ethanporcaro/eric-fulltext-meta huggingface dataset:
Education of Crippled Children. Bulletin, 1930, No. 11
Author: Heck, Arch O.
Date: 1930-00-00
Type: Historical Materials
Subjects: Physical Disabilities,Superintendents,Access to Education,Educational Administration,Governance,School Personnel,Special Schools,Equipment,State Aid,Educational History,School Buildings,Teacher Education,Caregivers,Health Needs,Enrollment,Transportation,Costs,Home Programs,High Schools,Hospitals,School Libraries,Music Education,Playgrounds,Art Education

The importance of education to the successful operation of a democratic government was fully realized by the Fathers of the Republic. Franklin and Jefferson were particularly active in the promotion of education. Within the century, education has become America's largest single business. It is only within the last two decades, however, that society's obligations to certain underprivileged groups of children have been recognized. This is true of those commonly termed &quot;cripples.&quot;  It is not uncommon that the city superintendent of schools finds himself confronted with a situation comparatively new in school procedure. This bulletin presents a picture to which every city superintendent of schools and every other person interested should have access. The following topics are covered: (1) Introduction: (2) Organization and management of schools for crippled children; (3) Administrative problems of the pupil personnel; (4) Special facilities in the education of crippled children; (5) The day's work in a few schools; and (6) Selected references. (Contains 45 tables, 7 figures, and 22 footnotes.) [Best copy available has been provided.]
National Ministries of Education. Bulletin, 1930, No. 12
Author: Abel, James F.
Date: 1930-00-00
Type: Historical Materials
Subjects: Elementary Education,Political Divisions (Geographic),Foreign Countries,Education,Advisory Committees,Educational Administration,Compulsory Education,Educational Change,Public Education,Public Agencies,Federal Government

From time to time during the past 100 years individuals or organizations have suggested, or seriously proposed, the establishment of a Federal department of education. Immediately after the Civil War the early advocates, led by Henry Barnard, almost succeeded in their plan. In 1867 a bill creating a department of education, introduced into the House by James A. Garfield, became law. The head of this new and very small  department,  however, was a commissioner and not a secretary with a Cabinet seat. The following year the law was amended in such a way as to establish &quot;An Office of Education in the Department of the Interior.&quot; During the  years since the World War which brought forcibly to public attention certain defects which many believe only education can remove, the agitation for a department of education has been very vigorous. The opposition to it has been pronounced and in some instances bitter enough to assail the motives of the proponents. This manuscript consists of chapters taken from the thesis of James F. Abel, chief of the division of foreign school systems, which was submitted in partial fulfillment of the requirements for the degree of doctor of philosophy at George Washington University. It offers in brief, a compass survey of ministries of education in other countries and a bibliography for those who care to investigate the subject further. Chapters include: (1) A brief history of the development of national ministries of Education; (2) General characteristics of the office of minister and of the ministry of education; (3) The Board of Education of England and Wales; (4) General functions of the ministry of education; (5) The relation of the national ministry to elementary education; (6) The relation of the national ministry to secondary education; (7) The relation of the national ministry to higher education; (8) The Board of Education of England and Wales; (9) The Ministry of  Public Instruction and Fine Arts in France; and (10) The  Secretariat of Education in Mexico. Appended are: (1) Questionnaire sent through the Department of State to American consular offices abroad; (2) Table showing the approximate population of each of the 73 main political divisions of the world; and (3) A brief statement of the history and present legal status of the national ministry of education in each country. (Contains 4 tables.) [Best copy available has been provided.
The Smallness of America's Rural High Schools. Bulletin, 1930, No. 13
Author: Gaumnitz, Walter H.
Date: 1930-00-00
Type: Historical Materials
Subjects: Rural Areas,Rural Schools,High Schools,Junior High Schools,School Size,Small Schools,Secondary Education,Educational Improvement,Enrollment Trends,Access to Education

Many of the shortcomings of the high school system have been attributed to the fact that the popularization of secondary education has necessitated the establishment of a large number of very small high schools. No one has known with any degree of certainty however, just how small these schools are, how many of them exist, how extensive a program of secondary education they undertake, how well they reach the children dependent upon them for an education, or in which States these small high schools predominate. This study presents statistical data to answer each of these questions; it summarizes the problems resulting from the small high school; and it cites what is being done in various communities to solve these problems. The following topics are discussed in this bulletin: (1) Purposes of the study; (2) Sources and scope of the study; (3) The small high school--A rural problem; (4) Extent and types of secondary education provided in rural communities; (5) How small is the rural high school; (6) Size of rural high schools by States; (7) Educational problems and limitations of the small high school; (8) Ways and means of improving opportunities for secondary education in rural and small population centers; and (9) Recommendations. (Contains 17 tables.) [Best copy available has been provided.]
Legal Status of Bible Reading and Religious Instruction in Public Schools. Bulletin, 1930, No. 14
Author: Keesecker, Ward W.
Date: 1930-00-00
Type: Historical Materials
Subjects: Public Schools,Biblical Literature,Legislators,Religious Education,Christianity,State Church Separation,Educational Practices,Court Litigation,Questionnaires,State Departments of Education,Educational Administration

The matter covered by this manuscript has grown out of controversies, yet it is not in itself controversial. At times there are arrayed on one side of this controversy, those who sincerely believe that a reading or teaching of the Bible in the public schools will make for better citizenship; and on the other side are to be found those who believe a real adherence to the principle of complete separation of church and state requires excluding the Bible. These controversies in themselves tend to make perilous the path of school executives, members of school boards, and State legislators. There are also reasons to believe that such controversies are merely cloaks for ancient prejudices, modern intolerances, or whims of youth who wish to disobey rules or defy properly constituted authority. This bulletin was published in response to a demand for information relative to the use of the Bible in public schools. The aim is to provide up-to-date information to answer the principal questions often propounded relating to the present legal status and current practice in respect to the use of the Bible in public schools in the various States. With respect to court decisions on this topic, the analysis has included three propositions: (1) What facts gave rise to the case?; (2) What relative questions were considered by the court?; and (3) How were the questions decided by the court? The data contained herein are derived from a study of State constitutional and statutory provisions, court decisions, and a questionnaire to the several State departments of education. (Contains 11 footnotes.) [Best copy available has been provided.]
Secondary Education in Norway. Bulletin, 1930, No. 17
Author: Loftfield, Gabriel E.
Date: 1930-00-00
Type: Historical Materials
Subjects: Evening Programs,Admission (School),Cultural Influences,Foreign Countries,Secondary Education,Norwegian,Private Education,Enrollment Trends,Educational Finance,School Buildings,Educational Administration,Governance,Government Role,Middle Schools,High Schools,Curriculum,Religion,German,Second Language Instruction,English (Second Language),History Instruction,Geography,Science Instruction,Mathematics Instruction,Art Education,Handwriting,Home Economics,Vocational Education,Single Sex Schools,Colleges,Course Content,Latin,Greek,Biology,Chemistry,Physics,Freehand Drawing,Singing,Music Education,Vocational Schools,Schools of Education,Industry,Industrial Education,Transportation,Police,Technical Education,Industrial Arts,Forestry,Gardening,Agricultural Education,Housework,Nursing Education,Allied Health Personnel,Telecommunications,Continuing Education,Folk Schools,Secondary School Teachers,Academic Degrees,Time to Degree,Majors (Students),Science Teachers,Mathematics Teachers,Doctoral Degrees,College Faculty,Teacher Selection,Teacher Salaries,Social Status

The main purposes of this study are: (1) to assemble and report the facts about secondary education in Norway, and (2) to interpret to some extent the educational philosophy of that country. A minor purpose is to furnish the data that will help place properly in the schools of the United States any young people from Norway who may come here to study. The Norwegian system of education is the national scheme of human training worked out in a little more than a century of independence by a homogeneous people numbering about 2,800,000 living in a rigorous climate and in an area so mountainous and broken that not more than 4 per cent of the land is under cultivation. Agriculture, industry, commerce, fishing, forestry, and mining--pursuits that develop in the folk that follow them, independence, initiative, courage, and perseverance--are the chief occupations. They develop wanderlust also and Norway has given freely of her human wealth to other countries. In these circumstances the Norwegians have erected a political, social, and educational structure for a democratic people and have woven into it a culture that is in many ways singularly distinctive, and that is among the finest cultures of the world. In that culture the scheme of secondary education plays an important part. This bulletin is divided into seven chapters, as follows: (1) General characteristics of the Norwegian school system; (2) The administration of secondary education; (3) The middle school; (4) The gymnasium; (5) Other types of secondary schools; (6) The Norwegian teacher--his preparation, service, and social status; and (7) Conclusion. A bibliography is also included. Individual chapters contain tables and footnotes. [Best copy available has been provided.]
Status of the Junior High School Principal. Bulletin, 1930, No. 18
Author: Foster, Frank Kale
Date: 1930-00-00
Type: Historical Materials
Subjects: Principals,Schools of Education,Junior High Schools,Questionnaires,Urban Schools,Superintendents,Age Differences,Gender Differences,College Faculty,Individual Characteristics,Administrator Education,Educational Attainment,Salaries,Administrator Role,School Community Relationship,Marital Status,Employment Experience

With exceptions so few that they stand out prominently, the professional possibilities of the school principalship have not been realized. The reasons for this state of affairs are not pertinent here. It is enough to note that schools of education are studying the situation,  are attempting to analyze conditions, are trying to attract promising men and women to this calling, and are providing professional courses for them. In 1923 Cubberley, in his "The Principal and his School", outlined the duties, responsibilities, and opportunities in the  elementary principalship. A year later Koos, in his "The High-School Principal", provided a cross section of the situation in our high schools. A manuscript prepared by Frank Kale Foster, Assistant professor of education, State University of Washington, gives a picture of the situation in the junior high school. A bibliography is provided. (Contains 51 tables and 52 footnotes.) [Best copy available has been provided.]
Quality Assurance of Higher Education in Portugal: An Assessment of the Existing System and Recommendations for a Future System. ENQA Occasional Papers 10
Author: European Association for Quality Assurance in Higher Education (ENQA)
Date: 2006-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Quality Assurance,Higher Education,Educational Quality,Accreditation (Institutions),Institutional Evaluation

The purpose of this report is to review the past and present external quality assurance for higher education in Portugal and to recommend a future quality assurance and accreditation system that meets the standards for quality assurance in the European Higher Education Area. The review was carried out on the initiative of the Portuguese Ministry of Science, Technology and Higher Education (MCTES) which requested ENQA (European Association for Quality Assurance in Higher Education) to appoint an international panel to conduct the review. During the review process, the Portuguese government announced that the present evaluation system will be dismantled by the end of 2006 and replaced by a new system for accreditation by the beginning of 2007. This initiative parallels activities in a growing number of European countries that are applying quality assurance systems for higher education that are based on an accreditation approach. The panel is, however, convinced that the new system would benefit from a broader quality assurance approach than one based exclusively on accreditation. The panel has completed a review of the past and present system in accordance with the agreement with MCTES, and the European standards for the review of external quality assurance agencies have formed the basis for the review process. Considering the fact that the European standards were only recently adopted by the relevant ministers of the Bologna signatory countries, the current quality assurance agency, the National Council for Evaluation of Higher Education (CNAVES), cannot in all fairness be expected to have developed its organisation and processes according to those standards. However, it has been the conclusion of the panel that the review would suffer from a serious lack of transparency and comparability if the standards were not applied as the frame of reference for the review. Appended are: (1) Terms of reference; (2) ENQA panel; (3) Professional associations; (4) Site visit programme; (5) Summary list of European standards for quality assurance; (6) Overview of recommendations; (7) Budget for the quality assurance agency; and (8) Criteria for accreditation of university study programmes and polytechnic study programmes. (Contains 7 footnotes and 28 notes.)
Terminology of Quality Assurance: Towards Shared European Values? ENQA Occasional Papers 12
Author: Crozier, Fiona
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Quality Assurance,Higher Education,Educational Quality,Vocabulary,Language Usage,Epistemology,Values,Workshops

In this publication ENQA (European Association for Quality Assurance in Higher Education) has taken the opportunity to bring together two distinct but related reports. Part 1 examines the language of European quality assurance. It grew out of the debates and discussions at an ENQA workshop in Warwick in June 2006. The success of the workshop highlighted the support needed by all agencies as they deal with the linguistic challenges involved in creating a European Higher Education Area (EHEA). Part 2 contains the findings of the second Quality Convergence Study (QCS II). The first Quality Convergence Study (QCS) examined why national quality assurance systems operate in different, yet commonly identifiable, ways in particular national contexts. Building on this, QCSII has sought to go beyond the technical language of quality assurance and provide an opportunity for agencies to reflect on the values that underpin their quality assurance systems. Both of these reports aim to contribute to promoting understanding of the multiple layers of meaning which become apparent when we attempt to understand quality assurance across borders, and across languages. They do not offer a conclusion, but a point of departure for further research and reflection. Individual parts contain footnotes and appendices.
Guidelines for External Reviews of Quality Assurance Agencies in the European Higher Education Area. ENQA Occasional Papers 19
Author: European Association for Quality Assurance in Higher Education (ENQA)
Date: 2012-12-07
Type: Guides - Non-Classroom
Subjects: Higher Education,Accreditation (Institutions),Quality Control,Evaluation Criteria,Guidelines,Foreign Countries,Educational Quality,Professional Associations,Standards,Group Membership,Educational Improvement,Self Evaluation (Groups)

In accordance with the ENQA (European Association for Quality Assurance in Higher Education) membership criteria laid down in the Statutes of ENQA, member agencies are required to undergo external reviews against the membership criteria, and thereby the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) as adopted by the European Ministers in charge of higher education in Bergen in 2005, at least once every five years. These present Guidelines apply to ENQA coordinated reviews to be conducted periodically, for a first application for Full/Associate membership of ENQA and for inclusion in the European Quality Assurance Register for Higher Education (EQAR). According to the Statutes of ENQA, applications for Full/Associate Membership are considered only if accompanied by an independent external review report on the agency's conformity with the membership criteria. The membership criteria of ENQA consist of Part III of the ESG and some additional requirements and guidelines. However, due to the specific structure of ESG, agency reviews are not assessing Part III of the ESG only. Indeed, according to the first standard of Part III, agencies are required to demonstrate compliance with ESG Part II. Likewise, the first standard of Part II requires agencies to demonstrate that they take into account the effectiveness of internal quality assurance mechanisms (Part I). The review against the membership criteria can also include other aspects of the agency's work or organisation (see section 2). In any case, the same principles and processes outlined in these Guidelines are applied. It is recommended that the second and subsequent rounds of reviews aim at striving for improvement. In addition to judging the compliance with the ENQA membership criteria/ESG, the reviews should follow an enhancement-led approach. Agencies are invited to reflect on how they could further improve their compliance with all membership criteria/ESG and to identify areas for development in their self-evaluation report. It is also possible to accommodate a more thorough consideration of some of the criteria if the agency wishes. The specific areas of development will be considered in the next external review of the agency. Appended are: (1) Introductory section and structure of the final review report; (2) Financial Guidelines for ENQA coordinated reviews; (3) Statutes of ENQA; (4) Standards and Guidelines for Quality Assurance in the European Higher Education Area (Parts I, II and III); (5) Scrutiny for reconfirmation of or application for Full/Associate Membership; and (6) Mapping grid for panel members. A glossary is included. (Contains 2 footnotes.)
Report to the London Conference of Ministers on a European Register of Quality Assurance Agencies. ENQA Occasional Papers 13
Author: European Association for Quality Assurance in Higher Education (ENQA)
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Quality Assurance,Accreditation (Institutions),Higher Education,Educational Quality,Documentation,Public Agencies,Administrative Organization

Ministers responsible for higher education in the Bologna signatory states welcomed in 2005 the principle of a European Register of quality assurance agencies based on national reviews. They asked ENQA (European Association for Quality Assurance in Higher Education), in cooperation with EUA (European University Association), EURASHE (European Association of Institutions in Higher Education) and ESIB (European Student Information Bureau) (E4 Group), to develop the practical aspects of the Register and report back through the Bologna Follow-up Group. The E4 Group accepted this responsibility and met nine times between the Bergen ministerial meeting and February 2007. It hired a consultant to carry out a round of interviews with various stakeholders around Europe and consulted with a law firm about the legal aspects of the Register. The present document is the E4 Group's final report to the Bologna Process conference of ministers responsible for higher education, London, 17-18 May 2007. It is based on the outcomes of the E4 Group discussions, the report from the consultant, the legal advice and feedback from the BFUG on the earlier drafts of the report. This final report also proposes a draft text for the London Communique. Appended are: (1) Summary of proposals; (2) Proposed organisational structure and process of the Register; (3) Legal advice concerning the Register; (4) Cost estimate of the Register; and (5) Guidelines for national reviews of ENQA member agencies. (Contains 2 figures and 6 footnotes.)
Parent-Child Literacy Strategy: Progress Report
Author: Alberta Advanced Education
Date: 2006-09-00
Type: Reports - Descriptive
Subjects: Adult Literacy,Literacy Education,Interpersonal Relationship,Family Literacy,Disadvantaged,Foreign Countries,Language Acquisition,Emergent Literacy,Interpersonal Competence,Oral Language,Parent Participation,Parents,School Community Relationship,Partnerships in Education,Needs Assessment,Educational Assessment,Financial Support,Canada Natives,Models,Teacher Educators,Program Descriptions

The Parent-Child Literacy Strategy (P-CLS) focuses on intergenerational educational approaches that integrate adult literacy instruction and early oral language development for children from birth to age six for economically and socially disadvantaged families. The objectives of the Parent-Child Literacy Strategy are: (1) To enhance the oral language, early literacy and social interaction skills of children from birth to age six so that they are better able to achieve success at home, school and the community; (2) To strengthen and build the basic literacy skills of parents; (3) To support and foster the involvement of parents in their children's learning; and (4) To develop and enhance community-based partnerships that support the development of language and literacy skills of families. The P-CLS is made up of a number of key components. These include provincial co-ordination and planning, and support for the delivery of family literacy programs through training, funding, information, needs assessments and evaluation. Much of the support to local programs is offered by the Centre for Family Literacy. The Centre for Family Literacy is a key partner which is funded to provide consultative advice and assistance, training and other services to support family literacy in Alberta. In addition, the First Nations, Metis and Inuit (FNMI) Education Policy Framework also supports the development of a distinct Aboriginal family literacy component of the P-CLS. Appended are: (1) Description of Common Family Literacy Models; (2) Family Literacy Initiative Fund (FLIF) Contracted Programs--By Location; (3) Number of Contracted Programs Delivering Models; (4) Direct Service Delivery Hours by Model; and (5) Number and Percentage of Participants--Aboriginal and Other Language/Cultural Groups.