ethanporcaro/eric-fulltext-meta huggingface dataset:
Conversions Rock! Lessons & Worksheets to Build Skills in Equivalent Conversions. Poster/Teaching Guide. Expect the Unexpected with Math[R]
Author: Actuarial Foundation
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 6,Grade 7,Grade 8,Mathematics Instruction,Mathematics Skills,Mathematical Concepts,Class Activities,Mathematics Activities,Word Problems (Mathematics),Worksheets,Lesson Plans,Instructional Materials,Visual Aids,Teaching Guides,Academic Standards,National Standards,Relevance (Education),Alignment (Education),Mathematics,Arithmetic

"Welcome to Conversions Rock" is a new math program designed to build and reinforce the important skills of converting fractions, decimals, and percents for students in grades 6-8. Developed by The Actuarial Foundation, this program seeks to provide skill-building, real-world math to help students become successful in the classroom and beyond. [A poster that accompanies this teaching guide can be viewed and/or retrieved at: http://www.actuarialfoundation.org/pdf/poster-conversions-rock.pdf.]
Shake, Rattle, & Roll: Teaching Guide & Poster. Expect the Unexpected with Math[R]
Author: Actuarial Foundation
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 6,Grade 7,Grade 8,Gifted,Career Education,Science Careers,Data Analysis,Insurance,Insurance Occupations,Natural Disasters,Risk Assessment,Graphs,Mathematics Instruction,Mathematics Skills,Mathematical Concepts,Probability,Statistics,Statistical Analysis,Class Activities,Mathematics Activities,Worksheets,Lesson Plans,Instructional Materials,Visual Aids,Teaching Guides,Academic Standards,National Standards,Relevance (Education),Reprography,Seismology,Weather

"Shake, Rattle, & Roll" is a new program developed by The Actuarial Foundation with Scholastic, provides dynamic real-world math content designed to build student skills while showing students the relevance of math to understanding their world and planning for their future. Math skills are increasingly important for students. According to the U.S. Department of Labor, computer and mathematical science occupations, are projected to add 967,000 jobs and grow fastest among the professional groups by 2014. [A poster that accompanies this teaching guide can be viewed and/or retrieved at: http://www.actuarialfoundation.org/pdf/Poster.pdf.]
Math Academy: Dining Out! Explorations in Fractions, Decimals, & Percents. Book 4: Supplemental Math Materials for Grades 3-8
Author: Rimbey, Kimberly
Date: 2007-00-00
Type: Guides - Classroom - Teacher
Subjects: Student Journals,Manipulative Materials,Money Management,Dining Facilities,Purchasing,Computation,Educational Games,Mathematics,State Standards,Experiential Learning,Elementary School Students,Middle School Students,School Activities,Mathematics Tests,Student Surveys,Teacher Surveys,Mentors,Insurance Occupations,Check Lists,Mathematics Instruction,Mathematics Skills,Mathematical Concepts,Class Activities,Mathematics Activities,Worksheets,Lesson Plans,Instructional Materials,Teaching Guides,Academic Standards,Relevance (Education),Alignment (Education),Arithmetic,Simulation,Volunteer Training

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use to enhance their math instruction while staying true to the academic rigor required by the state standards framework. Included in this booklet are activities the author used for the restaurant Math Academy. This Math Academy is designed to help students understand how to use fractions, decimals, and percents in the context of restaurants and money. In this day of credit and gift cards, children do not have as many real-life opportunities to count money and make change. These activities will keep those skills fresh, even with older students. Teachers may choose to implement a grade-level or school-wide Math Academy, or they may prefer to implement these activities in their own classroom. Whichever format they use, teachers should keep in mind that the goal is to help their students see the relevance of mathematics in real-life contexts.
Probability &amp; Statistics: Modular Learning Exercises. Teacher Edition
Author: Actuarial Foundation
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: Probability,Statistics,Learning Modules,Calculus,High School Students,Insurance,Insurance Occupations,Career Education,Correlation,Regression (Statistics),Natural Disasters,Weather,Spreadsheets,Graphing Calculators,Educational Technology,Mathematics Instruction,Mathematics Skills,Mathematical Concepts,Statistical Analysis,Word Problems (Mathematics),Class Activities,Mathematics Activities,Worksheets,Lesson Plans,Instructional Materials,Teaching Guides,Glossaries,Academic Standards,Relevance (Education),Alignment (Education),Advanced Courses,Advanced Placement Programs,Statistical Distributions,Norms,State Standards

The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The modules also introduce students to real world math concepts and problems that property and casualty actuaries come across in their work. They are designed to be used by teachers and students of AP courses (primarily AB and BC Calculus) after the AP exam, but of course they can be used at any time. Statistical thinking is critical in today's society. Data are everywhere and students will see and recognize misinterpretations all the time. &quot;Probability &amp; Statistics: Modular Learning Exercises&quot; cover: (1) Basic Statistics Concepts; (2) The Normal Model; (3) Discrete Probability Distributions; and (4) Correlation and Regression.
Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6
Author: Rimbey, Kimberly
Date: 2007-00-00
Type: Guides - Classroom - Teacher
Subjects: State Standards,Educational Games,Probability,Mathematics Instruction,Student Journals,Experiential Learning,Elementary School Students,Middle School Students,School Activities,Mathematics Tests,Student Surveys,Teacher Surveys,Mentors,Insurance Occupations,Check Lists,Mathematics Skills,Mathematical Concepts,Class Activities,Mathematics Activities,Worksheets,Lesson Plans,Instructional Materials,Teaching Guides,Academic Standards,Relevance (Education),Alignment (Education),Volunteer Training

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to enhance their math instruction while staying true to the academic rigor required by the state standards framework. Included in this booklet are activities the author used for The Game Company Math Academy. This Math Academy is designed to help students understand probability through playing games. Teachers may choose to implement a grade-level or school-wide Math Academy, or they may prefer to implement these activities in their own classroom. Whichever format they use, teachers should keep in mind that the goal is to help their students see the relevance of mathematics in real-life contexts.
Work of the Bureau of Education for the Natives of Alaska. Bulletin, 1925, No. 16
Author: Hamilton, William
Date: 1925-00-00
Type: Historical Materials
Subjects: Educational Environment,Alaska Natives,American Indian Students,Medical Services,School Personnel,Health Personnel,Social Services,Public Schools,Rural Schools,School Organization,Elementary Secondary Education,Vocational Education,Educational Facilities,School Statistics,Educational History,Educational Administration,Educational Policy,Educational Finance,Federal Aid,Federal Programs,Surveys,Agency Role,Trust Responsibility (Government),Federal Indian Relationship,Government Role,Animal Husbandry,Transportation

This bulletin documents the work of the Alaska division of the Bureau of Education. It reports advance sheets for the biennial survey of education, 1922-1924. The Alaska division is required to make provision for the education of the natives of Alaska, extend to them all possible medical relief, train them to self-support, and, so far as possible, relieve worthy cases of destitution. The work is under the supervision of the chief of the Alaska division, headquartered in Seattle, Washington, which: (1) functions as a purchasing and disbursing agent; (2) selects and recommends to the Commissioner of Education the appointment of bureau employees in Alaska; (3) expends or invests, as requested, funds sent to it by employees in Alaska, by cooperative store of the natives, or by individual natives of Alaska; and (4) sells commodities, such as furs, ivory, and reindeer meat, for the natives and remits, deposits, or expends the proceeds as directed. The field force in Alaska during the fiscal year ended June 30, 1924, included one superintendent, 5 district superintendents, 151 teachers, 8 physicians, 21 nurses, 12 hospital attendants, and 8 herders in charge of reindeer belonging to the Government. The teachers not only carried on the educational work in the schoolrooms of 83 schools, but, in many instances, were responsible for the relief of destitution, for the extending of medical aid to natives in the vicinity of the school, and for the supervising of the industries and of the reindeer herds tributary to the school. The bureau's work was carried on in 116 buildings, including school buildings, teachers' residences, hospitals, and orphanages. [Best copy available has been provided.]
Professional Staff of State Departments of Education. Bulletin, 1925, No. 17
Author: Ferguson, Arthur Wesley
Date: 1925-00-00
Type: Historical Materials
Subjects: State Departments of Education,Professional Personnel,Educational History,Educational Administration,Administrator Role,Surveys,Superintendents,Public Education,Personnel Policy,Agency Role,Administrative Organization,Educational Trends,Educational Finance,Administrator Qualifications,Salaries,Elementary Secondary Education,Higher Education,Vocational Education,Adult Education

The chief factors in State administration of public education are the State board, the State superintendent, and the professional staff of the State departments of education. Several valuable studies have been made of the State board and the State superintendent. It is the purpose of the present study to supplement these with an investigation of the professional staff of State education departments. The term &quot;professional staff&quot; as employed throughout the ensuing discussion refers to those members of a State education department engaged in a type of service requiring professional knowledge, training, and experience for its proper execution. The study is confined to the professional staff of education departments in five States: Massachusetts, Connecticut, New York, New Jersey, and Pennsylvania, with the exception of Chapter II which makes a survey of the development of State departments of education in the country at large since 1900. A bibliography is included. (Contains 31 tables; individual sections contain footnotes.) [Best copy available has been provided.]
Progress in Kindergarten Education. Bulletin, 1925, No. 18
Author: Vandewalker, Nina C.
Date: 1925-00-00
Type: Historical Materials
Subjects: Enrollment Trends,Educational Change,Educational Innovation,Kindergarten,Articulation (Education),Preschool Education,Preschool Teachers,Educational Legislation,Educational Policy,State Legislation,State Policy,Curriculum Development,Educational Testing,Private Schools,Public Schools,School Districts,Urban Schools,Rural Schools,School Organization,Teacher Education,Teacher Education Curriculum,Enrollment,Educational Facilities,Educational Trends,Educational History,Educational Administration,Educational Research,Publications,National Surveys,Consolidated Schools

Marked progress has been made in the field of kindergarten education during the period from 1922 to 1924. This is shown in the: (1) continued increase in the enrollment in the kindergartens of the country; and (2) the better adjustment of the kindergarten to the school as a whole, including the new educational aims--the basis for unification, kindergarten-primary supervision--a means to more effective unification, problems that need solution, problems of classification and promotion, and unification of the kindergarten and primary curriculum; the improvement in the training of kindergarten teachers, including lengthening the kindergarten training courses, graduate courses for kindergarten teachers, and kindergarten-primary courses--a step forward; and the marked increase in the output of literature bearing on the subject. This document also reports the progress in kindergarten legislation, with two more states enacting kindergarten laws; and new lines of effort, such as kindergartens in consolidated rural schools and the nursery-school movement. (Contains 2 footnotes.) [Best copy available has been provided.]
Statistics of Land-Grant Colleges, Year Ended June 30, 1923. Bulletin, 1925, No. 19
Author: Greenleaf, Walter J.
Date: 1926-00-00
Type: Historical Materials
Subjects: Income,Private Financial Support,College Curriculum,Correspondence Study,Adult Education,Academic Degrees,Racial Segregation,School Segregation,Enrollment,Agricultural Colleges,Land Grant Universities,Conferences (Gatherings),Mining,Agricultural Education,Vocational Education,Engineering Education,Military Training,Home Economics,Teacher Education,Extension Education,Vocational Education Teachers,Comparative Education,Libraries,College Faculty,Summer Schools,Federal Programs,Black Colleges,African American Students,African American Education,White Students,Graduates,Secondary School Students,College Students,Educational History,Educational Legislation,Educational Policy,Educational Finance,State Policy,Federal Aid,Federal Legislation,State Aid,Educational Facilities,Budgets,School Statistics,School Surveys,National Surveys

It is the responsibility of the Bureau of Education to supervise the Federal funds which the land-grant colleges receive from the first Morrill Act of 1862, and from the Morrill-Nelson provisions of 1890 and 1907. The presidents of these institutions are required to make in detail a special annual report concerning the enrollments, teaching staff, general income, and various other items of information. This annual report has been prepared from audits of these reports. Each State maintains at least one land-grant college, as well as Alaska and Puerto Rico. The report is presented in three parts. A general discussion describes staff and student enrollment, enrollments in various curricula, first degrees, Alaska Agricultural College and School of Mines, surveys of land-grant colleges, and comparative statistics of land-grant colleges. Part II, Institutions attended primarily or exclusively by white students, and Part III, Institutions exclusively for colored students, provide a directory of land-grant colleges as well as details regarding new buildings, staff members, enrollment, degrees, income, property, and funding. Part III additionally reports on the conference on education in the Negro land-grant colleges, held at Tuskegee Normal and Industrial Institute, Tuskegee, Alabama, on January 15 and 16, 1923. (Contains 25 tables and 2 figures.) [Best copy available has been provided.]
Statistics of Kindergartens, 1923-24. Bulletin, 1925, No. 20
Author: Phillips, Frank M.
Date: 1925-00-00
Type: Historical Materials
Subjects: Enrollment,Kindergarten,Enrollment Trends,Statistical Data,Public Schools,Private Schools,Trend Analysis

This report contains statistics of public and of private kindergartens for the school year 1923-24. Increases appear in the number of kindergartens, number of teachers, and in the number of pupils enrolled, over those reported in 1922. The largest increase is in California, where the kindergarten enrollment increased 29 percent during this two-year period, and the public school enrollment increased 22 percent. (Contains 6 tables.) [Best copy available has been provided.]
Health and Physique of School Children. Bulletin, 1925, No. 21
Author: Rogers, James Frederick
Date: 1925-00-00
Type: Historical Materials
Subjects: Health Education,First Aid,Special Schools,Playgrounds,Nutrition,Summer Programs,Housing,Medical Evaluation,Dental Health,Safety,Preschool Education,Health,Teacher Characteristics,Physical Fitness,College Students,Outdoor Education,Physical Education,Parent Teacher Cooperation,Organizations (Groups),Teacher Education,Educational Legislation

This bulletin reports on the changes and progress in practice and conditions in: (1) School Housing; (2) Playgrounds; (3) Medical inspection; (4) Dental work; (5) Nutrition; (6) Open-air schools and open-window rooms; (7) The summer camp; (8) Other special schools and classes; (9) Health education; (10) Physical training; (11) Safety and first aid; (12) Preschool work; (13) College health; (14) Health of teachers; (15) Teacher training; (16) Parent-teacher organizations; (17) Legislation; and (18) School health agencies.   [Best copy available has been provided.]
Recent Data on Consolidation of Schools and Transportation of Pupils. Bulletin, 1925, No. 22
Author: Abel, James F.
Date: 1925-00-00
Type: Historical Materials
Subjects: Transportation,Statistical Data,One Teacher Schools,Consolidated Schools,Administrator Attitudes,Expenditure per Student,Educational Change,Institutional Characteristics,Enrollment Trends

An average of 1,000 school consolidations were formed yearly; public money spent for pupil transportation increased about three and one-half million dollars annually; and the number of one-room schools in the United States decreased about 4,500 a year, during the period from 1918 to 1922. These are the rates at which three important movements in education are helping to bring about fewer and better schools. Detailed statistical data about these movements, the attitudes of schools officials toward them, some of the influences aiding or retarding them, and the results that are being accomplished are documented in this report. (Contains 1 figure, 1 table, and 7 footnotes.) [Best copy available has been provided.]
Statistics of Private High Schools and Academies, 1923-24. Bulletin, 1925, No. 23
Author: Phillips, Frank M.
Date: 1925-00-00
Type: Historical Materials
Subjects: Student Attitudes,Graduates,School Size,High Schools,Statistical Data,Private Schools,Classification,Surveys,Comparative Analysis,African Americans,Trend Analysis,Tables (Data),Secondary School Teachers,High School Students,Religion,Race,Institutional Characteristics,Gender Differences

For the school year ending June 30, 1924, a total of 2,124 private high schools and academies sent statistical reports to the Bureau of Education. This represents an increase of 161 schools over the number of 1922. In addition to average school size increases, the number of graduates also grew, although the number of teachers in 1924 over that of 1922 has not kept pace with the increase in the number of students so that the number of students per teacher is now 13.8. Three tables provide a review of statistics, 1890 to 1924; a review of statistics for five-year periods, 1895-1924, as to denominational control; and the distribution of students, 1907-1924. Additional tables present data gathered in the biennial survey, 1923-24: the classification of private high schools and academies, instructors, and secondary students according to religious influence or control; data on schools, instructors, students, military drill, and property; statistics on graduates, and graduates continuing their education; a classification of students enrolled by years; miscellaneous comparisons, and a classification according to sex of students admitted; four-year private high schools and academies--schools, instructors, students, and graduates; distribution, by years of students, and graduates continuing their education; statistics of private high schools and academies for the Negro race; enrollment of secondary students by courses of study; institutions which enrolled 100 or more secondary pupils, and those institutions for Negroes which enrolled 100 or more secondary students. (Contains 15 tables and 3 footnotes.) [Best copy available has been provided.]
Status of the High School Principal. Bulletin, 1925, No. 24
Author: Eikenberry, Dan Harrison
Date: 1926-00-00
Type: Historical Materials
Subjects: Foreign Countries,Principals,Schools of Education,High Schools,Administrator Role,Administrator Education,Salaries,State Departments of Education,Local Government,Questionnaires,Superintendents,Undergraduate Study,Graduate Study,Summer Schools,Employment Experience,State Legislation,Tenure,Administrator Qualifications

In the last two decades a number of studies, State, regional and nation-wide, have been made of the academic and professional training, the educational experience, and the social and economic status of elementary and secondary school teachers. Three notable studies have been made of the city superintendent of schools. The status of the high-school principal, however, has remained largely unknown. The purpose of the present study is to show the status of the principals of fully accredited public high schools, especially with respect to academic and professional training, educational experience, State and local requirements, salary, sources of supply, duties and responsibilities. The data were secured by four questionnaires. Two were sent to 3,000 principals of fully accredited public high schools, one was sent to State superintendents and commissioners of education, and another was addressed to heads of departments or schools of education. Schools included in the study are located in agricultural districts, industrial centers, communities that claim to be chiefly residential, and communities that claim to be chiefly commercial. Heads of Secondary Schools in England, France, and Germany are appended. A bibliography and an index are provided. (Includes 57 tables.) [Best copy available has been provided.]