ethanporcaro/eric-fulltext-meta huggingface dataset:
Monthly Record of Current Educational Publications. Bulletin, 1914, No. 26. Whole Number 600
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-10-00
Type: Historical Materials
Subjects: Business Education,Periodicals,Professional Associations,Professional Education,School Administration,Child Welfare,Vocational Education,Teaching Methods,Elementary Secondary Education,Teacher Education,Professional Recognition,Hygiene,Sanitation,African American Education,Womens Education,Special Needs Students,Social Development,Career Guidance,Religious Education,Moral Development,Higher Education,Library Services,Rural Education,Kindergarten,Play,Playgrounds,Educational Psychology,Gardening,Asian American Students,Evening Programs,Nursing Education,Civics,Clubs,Deafness,Special Education,Extension Education,Home Economics

This bulletin contains a representative selection of books and articles for the month of October, 1914. Following the Introductory Notes, the publications are organized into the following topic areas: (1) Publications of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Pedagogics and didactics; (5) Educational psychology, Child study; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School hygiene and sanitation; (16) Sex hygiene; (17) Play and playgrounds; (18) Social aspects of education; (19) Religious education; (20) Manual and vocational training; (21) Vocational guidance; (22) School gardens; (23) Home economics; (24) Commercial education; (25) Medical education; (26) Nurse training; (27) Civic education; (28) Boy scouts; (29) Education of women; (30) Africans and Orientals; (31) Education of deaf; (32) Exceptional children; (33) Education extension; and (34) Libraries and reading. [Compiled by the Library Division of the Bureau of Education, under the Direction of John D. Wolcott, acting Librarian. Best copy available has been provided.]
Agricultural Teaching: Papers Presented at the Fourth Annual Meeting of the American Association for the Advancement of Agricultural Teaching. Washington, D. C., November 11, 1913. Bulletin, 1914, No. 27. Whole Number 601
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-00-00
Type: Historical Materials
Subjects: Agricultural Education,Secondary Education,Agriculture,Land Use,Numbers,Practicums,Elementary Education,Higher Education,Equipment,Cooperation,State Aid,Vocational Education,Income,Outcomes of Education,Teacher Education Programs,Extension Education,Foreign Countries,Homework,Supervision,Summer Programs,Correlation,Economic Factors

The purpose of the American Association for the Advancement of Agricultural Teaching, as stated in its constitution, is &quot;to promote the teaching of agriculture and to devise ways and means for increasing the efficiency of such instruction in elementary and secondary schools and in colleges and universities.&quot; The time is opportune perhaps for discussing what ought to be the immediate policy of the association in putting its purpose into effect. One matter has already been settled. It has been agreed that for the present efforts shall be centered principally upon promoting the teaching of agriculture in the secondary schools, by devising ways and means of making that teaching more efficient. One who has marked the recent multiplication in the number of secondary schools attempting to teach agriculture can not but commend restriction of attention to the important problems which these schools present.  Appended are: (1) 1913 summer practicum (home project) work of the University of Minnesota Northwest School of Agriculture, Crookston, Minn; (2) Students' reports on 1912 and 1913 summer practicum work at Crookston, Minn; (3) Use of land by high schools teaching agriculture. Returns for school year 1911-12;  (4) The cooperative use of equipment and illustrative material in teaching agriculture; and (5) Massachusetts State-aided vocational agricultural education-- Examples of the income of pupils from farm work during attendance at school in 1913. [Best copy available has been provided.]
The Montessori Method and the Kindergarten. Bulletin, 1914, No. 28. Whole Number 602
Author: Harrison, Elizabeth
Date: 1914-00-00
Type: Historical Materials
Subjects: Kindergarten,Montessori Method,Educational Methods,Academic Freedom,Teaching Methods,Young Children,Child Development,Perceptual Development,Psychomotor Skills,Sensory Experience,Attention

Recently an earnest, brilliant, and learned Italian woman, Dr. Maria Montessori, has become famous, probably beyond her desire, for her contribution to the knowledge of little children and for the embodiment of her own and the discoveries of others in what she likes to call "a method of a new science of education." Her scientific investigations as a biologist and physician have led her to the formulation or acceptance of a doctrine of education for little children, that of carefully observed, intelligently directed self-development. The schools ("case dei bambini") for little children in Rome in which Dr. Montessori is trying out the methods and devices which she has invented or accepted for the application of her principles are attracting earnest students of education from all the world, and especially from America, and they count themselves fortunate who have the opportunity to come under Dr. Montessori's immediate instruction. Enthusiastic disciples are establishing similar schools in the United States and have formed themselves into a national society for the study and extension of the Montessori principles and methods, interest in which has been much increased by the recent visit of Dr. Montessori to this country and by the lectures which she delivered in several of the largest cities. Miss Elizabeth Harrison, president of the National Kindergarten College and long identified with the kindergarten movement in all of its important centers, was sent to Rome by the National Kindergarten Association that she might make a thorough study of Dr. Montessori's methods. This manuscript, prepared after a stay of several months of studying with Dr. Montessori in Rome, covers the following topics: (1) The principle of freedom; (2) The didactic material; (3) Exercising the muscles of young children; (4) Training of the senses; (5) The silent game; and (6) Limitations of the Montessori method. (Contains 2 footnotes.) [Best copy available has been provided.]
The Kindergarten in Benevolent Institutions. Bulletin, 1914, No. 29. Whole Number 603
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-00-00
Type: Historical Materials
Subjects: Kindergarten,Child Development,Hospitals,Young Children,Nursery Schools,Residential Programs,Industrial Education,Institutionalized Persons,Foster Care,Mental Retardation,Blindness

The essential importance of the kindergarten in every institution which has the care of children and its value in simplifying administration and in making the work of healing, training, or correction easier, quicker, and more permanent, appear clearly in the excerpts provided in this bulletin from letters sent to the Bureau of Education, in response to an inquiry, by officials of every kind of institution for child betterment. There is a wide variety in the kinds of organizations represented: Social settlements, industrial schools, orphanages, day nurseries, homes for dependent and neglected children, hospitals, and institutions for defectives; and there is an equally wide variety in the kinds of children these organizations serve--deaf, blind, crippled, and feebleminded of every race, nativity, and creed. Their ages vary from that of earliest infancy to 21 years. The experience of all these has been the same--that the properly adapted kindergarten, in properly trained hands, supplies the humanizing factor absolutely necessary for solving their problems with any approach to completeness. "Why Should the Kindergarten be a Part of the School System" is appended. [Best copy available has been provided.]
Consolidation of Rural Schools and Transportation of Pupils at Public Expense. Bulletin, 1914, No. 30. Whole Number 604
Author: Monahan, A. C.
Date: 1914-00-00
Type: Historical Materials
Subjects: Educational Facilities,Rural Schools,Small Schools,Consolidated Schools,Transportation,School Buses,School Districts,Educational Finance,Costs,State Legislation,State Aid,Supervision,Classification,Governance,High Schools,Socialization,Labor Force Development,Foreign Countries

&quot;Consolidation of schools&quot; is the term used when two or more school districts are made into a single district, one school in one building replacing two or more small schools in several buildings. In some States when but two schools are replaced by one, the new school is called a &quot;union&quot; school, the term &quot;consolidated&quot; being applied only when three or more schools are replaced by a single school. In other sections the term &quot;consolidation&quot; is used only in speaking of a school to which children are transported public expense. When a single school is abandoned on account of lack of sufficient pupils to keep it open, and the children attend school in a neighboring district, the term &quot;consolidation&quot; would seldom be applied. Consolidation in its best form takes place when schools not forced to close for lack of pupils are deliberately abandoned for the purpose of creating a larger school where more efficient work may be done or equivalent work at less expense. The two primary motives in the movement for consolidation have been and still are (1) for the purpose of securing better educational facilities, and (2) for the purpose of decreasing the cost of education on the school district. Considerable space is given to the discussion of both of these subjects in this bulletin. A bibliography of consolidation of schools and an index are included. (Contains 1 table, 17 plates, and 18 footnotes.) [Best copy available has been provided.]
Report on the Work of the Bureau of Education for the Natives of Alaska, 1912-13. Bulletin, 1914, No. 31. Whole Number 605
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-00-00
Type: Historical Materials
Subjects: School Health Services,Reservation American Indians,Teaching Conditions,Financial Support,Educational Legislation,Industry,Public Health,Alaska Natives,Access to Education,Institutional Characteristics,Wildlife,Rural Areas,School Community Programs,Health Promotion,Hospitals,Elementary Secondary Education

During the fiscal year that ended June 30, 1913, the field force of the Alaska school service consisted of 5 superintendents, 109 teachers, 11 physicians (1 of whom also filled another position), 9 nurses, and 3 hospital attendants. Seventy-seven schools were maintained, with an enrollment of 3,563, and an average attendance of 1.797. This bulletin on the work of the Bureau of Education for Natives of Alaska is divided into two sections. Part I--General Summary--contains: (1) Report on education (character of the work; medical work; reservations; economic aid to natives; legislation; recommendations; list of persons in the Alaska school service; and summary of expenditures); and (2) Report on the reindeer service (growth of the enterprise; administration; distribution; a native industry; summary of expenditures; and statistical tables). Part II--Detailed Reports--covers the following topics: (1) Reports by superintendents A. N. Evans and Walter C. Shields; (2) Reports by teachers in Barrow, Wainwright, Kivalina, Noatak, Selawik, Atka, Seldovia, and Sitka; (3) Reports on health conditions: (a) report on health conditions in the native villages along the Arctic coast (by Emil Krulish); (b) report on health conditions in the native villages in southeastern Alaska (by Emil Krulish); and (c) report on an epidemic of measles at Konai, in southwestern Alaska (by W. E. Kuppler and Alice M. Dolan); and (4) Special reports on the Hydaburg colony and Metlakahtla. (Contains 13 plates.) [Best copy available has been provided.]
Bibliography of the Relation of Secondary Schools to Higher Education. Bulletin, 1914, No. 32. Whole Number 606
Author: Walkley, Raymond Lowrey, Comp.
Date: 1914-00-00
Type: Historical Materials
Subjects: Higher Education,Numbers,Educational Research,Evaluation Methods,Bibliographies,Secondary Education,High Schools,Standards,Reports,Educational History,Admission Criteria,Admission (School),Vocational Education,Industrial Education,Curriculum,Educational Administration,Teaching Methods,Professional Education

Within recent years there has been an extensive discussion of the relation of secondary to higher education and of the high school to the college. With an increase in the number of high schools and high-school students, and with the awakened desire for a greater economy in education and more definite standards, this relation has become still more important. That future discussions of the subject may the more certainly lead to valuable and practical results, there is a need for some comprehensive bibliography of it, such as that which is presented in this bulletin. In the preparation of this bibliography the aim has been to include only discussions of the subject, and not purely formal documents and reports, such as statements of entrance requirements or recommended courses of study, except when these are arranged in comparative form, or accompanied by a valuable discussion. Nearly all the material published within the past 10 years has been included. The articles are grouped by subject, and in each division the arrangement is chronological, in order to show as far as possible the historical development of interest. This brings the latest articles on the subject at the end of each division. An index is included. [Best copy available has been provided.]
Key Questions on the Obama Administration's 2014 Education Budget Request. Issue Brief
Author: New America Foundation
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Presidents,Budgets,Politics of Education,Preschool Education,Educational Finance,College Readiness,Career Readiness,Paying for College,Cost Effectiveness,Student Financial Aid,Student Loan Programs,Loan Repayment

President Obama sent his fiscal year 2014 budget request to Congress on April 10, 2013. The New America Foundation's Education Policy Program released this subsequent issue brief, &quot;Key Questions on the Obama Administration's 2014 Budget Request.&quot; Obama's budget request totals $71.2 billion in appropriations funding for the U.S. Department of Education. It includes spending for a pre-kindergarten federal-state partnership program for low- and moderate-income 4-year-olds and a new college and career readiness competitive grant effort. The request also details a number of proposals to address college affordability, innovation, transparency, and quality, including a proposal that would pay alternative higher education providers like MOOCs and employers who provide high-quality two-year degrees at no cost to the student. The White House budget request would reform interest rates on federal student loans, tying them to the 10-year Treasury note rate plus an additional percentage each year, but leaving the rates fixed over the life of the loan. The proposal is adapted from a plan published last year by the Education Policy Program's Jason Delisle. The Education Policy Program at the New America Foundation has reviewed the president's proposals and generated a list of key questions that policymakers, the media, stakeholder groups, and the public should ask about the proposals.
Guide to Accreditation, 2012. [December 2011 Revision]
Author: Teacher Education Accreditation Council
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Accreditation (Institutions),Formative Evaluation,Distance Education,Glossaries,Federal Regulation,Program Proposals,Professional Associations,Schools of Education,Teacher Education Programs,Educational Administration,Standards,Educational Policy,Educational Principles,Educational Objectives,Educational Philosophy,Program Descriptions,College Programs,Program Evaluation,Evaluation Criteria,Audits (Verification),Guidelines,Inquiry,Evidence,Quality Control,Workshops,Worksheets,Check Lists

The Teacher Education Accreditation Council's (TEAC's) "Guide to Accreditation" is primarily for the faculty, staff, and administrators of TEAC member programs. It is designed for use in preparing for both initial and continuing accreditation. Program personnel should understand and accept all the components of the TEAC accreditation process before entering into it. Everyone in the program who is responsible for some or all parts of the program's accreditation (including annual reports) is encouraged to read and use this guide. The goal in writing the guide was to make each step of the process clear and to make the accreditation process itself transparent. For example, throughout, this guide explains the rationale behind the process as well as each step. Also included are details about formative evaluation, the audit, and the accreditation decision. Because this guide spells out in detail what is expected from the members and how all the steps in the process fit together, TEAC auditors and members of the Accreditation Panel and Accreditation Committee should also find the volume useful. Appended are: (1) List of Tables, Figures, and Formats; and (2) TEAC Glossary. An index is included. Individual chapters contain footnotes and references. (Contains 8 tables and 1 figure.) [For "Guide to Accreditation, 2011-2012," see ED516752.]
Inquiry, Evidence, and Excellence: The Promise and Practice of Quality Assurance. A Festschrift in Honor of Frank B. Murray
Author: LaCelle-Peterson, Mark, Ed.
Date: 2012-00-00
Type: Books
Subjects: Quality Control,Preservice Teacher Education,Federal Government,Educational Quality,Futures (of Society),Accreditation (Institutions),Guidelines,Accountability,Higher Education,Educational Change,Peer Evaluation,Government School Relationship,Recognition (Achievement),Educational Research

The overall aim of this volume of essays is to honor Frank B. Murray's commitments to empirically-based quality assurance and to the development of increasingly effective systems of quality control in educator preparation programs. As the editors approached the authors with the invitation to contribute an essay, two characteristic aspects of Frank's own thought were mentioned to provide overall direction to the collection. The first was Frank's consistent ability to see around the corner into the future; the present is of interest not only for its own sake, but for its dynamic possibilities. The second characteristic of Frank's thinking that we noted was the knack for seeing the "big picture" of issues and educational processes as they connected to small, immediate, concrete actions. The overall idea, however, was that the set of essays, collectively, might suggest an agenda for the future of quality assurance and accreditation. This publication contains the following: (1) Framework for Festschrift Essays (Mark LaCelle-Peterson and Diana Rigden); (2) Foreword (Sandra B. Cohen); (3) Knowing by Asking: Frank B. Murray's Life of Inquiry (Daniel Fallon); (4) Time, Our Times, and TEAC (Donald Warren); (5) Five Essential Tensions in Accreditation (Jon F. Wergin); (6) Doing Better: Musings on Teacher Education, Accountability, and Evidence (Suzanne M. Wilson); (7) Higher Education, Accreditation, and Change, Change, Change: What's Teacher Education To Do? (Barbara Brittingham); (8) What Future for Accreditation: The Challenge and Opportunity of the Accreditation--Federal Government Relationship (Judith S. Eaton); and (9) Disciplining Peer Review: Addressing Some Deficiencies in U.S. Accreditation Practices (Peter Ewell). Individual papers contain references and footnotes.
Labor Market Impacts of the GED[R] Test Credential on High School Dropouts: Longitudinal Evidence from NLSY97. GED Testing Service[R] Research Studies, 2011-2
Author: Song, Wei
Date: 2011-08-00
Type: Reports - Research
Subjects: Adult Education,High School Equivalency Programs,Labor Market,Educational Research,Data Analysis,Longitudinal Studies,Credentials,Dropouts,Employment Potential,Program Effectiveness,High Schools,Labor,Career Development

Ever since achieving a high school credential by passing the GED[R] test became widely institutionalized through adult education programs in the United States, outcomes for GED test credential recipients have continued to be of great interest to the adult education community and the general public. Very few studies of GED test credential recipients have examined the impacts of the credential from a national and longitudinal perspective; even fewer have provided information on their occupational changes after obtaining a GED test credential. This study utilizes a new wave of data from the National Longitudinal Survey of Youth 1997 (NLSY97), a national longitudinal study sponsored by the U.S. Department of Labor, to examine the impacts of the GED test credential on the labor market outcomes of high school dropouts. The analyses take advantage of 12 years of data to explicitly model the impacts of the acquisition of a GED test credential on the hourly wages and work hours of youth who did not complete a high school education and to explore the immediate impact on occupational change upon obtaining a GED test credential. (Contains 1 figure, 11 tables, and 7 endnotes.)
Journeys through College: Postsecondary Transitions and Outcomes of GED[R] Test Passers. Follow-Up Report, Crossing the Bridge, Year Two
Author: Guison-Dowdy, Anne
Date: 2011-00-00
Type: Reports - Research
Subjects: High School Equivalency Programs,High School Graduates,Educational Status Comparison,Economic Impact,College Freshmen,Educational Demand,Postsecondary Education,Transitional Programs,Credentials,Testing,Adult Education,Data Analysis

Since the 1990s, a wealth of literature has compared the benefits of having a GED[R] test credential versus a traditional high school diploma or no high school credential, with an early emphasis on economic impact. One advantage of passing the GED test lies in its ability to open doors to the postsecondary system. Nearly two-thirds of U.S. uncredentialed adults who passed the GED test in 2010 indicated further education as a reason for testing, and 55.6 percent specified testing to enter a two-year or a four-year postsecondary institution. The purpose of this paper is to expand on the insights, as offered in Zhang, Guison-Dowdy, Patterson, and Song (2011), into the postsecondary transitions and outcomes of GED test passers in contrast to those of traditional high school graduates. Analyses use the BPS:04/09 dataset, a large, longitudinal dataset representative of a U.S. cohort of postsecondary freshmen. A second paper (Guison-Dowdy &amp; Patterson, in press) further compares GED test credential recipients and traditional high school graduates side by side using BPS:04/09 data as well, examining more specifically the socio-academic experiences, the continued or altered trajectories, and the thoughts of students in their journeys through the postsecondary system, between the time they first enroll and until they exit. (Contains 8 figures, 8 tables, and 5 footnotes.)