ethanporcaro/eric-fulltext-meta huggingface dataset:
The World around Us. A Survey of Science I for Junior High Schools
Author: Powers, Samuel Ralph
Date: 1934-00-00
Type: Historical Materials
Subjects: Textbooks,Junior High Schools,Science Education

This junior high school textbook is part of a series of exploratory surveys of the areas of scientific achievement defined by the important principles and generalizations. The series is designed to give to children an acquaintance with, and an ability to use, the products of scientific achievements that are interesting and important in the general, unspecialized, intellectual and practical activities of educated laymen. &quot;The World Around Us&quot; is organized into relatively few teaching units, each of which is divided into conveniently arranged chapters. In this first book the aim is to assist the learner in his progress toward the attainment of an acquaintance with, and an understanding of, the world of living things and their physical environment.
Literacy Footprints Guided Reading System: Effects on Grade 3 English Language Arts Assessment Performance
Author: Rentz, Bradley
Date: 2022-11-00
Type: Reports - Research
Subjects: Literacy Education,School Districts,Grade 3,Elementary School Students,English,Language Arts,Teaching Methods,Comparative Analysis,Reading Programs,Public Schools,Standardized Tests,Scores,Effect Size,Program Effectiveness,Academic Achievement,Phonics,Sociocultural Patterns,Learning Theories,Faculty Development,Student Characteristics,Outcome Measures,State Standards

Pioneer Valley Books (PVB) contracted McREL International to investigate the effects of the third grade Literacy Footprints (LFP) guided reading system on English language arts (ELA) performance on state assessments. LFP is a research-based, comprehensive, small-group literacy tool that facilitates explicit and systematic guided reading instruction to students in grades K-6. McREL researchers conducted a matched pair cluster randomized control trial to investigate LFP's possible effects on student achievement. The trial, conducted during the 2021/22 school year, included a sample of 3,071 students in 29 public elementary schools in a large suburban Florida school district. The district purchased LFP kits for grade 3 teachers in 14 elementary schools (SY2021/22) that were randomly assigned to the treatment group. Treatment teachers also obtained access to the Digital Reader and received virtual training and follow-up support to implement materials with students. Business-as-usual (BAU) instruction occurred at 15 schools (the control group). After the trial was completed, control group schools received the kits in the 2022/23 school year with access to the Digital Reader. Using a design-based estimator that accounts for both school-level clustering and school-matched pairs, the study found a statistically significant difference in the average English language arts standardized tests scores between treatment and control groups. By the end of the study, the treatment group students on average earned a 4.31-point higher scale score than the control group students. Results showed that, despite implementation challenges and limitations, students who received the treatment outperformed their control group peers on the Florida Statewide Assessment in English language arts. However, although statistically significant, the effect size (Hedges' g = 0.19) is small. This study showed promising evidence for the LFP guided reading system. Further research is needed to examine the generalizability of these results across different school districts and contexts and under more favorable conditions (e.g., without frequent COVID disruptions). [Faith Connelly and Paul Burkander contributed to this report. Lisa M. Jones and Sheila A. Arens co-led the project.]
New Language Lessons: An Elementary Grammar and Composition. Harper&apos;s Language Series
Author: Swinton, William
Date: 1878-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Grammar,Writing (Composition),Language Arts,Elementary Education

This textbook provides the foundation for an elementary English course that combines grammar and composition. It is especially useful for ungraded schools. This book is an attempt to bring the subject of language home to children at the age when knowledge is acquired in an objective way, by practice and habit, rather than by the study of rules and definitions. In pursuance of this plan, the traditional presentation of grammar in a bristling array of classifications, nomenclatures, and paradigms has been wholly discarded. The pupil is brought in contact with the living language itself and made to deal with speech, to turn it over in a variety of ways, to handle sentences; so that the pupil is not kept back from the exercise -- so profitable and interesting -- of using language till the pupil has mastered the anatomy of the grammarian.
Breaking Away from Leviathan: Colleges Can Thrive without Federal Funding
Author: Schalin, Jay
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Colleges,Institutional Autonomy,Private Schools,Tuition,Academic Standards,Student Costs,Federal Government,Federal Aid,Educational Finance,Institutional Characteristics,Federal Regulation,Federal Legislation,Educational Legislation,Higher Education,Accreditation (Institutions),Court Litigation,Teacher Salaries,Income,Curriculum Development,Educational Innovation,Student Characteristics,Paying for College,College Faculty

Can an academic institution be truly free if it relies on government funding? Federal dollars mean federal mandates, and those mandates grow increasingly draconian. More and more, they stifle debate on open questions, demand denial of verifiable scientific truths, eliminate due process for students accused of misdeeds by other students, or insist on unequal treatment for different groups in ways that corrupt the academic mission. Yet, it is still possible for academic institutions to remain free of government mandates by rejecting federal funding. The Martin Center located 19 such schools successfully operating in the United States, and tried to find out what they are doing, how they are doing it, and why they are good for the intellectual life of the nation. The ability of independent schools to function outside the boundaries of the federal government efficiently and effectively--offering lower tuition than most other private schools while holding high academic standards--suggests that federal funding is hardly necessary. And it poses a further question: does federal funding hinder education rather than improving it?
Up and down the Nile or Young Adventurers in Africa. All-Over-the-World-Library. Second Series
Author: Optic, Oliver
Date: 1894-00-00
Type: Historical Materials
Subjects: Textbooks,History Instruction,African Culture

This textbook is the third volume of the second series of the &quot;All-Over-the-World Library&quot; in which the voyage of the ship, Guardian-Mother, is temporarily suspended at Alexandria, while excursionists make their trip up and down the great river of Egypt in another steamer more suitable for inland navigation. One young lady, and the quartet of young men from 15- to 18-years old who have called themselves the &quot;Big Four,&quot; are students. They attend to regular studies a portion of the time, especially when the ship and her little consort are at sea; and when the party are engaged in sightseeing, which forms most of their occupation in this book, they are still students, and the commander takes the greatest pains to have them well instructed. All the excursionists are students in a less technical sense, and all of them are employed, not only in gratifying their curiosity, but also in acquiring knowledge. Through lectures and conversation the history of Egypt, ancient and modern, is brought out to a considerable degree, as well as the geography, resources, and religion of the country.
The Practical Surveyor, or the Art of Land-Measuring Made Easy. Fourth Edition
Author: Wyld, Samuel
Date: 1760-00-00
Type: Historical Materials
Subjects: Textbooks,Geography,Locational Skills (Social Studies),Land Use

This textbook is a course in surveying. Showing by plain and familiar rules, how to survey any piece of land whatsoever, by the plain-table, theodolite, or circumferentor, or by the chain only. How to protract, cast up, reduce and divide the same. Likewise, an easy method of protracting observations made with the meridian, and how to cast up the content of any plot of land, by reducing any multangular figure to one triangle. It includes an appendix showing how to draw buildings in perspective, of levelling, and also how to measure standing timber.
Playing the &quot;Research Game&quot; in Marginalised Fields
Author: Jorgensen, Robyn
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Disadvantaged,Social Capital,Cultural Capital,African Culture,Participatory Research,Research Methodology,Educational Research,Trust (Psychology),Foreign Countries,Researchers,Ethics,Cultural Awareness,Mathematics Education,Cultural Differences,Writing for Publication

In this paper we reflect on our combined work in some of the most marginalised educational contexts in the Southern Hemisphere. We draw on the work of Bourdieu to frame the paper. We propose the working in marginalised education settings requires a particular habitus or way of being to be able to play the research game. Underpinning our approach is the South African construct of Ubuntu, which is very much about collaboration--I am because we are--so that there is a move away from doing research &quot;on&quot; participants and contexts to one which is very much about doing research &quot;with&quot; participants and contexts. We find Bourdieu's notion of game as a powerful construct to theorise ways of thinking about the field of educational research.
Hijacked: The Capture of America&apos;s Middle East Studies Centers
Author: Arnold, Neetu
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Area Studies,Foreign Countries,Case Studies,Educational Change,Political Attitudes,Activism,College Faculty,Teacher Attitudes,Educational History,Educational Finance,Educational Trends,Trend Analysis,Islam,Program Descriptions,Universities,National Security,Second Language Learning,Second Language Instruction,Cultural Awareness

America's Middle East Studies Centers (MESCs) were originally founded to study the politics, culture, and language of Middle Eastern nations. But our analyses and case studies demonstrate that Middle East centers have since shifted their focus to promoting left-wing ideologies. &quot;Hijacked: The Capture of America's Middle East Studies Centers&quot; tells the story of how such research can become captured by activist faculty and foreign governments. In documenting the history of MESCs and the financial arrangements that allow foreign donations to flow to American Universities, &quot;Hijacked&quot; also offers recommendations to reform Middle East Studies Centers.
Third-Year Mathematics for Secondary Schools. The University of Chicago Mathematical Series. The School of Education Texts and Manuals
Author: Breslich, Ernst R.
Date: 1917-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Education,Secondary School Mathematics,Mathematics Instruction,High Schools,Algebra,Trigonometry,Geometry

This textbook is a third-year high school mathematics course and is the third of the series of textbooks on secondary mathematics. It completes the study of high-school algebra, trigonometry, and solid geometry. The features of this course are: (1) Reviews are carried on at frequent intervals throughout the course; (2) At the end of each chapter the principal facts are summarized; (3) The last chapter of the book is a syllabus of all the theorems of plane and solid geometry which were studied in the preceding courses; (4) The material has been carefully selected with a view to stimulating independent thinking and to preparing the student for collegiate mathematics; and (5) The historical notes distributed throughout the book add to the interest of the student in genetic phases of the work.
Students&apos; Engagement and Meaningful Learning Experiences in Using Digitized Concept Stories in Grade 7 Biology
Author: de Guzman, Florentino I.
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Biology,Science Instruction,Story Telling,Technology Uses in Education,Computer Mediated Communication,Learner Engagement,Science Teachers,Teacher Attitudes,Elementary School Students,Learning Experience

This study aimed at exploring students' engagement, difficulties, and meaningful learning experiences in Biology class relative to the use of the intervention material developed--the digitized concept stories. Students' engagement towards learning Biology and difficulties experienced in class were revealed through in-depth interviews with 20 Grade 7 students. The digitized concept stories were structured based on the results covering the five (5) main topics in Biology 7 and Most Essential Learning Competencies (MELCs) identified by the Department of Education (DepEd). After the utilization of the intervention material, the same respondents were again interviewed to encapsulate their meaningful learning experiences while using the intervention. Meanwhile, to evaluate the qualities of the digitized concept stories, the researcher administered the acceptability survey questionnaire to 22 Science 7 teachers at the selected secondary schools in the 2nd Congressional District of the Quezon Province Schools Division Office. It was found out that digitized concept stories serve as a learning aid in Biology 7 because it makes the lesson easier to understand, help increase retention rate, provide additional knowledge, and clear explanation, and allows recognition of importance of the lessons delivered. It engaged the students by providing learning enjoyment and increasing their motivation and interest. It is appropriate in distance learning for Grade 7 students and can also be used for other topics in sciences and other disciplines. It was also found that the developed materials are acceptable for teachers as they gave favorable evaluation on its qualities. Hence, the validated digitized concepts stories are ready for utilization in Biology classes. It was then recommended that the developed intervention material may be used in an experimental study to further test its ability in improving students' academic performance.
Senior High School Students&apos; Perceptions of Mathematics Teachers&apos; Assessment Practices in Ghana
Author: Nsowah, Fred Adusei
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Student Attitudes,Mathematics Teachers,Student Evaluation,Foreign Countries,High School Teachers,Formative Evaluation,Summative Evaluation

This study examines mathematics teachers' assessment practices for senior high school students in Ghana. Formative assessment has been identified in the literature as having a significant impact on students' learning. However, less attention has been given to students' perceptions of teachers' assessment practices in Ghana. Data involved questionnaires for 420 senior high school students and 308 senior high school teachers in the Ashanti Region of Ghana. The results showed that students and teachers hold different perceptions of assessment practices, and suggest teachers should pay more attention to questions, homework, student observation, student demonstration and group work to support students' progress and better examination attainment.
Supporting Pasifika Students in Mathematics Learning
Author: Vuni, Mepa
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Minority Group Students,Mathematics Education,Teacher Attitudes,Sense of Community,Culturally Relevant Education,Learner Engagement,Foreign Countries,Elementary School Teachers,Urban Schools

In this paper, we report on data gathered through Talanoa on how Pasifika students can be supported to learn mathematics. The perspectives of five teachers were analysed, highlighting three themes. Firstly, the importance for Pasifika students to feel a sense of belonging at school. Secondly, how the core cultural values of Pasifika students can be drawn on to develop effective social and sociomathematical norms. Finally, the significance of presenting learning and mathematical activity in authentic contextual frames to support engagement and participation in learning. These findings offer potential for implementing pedagogical approaches that are meaningful, relevant, and can support the mathematics learning of many students currently marginalised in New Zealand schools.
Using Waiata in Mathematics Teaching: Te Whakamahia o te Waiata i roto i te Pakarau
Author: Ingram, Naomi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Culturally Relevant Education,Singing,Foreign Countries,Indigenous Populations,Secondary School Students,Partnerships in Education

Singing, and specifically, the singing of waiata (a song or chant related to the Maori world), is a useful and important mathematics classroom practice in any culture. Focussing on teachers in Aotearoa me Te Waipounamu New Zealand, we suggest waiata is one step teachers can take towards honouring their obligations under Te Tiriti partnership. We discuss how the singing of waiata during mathematics can support Maori students to achieve success as Maori. We outline how the use of waiata can retain focus on the mathematics while supporting the building of the classroom community, and we describe ways waiata is good for students' learning processes and how it can support the teaching of mathematical content. Lastly, we explore how the use of waiata can support the teaching of mathematics when using contexts related to the Maori world.
The Young Mathematician&apos;s Guide: Being a Plain and Easy Introduction to the Mathematicks. In Five Parts. Twelfth Edition
Author: Ward, John
Date: 1771-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Arithmetic,Algebra,Geometry,Numbers,History,Teaching Methods

This textbook provides the foundation for a course in mathematics covering arithmetic, algebra, geometry, conic sections, and arithmetic of infinites. An appendix on practical gauging is included, as well as a supplement containing the history of logarithms. [This edition was corrected and improved by Samuel Clark.]
The Student&apos;s Elements of Geology
Author: Lyell, Charles
Date: 1871-00-00
Type: Historical Materials
Subjects: Textbooks,Geology

This textbook provides the foundation for a geology course. A table of British fossils and more than 600 illustrations are included. Topics range from classes of rock, fossils, strata above the sea, classification of rocks to volcanic rocks, plutonic rocks, metamorphic rocks, and mineral veins.
The American Journal of Education. Volume X
Author: Barnard, Henry, Ed.
Date: 1861-03-00
Type: Historical Materials
Subjects: Textbooks,Elementary Schools,Poverty,Industrial Education,Religious Education,Discipline,Womens Education,Professional Associations,Teachers,Public Education,Foreign Countries,Educational History,Art Education,Science Education,Periodicals

This is the tenth volume of the bound periodical, &quot;American Journal of Education,&quot; which was established to enter into a range of education-related discussion and investigation. This issue contains articles on: Theodore Lyman; State Normal School of Connecticut; drawing in all elementary schools; Pestalozzi, Fellenberg, and Vehrli, and the industrial training of the poor; instruction in common things; elementary instruction in economical science; intellectual instruction; subjects and means of education; religious instruction; discipline; example; public instruction in the Grand Duchy of Baden; schools of art and science; German views of female education; Cornelius Conway Felton; and Memorial of the Worcester County Teachers' Association to the State Teachers' Association, 1860. [This volume was published by F. C. Brownell.]
Elementary English. Book One
Author: Kimball, Lillian G.
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Dictionaries,English Instruction,Language Usage,Teaching Methods,Oral Language,Written Language,Introductory Courses,Communication Skills

This textbook is an elementary English course based upon two fundamental facts in regard to language: (1) the purpose of language is communication of thought; and (2) the use of language is an art. The book also provides a complete and progressive course of instruction in the use of the dictionary as an aid to both oral and written language. [Title on book cover: &quot;Kimball's Elementary English. Book One.&quot;]
The American Journal of Education. Volume XII. New Series--Volume II
Author: Barnard, Henry, Ed.
Date: 1862-09-00
Type: Historical Materials
Subjects: Textbooks,Periodicals,Armed Forces,Military Training,Foreign Countries,Educational History

This is the 12th volume of a bound periodical, &quot;American Journal of Education.&quot; This journal was established to enter into a range of education-related discussion and investigation. The focus of this issue is on military systems and military education in France and Prussia. [This volume was published by Henry Barnard. It represents n3 of the &quot;New Series.&quot;]
Elementary English. Book Two
Author: Kimball, Lillian G.
Date: 1911-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Teaching Methods,Grade 7,Grade 8,Grammar,Writing (Composition),Dictionaries,Vocabulary

This textbook book is an English course intended for use during the seventh and eighth grades and provides for study along both lines of language work, grammar and composition. The book includes a section on dictionary use. The final chapter is devoted to word analysis and was designed especially for the benefit of that great majority of grammar school children who never have an opportunity to study any foreign language. [Title on book cover: &quot;Kimball's Elementary English. Book Two.&quot;]
Mountain-Laurel and Maidenhair
Author: Alcott, Louisa M.
Date: 1903-00-00
Type: Historical Materials
Subjects: Adolescent Literature,Novels,Young Adults

This book is a young-adult novel. The story is about Emily, who is sick and Becky, who helps her while Emily and her mother are boarding with Becky's family. Soon they become friends and discover they share a love of poetry.
A Corpus-Driven Approach to I Think as a Pragmatic Marker in Native and Non-Native Discourse
Author: Can, Cem
Date: 2018-12-00
Type: Journal Articles
Subjects: Pragmatics,Computational Linguistics,Syntax,English (Second Language),Second Language Learning,Second Language Instruction,Turkish,Language Variation,Foreign Countries,Language Usage,Phrase Structure,Native Language,Computer Software,Classification,Grammar

Loosely attached to other syntactic elements in an utterance, pragmatic markers (PM) are one of the most frequented pragmatic elements that fulfill various functions. Among a great number of PMs encountered in daily conversations, I think is one of the most prevalent PMs in native speaker and non-native speaker discourse. Thus, the purpose of this study was to unravel and compare the overall uses and functions of I think among Turkish learners of English and native speakers of British English. Adopting corpus-driven approach to explore the use of I think in both groups, the uses of the marker were classified depending on their functions that were designated through integrated reading of the data by using Wordsmith Tools 6.0. According to the results, the functions of I think were categorized under the domains of shield, booster, structural, evaluative and interactional. Log likelihood statistics was administrated to figure out whether the difference across the groups was statistical in their use of I think with regard to frequency and functional variety. The results revealed that there was not a statistical difference between the groups regarding the overall uses of the marker. However, differences in the functional distributions of I think across the groups were observed.