ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Effective Technology Internships: What Community Colleges Can Do to Ensure That Technology Internships Are Effective Learning and Talent Development Tools for Both Students and Employers
Author: Joy, Lois
Date: 2022-03-00
Type: Reports - Research
Subjects: Community Colleges,Internship Programs,Technology,Education Work Relationship,Community College Students,Learner Engagement,Employers,College Role,Employer Attitudes,Student Attitudes,Teacher Attitudes,Experiential Learning,Job Skills,Career Exploration,Networks,Partnerships in Education

A three-year study that JFF conducted for the National Science Foundation shows that community college technology internships can be effective bridges to employment for postsecondary students. The research showed that when internships were required for graduation students were much more likely to participate. But for internships to be effective, community colleges need to put structures in place to support, guide, and engage both students and employers. This is more likely to occur when the internships are required. [For the Executive Summary, see ED623527.]
Building Effective Technology Internships: What Community Colleges Can Do to Ensure That Technology Internships Are Effective Learning and Talent Development Tools for Both Students and Employers. Executive Summary
Author: Joy, Lois
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Internship Programs,Technology,Education Work Relationship,Community College Students,Learner Engagement,Employers,College Role,Employer Attitudes,Student Attitudes,Teacher Attitudes,Experiential Learning,Job Skills,Career Exploration,Networks,Partnerships in Education

Of the studies of internships at two-year colleges, few have focused specifically on IT and engineering technology (ET) programs and the structures that are essential to building effective technology internships. Case studies at two Florida community colleges enabled the exploration of internship structure, student participation by demographics, and correlations between internship structures and outcomes. The research filled gaps in what is known about how internships should be structured to best support student participation and learning and to broaden student participation and employer engagement. The findings offer details about how internships are structured, who participates in credit-bearing technology internships, and the impact of internships on student learning and career exploration and employer engagement strategies. [For the full report, see ED623526.]
How Do We Know That Massachusetts Early Colleges Are Doing Well?: Using Data to Track Outcomes. Early College High School: An Education Powerhouse
Author: Hoffman, Nancy
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: College School Cooperation,Partnerships in Education,High Schools,Universities,Community Colleges,Data Collection,Predictor Variables,Outcomes of Education,Data Use,Educational Legislation,Parent Rights,Student Records,Privacy

The purpose of this brief is to provide school-level examples of how early college practitioners are collecting and using data to improve their practices. Examples three and four are school-level data from two early college partnerships: the MetroWest CPC (Framingham, Milford, Waltham), and Lawrence. The brief begins, however, with the national context that tells researchers what to measure--that is, what outcomes are predictive of college and career success.
Achievement and Growth Norms for English MAP Reading Fluency Foundational Skills
Author: He, Wei
Date: 2022-07-00
Type: Reports - Research
Subjects: Reading Achievement,Achievement Gains,Achievement Tests,Reading Tests,Reading Fluency,Reading Skills,Phonological Awareness,Phonics,Word Recognition,Listening Comprehension,Listening Comprehension Tests,Kindergarten,Primary Education,Scores

This report documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills. It also provides snapshots of the achievement and growth norms for each grade and domain.
Navigating the Maze of Short-Term Credentials to Boost Young Adult Talent
Author: Bennett, Vanessa
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Young Adults,Talent Development,Credentials,Acceleration (Education),Time,Job Applicants,Employer Attitudes,Labor Market

This brief provides an overview of the burgeoning credential marketplace for young adult talent developers--the community-based, entrepreneurial organizations that work with young people ages 16 to 24, many of whom are seeking a faster and less costly route into the labor market. These organizations play an important role in helping young people select high-quality, achievable, and affordable short-term credentials that local employers value. This brief also highlights the many states and national organizations that are taking steps to increase transparency about short-term credentials and ultimately create a more rational, coherent, and user-friendly credential marketplace.
Teachers&apos; Manual to Accompany Jeschke, Potter, and Gillet&apos;s &quot;Better English&quot;: Grade Seven
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction,Grade 7

This teachers' manual is to be used with the textbook &quot;Better English: Grade Seven&quot; by Jeschke, Potter, and Gillet. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons. [For &quot;Better English: Grade Seven,&quot; see ED623253.]
Reimagining an Integrated Pathway to Engineering Careers: Findings and Recommendations from the Fresno K-16 Collaborative
Author: Uhl, Kathryn
Date: 2022-03-00
Type: Reports - Research
Subjects: Engineering,Career Pathways,Educational Attainment,Bachelors Degrees,Associate Degrees,Achievement Gap,College Preparation,College Readiness,Faculty Development,Minority Group Students,Parent Participation,Work Experience Programs,Labor Needs

The Fresno K-16 Collaborative is a signature initiative of the California Governor's Council on Post-Secondary Education that aims to increase college degree attainment in high-demand industries, align educational preparation with the demands of regional employers, and close race and equity gaps by developing an integrated system and seamless set of educational experiences across the region's K-12 districts, community colleges, and four-year universities. This report describes the process of participatory design and asset mapping facilitated by JFF from July 2021 to March 2022; lays out a set of recommendations for deepening, scaling, and sustaining the progress that has been made by the engineering pathway during the pilot period; and offers lessons for other stakeholders interested in launching K-16 regional collaboratives. [This report was created in partnership with: Central Unified School District, Clovis Community College, Clovis Unified School District, Central Valley Higher Education Consortium, Fresno Pacific University, California State University, Fresno, Fresno K-16 Collaborative, National University, Reedley College, Sanger Unified School District, State Center Community College District, University of California, Merced, and University of Massachusetts Global.]
The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change over Time and Potential Moderators of Change
Author: Costa, Lara-Jeane C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Grade 2,At Risk Students,Writing Difficulties,Disabilities,Written Language,Achievement Gains,Learning Processes,Curriculum Based Assessment,Reading Skills,Time Factors (Learning)

This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were collected throughout a written language intervention at baseline, sessions 3, 5, 10, 13, 15, 20, 22, and termination. Specific CBM variables included Total Number of Words Written, Words Spelled Correctly, Correct Word Sequences, and Percentage of Correct Word Sequences. Using latent growth curve analysis, models were estimated for each of the CBMs, but the data showed poor model fit. Latent class groupings using cognitive variables and student subgroups significantly moderated the growth rate for written language assessed by specific CBMs. Although these latter findings reflected potential moderators of change in written language, the lack of model fit raised questions around the use of these CBM variables in monitoring writing progress for second grade students at risk for writing disabilities. Findings from this investigation revealed the measurement complexities that likely remain hidden from teachers and other professionals engaged in routine progress monitoring using CBM variables. [This article is published in &quot;Exceptionality&quot; (EJ984498).]
Academic Performance in General Mathematics of Grade 11 Students: A Brief Report
Author: Alova, Chard Aye Reyes
Date: 2022-06-00
Type: Journal Articles
Subjects: Mathematics Achievement,High School Students,Grade 11,Secondary School Mathematics,Scores,Foreign Countries,Gender Differences,Vocational Education,STEM Education,Humanities,Business Education

This brief report shows the academic performance in General Mathematics which Grade 11 students take during their first semester. Results show that the overall academic performance of Grade 11 students in General Mathematics is Mean=86.49, SD=6.53. This brief report also reveals the academic performance and descriptives of Grade 11 students when grouped according to Sex, Strand, and School Year attended. It also shows that there exists significant differences in the academic performance of Grade 11 students when grouped according to Sex, Strand, and School Year attended.
MOCCA College: An Assessment of Inferential Narrative and Expository Comprehension
Author: Davison, Mark L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Adult Literacy,Identification,Reading Difficulties,Intervention,Reliability,Comparative Analysis,Reading Ability,Reading Comprehension,Expository Writing,Narration,College Students,Difficulty Level,Reading Materials,Scores,Formative Evaluation,Reading Instruction,Reading Improvement,Reading Tests,Diagnostic Tests

MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms. Two goals of this research were to compare narrative and expository passages on (a) their difficulty and (b) their ability to discriminate between good and poor readers. An additional goal was to assess whether narrative and expository passages measure the same or different comprehension dimensions. A final goal was to assess the reliability of forms. We randomly assigned students to forms with between 274-279 college students per form. Across the several forms, results suggest that narrative passages are easier and better discriminate between good and poor readers. However, both narrative and expository passages measure a single dimension of ability. MOCCA-C scores are reliable. Implications for research and practice are discussed. [This paper was published in: 6th International Conference on Higher Education Advances Proceedings, 2020, pp. 417-425.]
A Meta-Analysis of the Effects of Different Integrated STEM (Science, Technology, Engineering, and Mathematics) Approaches on Primary Students&apos; Attitudes
Author: Ulum, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Student Attitudes,Elementary School Students,Teaching Methods,Comparative Analysis,Research Reports,Instructional Program Divisions,Effect Size,Interdisciplinary Approach

The purpose of this meta-analysis is to combine the results of experimental research completed between 2012 and 2022 and to examine the effects of different integrated STEM approaches on the attitudes of elementary school children. In the meta-analysis for the study on the effects of several integrated STEM approaches on the attitudes of elementary school children, five studies were selected based on particular criteria. The study included subgroup analyses in addition to exposing the overall effect of various integrated STEM approaches on the attitudes of elementary school children. According to the research findings, the Hedges g value, which is calculated to be 0.279 for the total effect size of diverse integrated STEM approaches on the attitudes of elementary school pupils, shows a small influence. In addition, the results of the analysis revealed that the impacts of different integrated STEM approaches on the attitudes of primary school pupils did not differ according to grade levels, but differed according to attitude area and integration.
Investigation of Relationships between Teacher Motivation and Professionalism with Authentic Leadership Behaviors of School Administrators
Author: Okçu, Veysel
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Administrator Relationship,Professionalism,Measures (Individuals),Leadership Styles,Teacher Attitudes,Correlation,Path Analysis,Prediction,Foreign Countries,Elementary School Teachers,Principals

The aim of this study is to examine the relationship between authentic leadership behaviors of school administrators and teacher professionalism and motivation. In the quantitative research, the relational survey model was used. The population of the study consists of 1040 teachers working in 44 primary schools in Kayapinar, Diyarbakir during the 2018-2019 academic year. Data collection tools were the &quot;Authentic Leadership Scale&quot;, &quot;Teacher Professionalism Scale&quot;, and &quot;The Work Motivation Scale&quot;. Descriptive statistics, correlation, and path analysis of variables were made. SPSS 21 and AMOS 22 package programs were used in the analysis of the research. As a result of the research, it was determined that the school administrators were moderate according to the perceptions of the teachers who participated in the research on authentic leadership behaviour. In addition, the professionalism and motivation levels of teachers were found to be at good level. As a result of the correlation analysis, a positive and medium level between authentic leadership behaviors of school administrators and teacher motivation and a positive and low-level relationship was found between authentic leadership behaviors of school administrators and teacher professionalism. The relationship between teacher professionalism and teacher motivation was found to be positive and moderate. As a result of the path analysis, as the teachers' perceptions about authentic leadership behaviors of school administrators become positive, both the motivations and professional perceptions of teachers increase. In addition, it was found that teacher professionalism had a stronger predictive effect on teacher motivation than authentic leadership.
Self-Help English Lessons: Book One
Author: Wohlfarth, Julia Helen
Date: 1925-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Language Arts,Independent Study

This textbook provides the foundation for a course in English. This volume is the first in a series of five. It aims to teach children not only to use the English language correctly and effectively, and to enjoy it with constantly growing appreciation, but also to become independent and self-reliant in their efforts to reach the goal.
Self-Help English Lessons: Book Two
Author: Wohlfarth, Julia Helen
Date: 1925-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Language Arts,Independent Study

This textbook provides the foundation for a course in English. This volume is the second in a series of five. It aims to teach children not only to use the English language correctly and effectively, and to enjoy it with constantly growing appreciation, but also to become independent and self-reliant in their efforts to reach the goal. [For Book One, see ED623543.]
Self-Help English Lessons: Book Three
Author: Wohlfarth, Julia Helen
Date: 1925-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Language Arts,Independent Study

This textbook provides the foundation for a course in English. This volume is the third in a series of five. It aims to teach children not only to use the English language correctly and effectively, and to enjoy it with constantly growing appreciation, but also to become independent and self-reliant in their efforts to reach the goal. [For Book Two, see ED623544.]
Self-Help English Lessons: Book Four
Author: Wohlfarth, Julia Helen
Date: 1925-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Language Arts,Independent Study

This textbook provides the foundation for a course in English. This volume is the fourth in a series of five. It aims to teach children not only to use the English language correctly and effectively, and to enjoy it with constantly growing appreciation, but also to become independent and self-reliant in their efforts to reach the goal. [For Book Three, see ED623545.]
Self-Help English Lessons: Book Five
Author: Wohlfarth, Julia Helen
Date: 1925-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Language Arts,Independent Study

This textbook provides the foundation for a course in English. This volume is the last in a series of five. It aims to teach children not only to use the English language correctly and effectively, and to enjoy it with constantly growing appreciation, but also to become independent and self-reliant in their efforts to reach the goal. [For Book Four, see ED623546.]
Science Readers. Book I [1908]
Author: Murche, Vincent T.
Date: 1908-00-00
Type: Historical Materials
Subjects: Science Instruction,Textbooks,Secondary School Students,Lesson Plans,Teaching Methods,Recall (Psychology),Illustrations,Plants (Botany),Animals,Mineralogy,Metallurgy,Weather,Human Body

Of this series of Science Readers, Books I, II, and III are adapted to secondary grades comprising pupils who are in their third and fourth years of school work. Both the reading and the subject matter of Books IV, V, and VI are suitable for grammar grades. At the end of each of the first three volumes is a short summary of the lesson. This may assist the teacher in preparing the lesson. Each reading lesson is illustrated in a way that will serve vividly to recall the teaching, thus emphasizing the important points. The lessons are progressive, each one of the series being built on the facts taught in the previous lesson. Moreover, the subject matter--the properties of bodies; the nature, growth, and structure of plants; the common types of animals; minerals and metals; the phenomena relating to weather; in short, all the conditions which surround us--is exactly the science which should be taught in the elementary schools. [Revised and adapted for use in schools, with a preface by Mrs. L. L. W. Wilson.]
Science Readers. Book II [1910]
Author: Murche, Vincent T.
Date: 1910-00-00
Type: Historical Materials
Subjects: Science Instruction,Teaching Methods,Textbooks,Secondary School Students,Lesson Plans,Recall (Psychology),Illustrations,Plants (Botany),Animals,Human Body,Weather,Mineralogy,Metallurgy

Of this series of Science Readers, Books I, II, and III are adapted to secondary grades comprising pupils who are in their third and fourth years of school work. Both the reading and the subject matter of Books IV, V, and VI are suitable for grammar grades. At the end of each of the first three volumes is a short summary of the lesson. This may assist the teacher in preparing the lesson. Each reading lesson is illustrated in a way that will serve vividly to recall the teaching, thus emphasizing the important points. The lessons are progressive, each one of the series being built on the facts taught in the previous lesson. Moreover, the subject matter--the properties of bodies; the nature, growth, and structure of plants; the common types of animals; minerals and metals; the phenomena relating to weather; in short, all the conditions which surround us--is exactly the science which should be taught in the elementary schools. [Revised and adapted for use in schools, with a preface by Mrs. L. L. W. Wilson. For Book I, see ED623548.]
Science Readers. Book III [1911]
Author: Murche, Vincent T.
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Science Education,Botany,Animals,Mineralogy,Metallurgy,Weather,Biology,Grade 3,Grade 4,Elementary Education

Of this series of Science Readers, Books I, II, and III are adapted to secondary grades comprising pupils who are in their third and fourth years of school work. Both the reading and the subject matter of Books IV, V, and VI are suitable for grammar grades. At the end of each of the first three volumes is a short summary of the lesson. This may assist the teacher in preparing the lesson. Each reading lesson is illustrated in a way that will serve vividly to recall the teaching, thus emphasizing the important points. The lessons are progressive, each one of the series being built on the facts taught in the previous lesson. Moreover, the subject matter--the properties of bodies; the nature, growth, and structure of plants; the common types of animals; minerals and metals; the phenomena relating to weather; in short, all the conditions which surround us--is exactly the science which should be taught in the elementary schools. [Revised and adapted for use in schools, with a preface by Mrs. L. L. W. Wilson. For Book II, see ED623549.]
Science Readers. Book IV [1908]
Author: Murche, Vincent T.
Date: 1908-00-00
Type: Historical Materials
Subjects: Textbooks,Science Education,Elementary Education,Physics,Botany,Forestry

Of this series of Science Readers, Books I, II, and III are adapted to secondary grades comprising pupils who are in their third and fourth years of school work. Both the reading and the subject matter of Books IV, V, and VI are suitable for grammar grades. The lessons in Books IV, V, and VI contain lessons sufficiently full and definite to enable the teacher to find out both the matter and method for the preliminary lessons, whenever such are needed. All of the lessons bearing on Physics should be thus prepared, but many of the others may be successfully used as reading, pure and simple, making them vivid to the children by showing them living illustrations. For example, Many of the trees mentioned in Lessons VII, XI, XIX, and XXI may be seen by taking a ten or fifteen minute excursion from the school, even in a city. Pieces of the various timbers may be procured from a cabinet-maker. [Revised and adapted for use in schools, with a preface by Mrs. L. L. W. Wilson. For Book III, see ED623550.]