ethanporcaro/eric-fulltext-meta huggingface dataset:
State School Taxes and School Funds and their Apportionment: A Report on the Practices of the Forty-Eight Commonwealths Constituting the United States of America. Bulletin, 1928, No. 29
Author: Swift, Fletcher Harper
Date: 1928-00-00
Type: Historical Materials
Subjects: Equal Education,Educational Finance,Vocational Education,State Aid,Expenditures,Corporations,Taxes,School Funds,Income,Operating Expenses,Educational Equity (Finance),Resource Allocation,Financial Support

There is scarcely a State in the Union today which is not confronted with many difficult problems due to a lack of adequate school revenues. The increasing numbers demanding education and the increasing demands placed upon the schools have led to enormous increases in expenditures. There is every reason for believing that these expenditures will continue to increase rather than to decrease. As a result of intensive study these authors are convinced of the soundness of the following conclusions: (1) That educational inequalities, flagrant and ominous for the future of our Nation, exist within the borders of almost every State; and (2) that these educational inequalities can not be remedied until the State assumes the responsibility of equalizing school revenues and school burdens. In nearly every State increasing State school funds must be provided; but the provision of larger funds will by no means solve the problem. Equally important is the abolition of the antiquated, unscientific, and unjust methods of apportioning State aid which are still employed in the majority of our States. A study prepared a number of years ago (&quot;State Policies in Public-School Finance,&quot; Bureau of Education Bulletin No. 6, 1922) called attention to the fact that increased State revenues must in the future undoubtedly be derived from State taxes. For this reason and because progress in any field of social procedure is impossible except on the basis of a knowledge of existing facts and policies, these authors began, two years ago, studies which undertook to answer two fundamental questions: (1) What types of taxes are our States levying and to what extent are the proceeds of such taxes devoted to public schools? and (2) What State school funds are provided in each of our Commonwealths and in accordance with what principles are such funds apportioned? The primary purpose of the accounts presented in this bulletin is to reveal policies of State origin. For this reason, no attempt has been made to include a description of the methods employed in apportioning funds for vocational education derived from Smith-Hughes subventions and moneys provided by the States or the respective constituent political corporations. (Contains an index; individual chapters contain tables and footnotes.) [Best copy available has been provided.]
Teacher Training 1926-1928. Bulletin, 1929, No. 17
Author: Frazier, Benjamin W.
Date: 1929-00-00
Type: Historical Materials
Subjects: Curriculum Development,Financial Support,Schools of Education,Teacher Placement,Teacher Education Programs,State Government,Governance,Government Role,Educational Finance,Teacher Educators,Teacher Supply and Demand,Teacher Certification,State Standards,Selective Admission,Educational Improvement,Inservice Teacher Education,Teacher Qualifications

Among the outstanding trends in teacher training during the biennium 1926-1928 may be noted by some tendencies which have been growing cumulatively in force. This document discusses: (1) The definition and scope of teacher training; (2) Increased professionalization of teaching and of teacher training; (3) Growth in the number of teachers colleges, schools of education, and other training agencies; (4) State control of teacher training; (5) Financial support; (6) The teacher-training staff; (7) Increased supply of trained teachers in relation to the demand; (8) The raising of State certification requirements; (9) Selective measures applied to applicants for training; (10) Revision and construction of the curriculum; (11) The training school; (12) Improvement of faculty instruction; (13) Teacher placement; and (14) Training of teachers in service. [Best copy available has been provided.]
Rural Education in 1926-1928. Bulletin, 1929, No. 18
Author: Cook, Katherine M.
Date: 1929-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Leadership,Rural Education,Rural Schools,State Departments of Education,Educational Legislation,Equal Education,State Government,Government Role,State Standards,Resource Allocation,Educational Finance,Educational Equity (Finance),State Aid

The goal toward which rural education appears to be moving at the close of the biennial period 1927-28 is that of equalization of educational opportunity within each of the several states. The most significant and generally accepted means of achieving it is apparently through increasing emphasis on the promotion of centralizing and coordination tendencies. These tendencies are affecting education in all of its important phases. Efforts to secure progressive legislation affecting rural education the several central agencies, state departments of education, state teachers' associations, or both in cooperation, the state institutions of higher learning have assumed active and aggressive leadership in a number of states. The added prestige accompanying such coordinated leadership, the facilities thereby made available for studies and investigations of educational administrative situations within and without the state, the opportunities thus furnished for wider and more intelligent dissemination of information to the public concerning the programs proposed--all have proved stimulating to public interest and effective in securing results. These centralized and usually cooperative efforts have generally superseded the spasmodic efforts on the part of individuals and small localized groups upon which dependence has been placed in the past. Centralizing tendencies particularly significant to rural schools are: (1) The assumption of increased responsibility of the state unit for the support of local school systems; (2) The correlative and often parallel practice of setting up increasingly higher standards which all schools, or those participating in the distribution of state funds, are expected to meet; and (3) the rapidly growing movement to establish or increase state equalizing funds. (Contains 6 footnotes.) [Best copy available has been provided.]
Statistics of Private High Schools and Academies 1927-1928. Bulletin, 1929, No. 19
Author: Phillips, Frank M.
Date: 1929-00-00
Type: Historical Materials
Subjects: Statistical Data,Comparative Analysis,High Schools,Private Schools,Military Training,High School Students,Graduates,Library Materials,Educational Facilities,Enrollment Trends,Trend Analysis,School Holding Power,Community Colleges,Minority Group Students,Tables (Data),Teachers

Statistics of 2,448 private high schools and academies for the school year 1927-1928 are contained in this report. The principal items tabulated are: Instructors; pupils; graduates; volumes in libraries; value of grounds, buildings, and contents; student enrollments by  subject; and data in detail for each school having 100 or more secondary pupils. Reports were received from 2,350 schools in 1926 and from 2,448 in 1928. These schools reported 18,025 instructors and 248,076 secondary pupils in 1926, and 20,333 instructors and 269,249 secondary pupils in 1928. The number of pupils graduated increased from 40,715 to 46,189 during this 2-year period. No material change is noted in the percentage distribution of pupils among the four high-school years since 1926, although changes have taken place since 1920 and earlier years. In 1920, 36.1 per cent of the enrollments were in the first year, and 16.6 per cent in the fourth year. In 1928, 31.5 per cent were in the first year, and 19.6 per cent in the fourth year. This reduction in the proportion of pupils in the first year, and the increase in the fourth year indicate better conditions concerning promotions, and an increase in the holding power of the schools. Expansion of the junior-college idea may also be a factor, since 11,200 pupils were registered for work beyond the fourth high-school year. While the number of schools reporting has increased by only 200, or 8.9 per cent over the number reporting in 1915, the number of secondary pupils enrolled has increased 73.6 per cent, the number in the fourth year increased 88.7 per cent, and the number of graduates increased 107.3 per cent. This indicates the tendency to larger schools, rather than more schools. The number of colored pupils of secondary grade is smaller for 1928 than for 1920, or for any year since 1920, although it represents an increase of 30 per cent over 1915. Military drill was given to 15,006 boys in 1926, and to 16,528 in 1928. The greatest number of boys in military drill in schools of this type was reported for 1918, when 31,532 boys received military training. Practically all of these private schools are organized on the regular 4-year basis, and only a very few reported either junior or senior departments or divisions. No attempt is made, therefore, to compile statistics for reorganized schools or to report them separately from other schools. (Contains 14 tables.) [Best copy available has been provided.]
The Importance of Positive Self-Concept for Islamic Education Teachers as a Role Model
Author: Muhamad, Nurul Asiah Fasehah
Date: 2013-01-00
Type: Journal Articles
Subjects: Muslims,Islam,Moral Development,Religious Education,Role Models,Self Concept,Teacher Responsibility,Personality,Teacher Role,Teacher Influence

This study embarks from the great and huge responsibility of teachers nowadays especially the IRT (Islamic religious teachers). As the role model of students, they play an important task especially in producing the good Muslim character. Therefore, their job not only focuses on the content of subject but becomes wider in scope, more than other teachers in molding a human. For this, the mind faculty plays an important role. Many studies have proved that people's belief and how they perceive themselves can influence their personality and make them be a center of attention. The past research findings have shown that teachers need to have the PSC (positive self-concept) to help them become a successful role model and produce the great Muslim character in the future. Thus, this study seeks to look at the need of PSC in IRT as a role model. This study is a conceptual paper which is based on the analysis of document method. The paper will discuss the role of IRT, the PSC and the needs for teachers, and the influence of teachers' PSC on students' behaviour. Due to current scenario of social ills, the IRT responsibility of educating and molding the good character of Muslim students becomes much more challenging. Therefore, in order to make sure the vision is accomplished, IRT must build the PSC in themselves first. (Contains 1 figure.)
Teachers' Characteristics and Science Teachers' Classroom Behaviour: Evidence from Science Classroom Surveys
Author: Ajaja, Patrick O.
Date: 2013-01-00
Type: Journal Articles
Subjects: Interaction,Foreign Countries,Correlation,Science Teachers,Teacher Characteristics,Teacher Behavior,Statistical Analysis,Teaching Experience,Gender Differences,Check Lists,Teacher Certification,Statistical Significance,Teacher Effectiveness,Case Studies,Public School Teachers,Public Schools,High Schools,Science Instruction,Measures (Individuals)

The major purpose of this study was to find out if there is any influence of teachers' characteristics on science teacher's classroom behaviours and determine the kind of relationship between teachers' characteristics and classroom behaviours. To guide this study, five research questions and hypotheses were raised, stated, answered, and tested at the significance level of 0.05. The design of case study is using an observational schedule called SCIC (science classroom interaction categories). The sample of the study consisted of 150 science teachers drawn from the 25 local government areas in Delta State. The data collected were analyzed with t-test, ANOVA (analysis of variance), and Pearson product moment correlation. The major findings of the study indicated: a significant difference in classroom behaviour scores among teachers with 0-5, 6-10, and 11 and above years of experience and a perfect correlation between years of experience and classroom behaviour; a significant higher classroom behaviour scores of male teachers over the females; a significant higher classroom behaviour scores of B.Sc. (Ed.) certificate holders over those with NCE (Nigeria Certificate of Education) and B.Sc. certificates; and a non-significant correlation between type of certificates and classroom behaviours. It was concluded that the five key behaviours studied remain the skeleton for effective science teaching and learning. An appendix contains a checklist for SCIC (Science classroom interaction categories). (Contains 12 tables.)
Pre-Service Teachers' Issues in the Relationship with Cooperating Teachers and Their Resolutions
Author: Lu, Hsiu-Lien
Date: 2013-01-00
Type: Journal Articles
Subjects: Cooperating Teachers,Professional Development,Grounded Theory,Supervisors,Semi Structured Interviews,Phenomenology,Supervisor Supervisee Relationship,Student Teaching,Field Experience Programs,Mentors,Interpersonal Relationship

This paper reports part of a larger phenomenological study of 23 participants (eight pre-service teachers, eight university supervisors, and seven cooperating teachers) specifically focusing on pre-service teachers' issues in the relationship with cooperating teachers and their resolutions. Two questions were used to guide this paper: (1) What can be pre-service teachers' issue with the cooperating teacher? and (2) How can pre-service teachers resolve/avoid issues with the cooperating teacher? Each participant received two semi-in-depth interviews, with each lasting approximately 90 minutes. Using the applied thematic analysis and the constant comparative approach based on grounded theory resulted in five themes in the area of issues and four themes in the area of resolutions. The results of this study may be helpful to teacher educators, especially those who intend to establish rationale in selecting cooperating teachers and to consider providing training to cooperating teachers and pre-service teachers to enhance the field experience. (Contains 1 table and 1 footnote.)
Social and Emotional Learning in Schools: From Programs to Strategies. Social Policy Report. Volume 26, Number 4
Author: Jones, Stephanie M.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Effect Size,Educational Practices,Social Influences,Educational Environment,Social Environment,Emotional Development,Social Development,Interpersonal Competence,Behavior Problems,Mental Health,Academic Achievement,Skill Development,Prosocial Behavior,Program Effectiveness,Holistic Approach,Professional Development,Educational Policy

Schools are an important context for children's social and emotional development. In classrooms and other school settings, children and adolescents need to have skills such as managing negative emotions, being calm and focused, following directions, and navigating relationships with peers and adults. To build and support these skills, schools have widely adopted social and emotional learning (SEL) programs. When well-designed and well-implemented, SEL programs are associated with positive outcomes; however, effect sizes are generally modest even for the most promising interventions. This issue of "Social Policy Report" proposes that schools should take a new approach: integrating the teaching and reinforcement of SEL skills into their daily interactions and practices with students. It explains that research warrants a new perspective and highlights a range of new approaches and support strategies that are designed to be time-efficient, low-cost, and integrated with (rather than distracting from) academic curricula. These strategies are grounded in an organizing framework for SEL and a review of current programmatic approaches to SEL. They are introduced with a set of principles for creating better integration of SEL into educational practice and accompanied by recommendations about the role of policy. (Contains 1 figure and 4 footnotes.) [Commentaries from David Osher, Kathleen Lynne Lane, Janice Jackson, and Meria Joel Carstarphen are included. Commentaries are individually referenced.]
Common Core Standards' Devastating Impact on Literary Study and Analytical Thinking. Issue Brief No. 3800
Author: Stotsky, Sandra
Date: 2012-12-11
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Quality,College Readiness,State Standards,Core Curriculum,Academic Standards,Alignment (Education),Difficulty Level,Government School Relationship,Federal Government,Secondary Education,English Curriculum,Language Arts

Since coming to office, the Obama Administration has been intent on standardizing what is taught at each grade level in all of the nation's schools. It has used its flagship &quot;Race to the Top&quot; competitive grant program to entice states to adopt the K-12 standards developed by a joint project of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). Parents, teachers, and education leaders along the political spectrum are increasingly raising questions about the constitutionality and transparency of this joint project, called the Common Core State Standards Initiative (CCSSI). They are also expressing concern about the high cost of implementing the standards and the national tests that will be based on them, as well as the potential loss of local control of curriculum and instruction. An English curriculum overloaded with advocacy journalism or with &quot;informational&quot; articles chosen for their topical and/or political nature should raise serious concerns among parents, school leaders, and policymakers. Common Core's standards not only present a serious threat to state and local education authority, but also put academic quality at risk. Pushing fatally flawed education standards into America's schools is not the way to improve education for America's students.
Young People Take Their Rightful Places as Full and Contributing Members of a World Class Workforce: Philadelphia Youth Network Annual Report 2006
Author: Philadelphia Youth Network
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Young Adults,Labor Force Development,Education Work Relationship,Partnerships in Education,Dropout Prevention,School Community Relationship,At Risk Persons,Strategic Planning,Social Networks

The title of this year's annual report has particular meaning for all of the staff at the Philadelphia Youth Network. The phrase derives from Philadelphia Youth Network's (PYN's) new vision statement, developed as part of  its recent strategic planning process, which reads: All of our city's young people take their rightful places as full and contributing members of a world class work force for the region. Implicit in this statement is a belief that too many of the young people they serve have limited access to workplace experience and social networks that can lead to occupations that are in demand today in the regional economy. And that in order to take their rightful places in that economy, they need to equip these young people with the skills and habits of work that will enable them to compete successfully for those jobs. While they are not yet close to achieving this vision, 2006 saw clear movement in that direction: (1) Project U-Turn, the City-wide campaign to address Philadelphia's dropout crisis, was launched in October. As a result, the City became aware of the magnitude of the problem, and also came to understand what can be done about it. At the same time, disconnected young people in the City began to understand that they are valued, and that they have options to return to school and move toward self-sufficiency; (2) WorkReady Philadelphia also made considerable progress. The Greater Philadelphia Chamber of Commerce embraced the WorkReady agenda, committing to double the number of employer-paid youth internships and bringing youth workforce development to the public's attention as never before; and (3) Key partners in the City and at the state also accelerated their efforts on behalf of young people. This report also includes profiles of several students. It shows their individual career goals, first jobs, first breaks, ideal jobs, impact of WorkReady Internship and their college plans. [For the 2005 Annual Report, see ED540215.]
Preserving and Enhancing the Responsible Conduct of Research Involving Children and Youth: A Response to Proposed Changes in Federal Regulations. Social Policy Report. Volume 27, Number 1
Author: Fisher, Celia B.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Behavioral Science Research,Research Design,Ethics,Federal Regulation,Change,Informed Consent,Adolescents,Children,Youth,Participation,Researchers,Personal Autonomy,Child Development,Risk,Research Administration,Health,Sexuality

For the first time in twenty years the U.S. Department of Health and Human Services (DHHS, 2009) is considering changes to federal regulations governing research. The Common Rule provides the basis for government regulations and Institutional Review Boards (IRB). Proposed changes will have a significant impact on Institutional Review Board evaluation of research involving infants, children and adolescents. For example, such a revision can serve to rectify or exacerbate often observed IRB inconsistencies and over-estimation of probable harms when applying &quot;minimal risk&quot; or &quot;exempt&quot; criteria to research involving minors. Proposed revisions may also affect the feasibility of research on adolescent risk that requires waiver of parental or guardian permission to be successfully implemented. Further, recommendations for a new category of &quot;informational risk&quot; based on current and emerging advances in analysis and storage of bio-specimens and information technologies for archival research will have significant influence on ethical procedures required for collection and storage of longitudinal and cross-sectional data. Given the importance of any rule change to the conduct of science related to children, the Society for Research in Child Development (SRCD) convened the SRCD Task Force on Proposed Changes to the Common Rule. The purpose of this report is to alert policymakers, scientists, and participant groups to proposed changes most relevant to research involving children and to provide recommendations for ensuring the responsible conduct of child and adolescent research in the final regulatory changes. (Contains 1 footnote.) [Commentaries by Kenneth D. Pimple and Noreen Yazejian &amp; Barbara Davis Goldman are included. Commentaries are individually referenced.]
You &quot;Can&quot; Get There from Here: 2009 and 2010 Philadelphia Youth Network Annual Report
Author: Philadelphia Youth Network
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Youth,Annual Reports,Youth Opportunities,Youth Programs,Network Analysis,Learning Activities,Student Experience,Phenomenology,Developmental Studies Programs,Partnerships in Education,Stakeholders,Financial Support,Service Learning,Active Learning,Student Projects,Career Education

This paper presents the annual report of Philadelphia Youth Network (PYN) for 2009-2010. This annual report documents the journeys of several participants in their programs who have gone on successfully to college and careers, and demonstrates the potential of young Philadelphians to begin to reach their goals. In telling these stories, they build on PYN's 2008 annual report, &quot;On the Map,&quot; which visually displayed the increasing breadth and depth of workforce preparation activities available to young people all across the City. This report also highlights the milestones achieved by PYN in 2009 and 2010. [For the 2008 Annual Report, see ED540216.]