ethanporcaro/eric-fulltext-meta huggingface dataset:
The Educational Record of the Province of Quebec: The Medium through Which the Protestant Committee of the Council of Public Instruction Communicates Its Proceedings and Official Announcements. Volume XXV
Author: Parker, John, Ed.
Date: 1905-00-00
Type: Historical Materials
Subjects: Foreign Countries,Public Education,Protestants,Current Events,Schools,Committees,Meetings,Tests,Teacher Associations

This document contains issues of &quot;The Educational Record of the Province of Quebec&quot; from January 1905 through December 1905. Most issues include the following sections: (1) Articles: Original and Selected; (2) Editorial Notes and Comments; (3) Practical Hints; (4) The Funny Column; and (5) Official Department. Some issues include reports of the Inspector of Superior Schools and Superior School Examinations.
Elsie and Her Namesakes
Author: Finley, Martha
Date: 1906-10-00
Type: Historical Materials
Subjects: Novels,United States History

The Elsie novels are part of a multi-volume series. In &quot;Elsie and Her Namesakes,&quot; Grandma Elsie is surrounded by her namesakes within her friend circle and family. The story begins with the marriage of Horace and Gracie in Woodburn, Virginia. Following the wedding, the extended family and the couple travel to Viamede, Grandma Elsie's home in Louisiana. Throughout the book Grandma Elsie and Captain Raymond retell events from American history, frequently relating to past wars and presidents. The family's Christian background provides the setting for additional storytelling by Grandma Elsie to her namesakes.
The Educational Record of the Province of Quebec: The Medium through Which the Protestant Committee of the Council of Public Instruction Communicates Its Proceedings and Official Announcements. Volume XXVI
Date: 1906-00-00
Type: Historical Materials
Subjects: Foreign Countries,Public Education,Protestants,Instruction,Tests,Educational Finance,Current Events,Meetings,Poetry,Prose

This document contains issues of &quot;The Educational Record of the Province of Quebec&quot; from January through December 1906. Issues typically include articles on pedagogy, poetry and prose, inspector's reports, superintendent's reports, examination reports, financial statements, official notices, and financial data.
The Educational Record of the Province of Quebec: The Medium through Which the Protestant Committee of the Council of Public Instruction Communicates Its Proceedings and Official Announcements. Volume XXVIII
Date: 1908-00-00
Type: Historical Materials
Subjects: Foreign Countries,Public Education,Protestants,Instruction,Tests,Educational Finance,Current Events,Meetings,Poetry,Prose

This document contains issues of &quot;The Educational Record of the Province of Quebec&quot; from January 1908 through December 1908. Issues typically include articles on pedagogy, poetry and prose, inspector's reports, superintendent's reports, examination reports, financial statements, official notices, and financial data. Most issues also include Superior School Examinations.
The Educational Record of the Province of Quebec: The Medium through Which the Protestant Committee of the Council of Public Instruction Communicates Its Proceedings and Official Announcements. Volume XXVII
Author: Parker, John, Ed.
Date: 1907-00-00
Type: Historical Materials
Subjects: Foreign Countries,Public Education,Protestants,Instruction,Poetry,Prose,Educational Finance,Tests,Current Events,Meetings,Schools,Committees

This document contains issues of &quot;The Educational Record of the Province of Quebec&quot; from January 1907 through December 1907. Issues typically include articles on pedagogy, poetry and prose, inspector's reports, superintendent's reports, examination reports, financial statements, official notices, and financial data. Most issues also include Superior School Examinations.
The Finland Family; or, Fancies Taken for Facts. A Tale of the Past for the Present
Author: Cornwall, Susan Peyton
Date: 1852-00-00
Type: Historical Materials
Subjects: Religion,Christianity,Religious Factors,United States History,Beliefs

In this book, Susan Cornwall aims to illustrate the beauty and value of practical piety, by an attractive exhibition of its salutary influence amid the daily duties and cares and common incidents of life. For this reason, Cornwall selected an interesting phase of mental habits, which, though combining some of the most striking points of strongly-marked characters in every class and station, is very frequently overlooked. The intelligent reader, therefore, will find in the sketches presented, such a combination of pure examples and crude specimens of life and manners, as to the unreflecting may seem almost inconsistent with the time and place to which it is ascribed. It is unquestionable, that even now, as well in the most refined as in the least cultivated circles, a careful observer, conversant with the modes of thought current among different classes, may daily detect, in the vain reliance of many persons upon cherished omens of good fortune, and their vain resistance to superstitious fears of imaginary ills, a base counterfeit of the first principle of practical piety, faith in Divine providence. And -it is one of the remarkable features of the present time, that some theories, which lay claim to a place among principles of science, have an obvious tendency to carry back the minds of many to confidence, not only in hurtful superstitions, but also in some of the blasphemous deceits of ancient heathenism; which, in the various forms of necromancy and witchcraft, were the source of all superstitious signs or omens that still prevail, in some degree, in Christian lands. Scientific speculation, assuming the name of philosophy, has impiously pretended even to invade the recesses of the invisible world, and to give a tangible reality to the fancies of heathen fiction, with its fabled &quot;shades&quot; of the departed.
Equity First: Priorities for Higher Education Partnerships and Investments
Author: Byon, Anna Hyunah
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Equal Education,Partnerships in Education,Technical Assistance,Higher Education,Educational Improvement,Minority Group Students,American Indian Students,African American Students,Hispanic American Students,Student Attitudes,Student Interests,Educational Policy,Policy Formation,Administrator Attitudes,Organizations (Groups),Educational Equity (Finance),Private Financial Support,Federal Aid,Educational Finance,Cultural Awareness,Expertise,Student Needs,Low Income Students,State Aid

Universal approaches have not sufficiently improved higher education outcomes for Black, Latino, and Indigenous students, and students from low-income backgrounds because these broad interventions are not targeted toward specific populations. Student voices and interests must be centered in policy and practice, and higher education leaders and institutions that work with and on behalf of Black, Latino, or Indigenous students are well positioned to identify the programs, partnerships, and investments that will most benefit those students. Having clear alignment on the high impact policy and programmatic priorities of these higher education leaders helps funders, policymakers, and technical assistance providers make investments that are more racially equitable. The Education Trust convened key leaders from a number of intermediary higher education organizations to discuss policy and programmatic priorities that would support the equitable distribution and implementation of public and private higher education funding. Panelists and participants repeatedly highlighted five priorities that will help to ensure equity in these higher education investments: (1) Put student voices first; (2) Rely on existing experts and invest in building expertise; (3) Build cultural competence and show humility toward students, their communities, and the organizations that represent them; (4) Interrogate data and reevaluate underlying assumptions and metrics; and (5) Focus on flexible dollars that institutions can use to address students' greatest needs.
Preliminary Capacity-Building Needs Assessment for Education Agencies. Toolkit
Author: Finster, Matthew
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Capacity Building,Needs Assessment,State Departments of Education,School Districts,Achievement Gap,Instructional Improvement,Educational Quality,Planning

The charge of the Comprehensive Center program is to support State education agencies (SEAs), regional education agencies (REAs), local education agencies (LEAs), and schools so they can improve educational outcomes for all students, close achievement gaps, and improve the quality of instruction. The U.S. Department of Education defines capacity-building (CB) services as assistance that strengthens an individual's or organization's ability to engage in continuous improvement and achieve expected outcomes. Given the range of CB services that Regional Comprehensive Centers can provide to SEAs, REAs, and LEAs, a needs assessment can help regional comprehensive center staff understand recipients' needs and can help clarify how the stakeholder will benefit from the Center's services. Regional Comprehensive Centers' needs assessment and planning typically focus on interactive discussions with State education leaders and SEA staff. This Preliminary Capacity-Building Needs Assessment is meant to help focus those discussions on core components of CB and corresponding needs and, in short, help Centers and stakeholders decide whether CB services are needed and, if so, which components are crucial.
For Student Parents, the Biggest Hurdles to a Higher Education Are Cost and Finding Child Care
Author: Williams, Brittani
Date: 2022-08-00
Type: Numerical/Quantitative Data
Subjects: College Students,Child Rearing,Barriers,Higher Education,Costs,Child Care,Low Income Students,Paying for College,Public Colleges,Geographic Location,Student Characteristics,Student Employment,Parents,Private Colleges,Employment Level,Federal Government,State Government,Government Role,College Role

In this report, the authors tally the cost of child care and the price of attending a public four-year college--including tuition and fees, housing, food, books, and transportation--to determine a student parent's actual annual cost of pursuing a degree. That number is used to calculate the &quot;student parent affordability gap,&quot; that is, the estimated amount a student parent from a low-income background must come up with--after grants, scholarships, and earnings from working 10 hours per week at the state minimum wage have been taken into account--to cover the cost of child care and the full cost of attending a four-year college. Key findings show: (1) There is no state in which a student parent can work 10 hours per week at the minimum wage and afford both tuition and child care at a public college or university; (2) Many states that look affordable based on their reported net price actually have a wider affordability gap for student parents when one factors in the cost of child care; (3) The out-of-pocket cost of attending a public college is 2 to 5 times higher for student parents than for their other low-income peers without children; (4) A student parent would need to work 52 hours per week, on average, to cover child care and tuition costs at a four-year public college or university in the U.S; and (5) Net price alone is not a good indicator of college affordability for student parents; because child care access and costs vary widely; the number of hours a student parent must work to afford college and child care will also depend on their state minimum wage. [This report was written in partnership with Generation Hope.]
California&apos;s Students in Foster Care: Challenges and Promising Practices
Author: Burns, Dion
Date: 2022-07-00
Type: Reports - Research
Subjects: Foster Care,At Risk Students,COVID-19,Pandemics,Barriers,Teacher Role,Educational Policy,Student Experience,Student Characteristics,Language Arts,Mathematics,Academic Achievement,Special Education,English Language Learners,Student Mobility,Enrollment,Attendance,Suspension,Poverty,Agency Cooperation,Community Schools,Student Needs,Trauma

In California, approximately 47,000 students live in foster care (in 2018-19, around 0.7% of the student population). The reasons for entry into foster care are multiple, complex, and often intertwined with the social and environmental challenges associated with poverty. The COVID-19 pandemic has further exacerbated the social and environmental challenges facing students. Because many schools, child welfare agencies, courts, and other businesses and agencies closed for much of the 2019-20 and 2020-21 school years, students in foster care experienced reduced access to in-person education and supports. As the state and schools work to recover from the pandemic, sustained attention will be necessary to ensure these students have access to the services they need to succeed. Using pre-COVID-19 statewide education data and interviews with foster youth services coordinators at county offices of education, this report examines the school conditions and education outcomes for students in foster care; the organizational, logistical, and data challenges to providing coordinated support; and promising practices for future supports.
Student Debt Is Harming the Mental Health of Black Borrowers
Author: Jackson, Victoria
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Mental Health,African American Students,Student Loan Programs,Loan Repayment,At Risk Students,Racial Differences,Racism,Mental Disorders,Quality of Life,Stress Variables,Loan Default

Student debt is growing, as is the mental health crisis among Black borrowers. While the situation is dire, it is also a byproduct of failed and intentionally racist policies going back generations, which means it can be solved by better public policies. This brief is the second in a four-part series using qualitative data from the National Black Student Debt Study. Drawing on survey responses from that study, this brief describes how student debt has affected Black borrowers financially and mentally--with 64% of survey participants reporting that student debt negatively impacted their mental health. [For a comprehensive report based on the study, see &quot;Jim Crow Debt: How Black Borrowers Experience Student Loans&quot; (ED617539).]
Elsie&apos;s Vacation and After Events
Author: Finley, Martha
Date: 1891-00-00
Type: Historical Materials
Subjects: Novels,United States History,Geography,Christianity,War

The Elsie novels are part of a multi-volume series. &quot;Elsie's Vacation and After Events&quot; starts as Captain Raymond's eldest child, Max, joins the Navy. The Captain and his family then board the &quot;Dolphin&quot; and set sail along the Delaware River, later stopping in Trenton and Philadelphia. The Captain tells his children stories of past battles in American revolutionary history as they pass various landmarks, such as Forts Mercer and Mifflin on the New Jersey shore. Grandma Elsie, also aboard the &quot;Dolphin&quot; tells the children about Philadelphia, Carpenter's Hall, and the &quot;Declaration of Independence.&quot; The family visits locations of revolutionary historical events--Whitemarsh, Germantown, Barren Hill, and Valley Forge before continuing southward on the &quot;Dolphin.&quot; Later in the story, Grandma Elsie falls ill and needs to recover in her childhood home. The family's Christian background weaves into the plot and illustrates the strong disciplinary values that have been instilled in the children.
Understanding Teacher Compensation: A State-by-State Analysis
Author: Carver-Thomas, Desiree
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Compensation (Remuneration),Wages,Public School Teachers,Teacher Recruitment,Teacher Persistence,Costs,Quality of Life

Offering competitive teacher compensation is an important part of the solution to recruit and retain a strong and diverse teacher workforce. The maps and associated tables that follow show three teacher wage indicators for the nation and each state: (1) average annual starting salary for public school teachers; (2) average annual starting salary for public school teachers adjusted for cost-of-living differences across states; and (3) average weekly wage competitiveness--how much teachers earn relative to other college-educated workers in that state. Together, these indicators signal the overall wage conditions underlying efforts to attract and retain well-prepared teachers across a state. The final table in the series shows all three indicators for each state. Teacher starting salaries and cost of living vary by district, so within states (with the exception of Hawaii and Washington, DC, which each comprise a single school district), there are districts that will be higher or lower than their state average on these indicators.
Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning. Adult and Higher Education Alliance Proceedings (46th, Online, March 10-11, 2022)
Author: Olson, Joann S., Ed.
Date: 2022-08-15
Type: Books
Subjects: Adult Education,Trauma,Global Approach,Ecology,Sustainable Development,Natural Resources,COVID-19,Pandemics,Young Adults,Empowerment,Entrepreneurship,Sciences,Behavior,Adult Students,Resilience (Psychology),Resistance (Psychology),African Americans,Females,Sexuality,Business,Refugees,Economic Development,Blacks,Mentors,Technology,Work Environment,Stress Management,Chronic Illness,Diseases,Postsecondary Education,Writing Instruction,Higher Education,Foreign Countries,Adult Educators,Teacher Role,Child Rearing,Adolescents,Immigrants,Stress Variables,Competence,Skill Development,Indians

The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is &quot;Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning.&quot; The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]
Program for the International Assessment of Adult Competencies (PIAAC): State and County Estimation Methodology Report. NCES 2020-225
Author: Krenzke, Tom
Date: 2020-04-00
Type: Reports - Research
Subjects: Adults,International Assessment,Adult Literacy,Competence,Basic Skills,Statistical Analysis,Computation,Scores,Numeracy,Counties,Models,Predictor Variables

The Program for the International Assessment of Adult Competencies (PIAAC) is a multicycle survey of adult skills and competencies sponsored by the Organization for Economic Cooperation and Development (OECD). The survey examines a range of basic skills in the information age and assesses these adult skills consistently across participating countries. The first cycle of PIAAC included three rounds: 24 countries participated in 2011-12 (round 1); 9 additional countries participated in 2014-15 (round 2); and 5 additional countries participated in 2017-18 (round 3). The United States has participated in all three rounds of the first cycle of PIAAC. This report describes the statistical methodology used to produce estimates of average scores and high, middle, and low proficiency levels of adult skills for every state and county in the United States.
Program for the International Assessment of Adult Competencies (PIAAC): State-Level Estimation for Age and Education Groups Methodology Report. NCES 2022-050
Author: Li, Jianzhu
Date: 2022-06-00
Type: Reports - Research
Subjects: Adults,International Assessment,Adult Literacy,Numeracy,Basic Skills,Competence,Statistical Analysis,Age Groups,Educational Attainment,Models,Computation

The Program for the International Assessment of Adult Competencies (PIAAC) is a multicycle international survey of adult skills and competencies sponsored by the Organization for Economic Cooperation and Development (OECD). The survey examines a range of basic skills in the information age and assesses these adult skills consistently across participating countries. The first cycle of PIAAC included three rounds: 24 countries participated in 2011-12 (round 1), 9 additional countries participated in 2014-15 (round 2), and 5 additional countries participated in 2017-18 (round 3). The United States participated in all three rounds of the first cycle of PIAAC. This is the second methodology report on the PIAAC Small Area Estimation (SAE). This report is a follow-up to the initial report and describes the methodology for creating model-based estimates for age and education groups. [For the first report, &quot;Program for the International Assessment of Adult Competencies (PIAAC): State and County Estimation Methodology Report. NCES 2020-225,&quot; see ED622834.]
Addressing Teacher Shortages in the Short and Long Term: What States and Districts Can Do
Author: Duncan, Eric
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,COVID-19,Pandemics,Labor Turnover,Equal Education,At Risk Students,Incentives,Teacher Certification,Substitute Teachers,Teacher Retirement,Board of Education Role,State Government,Government Role,Capacity Building,School Districts,Coping,Information Dissemination,Teaching Conditions,Faculty Development,Compensation (Remuneration),Teacher Salaries,Apprenticeships,Federal Aid,Emergency Programs,Federal Programs

Nearly half of U.S. schools are facing COVID-related staff shortages that threaten the efforts to shape programming and invest in resources to solve students' unfinished learning. Without enough teachers and support staff, students won't receive rigorous instruction, won't have access to targeted intensive tutoring to address their unfinished learning, and won't receive mental health supports and experience the positive school environments they need to thrive. High turnover also creates instability that disrupts relationships between adults and students and makes it difficult for schools to create coherent instruction and implement new initiatives. This report provides some short- and long-term actions that state and district leaders can take to address these shortages and support the most underserved students and teachers to prevent deeper, persistent inequities.