ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparison of Public Education in Germany and in the United States. Bulletin, 1913, No. 24. Whole Number 534
Author: Kerschensteiner, Georg
Date: 1913-00-00
Type: Historical Materials
Subjects: Secondary Schools,Elementary Schools,Foreign Countries,Public Education,Educational History,Comparative Analysis,Cross Cultural Studies,Cultural Differences,Educational Administration,Governance,Politics of Education,Teacher Salaries,Democracy,Teacher Qualifications

For many years American students of education have studied more or less carefully the schools of Germany. From these studies they have brought back many valuable ideas which are gradually changing for the better courses of study and methods of teaching in American schools and to some slight extent their organization and management. Studies of American schools by German educators has been less frequent. The author of this bulletin, whose ideas and work as director of the schools of Munich are more or less familiar to all students of education in America, spent some time in the United States for the purpose of studying elementary and secondary schools. This bulletin gives some detail of the author's opinion of American schools of this grade. By comparing our schools with the German schools point for point, emphasis is given to their weakness and strength very effectively. (Contains 1 footnote.) [Best copy available has been provided.]
Industrial Education in Columbus, Georgia. Bulletin, 1913, No. 25. Whole Number 535
Author: Daniel, Roland B.
Date: 1913-00-00
Type: Historical Materials
Subjects: Industrial Education,Schools of Education,Home Economics,Industry,African Americans,African American Education,High Schools,Vocational Education,Mechanics (Process),Textiles Instruction,Business Education

People are beginning to feel that the work of the public schools should be better adapted to the conditions and needs of the children and that to attempt to run all children through the same kind of school mill in the same way and in the same time, is not best. The city of Columbus, GA. was one of the first in this country to work out certain phases of the problem of adaptation. This bulletin sets forth clearly how this has been done in two schools in that city. The topics covered here include: (1) Introduction of courses in normal training and domestic science; (2) Industrial work for Negroes; (3) A school for children of mill operatives; (4) The industrial high school; (5) Vocational courses; (6) Home economics; (7) Dressmaking and millinery; (8) Mechanic arts; (9) Textile arts; and (10) Business training. (Contains 6 plates.) [Best copy available has been provided.]
Good Roads Arbor Day: Suggestions for Its Observance. Bulletin, 1913, No. 26. Whole Number 536
Author: Sipe, Susan B.
Date: 1913-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Educational Resources,Instructional Materials,Elementary Secondary Education,Class Activities,Learning Activities,School Activities,United States History,World History,Bibliographies,Holidays,Civil Engineering,Transportation,Economic Development,Community Development,Rural Development,Forestry,Environmental Education,Teaching Guides,Poetry

One of the greatest needs of our country is good public roads. The reason we do not have them wherever needed is not primarily because of the cost of building them, for in the last quarter of the century we have spent more money for other things not half as valuable or half as much needed than would be required to pay for the building of good roads to and through every place having any considerable population. The purpose of this bulletin is to call the attention of children in the schools to the importance of good roads, and to this means of protecting them and beautifying them and making travel more comfortable and attractive over them. This bulletin contains brief statements about the importance of good roads, the history of road building in this and other countries, the custom of planting trees on the roadside, and other material that can be used in observing Good Roads Arbor Day. A bibliography is included. (Contains 9 Illustrations.) [Best copy available has been provided.]
Prison Schools. Bulletin, 1913, No. 27. Whole Number 537
Author: Hill, A. C.
Date: 1913-00-00
Type: Historical Materials
Subjects: Correctional Education,Criminals,Correctional Institutions,Institutionalized Persons,Illiteracy,Females,Supervision,Teachers,Class Size,School Libraries,Vocational Education,Males,Psychology

The State is no longer thought to have performed its full duty to itself, to society, or the criminal when, by imprisonment, it has punished the criminal for his offense. When the prisoner is set free he should be a better citizen, a more desirable and efficient member of society, and a more intelligent man, with a larger amount of self-control and self-helpfulness. While suffering for his crime and laboring to repay the State some part of the loss caused by his crime and of the expense incurred for his arrest and trial he should be given as much as possible of that education denied him in his childhood and youth and probably because of the lack of which he has become a criminal. To this end schools have within recent years been established in many prisons and are maintained with more or less success. Because these schools are still in their experimental stage and their scope and method have not been fully worked out, there is great need of a more general knowledge of what has been done in each of the several prisons in which they are maintained. The objective of this bulletin is to provide such information. Four appendixes present: (1) The education of illiterate criminals (Lee N. Taplin); (2) Sing Sing Prison school (J. R. Crowley); (3) The Clinton Prison school, Dannemore, N. Y. (Chas. D. van Orden); (4) Women's Prison school, Auburn, N. Y. (Helen P. Stone). (Contains 5 plates.) [Best copy available has been provided.]
Development and Evaluation of Educational Materials for Embedded Systems to Increase the Learning Motivation
Author: Koshino, Makoto
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Multimedia Materials,Computer System Design,Computer Science Education,Computer Interfaces,Computer Software Evaluation,College Students,Course Evaluation,Pretests Posttests,Questionnaires,Student Surveys,Material Development,Learning Motivation,Instructional Materials,Motivation Techniques,Student Motivation,Educational Technology,Instructional Effectiveness

Educational materials of embedded systems are currently used in many educational institutions. However, they have difficulties in arousing the interest of students. One of the reasons is that a poor CPU (central processing unit), which has been loaded in the current materials, cannot execute the multimedia processing. In order to make the exercises in embedded systems more practical, we developed an educational board, which we call &quot;E+&quot;. &quot;E+&quot; is equipped with a RISC (reduced instruction set computer) microcontroller 32bit SH2 (SuperH), which is manufactured by Renesas Electronics Corporation. As I/O (input/output) interface, in addition to buttons and LEDs (light emitting diodes), it is loaded with sensors, such as light sensors and temperature sensors, a full-color LCD (liquid crystal display) display with a touch screen, voice input/output modules, Ethernet communication and an SD (secure digital) card on board. We introduced &quot;E+&quot; to the 3rd grade students (about 40 students) in the computer architecture class of department of electronics and information engineering at Ishikawa National College of Technology. This paper shows that the students are interested in the materials and that they learn the contents in an efficient manner. We conducted an evaluation after the one-year class of computer architecture. The question which asks &quot;Are you satisfied with the learning in this educational material?&quot; scored a high value of 3.80/5.00. The question asking &quot;Was this exercise helpful to improve your general technical capabilities of making things?&quot; also scored a high value of 3.54/5.00. [This work was partially supported by the Ministry of Education, under the Program for Promoting High-Quality University Education.] (Contains 7 tables and 2 figures.)
High School Technical Education--High Prerequisite for Getting a Job
Author: Paprokova, Anna
Date: 2013-05-00
Type: Journal Articles
Subjects: Prerequisites,Educational Attainment,Technical Education,Labor,Labor Market,Secondary Education,Postsecondary Education,Unemployment,Employment Patterns,Education Work Relationship,Employment Opportunities,Foreign Countries

The paper is theoretically based on the concept of &quot;postindustrial&quot; (information) society (Bell, 1973) where the importance of education is emphasized and caused by changes in the structure of employment rate, growing intellectual labor exigence as well as higher unemployment rate of individuals of the lowest educational category. Therefore, higher secondary and tertiary education are becoming frequently the basic prerequisite for entering in new technological spheres and labor market in the information society where both service and production are more and more complicated. The attained education level--theoretical knowledge, professional specialization and understanding of inter-disciplinary relationships, thus, playing the key role in furnishing the individuals with knowledge and skills necessary for a successful integration in social and economic life. (Contains 3 tables and 2 figures.)
Integrative Education: Teaching Psychology with the Use of Literature and Informational Technology
Author: Toom, Anna
Date: 2013-05-00
Type: Journal Articles
Subjects: Web Based Instruction,College Instruction,Comparative Analysis,Interdisciplinary Approach,Child Development,Conventional Instruction,Logical Thinking,Cognitive Development,Educational Technology,Electronic Learning,Distance Education,Instructional Design,Computer System Design,College Students,Content Analysis,Child Psychology,Cognitive Psychology,Independent Study,Literature,Fiction

In this work, a new method of teaching psychology based on the union of scientific, artistic, and information-technological knowledge is presented. The author teaches Cognitive Development in Early Childhood analyzing Anton Chekhov's short story "Grisha" and uses both traditional and computerized instructional methodology. In the authors' two stages of the study: (1) all the psychological phenomena embodied in Chekov's story were identified; and (2) the effectiveness of traditional and computerized instructional methodologies in students' analysis of the story was compared. According to the results, the story truly embodied some fundamental features of early childhood development. When analyzing the story, online students were more successful: They comprehended new psychological ideas faster and their new skills, developed in the course of solving the task, were more stable. The author concludes that: (1) incorporating literature into psychology courses enhances the students' comprehension of complicated psychological concepts, ideas, and theories; and (2) computerized instructional methodology has a potential for being more efficient than its traditional prototype, because it creates better conditions for development of people's ability for an independent intellectual work as well as goal-oriented and logical thinking. (Contains 1 table and 2 figures.)
Big Class Size Challenges: Teaching Reading in Primary Classes in Kampala, Uganda's Central Municipality
Author: Kewaza, Samuel
Date: 2013-05-00
Type: Journal Articles
Subjects: Reading Skills,Reading Instruction,Teaching Methods,Elementary Schools,Chalkboards,Emergent Literacy,Municipalities,Class Size,Critical Reading,Instructional Materials,Foreign Countries,Qualitative Research,Statistical Analysis,Surveys,Interviews,Questionnaires,Elementary School Students,Elementary School Teachers,Teacher Attitudes

Research on reading has established that reading is a pivotal discipline and early literacy development dictates later reading success. Therefore, the purpose of this study is to investigate challenges encountered with reading pedagogy, teaching materials, and teachers' attitudes towards teaching reading in crowded primary classes in Kampala, Uganda's Central Municipality. This study's scope reached beyond daily functional literacy for reading road signs, recipes, and posters into teaching reading with critical reading methodologies that benefit learners' progress to higher reading levels. The methods used to collect quantitative and qualitative data were surveys, interviews, and questionnaires. Three approaches to data collection that guided the study were determining the effect of the size of the classes on the teaching methods used to teach reading skills in primary classes, the effect of big classes on the teaching materials used to teach reading skills in huge classes, and the effect of enrollment on teachers' attitudes towards teaching reading in big classes. Data were collected from 48 teachers of reading skills in lower primary classes, 16 primary head teachers, and 16 heads of the lower sections in the 16 primary schools selected for the study. Most responders tended to show that the commonest teaching methods used by the teachers of reading in the crowded classes were those that tended to raise chorus reading. Such methods helped the teachers involve every pupil to read. Besides, such methods indirectly enabled the teachers to have better class control. Another finding was that the teachers used mostly the traditional learning materials, including chalkboards and wall charts. No school had any materials that use modern technology. Yet, the markers and manila paper that would be used to design other teaching materials were given out irregularly. Also, the big numbers of pupils handled made the teachers' teaching a burdensome task. It was concluded, therefore, that the teaching-learning process of reading in the lower classes was substantially affected negatively by the large classes. A map of the Kampala District showing Central Division is appended. (Contains 9 tables.)
eMINTS Program Evaluation Report: An Investigation of Program Fidelity and Its Impact on Teacher Mastery and Student Achievement
Author: Martin, Wendy
Date: 2008-09-00
Type: Numerical/Quantitative Data
Subjects: Program Evaluation,Fidelity,Program Effectiveness,Inservice Teacher Education,Faculty Development,Elementary School Teachers,Secondary School Teachers,Educational Technology,Technology Integration,Computer Uses in Education,Inquiry,Active Learning,Outcomes of Education,Academic Achievement,Elementary School Students,Secondary School Students

The eMINTS professional development programs are designed to help teachers learn how to integrate technology into their teaching, using instructional strategies that promote inquiry-based learning and encourage collaboration and community building among students and teachers. The eMINTS programs considered in this evaluation include: (1) eMINTS Comprehensive Professional Development (Comp PD), a two-year program consisting of approximately 250 hours of teacher professional development and support, for teachers in school-designated grades, including 10-12 Classroom Visits each year; (2) eMINTS4ALL, a two-year, 90-hour professional development program built for teachers in the grades above and below eMINTS Comp PD teachers, to support students for multiple years, including 8-9 Classroom Visits per year; and (3) Professional Development for Educational Technology Specialists (PD4ETS), a two-year program that prepares local district staff members to become eMINTS instructional specialists. In order to help eMINTS ensure a high level of program quality as it scaled up, the Education Development Center, Inc.'s Center for Children and Technology (EDC/CCT) was brought in as the external evaluator in 2006 and charged with designing an evaluation that would create instruments and procedures to assess Program Fidelity and Teacher Mastery of eMINTS core concepts, and would examine the relationships among Program Fidelity, Teacher Mastery, and student achievement. Overall, this evaluation provides evidence that the eMINTS program is being implemented with a high level of fidelity by both the eMINTS staff and participants and the graduates of the PD4ETS program; that teachers are mastering some, but not all, of the core eMINTS concepts; and that maintaining a high level of Program Fidelity is important for ensuring that teachers are mastering the core program concepts, which may then result in higher levels of student achievement. (Contains 38 tables and 10 footnotes.)
Investigating the Impact of the Cisco 21st Century Schools Initiative on Harrison County School District. Summative Report
Author: Ba, Harouna
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Program Evaluation,School Districts,Public Schools,High Schools,Educational Change,Educational Technology,Technology Integration,Technology Uses in Education,Educational Environment,Leadership,Outcomes of Education,Academic Achievement,School Community Relationship,Access to Computers,School Administration

There are 21 schools in the Harrison County School District (HCSD), located in southern Mississippi, in the Gulfport/Biloxi metropolitan area. Of those, only Harrison Central 9th Grade (HC9) and Harrison County High School (HCHS) participated in the Cisco 21S Initiative--therefore, this summary will focus on only administrators, teachers, technology personnel, students, and parents at those two schools. Throughout the four years of the Initiative, the total number of school-level administrators remained constant at seven, two of whom were at HC9 and five at HCHS. Technology personnel also held steady over the Initiative, with two at HC9 and three at HCHS. Teachers at the two schools increased slightly, from a combined total of 146 in 2005-2006 to 157 in 2008-2009. Over the past four years, the number of teachers at HCHS has increased by 10 (94 to 104), while the teaching staff at HC grew by 1 (52 to 53). Enrollment data for both schools was not available during the first year of the Initiative. Since the 2006-2007 school year, the number of students has grown at HCHS from 1,577 to 1,872 this last school year, while the number has declined at HC9 from 749 to 724. The overall Harrison County school population in 2009 was 26 percent African American, 68 percent White, and 2.6 percent Hispanic. Fifty-six percent (56 percent) were eligible for free or reduced lunch. It is important to note that the level of participation at HCHS has changed over time. At the beginning of the Initiative, the entire HC9 population participated, but only a portion of administrators, teachers, and students were involved at HCHS. In the second year, both schools participated fully, a level that has continued to the present. The smaller numbers of participants in year 1 at HCHS should be kept in mind when looking at year-to-year results. (Contains 34 figures, 8 tables, 1 box, and 1 footnote.)
Demystifying the GMAT: Where Do Scale Scores Comes from?
Author: Rudner, Lawrence M.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Scores,Raw Scores

GMAT (Graduate Management Admission Test) scaled scores convey the same level of ability over time, and GMAT percentiles convey the competitiveness of scores relative to today's GMAT test takers. In an earlier column, the author discussed the role of the GMAT scaled scores and percentiles. Here, he gets more technical and discusses how GMAT scaled scores were developed. Special attention is given to the scale for the new Integrated Reasoning section, which launches June 5.
Highlighting Changes in the Classrooms of a Successful One-to-One Program in Rural Argentina: Case Studies of &quot;Todos los Chicos en la Red&quot; in San Luis
Author: Light, Daniel
Date: 2012-05-23
Type: Reports - Research
Subjects: Foreign Countries,Computer Uses in Education,Educational Technology,Laptop Computers,Developing Nations,Technology Integration,Educational Change,Educational Experience,Rural Schools,Case Studies,Elementary Schools,Secondary Schools,Access to Education,Feedback (Response),Computer Mediated Communication,Classroom Techniques,Personal Autonomy,Program Effectiveness

One-to-one computing programs and laptop programs have been a popular approach to education reform in developing countries over the last decade. A motivation behind so many one-to-one laptop programs is the desire to overcome with one powerful resource the historical lack of educational tools and resources available in developing countries. Understanding how technology fits into the complex realities of classrooms was a critical factor for change in developed nations, yet little is known about how laptop computers could be used in the classrooms of the developing world. This study sought to shed more light on the issue of information and communications technology (ICT) integration by taking a close look at how laptops were used in the classrooms of schools that were part of a successful laptop program--&quot;Todos los Chicos en la Red&quot; in San Luis, Argentina. In August of 2011, researchers from the Education Development Center, Inc. (EDC) traveled to San Luis, Argentina, to conduct research in three schools that were part of a provincial education program, &quot;Todos los Chicos en la Red&quot; (&quot;All Kids Online&quot;). &quot;All Kids Online&quot; is a one-to-one laptop program that provides all students with an Intel[R] Classmate PC--an affordable, durable, water-resistant netbook with full PC functionality, loaded with productivity software, education software, wireless Internet, and designed especially for students to provide a collaborative, interactive learning experience for access at home and at school. In all three of these schools the researchers saw how laptops and the ICT resources had become a daily part of learning in the classroom through a mix of pre-existing teaching-and-learning strategies being enriched and modified by the technology. Some older strategies were slowly being displaced, and new ones were emerging. In these classrooms, the Classmate PCs were being used as frequently as typical Argentine students use their copybooks, and for many of the same purposes. (Contains 2 tables and 1 footnote.)