success with math and science as well as for reading. Towards this end, researchers from the National Center for Research in Early Childhood Education (NCRECE) reexamined longitudinal data from a ground-breaking study that identified kindergarten readiness factors. Their findings, which are presented in two related studies, confirm the value of a broad-based, early childhood education (ECE) curricula that incorporate multiple content areas and facilitates children's overall development.
Instruction in Spanish and Outcomes for Pre-Kindergarten English Language Learners. Research Brief
Author: Burchinal, Margaret
Date: 2013-06-04
Type: Reports - Research
Subjects: Second Language Learning,English Language Learners,Spanish,Social Development,Correlation,Preschool Education,Preschool Children,Spanish Speaking,Language of Instruction,Mathematics Achievement,Language Skills,Reading Achievement,Instructional Effectiveness,Outcomes of Education,Educational Quality

This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that instruction in Spanish in high-quality classrooms may enhance the academic skills for children with limited English. [This research brief is based on the following published study: Burchinal, M., Field, S., Lopez, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. "Early Childhood Research Quarterly," 27, 188-197. (EJ958040)]
The Feasibility of a Common Course in Early Childhood Teacher Preparation Programs. Research Brief
Author: Scott-Little, Catherine
Date: 2011-06-16
Type: Reports - Research
Subjects: Children,Literacy,Teaching Methods,Colleges,Teacher Education Programs,Early Childhood Education,Professional Development,Teacher Education Curriculum,Teaching Skills,Curriculum Implementation,Educational Practices,Language Skills,Instructional Effectiveness,Higher Education

This study offers a glimpse into the feasibility and potential benefits of offering a common course across multiple institutions of higher education. The research-based course was designed to enhance students' knowledge and beliefs regarding intentional teaching practices in language and literacy instruction. Researchers found evidence that a standardized college course may successfully impact the knowledge and beliefs of students preparing to be early childhood educators. [This research brief is based on: Scott-Little, C., La Paro, K. M., Thomason, A. C., Pianta, R. C., Hamre, B. K., Downer, J. T., Burchinal, M., &amp; Howes, C. (2011). Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education. &quot;Journal of Early Childhood Teacher Education.&quot; (EJ935651)]
Teachers' Emotional Consistency Matters for Preschool Children. Research Brief
Author: Curby, Timothy W.
Date: 2013-04-30
Type: Reports - Research
Subjects: Emotional Disturbances,Preschool Children,Academic Achievement,Outcomes of Education,Preschool Teachers,Psychological Needs,Caring,Empathy

This study examined teachers' emotional support in classrooms and how it relates to children's outcomes in preschool and kindergarten. Findings suggest that more consistent emotional support was related to better academic and social outcomes, emphasizing the potentially important role of consistency in children's school experiences. [This research brief is based on the following published study: Curby, T. W., Brock, L., & Hamre, B. (2013). Teachers' emotional support consistency predicts children's achievement gain and social skills. "Early Education and Development," 24, 292-309.]
Postsecondary Institutions and Cost of Attendance in 2012-13; Degrees and Other Awards Conferred, 2011-12; and 12-Month Enrollment, 2011-12. First Look (Provisional Data). NCES 2013-289rev
Author: Ginder, Scott A.
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Data Collection,Database Management Systems,Institutional Characteristics,Enrollment,Attendance,Student Costs,Academic Degrees,Educational Attainment,Tables (Data),Information Dissemination

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. This First Look presents findings from the provisional data of the IPEDS fall 2012 data collection, which included three survey components: Institutional Characteristics for the 2012-13 academic year; Completions, covering the period July 1, 2011, through June 30, 2012; and 12-Month Enrollment, covering the period July 1, 2011, through June 30, 2012. Data for all three components were collected through the IPEDS web-based data collection system. This &quot;First Look&quot; provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2013-14). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the fall 2012 collection are displayed in this &quot;First Look&quot;; however, all data from the fall 2012 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of Terms. (Contains 4 tables and 8 footnotes.)