ethanporcaro/eric-fulltext-meta huggingface dataset:
Rural Schoolhouses and Grounds. Bulletin, 1914, No. 12. Whole Number 585
Author: Dresslar, Fletcher B.
Date: 1914-00-00
Type: Historical Materials
Subjects: School Buildings,Health Programs,Architecture,Educational Facilities Design,Rural Schools,Resource Allocation,Rural Areas,Equipment,Hygiene,Geographic Location,Planning,Educational Facilities Improvement,Housing,Consolidated Schools,Sanitation,Water,Health Promotion

Since the beginning of the recent revival of interest in rural schools, millions of dollars have been expended annually for country schoolhouses, and expenditures for this purpose have grown larger from year to year. Some of the newer buildings are large and relatively costly, but many, probably most, of them are built with little or no reference to architectural appearance, to the local needs, or to the principles of sanitation and the health requirements of growing children. It is economic waste of the worst type to spend annually hundreds of millions of dollars in money for schools and hundreds of millions more in the time of children and then fall short of the best results because of bad construction and poor equipment of schoolhouses. It is worse than economic waste to destroy the health and lives of children through failure to observe simple and well-known sanitary laws. The places to which children come to gain preparation and strength for life and its duties should not prove to be hotbeds for the seeds of disease and death. This bulletin is the result of careful and prolonged study of rural school architecture, with constant reference to economy and the highest degree of utility. Following a Letter of Transmittal and an Introduction, this document is divided into 12 chapters, as follows: (1) Some conditions and opportunities in rural life; (2) Relation of the country-school program to the country-school equipment; (3) Hygienic condition of typical rural schoolhouses and grounds; (4) The location of country schoolhouses; (5) Orientation of the building; (6) The country schoolhouse; (7) Plans for rural schoolhouses; (8) Remodeling country schoolhouses; (9) Teachers' cottages; (10) Consolidation of rural schools and some special needs in buildings for such schools; (11) Sanitary and convenient water supply for country schools; and (12) Sanitary privies for rural schools. An appendix presents a health program for country children. An index is also included. (Contains 44 plates, 13 footnotes, and 52 figures.) [Best copy available has been provided.]
Present Status of Drawing and Art in the Elementary and Secondary Schools of the United States. Bulletin, 1914, No. 13. Whole Number 586
Author: Farnum, Royal Bailey
Date: 1914-00-00
Type: Historical Materials
Subjects: Art Education,Elementary Schools,Secondary Schools,Freehand Drawing,Educational History,Teaching Methods,Instructional Materials,Clubs,Art Activities,Cultural Influences,Industrial Education,Career Education,Rural Schools,Public Schools,Private Schools

There is a general demand for information in regard to the condition of drawing and art in the elementary and secondary schools of this and other countries. In partial response to this demand Mr. Royal Bailey Farnum, specialist in drawing and handwork in the New York State Education Department, has prepared this manuscript showing the status of drawing and art in the schools of the United States. In preparing this monograph the author has tried to present material which will not only be available for future reference, but also for immediate and practical use. Contents of this bulletin are as follows: (1) Historical development; (2) Aims and scope in art teaching; (3) Organization, methods, and outlines; (4) Application and correlation; (5) Picture study and school decoration; (6) Materials and equipment; and (7) Art clubs and associations. An index is provided. (Contains 5 tables and 63 plates.) [Best copy available has been provided.]
Vocational Guidance: Papers Presented at the Organization Meeting of the Vocational Guidance Association, Grand Rapids, Michigan, October 21-24, 1913. Bulletin, 1914, No. 14. Whole Number 587
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-00-00
Type: Historical Materials
Subjects: Vocational Education,Career Guidance,Child Labor,Career Choice,Foreign Countries,Psychological Testing,Professional Education,Counselor Training,Public Schools,Employment Opportunities,Individual Characteristics,Placement,Industry

The organization of the National Vocational Guidance Association was completed during a series of meetings held in 1913 at Grand Rapids, Michigan, October 21-24, inclusive. This was the third national conference on vocational guidance, previous meetings having been held at Boston in 1910 and New York City in 1912. At the latter meeting the conference authorized the selection of a committee to arrange for a convention in 1913 and to present plans for a permanent organization should such a procedure seem advisable after due consideration of the opportunities for service presented by present-day conditions. In accordance with this authorization, the National Vocational Guidance Association was duly organized at Grand Rapids by the acceptance of the report of the organization committee, the adoption of a constitution, and the election of officers. This bulletin contains the formal papers. presented at the conference. Contents include: (1) The larger social, economic, and educational bearing of vocational guidance; (2) Practical, scientific, and professional phases of vocational guidance; (3) Vocational guidance within the public-school system; and (4) How shall we study an industry for purposes of vocational education and vocational guidance? Appended are: (1) The round-table question box. Presiding officer, Professor J. M. Telleen, Case School of Applied Sciences, Cleveland, Ohio; (2) Vocational guidance through English composition. Work in the Grand Rapids (Michigan) high schools. An index is included. [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Index: January, 1913-January 1914. Bulletin, 1914, No. 15. Whole Number 588
Author: Towner, Isabel L., Comp.
Date: 1914-00-00
Type: Historical Materials
Subjects: Bibliographies,Indexes,Classification,Educational Research

Beginning with the year 1913, the Monthly Record of Current Educational Publications takes the place of the annual Bibliography of Education previously issued by this office. The presented author and subject index is designed to make the 11 numbers of the record from January, 1913, to January, 1914, inclusive, available for permanent use as an annual survey of educational literature. The references in this index are to the item numbers, which run consecutively throughout the series of monthly bulletins for the year. A very full system of subject headings is included, to supply the lack of a closer classification than was practicable in the monthly lists, and to afford ready access to material on each topic represented. [Best copy available has been provided.]
The Tangible Rewards of Teaching: A Detailed Statement of Salaries Paid to the Several Classes of Teachers and School Officers. Bulletin, 1914, No. 16. Whole Number 589
Author: Boykin, James C., Comp.
Date: 1914-00-00
Type: Historical Materials
Subjects: Rewards,Teacher Salaries,Teaching (Occupation),Administrators,Salaries,Urban Schools,Special Schools,Public Schools,Teacher Education Programs,Schools of Education,High Schools,Elementary Schools,Kindergarten,School Size,Rural Schools,Educational Legislation,State Legislation,Superintendents,Colleges,Industrial Education,Disabilities,Deafness,Blindness,Mental Retardation

The committee on teachers' salaries and cost of living of the National Educational Association deems itself fortunate in securing the cooperation of the Bureau of Education of the United States in publishing this bulletin on the actual salaries paid to teachers in elementary, secondary, and higher grades in all parts of the United States. It was arranged with Commissioner Claxton that this task be placed in the hands of James C. Boykin, editor of the Bureau of Education. This report, in comparison with the resort of the committee on salaries, tenure, and pensions made in 1905, should present a clear outline of the movement of teachers' salaries throughout the country, showing where they have remained stationary, where they have advanced, and where they have retrograded. It should also show a basis for the determination of the relative standing of cities with regard to the compensation of teachers. The bibliography contained in this report was prepared by Dr. Bird T. Baldwin, professor of education in Swarthmore College, and Walter H. Mohr. A bibliography and an index have been provided. Individual sections contain footnotes. (Contains 46 tables.) [Best copy available has been provided.]
A Course on Applied Superconductivity Shared by Four Departments
Author: Jensen, Bogi B.
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Curriculum Development,Class Activities,Interdisciplinary Approach,Course Descriptions,Course Evaluation,Interviews,Student Attitudes,Electronics,Electromechanical Technology,Energy,Mathematical Models,Problem Based Learning,Engineering Education,Physics,Mathematics,Competition,Sustainable Development,College Students,College Instruction,Elective Courses,Minicourses

In this paper, a course on applied superconductivity is described. The course structure is outlined and the learning objectives and the learning activities are described. The teaching was multidisciplinary given by four departments each contributing with their expertise. Being applied superconductivity, the focus was on an application, which could benefit from using superconductors. The application used in this course was superconducting generators for direct drive wind turbines. As part of the course, the students built a small-scale superconducting machine and set up FE (finite element) models of that machine as well as large-scale wind turbine generators with superconductors and PM (permanent magnet) generators, too. The course was assessed by a conference contribution and reports from the students. The quality of the course was evaluated by interviewing the students after the course had finished. The students were very pleased with the course and gave suggestions of how the course could be improved further. (Contains 1 table and 9 figures.)
Play-Building: Creating a Documentary Theatre Performance in a High School Setting
Author: van Eyck, Philip
Date: 2013-04-00
Type: Reports - Research
Subjects: Theater Arts,College Instruction,Dramatic Play,Documentaries,Teaching Methods,Transcripts (Written Records),Interviews,Editing,Holistic Approach,Empathy,Relevance (Education),High School Students,Learner Engagement,Focus Groups,Perspective Taking,Questioning Techniques,Interaction,Listening

This paper describes a high school theatre program's project in which Anna Deavere Smith's documentary theatre work serves as the foundation for play-building for students. Research in theatre arts supports the use of play-building as a way to explore major themes of relevance to students. However, there is little research addressing documentary theatre's use in a high school setting. Teacher and students created a full-length dramatic play which incorporated interviews of actual people related to the theme; in this case an exploration of dreams, both aspirational and nocturnal, entitled "Dreaming: Day and Night." After transcribing the interviews, an edited script weaving together the different perspectives of the interviewees, came to fruition. Students rehearsed and performed the script along with other material. The thesis project sought to record student responses to the work, especially in relation to the areas of relevance, engagement and empathy. At the end of the production students were interviewed in a focus group format by the instructor in order to collect information. Findings indicate that documentary theatre can prove relevant and engaging for students; findings indicate it can encourage a high degree of empathy as well.
Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum
Author: Alshammari, Ahmad
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Curriculum Implementation,Science Curriculum,Grade 7,Science Course Improvement Projects,Grade 6,Teacher Attitudes,Course Content,Questionnaires,Interviews,Curriculum Evaluation,Performance Factors,Educational Change

The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum, which was implemented in 2008. This study focused on the teachers' views regarding curriculum content and revealed the challenges and difficulties they face in teaching this new curriculum. Data were collected from 136 teachers' questionnaires and four interviews. The findings indicated that the curriculum content did not help students work together and was not related to the students' culture and society. The findings also showed that science teachers faced many challenges in teaching the new curriculum, like a lack of teaching tools in the schools and the fact that the MoE did not provide any course training related to the new curriculum. To conclude, the findings suggest that the new curriculum should be reviewed and modified with the teachers' involvement. (Contains 2 tables.)
Factors That Impact a Child on the Autism Spectrum in the General Education Classroom
Author: Davis, Ashley
Date: 2013-04-00
Type: Reports - Research
Subjects: General Education,Teachers,Teacher Competencies,Professional Development,Teaching Methods,Autism,Early Intervention,Mainstreaming,Regular and Special Education Relationship,Inclusion,Pervasive Developmental Disorders,Teacher Attitudes,Inservice Teacher Education,Cues,Visual Stimuli,Social Behavior,Peer Acceptance

General education teachers currently have children in their classrooms who are on  the autism spectrum. These teachers have had little to no training in either their teacher preparation nor-school based professional development programs in teaching children on the spectrum. The purpose of this paper is to explore teaching strategies that are successful for these children and can be easily implemented in the classroom. The research literature reveals little on this topic. There is information on early intervention with preschool students as well as environmental, communication, and social supports. Educators from general and special education were interviewed for their ideas and experiences in working with this population. Their information was analyzed and summarized to form a list of recommendations for classroom teachers. Results indicated that teachers are open to having students on the autism spectrum in their classroom. They appreciate formal training as part of their in- service opportunities. There are many strategies available to implement. These strategies address social, emotional and some academic supports. Teachers need to understand that with this population, their strategies may have inconsistent results, given the nature of the differences both between and among children.
Remedial Help in Inclusive Classrooms: Gender Differences in the Enhancement of Mathematics Achievement of Students through PAL (Peer-Assisted Learning)
Author: Obidoa, Mabel A.
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Peer Relationship,Cooperative Learning,Gender Differences,Equal Education,Instructional Effectiveness,Academic Ability,Student Diversity,Low Achievement,Learning Disabilities,Program Effectiveness,Experimental Groups,Control Groups,Educational Research,Secondary School Students,Remedial Mathematics

This study investigated gender differences in the effect of PAL (peer-assisted learning) on students' mathematics performance in Enugu State of Nigeria. It used pre-test and post-test non-randomized control group design. Four research questions and four hypotheses guided the study. The population was SS II (senior secondary school class II) students in the state. The sample consisted of 597 students: 342 male and 255 female students. Multi-stage random sampling and purposive sampling were used at different stages. Subjects were marched 1:1--high achiever: low achiever. Treatment consisted of one term of PAL which commenced after orientation to both students and guidance counselors who monitored them. Pre-test and post-test scores were obtained from school records. Students' grades in mathematics were obtained in the term preceding the PAL term and at the end of the PAL term. Data were analyzed using means and t-test. Findings show that PAL was effective in enhancing the mathematics performance of all male and female LAS (low achieving students) but did not improve the performance of female HAS (high achieving students). The results were discussed and one of the recommendations made was that PAL be taught to student teachers on training and teachers during in-service training so that they can acquire the knowledge and use it to improve academic performance of children with specific learning disabilities, LAS as well as HAS. (Contains 8 tables.) [This research was supported in part by the Nigeria National Educational Research and Development Council (NERDC).]
The National Mathematics Curriculum for BEP (Basic Education Programme) and the MDG (Millennium Development Goals) for Mathematics Teachers in Nigeria: Teachers' Perception and Readiness
Author: Ekwueme, Cecilia Olunwa
Date: 2013-03-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Foreign Countries,Likert Scales,Mathematics Teachers,Interviews,Questionnaires,Familiarity,Career Readiness,Curriculum Implementation,Knowledge Base for Teaching,Teaching Skills,Teacher Participation,Retraining,Educational Resources,Difficulty Level,Knowledge Level

The study used a survey design. The instrument was teachers' questionnaire and interview on awareness and readiness. The interview was administered to the different categories of the respondents using a 4-point Likert scale. Two hundred mathematics teachers were randomly selected from 100 schools (public and private) using stratified random sampling technique. Simple percentage and frequency counts were used on research questions. The findings revealed inadequacy in both human and material resources for implementation of the UBE (universal basic education) project in CRS (Cross River State). On teachers' awareness, 71% believed that 6-3-3-4 is just changed to 9-3-4 as a new system, the quality of the new mathematics curriculum reduced as seen in their responses which points to the fact that most of them are unaware of the main objectives of the UBE and the rationale for restructuring the curriculum which mostly is to infuse emerging issues into relevant content and NEEDS (National Economic Empowerment Development Strategy) targets. Public primary school teachers also had higher attendance to re-training programmes than other teachers but attendances were still low (below 50%). On readiness, only 45% of teachers in public schools and 25% in private schools indicated readiness due to inadequacies in availability of resources for implementation and proper training required for taking off. (Contains 7 tables.)
Application of ICT (Information and Communication Technology) in the Management of Universities in the North-Central State of Nigeria
Author: Oboegbulem, Angie Ijeoma
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Technology Uses in Education,Technology Integration,College Administration,Automation,Public Colleges,School Surveys,Higher Education,Program Implementation,Performance Factors,Hypothesis Testing,Likert Scales,Program Attitudes

This study investigated the application of ICT (information and communication technology) in the management of universities in the north-central Nigeria. The study was a descriptive survey. The population of the study comprised 1,294 respondents in federal and state universities (763 in federal and 531 in state universities). The sample size consists of 446 respondents, 280 in federal and 166 in state universities. These were selected through proportionate stratified random sampling technique. The instrument used for data collection was a 26-item questionnaire. Data collected were analyzed using mean and SD (standard deviation) to answer the specific research questions, while t-test statistic was used for the hypotheses. The findings of the study showed that ICT can be applied in the areas of accessing of results online, filling of students' personal data and for communication. A major constraint was non-supply of power to many universities and education centres. It was recommended among others that the federal and state government should improve on the training of students and staff in the use of ICT through seminars, workshops, and conferences. (Contains 5 tables.)
An Analysis of Factors Influencing Urbanite Woman Learner-Participation in Functional Literacy Programs in Selected Christian Churches, Accra
Author: Saah, Albert Amoah
Date: 2013-03-00
Type: Journal Articles
Subjects: Functional Literacy,Adult Learning,Adult Students,Statistical Analysis,Nonformal Education,Literacy Education,Adult Literacy,Urban Areas,Females,Surveys,Individual Characteristics,Cultural Influences,Sociocultural Patterns,Participation,Program Design,Church Programs

The promotion of adult functional literacy programs per se, neither creates the necessary motivation for learning, nor enhances the participation of adult learners in work-oriented or socio-cultural functional literacy programs. The task in learning-teaching transaction is to create the enabling environment for harnessing and enhancing learner-related factors that influence the learners' successful and significant participation. The research sets out to investigate, analyze, and establish the factors, which influences urbanite woman learners-participation in adult functional literacy programs of selected churches in Accra. Study used survey method to collect data from study area in Nima and Maamobi, East Ayawaso sub-district of Accra, and chi-square test for statistical analysis. Three classes of factors were identified: (1) Internal factor (or the bio-psychosocial characteristics of learner, such as adult's experience and perception) which most influenced the urbanite learner-participation; (2) External factor related to the cultural setting and organization; and (3) Integrated factor which constitutes the interplay of both internal and external factors. Integrated factor contributed the least level of influence. Findings established a crucial foundation that adult functional literacy programs designed, deployed, and developed with learner-friendly models utilizing internal factors, will most enhance learner-participation in both work-oriented and socio-cultural functional literacy programs in continuing education. (Contains 1 figure and 7 tables.)
Advanced Math Equals Career Readiness. Math Works
Author: Achieve, Inc.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Mathematics Skills,Career Readiness,Mathematics Achievement,Advanced Courses,High School Students,Higher Education,Educational Opportunities,Employment Level,Employment Opportunities

The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2) American employers are demanding advanced math skills. (Contains 14 endnotes.)