ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics in the Technical Secondary Schools in the United States. International Commission on the Teaching of Mathematics, The American Report, Committee No. VI. Bulletin, 1912, No. 4. Whole Number 472
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Secondary Schools,Numbers,Technical Institutes,Mathematics Education,Secondary School Mathematics,Teacher Education,Coeducation,Teaching Methods,Student Evaluation,Tests,Agricultural Education

The secondary technical schools of the United States, because of their heterogeneity, present peculiar difficulties to an investigation along the lines laid down by the International Commission. While such schools have existed for many years, it is particularly within the last decade that a great increase in their numbers has taken place, for it is within that period that the tendency to break away from the traditions of the general secondary schools and to bring the schools into close contact with industrial and commercial life, rather than to raise to a maximum their efficiency in furnishing preparation for higher education, has become a movement of sufficient strength to alter essentially the character of existing schools and to determine that of those newly established. The "manual training high school" is the oldest of the important types of public secondary technical schools in the country. As a type, moreover, it is the most conservative of the schools to be considered in this report, in that to a large extent the traditions of the general secondary school have been retained and the function of the school as an instrument of preparation for higher education emphasized. At the other extreme stands the "trades school," a type which is in its infancy as a public institution but examples of which existed for many years as private or endowed institutions. These school types are in the province of Subcommittee 1 (Public, Private, and Corporation Trade Schools). The schools considered by subcommittee 2 (Public and Private Commercial Schools) fall into three classes--high schools of commerce, commercial departments of general secondary schools, and private commercial schools (the so-called "business colleges.") The secondary agricultural schools studied by subcommittee 3 (Agricultural Schools) are of recent origin. More than the schools of the other two classes they are supported in whole or in part by State rather than municipal appropriations, and consequently are to a greater extent under State supervision. All of the schools in question are the most recent results of that movement which has led to the establishment of the technical colleges and secondary schools, namely, the movement toward bringing the instruction within the school into closer contact with the phenomena and problems of life outside the school, and toward making the knowledge gained in the school more immediately useful to the pupil when he leaves. Reports of the subcommittees and a supplementary report are presented herein. (Contains 2 footnotes.) [Best copy available has been provided.]
A Study of Expenses of City School Systems. Bulletin, 1912, No. 5. Whole Number 473
Author: Updegraff, Harlan
Date: 1912-00-00
Type: Historical Materials
Subjects: Expenditures,Urban Schools,Urban Education,Public Schools,Educational Administration,Costs,Comparative Analysis,Expenditure per Student,Elementary Schools,Secondary Schools

The object of this bulletin is threefold: (1) to provide those charged with the administration of public schools in the largest cities of the United States the means of making exact comparisons of cost between any two or more cities, with a minimum of effort; (2) to establish certain standards by which any item of expense of any city of 30,000 population or over may be measured and by means of which comparisons of expenses of this and future years may be made; and (3) to present certain conclusions regarding urban education which a study of the statistics seems to establish. Following a letter of transmittal, the following contents are included: (1) Classification of tables; (2) General method of treatment; (3) Basal tables; (4) Percentages of total school expenses; (5) Method of using the percentage tables; (6) Comparison of percentages of expenses between groups of cities; (7) The average costs per pupil for certain principle items of expense; (8) Method of using the average-cost tables; (9) Total school expenses as compared with population, etc.; and (9) Average cost per pupil of elementary and secondary schools. (Contains 32 tables, 9 figures, and 6 footnotes.) [Best copy available has been provided.]
Agricultural Education in Secondary Schools: Papers Read at the Second Annual Meeting of the American Association for the Advancement of Agricultural Teaching, Columbus, Ohio, November 14, 1911. Bulletin, 1912, No. 6. Whole Number 474
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Agricultural Education,Agriculture,Rural Areas,Educational Change,Schools of Education,High Schools,Special Schools,Secondary Schools,Equipment,Teacher Education,Secondary School Teachers,Teacher Qualifications,Economic Climate,Social Environment,Economic Factors,Scientific Research

Education in and through agriculture is attracting the attention and interest of teachers in schools of all grades and of many people, both in the country and in the city. Only within recent years have agriculture and allied subjects come to be an important part of the courses of study in elementary and secondary schools and in normal schools whose purpose and function it is to prepare teachers for these lower schools. For this reason there is still much uncertainty as to what and how much of these subjects should be taught, how the matter selected should be arranged, what methods of teaching should be used, and what should be the organization and support of the schools doing this work. Hence, any contribution toward the answer of these questions is welcomed by teachers, school officers, legislators, and people who have children to educate and who contribute to the support of the schools. This bulletin consists of papers read before the American Association for the Advancement of Agricultural Teaching at its second annual meeting in Columbus, Ohio, November, 1911. This association is composed of persons engaged in agricultural education in American colleges, normal schools, high schools, elementary schools, and special schools of agriculture. Its membership includes able men and women in all parts of the United States who have acquaintance with the present usage and the needs of such education in all sections. These papers constitute a valuable contribution to the solution of several problems of agricultural education, especially in the secondary schools. The six papers presented in this bulletin are as follows: (1) Essentials in a state system of agricultural education (F. W. Howe); (2) The need for reliable scientific data regarding social and economic conditions in rural communities (E. C. Higbie); (3) The proper equipment of an agricultural high school (D. O. Barto), followed by a discussion of this paper by D. J. Crosby; (4) The Smith's Agricultural School and agricultural education in Massachusetts (R. W. Stimson); (5) The unprepared teacher of agriculture in high schools and colleges of education (A. V. Storm); and (6) What is done to prepare teachers of secondary school agriculture (A. C. Monahan. [Best copy available has been provided.]
Educational Status of Nursing. Bulletin, 1912, No. 7. Whole Number 475
Author: Nutting, M. Adelaide
Date: 1912-00-00
Type: Historical Materials
Subjects: Hospitals,Nurses,Nursing Education,Patients,Costs,Institutional Characteristics,Selective Admission,Age,School Schedules,Course Content,Curriculum,Teachers,Libraries,Tuition,Colleges,High Schools

Within comparatively recent years, the trained nurse has become an important and constant helper of the physician, not only in public and private hospitals, but also in the home, taking the place of untrained watchers who, however willing, can render only an ineffective service. This work of nursing has rapidly advanced to the position of a profession requiring careful preparation for admission. Thirty States of the Union have enacted laws for its regulation, and all the other States will probably do the same within the next few years. In several of the larger cities nurses are employed by the boards of education to visit the public schools, to look after the minor ailments of pupils, and to assist in caring for their health. For the education and training of nurses, schools have been established and are maintained in most of the States. There are at present more than 1,100 such schools, with an attendance of approximately 30,000 students. For this reason, the education of nurses and the educational status of nursing have become questions of general importance and public interest, on which the Bureau of Education, in pursuance of the purpose for which it was established should give information. This bulletin is an attempt to do this. (Contains 5 tables.) [Best copy available has been provided.]
Peace Day (May 18): Suggestions and Material for Its Observance in the Schools. Bulletin, 1912, No. 8. Whole Number 476
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Social Studies,Educational Methods,Instructional Materials,World Problems,Consciousness Raising,Peace,Foreign Policy,War,Foreign Countries,World History,International Cooperation,Conflict Resolution,Music

Among the many movements of modern times for the advancement of civilization and the relief of humanity from unnecessary burdens of expenditure and of paralyzing fear, none is more significant than that for arbitration and world-wide peace. This movement has been made possible by the education of the masses of the people in all the more progressive countries of the world, and will succeed finally only as education becomes more universal. Like all great constructive movements for the uplift and freedom of the people, it must depend on the intelligence and understanding of the people themselves. To any such end no agency is more effective than that which works through the schools, in which the citizens of the future are gathered during their formative years. One of the most effective ways of fixing the attention of children and making lasting impressions on their mind is through well arranged and attractive programs for days set apart for special purposes. For these days children and teachers make unusual preparation. Facts and principles are committed to memory, never to be forgotten, and are emotionalized and vitalized by poetic sentiment, music, and song. The whole is emphasized probably by one or more addresses made by prominent citizens of the community. Such a program was prepared by Mrs. Fannie Fern Andrews, secretary of the International School Peace League, organized and maintained for the purpose of fostering the propaganda of peace through the schools. In 1906, the Commissioner of Education, Dr. Elmer Ellsworth Brown, recommended that the 18th day of May, the anniversary of the assembling of the first Peace Conference at The Hague, should be observed as Peace Day in the schools. If observed at all, it should be in an intelligent and fitting way. For this teachers need help. To offer such help is a proper function of the Bureau of Education. It is therefore recommended that this program be published as a bulletin of the Bureau of Education and it is suggested that all or portions of it be reprinted by State departments of education in sufficient quantities to supply all the teachers in the several States. A bibliography is included. [Compiled by Fannie Fern Andrews, Secretary of the American School Peace League. Best copy available has been provided.]
Country Schools for City Boys. Bulletin, 1912, No. 9. Whole Number 480
Author: Myers, William Starr
Date: 1912-00-00
Type: Historical Materials
Subjects: Boarding Schools,Males,Urban Areas,Rural Schools,Day Programs,Teachers,Students,School Schedules,Athletics,Costs,Tuition,Private Financial Support,Program Development,Program Effectiveness

The whole movement in Baltimore, Maryland, owes it beginning to Mrs. Francis K. Carey, wife of a prominent attorney of that city. Mrs. Carey, prompted by the wish for a proper school for her own child without separating him from the influences of home, worked out the idea of an all-day country school for city boys, perhaps combined with a boarding school, which would furnish the routine of an entire day in the country with study and sports alike under the teachers' direction. The idea of the country school for city children, supported by private tuition and private means, as worked out practically at Baltimore has extended in some degree to all parts of the country and will probably become quite common. The story of this movement as told herein should be known to all who are working for the betterment of the material conditions of schools for city children. (Contains 5 footnotes.) [Best copy available has been provided.]
Bibliography of Education in Agriculture and Home Economics. Bulletin, 1912, No. 10. Whole Number 481
Author: Greenman, Edward D. Comp.
Date: 1912-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Annotated Bibliographies,Agricultural Education,Home Economics Education,Periodicals,Educational Resources,Instructional Materials,Teaching Methods,Elementary Secondary Education,Higher Education,Curriculum,Land Grant Universities,Extension Education,Vocational Education Teachers,Vocational High Schools,Vocational Education,Agricultural Colleges,Home Economics Teachers,Extension Agents,Rural Education,African American Education,County School Districts,Teacher Education,Gardening,International Education,American Indian Education,Womens Education,Federal Aid,Federal Legislation,Educational Legislation,Educational Policy

The importance of agriculture and home economics as subjects of study in school and college, and the frequent inquiries which come to the Bureau of Education regarding pedagogical literature on these subjects, have led to the preparation of the present bibliography,  which is intended to be a convenient and practical guide to current sources of information. The object in view is to present a selection of representative material touching all important educational aspects of agriculture and home economics. While most of the references are to recent publications, a few earlier titles, carefully chosen, have also been included, for historical purposes. Descriptive and critical annotations, either original or quoted from authoritative reviews, have been appended to many of the titles. A bibliography, list of periodicals and index are provided.
Current Educational Topics, No. I: I. Illiteracy in the United States and in Europe; II. Industrial Supervisors in Georgia; III. New Phases of Education in Buffalo, N. Y.; IV. Juvenile Labor Bureaus and Vocational Guidance in Great Britain; V. The Educational Museum of the St. Louis Public Schools. Bulletin, 1912, No. 11. Whole Number 482
Author: Boykin, James C. Ed.
Date: 1912-00-00
Type: Historical Materials
Subjects: Illiteracy,Public Schools,Museums,Foreign Countries,School Business Relationship,Career Guidance,Labor,Public Agencies,Industrial Education,Superintendents,Immigrants,Homemakers,Teaching Methods,Citizenship Education,Manufacturing,Youth,Employment,Dropouts

Contained herein are results and report of study on the current educational topics of: (1) Illiteracy in the United states and in Europe; (2) Industrial Supervisors in Georgia; (3) the New Phases of Education in Buffalo, N.Y; (4) Juvenile labor Bureaus and Vocational Guidance in Great Britain; and (5) a review of the Educational Museum of the St. Louis Public Schools. [Contributing authors are: Alexander Summers, Frederick K. Noyes, Arthur C. Monahan, Anna Tolman Smith, and Charles G. Rathmann. Best copy available has been provided.]
Learning Together: Opening up Learning in All-Through Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Elementary Secondary Education,Schools,Educational Improvement,School Effectiveness,Reflective Teaching,Learning,Self Evaluation (Groups),Student Attitudes,Parent Attitudes,School Personnel,Attitudes,Community Attitudes,Data,Information Utilization

The aim of this guide is to stimulate professional reflection, dialogue and debate about learning. Education professionals in Scotland are already aware of the key issues relating to learning through the series &quot;Curriculum for Excellence: Building the Curriculum,&quot; the recent publication &quot;Learning Together: Opening Up Learning&quot; and exemplification on &quot;The Journey to Excellence&quot; website. This guide builds on these messages and asks staff to consider them in the specific context of all-through schools. An &quot;all-through&quot; school is a school which has one headteacher who manages both a primary and a secondary department within the same building or group of buildings. An all-through school takes young people from nursery or P1 through to S2, S4 or S6. The guide may also be of interest to people working in and with co-located schools, which occupy the same campus but with the primary and secondary schools being managed separately. This guide is for everyone who works to teach, support and improve the learning experiences of young people in all-through schools, including headteachers and school staff, local authority officers, partners in the local community and parents. The guide: (1) explores the educational, social and cultural contexts within which all-through schools operate in education authorities across Scotland; (2) draws together findings from inspections of all-through schools; (3) considers how school leaders, school staff and local authority officers can improve learning in all-through schools, as they continue to review and develop the curriculum they provide; and (4) provides reflective questions for use in professional discussion and development. (Contains 10 footnotes.)
Head Start Impact Study: First Year Findings. Executive Summary
Author: Puma, Michael
Date: 2005-06-00
Type: Reports - Research
Subjects: Outcomes of Education,Program Effectiveness,Parenting Styles,Data Collection,Disadvantaged Youth,Child Rearing,School Readiness,Preschool Children,Grade 1,Low Income Groups,Kindergarten,Advisory Committees,Context Effect,Measures (Individuals),African American Children,Hispanic Americans,Health Services,Child Health,Preschool Education,Family Characteristics,Parents,Cognitive Development,Emotional Development,Social Development,Sampling,Student Evaluation,Racial Composition,Language Usage,Cohort Analysis

The Congressionally-mandated Head Start Impact Study is being conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non-Head Start group that could enroll in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as on parenting practices. For children in the 3-year-old group, the preliminary results from the first year of data collection demonstrate small to moderate positive effects favoring the children enrolled in Head Start for some outcomes in each domain. Fewer positive impacts were found for children in the 4-year-old group. (Contains 7 footnotes and 12 exhibits.) [Contributors include: Nicholas Zill, Gary Shapiro, Pam Broene, Debra Mekos, Monica Rohacek, Liz Quinn, Gina Adams, Janet Friedman, and Haidee Bernstein. For the full report, "Head Start Impact Study: First Year Findings," see ED543015.]
Learning Together: Lessons about School Improvement--An HMIE Report on How Schools Get Better. Second Edition
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-04-00
Type: Reports - Research
Subjects: Inspection,Educational Change,Foreign Countries,Evidence,Educational Improvement,Educational Objectives,School Personnel,Interprofessional Relationship,Teacher Expectations of Students,Case Studies,Educational Quality,Teacher Effectiveness,Academic Achievement

Follow-through visits are a well-established part of the process of HMIE inspection of schools. Since 2003 HMIE staff and faculty have revised the arrangements for follow-through to achieve an increasingly proportionate approach. From then, their engagement with a school following inspection has been directly related to the school's overall performance and its capacity for improvement. This proportionate approach allows their resources to be targeted on direct involvement where it is most needed and can have most impact. They carry out follow-through visits to schools around two years after the original inspection. In some cases they carried out interim follow-through inspection visits within one year. This report is mainly based on an analysis of the progress found in over 300 HMIE follow-through inspections on which reports were published between 2005 and 2008. The work was undertaken in schools in which they had previously identified important or major weaknesses in key aspects. In those follow-through inspections the staff found much evidence of improvement and were able in most cases to disengage from further inspection activity in connection with the original inspection. This report identifies the key factors which led to improvement. It also draws on evidence from other HMIE tasks which identified successful approaches to school improvement. The staff think that the key improvement factors which they have identified are relevant and applicable to all schools. They therefore believe that education authorities will be able to use the advice as they work to improve their schools, sustaining high performance and helping good schools to become even better and to demonstrate all the features which are required for Curriculum for Excellence. (Contains 3 footnotes.)
Head Start Family and Experiences Survey: FACES Findings--New Research on Head Start Outcomes and Program Quality
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2006-12-00
Type: Numerical/Quantitative Data
Subjects: Preschool Education,Disadvantaged Youth,Preschool Children,Federal Programs,School Readiness,Cohort Analysis,Parents,Parent Role,Beginning Reading,Preschool Teachers,Teacher Qualifications,Special Needs Students,Program Effectiveness,Child Health

The Head Start Family and Child Experiences Survey (FACES) collects data on a nationally representative sample of Head Start programs, classrooms, teachers, parents, and children examining the quality and effects of Head Start. Three waves of data collection have occurred: in 1997, 2000, and 2003. Information presented in this publication is primarily based on the 2003 cohort, however, 1997 and 2000 data are also presented. Unless otherwise noted, the sample for the 2003 child outcomes analyses includes all 3-, 4-, and 5-year-old children who passed an English-language screener. It offers statistics on children, families, and classroom as part of Head Start's Program Performance Measures.