ethanporcaro/eric-fulltext-meta huggingface dataset:
Content and Platform Innovation with Youth. By/With/For Youth: Inspiring Next Gen Public Media Audiences. Research Brief
Author: Madden, Mary
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Mass Media,Adolescents,Early Adolescents,Information Technology,Adolescent Attitudes,Preferences,Social Media,Video Technology,Mass Media Role

Public media has the potential to play a powerful role in the media landscape for tweens and teens. With the By/With/For Youth: Inspiring Next Gen Public Media Audiences project, the Joan Ganz Cooney Center conducted focus group interviews with tweens and teens across the country in order to better understand how young people are engaging with media today in order to help public media better serve this young audience. When it comes to digital content production, distribution, and experimentation, youth can be invaluable partners. As creators and consumers of digital culture, they are often at the leading edges of technological trends. Even as they may still be developing the skills needed to navigate these complex media ecosystems, they have valuable content and platform-specific expertise to share. This research brief offers key insights that will help public media stakeholders learn more about how young people are engaging with media--including how they find what to watch, and what they would like to see more of in the media that is available to them. [For the second report in this series, see ED624001.]
Educating for Citizenship: Texas Case Study
Author: Sailer, John D.
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: Civics,Citizenship Education,Universities,History Instruction,School Policy,Diversity,Equal Education,Inclusion,College Curriculum

This study examines the civics education offered in Texas, looking first at the American history and government requirements at the state's top public universities. Texas's six public universities that rank highest in the U.S. News and World Report 2022 rankings have been selected: The University of Texas at Austin (UT Austin), Texas A&amp;M University, The University of Texas at Dallas (UT Dallas), Texas Tech University, The University of Houston, and Sam Houston State University. The study finds that Texas's civics and history requirements have not been uniformly enforced. Some universities, especially those that are more highly ranked such as UT Austin and UT Dallas, take advantage of loopholes to undermine legislative intent. The second part of this report examines the rise of diversity, equity, and inclusion (DEI) measures in these six Texas universities and shows how such measures have subjected Texas's higher education to bureaucratic growth and an increasing volume of explicitly politicized curricular and &quot;co-curricular&quot; content.
Educating for Citizenship: Utah Case Study
Author: Sailer, John D.
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Civics,Citizenship Education,Universities,History Instruction,Required Courses,Diversity,Equal Education,Inclusion,Case Studies,School Policy,College Curriculum,State Standards

This report examines the way civics is taught at the six universities in the Utah System of Higher Education (USHE). The goal is to evaluate the health of American civics and history education at Utah's major public universities. The first section of this report examines the application of the .state's American Institutions requirement. The state requires every student who attends a public university to study American history and government--to understand America's &quot;history, principles, form of government, and economic system.&quot; Because of this law, many students in Utah are at least exposed to a conventional civics education, which lays the groundwork for our contentious political debates. That said, Utah's &quot;American Institutions&quot; requirement ultimately sets a low bar, mandating only one course that can easily veer from the intent of the requirement. The second section of this report shows the ways in which diversity, equity, and inclusion (DEI) programming has taken hold throughout Utah's system of higher education, and how it has become a rival civics education--an anti-civics devoted to the transformation of the American republic.
The Anatomy of a Diversity, Equity, and Inclusion Takeover: A Case Study of the University of Tennessee
Author: Sailer, John D.
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: Diversity,Equal Education,Inclusion,Case Studies,Universities,College Programs,Educational Policy,School Policy,Access to Education,Ideology,College Curriculum,Curriculum Development,Teacher Recruitment,Personnel Selection,Teacher Promotion,Tenure,Bias,Affirmative Action

This report offers analysis of the University of Tennessee's Diversity Action Plans. Every academic college and every Vice-Chancellor Unit on campus issued plans. True to Chancellor Donde Plowman's vision, these colleges and units propose extensive and ideologically-charged reforms. The National Association of Scholars finds in these plans nothing short of a blueprint for an institutional overhaul--the anatomy of a diversity, equity, and inclusion takeover. Such a takeover will have obvious implications for education at the University of Tennessee. The National Association of Scholars believes that true education will erode and indoctrination will flourish. These plans, moreover, reveal in extensive detail what an exhaustive diversity, equity, and inclusion program looks like. Thus the report provides a case study in the rolling revolution under way in academia.
Elementary Geometry with Applications in Mensuration
Author: Davies, Charles
Date: 1842-00-00
Type: Historical Materials
Subjects: Geometry,Mathematical Concepts,Geometric Concepts,Textbooks,Measurement

This textbook presents definitions and remarks, axioms, properties of polygons, ratios and proportions, planes and their angles, measurement of areas and proportions of figures, solids, and mensuration of surfaces, solids, and round bodies.
Educate to Liberate. The Forty-Third Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
Author: Araujo, Juan J., Ed.
Date: 2022-00-00
Type: Books
Subjects: Literacy Education,Learner Engagement,Empathy,Reading Aloud to Others,Kindergarten,Reading Motivation,Middle School Students,Writing Instruction,Units of Study,Teacher Effectiveness,Educational Trends,History,National Competency Tests,Reading Instruction,Preservice Teacher Education,Inservice Teacher Education,Elementary Secondary Education,Teacher Educators,Visual Literacy,Pedagogical Content Knowledge,Phonics,Self Efficacy,Computer Uses in Education,Student Teaching,Social Media,Popular Culture,Teacher Surveys,Reading Fluency,Social Emotional Learning,Childrens Literature,Poetry,Electronic Learning

The theme of this year was educate to liberate. A reminder to the literacy community that education, and literacy extend beyond the content and courses we teach. As Freire puts it, &quot;Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are liberated: they oppress.&quot; As literacy educators we should strive to work along with our students, to co-create with them, to learn from them. Freire reminds us that &quot;the (literacy) teacher is of course an artist...What the educator does in teaching is to make it possible for students to become themselves.&quot; Therefore, as literacy educators it is our duty to provide access and opportunities for students of all socioeconomic and cultural backgrounds as they navigate their way in our classrooms. All the articles within this Yearbook represent a portion of the sessions presented at the conference. After a peer-review process for conference acceptance, the ensuing articles underwent an additional two rounds of double-blind peer review before acceptance in the Yearbook. It is our sincere hope that the articles reflect the theme and embolden our practice as literacy educators and researchers.
Cost Analysis Standards &amp; Guidelines 1.1. Cost Analysis in Practice (CAP) Project. Revised
Author: Hollands, Fiona M.
Date: 2021-06-00
Type: Guides - Non-Classroom
Subjects: Cost Effectiveness,Educational Finance,Standards,Guidelines,Data Analysis,Economics,Design,Data Collection,Program Implementation,Computation,Documentation,Information Dissemination

The purpose of these guidelines is to support the execution of cost analysis and cost-effectiveness analysis of educational programs. The steps involved in conducting a cost analysis are presented in four stages with explicit examples used throughout: designing your cost analysis, collecting cost data using the ingredients method, analyzing cost data, and reporting your cost analysis. The guidelines include numerous references and links to additional tools, resources, and sources of data to facilitate economic evaluations in education. The guidelines are designed to assist researchers in complying with the Institute of Education Sciences' SEER requirement to analyze the costs of educational interventions or, where relevant, costs compared to a control or comparison condition. They also support researchers in executing cost analyses that comport with the Standards for Economic Evaluation of Educational and Social Programs which recommend a standardized approach to facilitate accurate and comparable cost estimates of educational programs, practices, and policies, including the provision of a reference case analysis.
Racial Preferences. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: College Admission,Admission Criteria,Equal Education,Preferences,Affirmative Action,Minority Group Students,Racial Discrimination,Educational Opportunities,Academic Freedom,Educational Policy

Today, colleges and universities use overt admissions preferences to create student bodies that reflect the ethnic, racial, or gender demographics of the population--at the expense of academic merit and preparedness. While the original aim of the policy was to end discrimination and promote fairness, it has led to unequal treatment on the basis of race, gender, economic status, and national origin. There is evidence that racial preferences not only fail to provide any long-term equality, but also hurt minority students, especially those whom it claims to help. In this document, the Martin Center recommends steps that legislatures, university boards, and faculty governing committees can take to end the use of racial preferences on college campuses and recommit themselves to nondiscrimination, equality of opportunity, and academic freedom.
Admissions Standards. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: College Admission,Admission Criteria,Academic Standards,College Readiness,Benchmarking,College Credits,Grade Point Average,Predictor Variables,Academic Achievement,College Bound Students,College Entrance Examinations

Institutions of higher education face a great deal of pressure to be accessible, inclusive, and diverse, but these goals should not come at the expense of maintaining high standards. Universal and vigilantly enforced standards exist not only to safeguard students' best interests, but are crucial to the academic integrity and core educational mission of higher education. In this document, the Martin Center recommends steps that universities and university systems can take to articulate and safeguard academic standards.
Appletons&apos; School Readers: First Reader. The Minnesota Text-Book Series. Revised
Author: Harris, W. T.
Date: 1887-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Word Recognition,Sight Vocabulary,Writing Instruction,Alphabets,Elementary School Students,Reading Comprehension,Vocabulary Development

This textbook is a first reader that focuses on moving children from spoken to written vocabulary and recognizing sight words already familiar though sound. The combination of construction with interpretation of writing with reading leads directly to intelligent understanding and expression of thoughts on the written or printed page. Model script letters are included. [This book was revised by Sarah E. Sprague and L. H. Marvel under the supervision of D. L. Kiehle.]
Student Group Differences in Arkansas&apos; Indicators of Postsecondary Readiness and Success. REL 2023-145
Author: Hester, Candace
Date: 2022-11-00
Type: Reports - Research
Subjects: College Readiness,Middle School Students,High School Students,Achievement Tests,State Standards,Grade Point Average,Advanced Courses,Suspension,Expulsion,Enrollment,Grade 6,Gender Differences,Race,Ethnicity,Eligibility,Lunch Programs,English Language Learners,Students with Disabilities,Age Differences,School Districts,Educational Indicators,Racial Differences,Economically Disadvantaged,Comparative Analysis,Mathematics Achievement,Science Achievement,English,Language Arts,State Departments of Education,Student Characteristics,Longitudinal Studies,Service Learning,Accuracy,Prediction

Regional Educational Laboratory Southwest partnered with the Arkansas Department of Education (ADE) to examine Arkansas's middle and high school indicators of postsecondary readiness and success, building on an earlier study of these indicators (Hester et al., 2021). Academic indicators include attaining proficiency on state achievement tests, grade point average, enrollment in advanced courses, and community service learning. Behavioral indicators include attendance, suspension, and expulsion. Using data on statewide grade 6 cohorts from 2008/09 and 2009/10, the study examined the percentages of students who attained the readiness and success indicators and the percentages of students who attained postsecondary readiness and success outcomes by gender, race/ethnicity, eligibility for the National School Lunch Program, English learner student status, disability status, age, and district locale. The study also examined whether the predictive accuracy, specificity, and strength of the indicators varied by these student groups. Three key findings emerged. First, the attainment of indicators of postsecondary readiness and success differed substantially for nearly all student groups, with the number of substantial differences on academic indicators exceeding those on behavioral indicators. The largest number of substantial differences in the attainment of academic indicators were between Black and White students, between students eligible and ineligible for the National School Lunch Program (an indicator of economic disadvantage), and between students who entered grade 6 before and after age 13. Second, attainment of postsecondary readiness and success outcomes varied substantially across student groups, with the largest differences between students with and without a disability. Third, predictive accuracy (the percentage of students with the same predicted and actual outcomes) and strength (the relative importance of a single indicator) were similar across student groups in most cases. Leaders at ADE and in Arkansas districts can use these findings to identify appropriate indicators of postsecondary readiness and success and to target supports toward student groups who most need them. These findings can help leaders identify and address disparities such as inequitable access to resources and supportive learning environments. [For the appendixes, see ED624015.]
Student Group Differences in Arkansas&apos; Indicators of Postsecondary Readiness and Success. Appendixes. REL 2023-145
Author: Hester, C.
Date: 2022-11-00
Type: Reports - Research
Subjects: State Departments of Education,College Readiness,Middle School Students,High School Students,Student Characteristics,Achievement Tests,State Standards,Gender Differences,Race,Racial Differences,Lunch Programs,Eligibility,Students with Disabilities,English Language Learners,School Districts,Accuracy,Grade Point Average,Advanced Courses,Enrollment,Attendance,Expulsion,Suspension,Service Learning,Grade 6,Longitudinal Studies,Educational Indicators,Prediction,Correlation

Regional Educational Laboratory Southwest partnered with the Arkansas Department of Education to examine Arkansas's middle school and high school indicators of postsecondary readiness and success, building on an earlier study of these indicators (Hester et al., 2021). Academic indicators include attaining proficiency on state academic examinations, grade point average, enrollment in advanced courses, and community service learning. Behavioral indicators include attendance, suspension, and expulsion. Using data on statewide grade 6 cohorts from 2008/09 and 2009/10, the study examined the percentages of students who attained the readiness and success indicators and the percentages of students who attained postsecondary readiness and success outcomes by gender, race/ethnicity, eligibility for the National School Lunch Program, English learner student status, disability status, age, and district locale. The study also examined whether the predictive accuracy, specificity, and strength of the indicators varied by these student groups. This document presents the following three appendixes that accompany the study: (1) Data and Methods; (2) Supporting analyses; and (3) Supplemental analyses. [For the full report, see ED624014.]
Elements of Zoology. Appleton&apos;s Science Text-Books
Author: Holder, C. F.
Date: 1885-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,Science Education

This textbook provides the foundation for a course in zoology intended for schools and academies of all grades. It relies on concise and plain language and draws on the latest research and investigation. The common names of orders and families are in every case followed by the scientific term, for the convenience of the instructor or advanced student. So also as regards classification: the groups of animals are arranged in an order that represents the latest knowledge of the various forms that constitute them. The general characteristics of each branch or order are plainly defined, why and how they differ from preceding ones shown, and then examples are given of the individuals constituting the group that have been selected for their availability as representative forms, and for certain peculiarities that will be most readily impressed upon the memory. The student should be encouraged to become an investigator and collector, and available suggestions concerning the best methods of collecting and preserving specimens are provided after each branch. Object-study should be required, and dissections and drawings made, no matter how imperfect the one or crude the other. A distinctive feature of this work is the reference to the economic value of animals. This has been done as briefly as possible, in the form of suggestions to the teacher, to be enlarged upon as occasion offers. A carefully selected bibliography is provided following each principal group of animals. Illustrative representations of about five hundred animals and their parts are also included.
Text-Book of Zoology for Schools and Colleges
Author: Nicholson, H. Alleyne
Date: 1884-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,Science Education

This textbook provides the foundation for a course in natural history for use in schools and colleges. It covers vertebrates, invertebrates, and zoological classification. A glossary is included.
Real-Time Boredom Evaluation Technique in College Students
Author: Garro-Mena, Leonardo
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Motivation,Psychological Patterns,Learner Engagement,Attitude Measures,Foreign Countries,Class Activities,Learning Processes

Introduction: Various studies have associated boredom in educational processes with a variety of negative effects. It is believed that boredom is caused by a failure in the environment to fulfill our need for motivation. Many tools (scales) have been developed to measure it. However, these scales are designed to measure global boredom, that is, at the end of the process, not in its stages. The present study seeks to develop a methodology to evaluate the effect of boredom in the stages of a university class to have a tool for the quantitative evaluation of specific activities. Method: This study proposed a boredom measurement scale with a minimally disruptive intervention tool. The data obtained undergo mathematical processing to reduce the effect of subjectivity (perceived level of boredom) on the scale. The proposed methodology was applied to a group of students from the University of Costa Rica. Results: The most important result was the correlation between specific activities in a class and the gradient of boredom. Discussion: The reduction in the variability between students achieved with mathematical processing allows the proposed methodology to be used for the quantitative analysis of the stages of a class based on perceived boredom. This information can be used to design learning processes focused not only on the global process but on each stage of it, which, to the best of our knowledge, is not achieved by any of the commonly used scales.
A Look at How Philosophical Perspectives of Adult Education Shape the Practice at Universidad Nacional, Costa Rica
Author: Barrantes-Elizondo, Lena
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Role of Education,Educational Practices,College Role,Universities,Adult Education,Access to Education,Educational Philosophy,Models,Humanism,Educational Change,Politics of Education

Introduction: Looking close at the philosophical orientation of institutions and educators allows the examination of whether teaching practice, in this case, higher education, is consistent with the purpose of education. Objective: In the interest of gaining a historical understanding of the role of the Universidad Nacional, Costa Rica (UNA) in adult education in Costa Rica, this essay aims to analyze philosophical perspectives by drawing on relevant written documentation. Discussion: This institution is currently one of the five public universities in Costa Rica and has a robust student funding system. Under its &quot;necessary university&quot; principle, students with different economic and social statuses have access to high-quality post-secondary education. Having a clear educational philosophy is vital as it helps examine the educators' and the institution's practice critically. This essay gives a broader understanding of the philosophical perspectives behind the teaching and learning practices proposed by UNA's core guideline, the Pedagogical Model (PM). Conclusions: As final conclusions, it can be stated that this institution has lost its driving humanistic perspective, established in the first Organization Statute. In addition, on a sad note, Nuñez's founding philosophical orientation and goals for UNA are partially accomplished since even though there is an accessible education for all, teaching and learning practices do not guarantee any commitment to social action and social reform.
Preservice Teachers&apos; Awareness about STEM
Author: Ergün, Selcen Süheyla
Date: 2018-11-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Knowledge Level,Student Attitudes,Student Characteristics,Gender Differences,Age Differences,Foreign Countries

This quantitative study examines educational faculty preservice teachers' awareness about STEM in terms of different variables. Students from the departments of mathematics education, science education and computer and instructional technology at Afyon Kocatepe University were the participants. This is a survey study, which used the STEM Awareness Scale (SAS) developed by Buyruk and Korkmaz (2016) to collect the data. Some quantitative data analysis tests were applied on the data obtained. The results show that the preservice teachers had positive perspectives on STEM education.