ethanporcaro/eric-fulltext-meta huggingface dataset:
Record of Current Educational Publications. Bulletin, 1921, No. 52
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Professional Associations,Journal Articles,Periodicals,Educational History,Educational Theories,Educational Practices,Educational Psychology,Child Development,Educational Testing,Psychological Studies,Evaluation Methods,Teaching Methods,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Education,Teacher Education,Teacher Salaries,Higher Education,Educational Administration,Governance,Architecture,Home Economics,Medical Education,Hygiene,Maintenance,Physical Education,Play,Social Development,Social Influences,Engineering Education,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Industrial Education,African American Education,Professional Education,Civics,Womens Education,Deafness,Special Needs Students,Disabilities,Libraries,Reading

The titles included in this classified and annotated list are books and articles selected by the compilers from the current educational literature of the final months of 1921, subsequent to the preparation of Bulletin, 1921, no. 49. Monthly Record of Current Educational Publications, October, 1921. The publications are organized into the following topics: (1) Proceedings of associations; (2) Educational history; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Psychological tests; (7) Educational tests and measurements; (8) Special methods of instruction; (9) Special subjects of curriculum; (10) Kindergarten and primary school; (11) Rural life and culture; (12) Rural education; (13) Secondary education; (14) Teacher training; (15) Teacher's salaries and professional status; (16) Higher education; (17) Research; (18) School administration; (19) School management; (20) School building and grounds; (21) School hygiene and sanitation; (22) Physical training; (23) Play and recreation; (24) Social aspects of education; (25) Child welfare; (26) Religious and church education; (27) Manual and vocational training; (28) Vocational guidance; (29) Workers education; (30) Agriculture; (31) Home economics; (32) Commercial education; (33) Medical education; (34) Engineering education; (35) Civic education; (36) Education of women; (37) Negro education; (38) Education of deaf; (39) Exceptional children; (40) Education extension; (41) Libraries and reading; and (42) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Statistics of State Universities and State Colleges for the Year Ended June 30, 1921. Bulletin, 1921, No. 53
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Educational History,State Colleges,State Universities,Statistical Surveys,National Surveys,School Statistics,College Presidents,College Faculty,College Administration,Teacher Salaries,Enrollment,College Students,Males,Females,Summer Schools,College Preparation,Educational Facilities,Income,Endowment Funds,Educational Finance,State Aid,Federal Aid,Educational Policy,State Policy,Professional Education,Directories

This annual bulletin on statistics of State universities and State colleges, formerly prepared and published by the National Association of State Universities, has been published by the Bureau of Education for the past 13 years. The data given are taken from reports received from the offices of the presidents of the various institutions, and the figures printed are substantially as given in those reports. (Contains 4 tables and 1 footnote.) [Best copy available has been provided.]
Statistics of Private High Schools and Academies, 1925-26. Bulletin, 1927, No. 31
Author: Phillips, Frank M.
Date: 1927-00-00
Type: Historical Materials
Subjects: Statistical Data,High School Students,High Schools,Intervention,Control Groups,Private Schools,Gender Differences,Teacher Characteristics,Graduates,Reports,African Americans,Enrollment

This publication contains statistics of private high schools and academies reporting to the bureau for the school year ending June, 1926. Reports were received from 2,350 schools, an  increase of 226 over the number reporting in 1924. This increase is due to a larger number of complete reports rather than to an increase in the number of institutions. Aside from the larger number of reports, there are few significant changes over 1924. The increase, in number of students reported amounts to 14.6 per cent, which increase is about equally divided as to sex. The increase in number of teachers is 15.5 per cent, which is 11.9 per cent for men and 16.7 per cent for women instructors. Fourth-year students increased 21.3 per cent, which is equally divided as to sex. The number of graduates increased 18.9 per cent which is 11.8 per cent for boys and 20.4 per cent for girls. Of the boys in the fourth year in 1926, 85.8 per cent were graduated, and of the girls, 92.3 per cent were graduated. In 1924 reports were received from 111 schools for the Negro race, which enrolled 10,891 students. In 1926 reports were received from 103 such schools, with an enrollment of 10,261. (Contains 13 tables.) [Best copy available has been provided.]
Statistics of City School Systems, 1925-1926. Bulletin, 1927, No. 32
Author: Phillips, Frank, M.
Date: 1928-00-00
Type: Historical Materials
Subjects: Educational History,School Statistics,Statistical Surveys,National Surveys,Urban Schools,School Districts,School Personnel,Administrators,Public School Teachers,Teacher Salaries,Teacher Student Ratio,Females,Males,Enrollment,Enrollment Trends,Average Daily Attendance,Kindergarten,Elementary Schools,High Schools,Junior High Schools,Vocational Schools,Special Schools,Postsecondary Education,Public Colleges,Two Year Colleges,Teacher Education,Special Education,Summer Schools,Evening Programs,Immigrants,Citizenship Education,Adult Education,Educational Facilities,Income,Expenditures,Costs,Debt (Financial),Educational Policy,Comparative Analysis,Census Figures

Statistics concerning city school systems for the year ending June, 1926, are presented in this report. The principal items included are: (1) the number of teachers; (2) number of pupils enrolled in kindergartens; (3) elementary grades; (4) high schools, including junior departments; (5) vocational schools; (6) normal schools and colleges under the direction of local school boards; (7) special schools, as schools for the blind, deaf, crippled, and tubercular, and evening schools and Americanization classes; (8) number of pupils in average daily attendance; (9) number and value of school buildings, value of grounds and of contents of buildings; (10) receipts, as well as the sources from which they are obtained; (11) expenditures, under the eight principal headings or expenditures; and (12) amount of bonds and payments toward outstanding indebtedness. (Contains 14 tables.) [Best copy available has been provided.]
Statistics of Public High Schools, 1925-1926. Bulletin, 1927, No. 33
Author: Phillips, Frank M.
Date: 1927-00-00
Type: Historical Materials
Subjects: High Schools,Public Schools,Statistical Data,Administrators,Supervisors,Secondary School Teachers,Enrollment,Teacher Education,High School Graduates,Military Training,Libraries,Expenditures,School Buildings,Educational Equipment,Tables (Data),National Surveys,High School Students

This report contains statistics of public high schools for the school year 1925-26. The principal items included are these: Number of schools; administrators; supervisors; teachers; pupils; graduates; enrollments in teacher-training courses; number taking military drill; size of libraries; value of grounds, buildings, and contents; and expenditures for new grounds, buildings, and equipment. 17,710 public high schools sent in a complete report in 1926; 926 schools sent reports that were either incomplete or with an insufficient number of pupils to be included in the tabulations. Schools with fewer than 10 pupils have generally been omitted from the statistics of public high schools. No reports were received from 3,064 schools that are known to be in existence, most of these being small schools. Reports were received from all eighty public high schools located in the outlying parts of the United States. (Contains 54 tables and 1 footnote.) [Best copy available has been provided.]
Portfolio Strategies, Relinquishment, the Urban School System of the Future, and Smart Districts
Author: Hill, Paul
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Change,Elementary Secondary Education,Urban Schools,Governance,Government Role,Educational Administration,Charter Schools

This brief outlines how new K-12 public education governance proposals--relinquishment, smart districts, and the urban school system of the future--are complements, not alternatives, to the portfolio strategy. The portfolio strategy defines the role of government, or how it can steer in public education; the other proposals show how, once government's role is redefined, independent organizations will develop capacity to row (provide schools, assist schools, develop teacher skills, etc.). The portfolio strategy needs mechanisms for operating and improving schools, such as those provided by the other reforms. The other reforms, reciprocally, depend on the portfolio strategy to provide preconditions that they cannot create by themselves. (Contains 2 tables and 8 footnotes.)
Young People and Reading: A School Study Conducted by the National Literacy Trust for the Reading Champions Initiative
Author: Clark, Christina
Date: 2005-08-00
Type: Reports - Research
Subjects: Reading Materials,Students,Measures (Individuals),Foreign Countries,Economic Status,Reading Attitudes,Gender Differences,Student Motivation,Reading Habits,Literature Appreciation,Children,Adolescents,Age Differences,Questionnaires,Reading Achievement,Student Surveys

Imagine what a difference it would make if every child loved to read. Every teacher knows the difference that a love of reading makes to a child's performance; reading opens so many doors. However, research has long shown not only that men and boys in the developed world lag behind women and girls when it comes to engaging with reading. Thus Reading Champions was set up by the National Reading Campaign to celebrate men and boys who enjoy and promote reading in order to encourage others to do likewise. The literature shows that a love of reading is more important for children's educational success than their families' socio-economic status or wealth. Yet, research also shows that young people's reading enjoyment may be declining. A brief review highlights the importance of reading for pleasure, and outlines pervasive gender differences in reading enjoyment, reading attitudes, and reading habits. It seemed important to the National Literacy Trust, especially in the light of current political concerns about reading generally, that the issues raised in the review about reading for pleasure were explored in greater detail. This study was therefore conducted to explore young people's attitudes towards reading, their reading preferences, and what would motivate them to read more. The data for this study are based on 1,512 pupils from three primary, one middle and two secondary schools in England who participated in this survey in spring 2005. Overall, the findings from the present study suggest that pupils' reading is rich and diverse, but that the particulars vary according to gender or age. A recent Ofsted report (2004) indicated that few schools engaged the interest of children who, although competent readers, did not read for pleasure. It was also noted that schools rarely built on pupils' own reading interests and the range of reading material read outside school. Schools and the home therefore need to ensure that they tap into this richness in order to hook boys and girls into reading. Although it might be difficult to generalise these findings since only six schools were involved, these results show that young people can be drawn into reading when their creativity, personal interest and competitive nature are harnessed. Appended are: (1) Sample characteristics; (2) Pupil Questionnaire; (3) Technical Results; (4) Reading attitudes--descriptive analysis; (5) Reading Champions Framework; and (6) Reading Champions Questionnaire. (Contains 22 figures, 13 tables, and 1 box.)
Every Which Way We Can: A Literacy and Social Inclusion Position Paper
Author: Bird, Viv
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Family Literacy,Reading Skills,Economically Disadvantaged,Emergent Literacy,Early Reading,Parent Education,Skill Development,Parents as Teachers,Student Motivation,At Risk Persons,Social Isolation,Public Health,Delinquency,Learning Theories,Informal Education,Learner Engagement,Interpersonal Relationship,Books,Partnerships in Education

According to a recent study by the Centre for Analysis of Social Exclusion (CASE) at the London School of Economics, poverty and social exclusion have been taken very seriously by this Government, resulting in high-profile targets, new policies and funding streams. Social exclusion was recognised to consist of multi-faceted and interlinked problems, with the cycle of disadvantage more clearly understood than ever before. Tackling educational standards, and literacy in particular, was an important dimension to the strategy to address social exclusion. This paper is for those concerned with the relationship between poor literacy skills and social exclusion, including policymakers, education professionals and service providers. It includes the evidence after two years of a three-year Basic Skills Agency National Support Project delivered by the National Literacy Trust, and follows an earlier discussion paper, "Literacy and Social Inclusion: the Policy Challenge". The purpose of this paper is to review the evidence gathered and to provide a resource for those concerned with issues in this field. The evidence was developed from a dialogue with literacy practitioners working with those who were already--or were at risk of becoming--socially excluded because of their poor literacy, and also with those professionals across a range of policy areas who saw poor literacy skills as a significant factor in their own service delivery. Published research findings and official reports were also included in the evidence base. The focus of the paper is on home and community literacy, rather than classroom practice, with five key areas: (1) Promoting early language and reading skills; (2) Building parents' skills; (3) Out-of-school-hours literacy support; (4) Motivating disaffected young people; and (5) Improving the skills of adults at risk. Appended are: (1) Background to the project; and (2) Use of services by disadvantaged people. (Contains 156 footnotes.)
London Literacy Champions, 1 June 2011 to 31 July 2012. Evaluation Report
Author: National Literacy Trust (England)
Date: 2012-08-00
Type: Reports - Research
Subjects: Program Effectiveness,Program Evaluation,Literacy,Early Intervention,Volunteers,Volunteer Training,Foreign Countries,Disadvantaged Youth,Parents,Self Esteem,Financial Support,Philanthropic Foundations,Followup Studies,Referral,Surveys

Research shows that early intervention is vital to improve the life chances of children in areas and situations of disadvantage. One also knows that many less advantaged families feel more comfortable receiving advice about supporting their children's literacy from a friend or peer rather than a professional, and equally that many people are keen to support families in their local community with their children's literacy. The London Literacy Champions is a community volunteering project that aims to improve children's literacy in the capital, by boosting parents' confidence and their ability to support their children's literacy development. This project is complementary to local authority early intervention initiatives and intends to support communities in working together to help more children reach their potential. The National Literacy Trust is expanding this work to share learning to selected new areas, both within London and nationally, through funding from the charitable arm of a publishing house. London Literacy Champions used the unique power of volunteers to shift the attitudes and behaviours of families in their communities, giving them the confidence and knowledge to support their children's literacy development. Over 450 volunteers helped reach more than 1,600 families across the capital, providing them with focused and dedicated time within their often busy lives to engage with their child's communication and literacy. Appended are: (1) Volunteer equal opportunities data; (2) Parent equal opportunities data; (3) Evaluation sample sizes; (4) Literacy Champions training evaluation form; (5) Family referral form; (6) Volunteer journal; (7) Parent/career follow-up survey; (8) Key person follow-up survey; (9) Setting survey; (10) Literacy Ambassador family survey; and (11) Volunteer exit survey. (Contains 17 figures and 12 footnotes.) [Funding was provided by the Mayor of London and the Reuben Foundation.]
What's Hot, What's Not 2008: What Experts Say about Literacy Issues
Author: National Literacy Trust (England)
Date: 2007-12-00
Type: Reports - Research
Subjects: Opinions,Teacher Attitudes,Current Events,Foreign Countries,Educational Assessment,Educational Indicators,Literacy,Interviews,Educational Practices,Educational Policy,Educational Research,Debate

During December 2007, 35 professionals from research, policy, practice and the media were interviewed about a range of literacy issues. Interviewees were asked to indicate whether a certain topic was &quot;hot&quot; (i.e. currently a topic of debate and research) or &quot;not hot&quot; (i.e. not currently receiving a lot of attention). One of the hottest issues by far is phonics. However, fewer respondents believed that it should continue to be a focus of attention in 2008. Assessment, comprehension and reading for pleasure are another topic that were rated to be &quot;extremely hot&quot; at the moment. Other topics that should be &quot;very hot&quot; in 2008 include adolescent literacy, the National Year of Reading, English as a second language, family literacy, social inclusion, informational texts (wider aspects of reading), reading motivation, early years, community-wide approaches, initial teacher training, writing, speaking and listening and parental involvement. Topics that are rated &quot;not hot&quot; at the moment include comprehension, English as a second language, family literacy, reading for pleasure, informational texts (focus on the wider aspects of reading), reading motivation, reading difficulties and writing. (Contains 1 table.)
Local Authorities Improving Life Chances: A Review of a New Approach to Raising Literacy Levels
Author: McCoy, Emily
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Educational Environment,Program Effectiveness,Literacy,Public Service,Public Policy,Early Childhood Education,Curriculum Development,Partnerships in Education,Parents,Caregivers,Pilot Projects,Parent Role,Foreign Countries,Needs Assessment,Reading Tests

Public policy continues to grapple with the fact that the most powerful factor determining literacy levels--the home learning environment--lies outside of its control. Tickell's recent review of the Early Years Foundation Stage Curriculum has called for the early years curriculum to be recast as a partnership curriculum jointly owned by settings and parents, allowing it to impact more powerfully on the home learning environment. Partners in Literacy--the National Literacy Trust's two year project with local authorities to raise literacy standards by improving literacy support for the most vulnerable families--has had a massive impact. The project staff are particularly proud of the difference it has made to the numbers of families accessing literacy support and on the confidence of vulnerable parents and carers in supporting their children's literacy. This report explains how it worked and provides invaluable research to drive the development of a new approach to support literacy standards which will work with the new public service context with a focus on improving the home learning environment. Three lessons sit at the heart of this report: (1) The potential of existing services can be unlocked to allow them to reach the most vulnerable families to support their literacy; (2) This is achieved through stronger local planning and marketing; and (3) The driving factor in achieving this is partnership. This report offers a route map to all who are committed to addressing the increasingly urgent issue of low literacy, through the most powerful approach of working with families in a radically new public policy context and in a changing civil society context. Appended are: (1) An overview of the pilot at a national level: set-up and national networks; (2) Evaluation framework; and (3) Networks and frameworks supporting the pilot. (Contains 13 footnotes.)
Looked-After Children and Literacy: A Brief Review
Author: Poulton, Lizzie
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Foster Care,Literacy,Children,Child Care,Best Practices,Intervention,Literature Reviews,Educational Attainment,Reading Programs,Barriers,Performance Factors,Institutional Role,Library Role,Improvement Programs

The National Literacy Trust's Young Readers Programme has always worked successfully with schools and libraries in areas of deprivation for over 15 years. The Trust staff have recently started some pilot work with looked-after children both in residential and foster care. As part of this work they undertook some desk-based research to assess the current situation as to looked-after children and literacy, what interventions were already out there and what they could learn from previous projects. The National Literacy Trust is seeking to adapt the programme for residential units and adapt the model for families to best meet the needs of looked-after children in foster care and carers. This programme already encourages links with the local library.