ethanporcaro/eric-fulltext-meta huggingface dataset:
Monthly Record of Current Educational Publications. Bulletin, 1918, No. 34
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-10-00
Type: Historical Materials
Subjects: Professional Associations,Journal Articles,Periodicals,Educational History,Educational Theories,Educational Practices,Educational Psychology,Child Development,Educational Testing,Evaluation Methods,Teaching Methods,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Education,Teachers,Teacher Education,Higher Education,Educational Administration,Governance,Architecture,Hygiene,Maintenance,Sex Education,Physical Education,Play,Social Development,Social Influences,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Career Counseling,Military Personnel,Professional Education,Civics,Acculturation,Immigrants,Veterans,War,Womens Education,Deafness,Special Needs Students,Disabilities,Extension Education,Libraries,Reading,Federal Government,African Americans

This bulletin comprises a general survey in bibliography form of current educational literature, domestic and foreign, received during the monthly period preceding the date of its publication. The publications are organized into the following topics: (1) Educational history and biography; (2) Current educational conditions; (3) Education and the war; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Educational tests and measurements; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School hygiene and sanitation; (17) Physical training; (18) Social aspects of education; (19) Child welfare; (20) Moral and religious education; (21) Manual and vocational training; (22) Vocational guidance; (23) Agricultural education; (24) Professional education; (25) Civic education; (26) Americanization of immigrants; (27) Reeducation of war invalids; (28) Education of women; (29) Negro education; (30) Exceptional children; (31) Education extension; (32) Libraries and reading; and (33) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Courses of Study for the Preparation of Teachers of Manual Arts. Bulletin, 1918, No. 37
Author: Siepert, Albert F.
Date: 1919-00-00
Type: Historical Materials
Subjects: Teaching Methods,Student Teaching,Preservice Teachers,Educational History,Preservice Teacher Education,Vocational Education Teachers,Teacher Education Curriculum,State Legislation,Teacher Education Programs,Teacher Educators,Standards,Educational Facilities,Intellectual Disciplines,Graduation Requirements,Admission Criteria,Vocational Education,Schools of Education,Education Courses,Credits,African American Education,State Colleges,State Schools,Private Schools,Educational Legislation,Federal Legislation,National Surveys

The study presented in this bulletin shows considerable variation in the subjects included in the curriculum set up for prospective teachers. There is, however, a growing tendency toward a common standard, and the two-year courses are coming to have many elements in common both as to subject matter and methods of procedure. For example, in many institutions the stock subjects in education, such as psychology and history of education are treated in much the same way. English composition, woodworking, and mechanical drawing are likewise treated much alike by the various schools. Practice teaching varies considerably as to character, length of time required, and conditions under which the teaching is done. State legislation is taking hold of this matter and greater emphasis is certain to be placed upon this phase of the teacher's preparation. This study evaluates the following topic areas as they relate to the preparation of teachers of manual arts: (1) Number and character of such institutions in the United States; (2) Types of curricula as to character and length of time required; (3) Entrance requirements; (4) Faculties; (5) Equipments--buildings, laboratories, shops; (6) Typical two-year courses of study; (7) Clock hours devoted to each subject; (8) Nature and scope of various subjects; (9) Practice teaching; (10) Typical three-year courses of study; (11) Four-year curricula leading to the B.S. degree; and (12) The general problem. [Best copy available has been provided.]
Kindergarten Supervision in City Schools. Bulletin, 1918, No. 38
Author: Winchester, Almira M.
Date: 1919-00-00
Type: Historical Materials
Subjects: Physical Education,Kindergarten,Supervision,Urban Areas,Role,Supervisors,Educational Administration,Preschool Teachers,Teaching Skills,Teacher Attitudes,Interviews,Meetings,Teacher Education,Art Education,Music Education

In 1914-15, the Bureau of Education made a study of kindergarten training schools, the results of which were published in Bulletin, 1916, No. 5. Following the publication of this bulletin, a number of supervisors of kindergartens throughout the United States requested the Bureau of Education to make a study of kindergarten supervision similar to that of training schools. The results are presented in the accompanying report. Study of the material provided within this report shows that the custom among school officials is to class supervisors of kindergartens with supervisors of special subjects, such as music, art, manual training, and physical education. This listing implies that the kindergarten is a subject rather than a stage or phase of education. The hope is that one of the results of the publication of this manuscript will be to correct this classification by bringing to light the true function of kindergarten supervision, which is that of dealing with teachers and children, not with a subject. Contents of this bulletin include the following: (1) Cities having kindergarten supervisors; (2) Supervision in cities grouped according to population; (3) Supervision in cities grouped according to number of kindergartens; (4) Preparation and experience of kindergarten supervisors; (5) Responsibility of supervisors in organization and administration of kindergartens; (6) The kindergarten program or course of study; (7) Visits to kindergartens--interviews and meetings with teachers; (8) Points upon which supervisors base their estimates of kindergarten teachers' ability; (9) Methods of stimulating teachers to further study; (10) Relation of school principals to kindergarten teachers and kindergarten supervisors; (11) Relation of supervisors of special subjects (music, art, manual training, physical education) to the kindergartens; (12) Kindergarten-primary instruction for both groups of teachers; (13) Cities in which no special supervisor of kindergartens is employed; (14) Opinions of kindergarten teachers as to the type of supervisor deemed desirable; (15) Practical suggestions for nonsupervised systems of kindergartens; and (16) Conclusions and recommendations. (Contains 7 tables and 51 footnotes.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1918, No. 39
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-11-00
Type: Historical Materials
Subjects: Professional Associations,Vocational Education,Career Guidance,Agricultural Education,Special Needs Students,Extension Education,Educational Administration,Professional Education,School Administration,Child Welfare,Elementary Secondary Education,Library Services,Rural Education,Surveys,Periodicals,Educational Testing,Educational Psychology,Teacher Education,Higher Education,Educational Theories,Educational Practices,Architecture,Hygiene,Sanitation,Veterans,Educational Environment,Religious Education,Values Education,Physical Education,Educational History,Social Development,Civics,Teaching Methods,Professional Recognition,Business Education,Home Economics,Curriculum,Kindergarten,Deafness,African American Education,Military Training,Blindness,Special Education

The record comprises a general survey in bibliographic form of current educational literature, domestic and foreign. received during the monthly period preceding the date of its publication. Publications are listed according to topic. Contents include: (1) Proceedings of Associations; (2) Educational History and Biography; (3) Current Educational Conditions; (4) Education and the War; (5) Educational Theory and Practice; (6) Educational Psychology: Child Study; (7) Educational Tests and Measurements; (8) Special Methods of Instruction; (9) Special Subjects of Curriculum; (10) Rural Education; (11) Secondary Education; (12) Teachers: Training and Professional Status; (13) School Administration; (14) School Management; (15) School Architecture; (16) School Hygiene and Sanitation; (17) Social Aspects of Education; (18) Child Welfare; (19) Moral Education; (20) Religious Education; (21) Manual and Vocational Training; (22) Vocational Guidance; (23) Agricultural Education; (24) Home Economics; (25) Commercial Education; (26) Civic Education; (27) Military Training; (28) Reeducation of War Invalids; (29) Negro Education; (30) Education of Blind and Deaf; (31) Exceptional Children; (32) Education Extension; (33) Libraries and Reading; and (34) Bureau of Education: Recent Publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Recent State Legislation for Physical Education. Bulletin, 1918, No. 40
Author: Storey, Thomas A.
Date: 1919-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Educational Policy,Educational Legislation,Physical Education,School Law,Public Policy,State Legislation,State Policy,Policy Analysis,Comparative Education,Educational Principles,War,Educational Environment,Military Training,Elementary Secondary Education,Required Courses,Postsecondary Education,Teacher Education,Physical Education Teachers,Public Schools,State Schools

With the great war has come a quickened appreciation in all nations of the value of physical education. In France, a strong central committee has been formed to promote physical education. In England, comprehensive and far-reaching provisions for physical education are incorporated in the new education law. In the United States, eight states since 1915 have enacted laws providing for State-wide education. It is certain that such legislation will be under consideration in many State legislatures in the immediate future. An analysis of the State laws already enacted and a summary of principles underlying effective State legislation have been prepared and are presented in this bulletin in four sections: (1) Chronological analysis of laws enacted in eight states since the beginning of the war; (2) Analysis of purpose and scope of State laws; (3) Principles of State legislation for physical education; and (4) State laws for physical education. [Best copy available has been provided.]
Data-Driven Decision Making. Information Capsule. Volume 0605
Author: Blazer, Christie
Date: 2006-12-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Educational Opportunities,Federal Programs,Educational Improvement,Decision Making,Online Systems,Data,Federal Legislation,Educational Legislation,Faculty Development,Evidence,Teacher Attitudes,Elementary Secondary Education,Superintendents,Goal Orientation,Educational Objectives,Teacher Effectiveness,Student Evaluation

The federal No Child Left Behind Act and its mandate for adequate yearly progress has placed unprecedented demands on districts to use evidence to support their school improvement efforts. Research has not yet determined if data-driven decision making leads to improvements in teaching and learning since most outcomes reported to date are based on case studies offering anecdotal evidence. This information capsule discusses the use of data-driven decision making in the nation's schools, research findings on the effects of data-driven decision making, including factors that may facilitate the data-driven decision making process, and the challenges associated with implementing data-driven decision making. A summary of some of Miami-Dade County Public Schools' initiatives that utilize data-driven decision making, professional development opportunities offered by the district, and online systems that provide staff with access to data is also included. (Contains 7 online resources.)
Music Matters: How Music Education Helps Students Learn, Achieve, and Succeed
Author: Arts Education Partnership
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Music Education,Educational Research,Outcomes of Education,Psychomotor Skills,Motor Development,Short Term Memory,Thinking Skills,Brain,Recall (Psychology),Retention (Psychology),Mathematics Achievement,Reading Achievement,College Entrance Examinations,Attention,Persistence,Creativity,Study Habits,Self Esteem

Beyond the intrinsic value of music to cultures worldwide, education in music has benefits for young people that transcend the musical domain. The Arts Education Partnership (AEP) reviewed an extensive body of research to identify high-quality, evidence-based studies that document student learning outcomes associated with an education in and through music. The results show conclusively that music education equips students with the foundational abilities to learn, to achieve in other core academic subjects, and to develop the capacities, skills and knowledge essential for lifelong success. The benefits of music education include: (1) Music education prepares students to learn; (2) Music education facilitates student academic achievement; and (3) Music education develops the creative capacities for lifelong success. [Funding for this paper was provided by the Quincy Jones Musiq Consortium.]
What School Leaders Can Do to Increase Arts Education
Author: Arts Education Partnership
Date: 2011-05-00
Type: Guides - Non-Classroom
Subjects: Art Education,Principals,School Administration,Educational Environment,Time Management,Resource Allocation,Educational Objectives,Budgeting,Parent Participation,Integrated Curriculum,Faculty Development,Communities of Practice,Personnel Selection,Community Involvement,Federal Aid,Federal Legislation,Educational Legislation,School Schedules,Educational Facilities,After School Programs,School Community Relationship

Learning in and through the arts develops the essential knowledge, skills, and creative capacities all students need to succeed in school, work, and life. As the top building-level leaders, school principals play a key role in ensuring every student receives a high-quality arts education as part of a complete education. In a time of shrinking budgets and shifting priorities, what can school principals do to make and keep the arts strong in their schools? This guide offers three concrete actions school principals can take to increase arts education in their schools: (A) establish a school-wide commitment to arts learning; (B) create an arts-rich learning environment; and (C) rethink the use of time and resources. Each action is supported with several low-cost or no-cost strategies that other school leaders have used and found to be effective--whether it's beginning an arts program where none exists, making an existing program stronger, or preserving an arts program against future cuts. School principals and other leaders interested in increasing arts education in America's schools can adopt any of these actions and strategies one at a time or implement several at once. When taken together as part of an overall approach, however, their effects are more likely to be cumulative, mutually reinforcing, and more sustainable over time. (Contains 1 footnote.)
Creativity, Innovation and Arts Learning: Preparing All Students for Success in a Global Economy
Author: Ruppert, Sandra S.
Date: 2010-02-03
Type: Reports - Descriptive
Subjects: Art Education,Global Approach,Economic Climate,Creativity,Innovation,Imagination,Labor Force Development,Educational Change,Elementary Secondary Education

The United States is competing in a dynamic global economy in which two assets--a skilled, versatile and highly adaptable workforce and the capacity for creativity, innovation and entrepreneurship--provide a decisive edge. To succeed in today's economic climate, the U.S. needs a well-educated, technically proficient workforce in all sectors and for nearly every occupation, including entry-level positions. The country needs workers who possess a deep, expansive knowledge in a broad range of subject areas as well as advanced reading, writing and computational skills. But these high-level knowledge and skills alone are not enough for the U.S. to maintain its global competitive edge. What will set the American workforce apart from other countries with similar levels of knowledge and skills are creativity and innovation, according to the New Commission on the Skills of the American Workforce. Perhaps most importantly, creativity requires building upon the capacity of one's imagination to visualize new possibilities for human though, action and the use of materials. Improving the education system to ignite students' imagination, foster their creative drive, stimulate innovative thinking and generate implementable new ideas is vital to the long-term economic interests of the nation. The arts--both as a stand-alone subject and integrated into the curriculum--must be an integral part of a 21st century education if students are to succeed in a global economy. Arts learning experiences play a vital role in the development and application of the imagination. State Examples are appended. (Contains 8 footnotes.)
A Cross-Cultural Study of Implicit Theories of an Intelligent Person
Author: Aljughaiman, Abdullah
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cross Cultural Studies,Theories,Intelligence,Individual Characteristics,Correlation,Gender Differences,Cultural Differences,Academically Gifted,Elementary School Students,Secondary School Students,Grade 7,Multivariate Analysis

This contribution is based on the assumption that implicit theories influence the subjective action space and hence the learning behavior of students. The implicit theory that an individual holds of an intelligent person is of particular importance in this context. For this cross-cultural study, we asked 200 students from Kenya and Germany to draw an intelligent person and then to rate the typicality of the drawing with respect to a number of attributes. The data indicated considerable differences among the students' implicit theories of intelligence. Implicit theories of an intelligent person correlated with the nationality and the gender of the students who made the drawings. German girls, in particular, frequently ascribed a gender to their prototypically intelligent person which differed from their own. Our data offer evidence that implicit theories of an intelligent person reflect a multifaceted picture. The most meaningful single attribute identified by participants for the figures they had drawn was that of being hardworking. We conclude that future studies should further examine the influence of implicit theories on the learning behavior of gifted students. (Contains 4 figures and 5 tables.)
Digging In: Designs That Develop Intersubjectivity in Course Room Discourse
Author: Hall, Barbara Miller
Date: 2011-00-00
Type: Reports - Research
Subjects: Electronic Learning,Online Courses,Feedback (Response),Constructivism (Learning),Conferences (Gatherings),Instructional Effectiveness,Educational Environment,Instructional Design,Technology Uses in Education,Epistemology,Interdisciplinary Approach,Interaction,Discourse Analysis

The purpose of this roundtable discussion was to explore factors that influence the design of the initial discussion prompts in course-based, online learning. The initial prompt is one of the first pieces of scaffolding necessary for the knowledge construction requisite in a constructivist learning environment. As a means of stimulating conversation among conference participants, intersubjectivity was asserted as a quality standard that is different from the current state of discourse in threaded discussions. Intersubjectivity is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of interdependent contributions. The highly interactive format of a roundtable was sought in order to elicit feedback on what participants had found to be effective or ineffective designs in facilitating deep interaction and knowledge construction with the expectation that the roundtable conversations about best (and not-so-best) practices could inspire additional points of consideration for disciplined inquiry in the future. [This paper was published in: Proceedings of the 34th Annual Convention of the Association for Educational Communications and Technology (Vol. II, p384-387). Bloomington, IN: AECT.]
Ongoing Professional Development: The Prerequisite for and Continuation of Successful Inclusion Meeting the Academic Needs of Special Students in Public Schools
Author: Costley, Kevin C.
Date: 2013-04-02
Type: Reports - Descriptive
Subjects: Disabilities,Special Education,Professional Development,Individualized Education Programs,Special Education Teachers,Public Schools,Special Needs Students,Student Needs,Teacher Improvement,Inclusion,Regular and Special Education Relationship,Teacher Collaboration,Interpersonal Communication

Educational reform is constantly changing the ways teachers teach their students according to mandated reforms. Some teachers are in favor of reform and embrace it fully; some do not. Some reforms in education improve teaching and learning; some do not. Presently, there is a desperate need for reform in the area of special education concerning professional development implementing inclusion in public school classrooms. The common procedure is to form teams to write individual education programs (IEPs) with modifications and accommodations for those students identified with one or more designated disabilities. These same students are included most, if not all of the day, in the regular education classrooms. In many schools, there is a lack of communication after the writing of the IEP and little if no communication or support from the special education teacher for the regular education teacher. This article speaks to this re-occurring practice (or lack thereof) and the need for carefully planned professional development for inclusionary practices. It is believed that many teachers want this type of improved communication/training; the literature reveals that teachers are more than willing to work with special education students in their regular classrooms with proper training, a collaborative effort, and sound, practical advice.