ethanporcaro/eric-fulltext-meta huggingface dataset:
[Circular Letters as a Supervisory Agency. Bulletin, 1931, No. 19]
Author: United States Department of the Interior, Office of Education (ED)
Date: 1931-00-00
Type: Historical Materials
Subjects: Educational History,County School Districts,Educational Administration,Superintendents,School Supervision,Counties,Rural Schools,Letters (Correspondence),Supervisors,Supervisory Methods,Guidelines,Information Dissemination,Communication Strategies,Organizational Communication,Printed Materials,Newsletters

Supervision by circular letters is essential in most counties. The size of the territory to be covered makes frequent visits on the part of the county superintendent an impossibility. Many superintendents have no supervisors or field deputies and have only occasional office help. In such cases circular letters are the most valuable means of supervision. One Iowa county superintendent writes: This county is 48 by 54 miles and has about 150 teachers actually under my supervision. I depend very largely upon circular letters because I can get to a school only once a year unless the teacher is in trouble or I go to make a talk." Many problems individual to teachers or schools can be settled only by conference or correspondence. On the other hand, many difficulties encountered are common to the majority of rural schools and can often be taken care of through circular letters. This bulletin has been prepared to show that there are various types of circular letters which have proved effective in rural-school supervision. It will indicate certain characteristics which tend to increase the value of circular letters. Finally it will demonstrate the use of circular letters as a supervisory agency by including copies of 64 letters written by education officers during the past few years. These letters, collected by Jessie Parker, a member of the Iowa staff, fall into nine categories, as follows: (1) Inspirational letters; (2) Letters to prepare teachers and others to profit by certain supervisory agencies; (3) Follow-up letters; (4) Letters relating to the curriculum; (5) Letters to promote specific educational campaigns and to report progress in connection therewith; (6) Letters to improve the quality of programs of various kinds; (7) Letters including administrative information of special interest to teachers; (8) Letters to pupils designed to further their progress along certain lines; and (9) Routine letters. (Contains 6 tables.) [Best copy available has been provided.]
Opportunities for the Preparation of Teachers of Exceptional Children. Bulletin, 1931, No. 21
Author: Martens, Elise H.
Date: 1932-00-00
Type: Historical Materials
Subjects: Preservice Teacher Education,Special Needs Students,Disabilities,Teacher Education Programs,Special Education,Teacher Competencies,Teacher Qualifications,Questionnaires,Curriculum,Courses,Course Content,Course Selection (Students),Colleges

The White House Conference on Child Health and Protection afforded a strong stimulus to work for atypical children; many of whom are suffering neglect under our present somewhat standardized system of schools. The number of school systems in this country in which attention is given to the education of children conspicuously deviating from the normal is increasing from year to year. As a result, teacher-training institutions have developed courses designed to prepare teachers for specialized work of this type. The attached manuscript gives information regarding the opportunities that are now available to those who wish to prepare themselves to teach the various types of exceptional children. (Contains 9 footnotes.) [Best copy available has been provided.]
Record of Current Educational Publications. Bulletin, 1931, No. 22
Author: McCabe, Martha R., Comp.
Date: 1932-00-00
Type: Historical Materials
Subjects: Foreign Countries,Annotated Bibliographies,Educational History,Early Childhood Education,Kindergarten,Primary Education,Elementary Education,Secondary Education,Junior High Schools,High Schools,Special Needs Students,Special Education,Educational Psychology,Higher Education,Postsecondary Education,Graduate Study,Professional Education,Two Year Colleges,Teacher Education,School Administration,Public Schools,Adult Education,Vocational Education,Career Guidance,African American Education,International Education,Conference Papers,Conferences (Gatherings),Government Publications,Reports,Curriculum Guides,Curriculum,Womens Education,Public Education,Teaching (Occupation),Public School Teachers,Teaching Methods,Intellectual Disciplines,Physical Education,Extracurricular Activities,School Health Services,Mental Health,Rural Education,Religious Education,Values Education,Testing,Educational Assessment,Educational Policy,State Policy,Educational Finance,Educational Administration,Educational Practices,Educational Facilities,Libraries,Educational Legislation,Surveys,Educational Research,School Guidance

The following pages contain a classified and annotated list of current educational publications for the period July to September, 1931, inclusive. It is the third of the quarterly issues of the year, following the plan instituted in 1930 whereby the selection of the significant material in the different fields is made by specialists in those fields. Books, periodicals, and pamphlets here mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. The publications are organized into the following topics: (1) Nursery, Kindergarten and Primary Education; (2) Elementary Education; (3) Secondary Education; (4) Exceptional Children; (5) Educational Psychology; (6) Junior Colleges; (7) Education of Teachers; (8) Colleges, Universities, and Graduate Schools; (9) Public School Administration; (10) Adult Education; (11) Vocational Educational and Guidance; (12) Negro Education; (13) Foreign Education; and (14) Proceedings, reports, and Office of Education publications, courses of study. An index is included. [Compiled in the Library Division of the Office of Education. Best copy available has been provided.]
National and State Cooperative High School Testing Programs. Bulletin, 1933, No. 9
Author: Segel, David
Date: 1933-00-00
Type: Historical Materials
Subjects: Standardized Tests,National Norms,Testing Programs,Academic Standards,Cooperative Programs,College Entrance Examinations,Geographic Distribution,Student Evaluation,Evaluation Methods,Evaluation Criteria,Evaluation Research,State Norms,Measurement Objectives

In their constant groping toward achievement standards, the high schools of this country have developed what is known as &quot;cooperative testing.&quot; This development is not recent. Cooperative testing dates back further than the standardized testing movement itself. For instance, it has been customary for about 50 years in New York and in certain Western States to conduct State high-school examinations. This type of testing was developed through the desire to standardize and supervise high-school instruction. There also developed at an early date a form of testing designed as a means of determining admission to college. In  the last decade, particularly in the last 5 years, cooperative testing has been stimulated through the measurement movement. There is a reason for the increasing popularity of cooperative testing. It is in advance over the use of tests by individual schools or school systems because in cooperative testing a group of schools, usually in a fairly well-defined geographical area, agree to give the same test under uniform conditions to their students so that the work of the individual students in one school can be compared with the work of the students in all schools. This intimate comparison tends to bring about a better understanding of the achievement and ability of the pupils in a given area. Whereas national norms classify the work of pupils in a general way they have not always been found to fit the achievement of  pupils in these various geographical areas as well as results of tests given cooperatively. This is more true for the high-school level than for that of the elementary school because of the differing courses of study in each high-school subject in the different geographical areas. This bulletin is restricted to cooperative testing programs in the United States which are State and national in character. We are not restricting it to programs carried forward by State departments, but include all programs which cover large portions of the nation or a State, regardless of the agency which is sponsoring it. Only programs relating to grades 9 to 12, inclusive, are considered. A cooperative testing program is defined as one initiated and carried through for the mutual benefit of all concerned and without a commercial aspect. An appendix provides the name of the person, if known, in charge of each testing program, and the references describing the programs. (Contains 6 footnotes.) [Best copy available has been provided.]
The Education of Spanish-Speaking Children in Five Southwestern States. Bulletin, 1933, No. 11
Author: Reynolds, Annie
Date: 1933-00-00
Type: Historical Materials
Subjects: Foreign Countries,Spanish Speaking,Mexicans,School Community Relationship,Neighborhood Schools,Access to Education,Mexican Americans,Housing,Residential Programs,Teaching Methods,Instructional Materials,Student Needs,Teacher Education,Supervision,Socioeconomic Status,Intelligence,Academic Achievement

This manuscript has been prepared after careful study and a visit into the territory concerned. There have been many Spanish speaking foreigners, largely from Mexico, in the United States in recent years. They are sufficiently numerous, however, in our five Southwestern States to constitute a rather serious school problem. Enough of the social and economic status of these people is here enumerated to serve as a background for certain educational problems which arise. The most hopeful elements in the educational situation relating to the Spanish-speaking pupils in the Southwestern States are: (1) the progress already made in devising ways of improving unsatisfactory conditions, and (2) the increasing interest on the part of school people along the following lines: Informing themselves concerning the economic and social status of the families represented and the interrelations between family status and the educational  opportunities available to and taken advantage of by the children; ascertaining and analyzing separate school attendance, intelligence, educational assessment, and school  progress statistics for members of this group; and meeting adverse conditions discovered. We may assume that interest along the three lines indicated will continue and will eventuate in educational and welfare programs commensurate with the great need which exists for them. A special, selected, and annotated bibliography is included. (Contains 3 tables and 45 footnotes.) [Best copy available has been provided.]
The Education of Native and Minority Groups--A Bibliography, 1923-1932. Bulletin, 1933, No. 12
Author: Cook, Katherine M.
Date: 1933-00-00
Type: Historical Materials
Subjects: Minority Groups,Bibliographies,Social Problems,Classification,Foreign Countries,Comparative Education,American Indian Education,Alaska Natives,Hawaiians,Teaching Methods,Educational History,School Organization,General Education,Economic Factors,Educational Practices,Cultural Differences

The purpose of this bulletin is to present a selected working bibliography of practical usefulness to students and others interested in the education of native and minority groups. The field is a relatively new one in American education, and so far as information is available, this is the first effort to formulate a bibliography concerned with it. The primary purpose is to assist students of education and others interested in securing information or in pursuing studies concerned with the education of native and minority people living under the sovereignty of the United States. It is hoped that increased knowledge of conditions and progress influencing education will lead to better mutual understandings and further scientific studies of social and educational problems. These results should lead to more intelligent functioning of the school systems established throughout the outlying territories. This bibliography is arranged under seven classifications, as follows: (1) A general approach to problems concerned with native and minority groups; (2) How certain foreign governments are meeting these problems; (3) The education of Indians in continental United States; (4) Alaska and native Alaskans; (5) Education in the American West Indies; (6) Education in the Philippine Islands; and (7) Hawaii and other Pacific insular parts. An index is also included.   [Best copy available has been provided.]
The Effects of the Economic Depression on Education in Other Countries. Bulletin, 1933, No. 14
Author: Abel, James F.
Date: 1933-00-00
Type: Historical Materials
Subjects: Economic Factors,Foreign Countries,Educational Finance,Federal Aid,Surveys,Financial Exigency,Educational History,Economic Change,Budgeting,Retrenchment,Expenditures,Teacher Salaries,Unemployment,Child Health,Fees,Attendance

Foreign systems of education can often teach us the best thing to do. &quot;How has the economic depression affected other countries?&quot; is a question most likely to come to the minds of educators in this country at present. This bulletin attempts to answer this question. Originally it was in five chapters, devoting an entire chapter to the British Commonwealth of Nations. Here are found all kinds of methods of financing schools varying from no Federal funds in Australia to a complete national system in New Zealand. The other British nations vary between these systems. The countries of the continent of Europe which are affected in different ways are also briefly treated. Latin America and Asia and Africa which had two chapters of the manuscript now complete the second chapter. Altogether some 51 of the 67 nations are covered herein. Lack of money has made it necessary to condense this bulletin. This bulletin contains valuable information for the educators of this country. This bulletin contains these chapters: (1) A general survey; and (2) Brief statements for individual countries. (Contains 7 footnotes.) [Best copy available has been provided.]
Federal Cooperation in Agricultural Extension Work, Vocational Education, and Vocational Rehabilitation. Bulletin, 1933, No. 15
Author: Blauch, Lloyd E.
Date: 1933-00-00
Type: Historical Materials
Subjects: Educational History,Federal Government,Federal Legislation,Extension Education,Government Role,Educational Legislation,Educational Policy,Policy Formation,Home Economics,Bibliographies,African American Education,American Indian Education,Womens Education,Vocational Schools,Vocational Education Teachers,Home Economics Education,Teacher Education,Agricultural Education,Land Grant Universities,Extension Agents,Vocational Rehabilitation,Vocational Education,Rural Extension,Federal Aid,State Policy,State Programs,Educational Finance,Urban Schools,Rural Areas,Elementary Secondary Education,Youth Clubs,Enrollment,Disabilities,Educational Trends

During the past quarter of a century there have been rather continuous and persistent efforts for Federal aid to education. Twenty-one years ago the Congress of the United States enacted the Smith-Lever Agricultural Extension Act, and 3 years later it passed the Smith-Hughes Vocational Education Act. Under the Smith-Lever Act and subsequent related legislation, agricultural extension work has been developed in this country on a large scale, involving an annual expenditure of more than twenty million dollars. Likewise, the Smith-Hughes Act and subsequent related legislation have resulted in the establishment of systems of vocational education which enroll annually more than 1 million persons and cost the States and the Federal Government more than 30 million dollars a year. Much information collected from widely scattered sources is here made available on (a) the social, economic, and educational background out of which came the movement for these reforms of Federal participation in education, (b) the enactment of the legislation, and (c) the organization and operation of the systems of agricultural extension work, vocational education, and vocational rehabilitation. Thus, the study reported in this bulletin contributes not only to educational history but to an understanding of present-day questions. The bulletin should prove useful to students of education, sociology, economics, and government, and to other persons interested in the development of national policies in education. Appended are: (1) The Smith-Lever Act; (2) The Clarke-McNary Act; (3) The Capper-Ketcham Act; (4) The Smith-Hughes Act; (5) The George Ellzey Act; (6) The Vocational Rehabilitation Act; (7) The Vocational Rehabilitation Act Amended; (8) Federal Appropriations for Agricultural and Home-Economics Extension Work; (9) Federal Appropriations for Vocational Education; and (10) Federal Appropriations for Vocational Rehabilitation. A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]
Institutions of Higher Education in Norway. Bulletin, 1934, No. 2
Author: Lindegren, Alina M.
Date: 1934-00-00
Type: Historical Materials
Subjects: Higher Education,Credentials,Vocational Education,Foreign Countries,College Admission,Student Certification,Admissions Officers,Comparative Education,Reputation,College Preparation,Institutional Characteristics,Technical Education,Agricultural Education,Doctoral Degrees,Degree Requirements,Academic Degrees

The purpose of this bulletin is to present to collegiate registrars, committees of admission, and State departments of public instruction such data about the institutions of higher education in Norway as will enable those officials and offices to form fairly accurate judgments of how higher training in Norway compares with that in the United States. The information is intended mainly for use in connection with evaluating the credentials of students trained in Norway who wish to continue their studies in the United States, but it should be of value also to anyone interested in higher education. The following section on the organization and the work of the secondary schools is a brief explanation of the place which the institutions of university rank hold in the national scheme of education in Norway. This bulletin contains the following: (1) Letter of transmittal; (2) Introduction; (3) Preparation for higher studies; (4) Institutions of university rank; (5) Norges Tekniske Eleolskole (Technical University of Norway); (6) Norges Landbrukshoiskole (Agricultural University of Norway); and (7) Other institutions. A bibliography and glossary of terms are included. (Contains 9 footnotes.) [Best copy available has been provided.]
Economies through the Elimination of Very Small Schools. Bulletin, 1934, No. 3
Author: Gaumnitz, W. H.
Date: 1934-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Public Schools,Educational Finance,Costs,Rural Schools,Small Schools,Consolidated Schools,Economic Climate,Economic Factors,Cost Effectiveness,Enrollment,Educational Administration,One Teacher Schools,Educational Legislation,Correspondence Study,Boarding Schools,Elementary Schools,Secondary Schools,Itinerant Teachers,School Statistics,National Surveys,Expenditure per Student

Although it has long been known in a general way that smallness is the dominating characteristic of rural schools, it has seldom been realized how small the enrollments of some of these schools are, how their smallness affects educational costs, or what can be done about it. It is the purpose of this study, so far as the data, are available, to review briefly the facts relating to these three aspects of the rural school situation. The smallness of these schools and the relationship of this smallness to the cost of education should even in normal times claim the earnest attention both of the taxpayer and the educational leaders, but in a time like the present when all social institutions need to be scrutinized. Perhaps the most helpful portion of this study is the section in which these devices are reviewed, together with some of the ways and means employed in putting them into operation. This bulletin contains the following: (1) Foreword; (2) Introduction; (3) Prevalence of extremely small schools; (4) Effect of smallness of schools on per capita costs; and (5) Ways and means suggested for eliminating very small schools. (Contains 31 tables and 2 maps.) [Best copy available has been provided.]
The Welfare of the Teacher. Bulletin, 1934, No. 4
Author: Rogers, James Frederick
Date: 1934-00-00
Type: Historical Materials
Subjects: Health Insurance,Well Being,Boards of Education,Morale,Sabbatical Leaves,Teaching Conditions,Teacher Responsibility,Physical Health,Teacher Characteristics,Teacher Salaries,Teacher Employment Benefits,Urban Areas,Leaves of Absence,Public Schools

It goes without saying that the work of the school centers in the teacher. While educators acknowledge this principle, they too often overlook the fact that the work of the school can only reach its best when the teacher is at her best. It is the duty of the teacher to make the most of the physical powers which he or she possesses; but on the other hand, it is the duty of boards of education to provide healthful conditions of work, both mental and physical. A few years ago this Office published a study of the health of the teacher as indicated by statistics of sickness and longevity and also of what was done at that time by boards of education to preserve and promote the teacher's well-being. In the present investigation the author and his colleagues are presenting, after an interval of 7 years, the practices of schools in cities with a population of 5,000 or more, in regard to the medical examination and care of teachers, the granting of sick leave and of sabbatical leave, and the development of schemes for health insurance. The information received from superintendents and other school officials is presented according to the usual grouping of cities by population. This bulletin contains the following: (1) Foreword; (2) Introduction; (3) Cities having a population of 100,000 or more; (4) Cities having a population of 30,000 to 100,000; (5) Cities having a population of 10,000 to 30,000; (6) Cities having a population of 5,000 to 10,000; (7) Leave of absence for causes other than personal illness; and (8) Comments and conclusions. Statistics from Philadelphia are appended. (Contains 5 tables.) [Best copy available has been provided.]