ethanporcaro/eric-fulltext-meta huggingface dataset:
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 52
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-12-00
Type: Historical Materials
Subjects: Vocational Education,Career Guidance,Agricultural Education,Special Needs Students,African American Education,Deafness,Special Education,Extension Education,Business Education,Educational Administration,Professional Education,School Administration,Child Welfare,Teaching Methods,Elementary Secondary Education,Library Services,Rural Education,Surveys,Periodicals,Kindergarten,Educational Testing,Educational Psychology,Teacher Education,Higher Education,Educational Theories,Educational Practices,Architecture,Hygiene,Sanitation,Womens Education,Civics,Home Economics,Veterans,Curriculum,Educational Environment,Gender Differences,Religious Education,Values Education,Physical Education,Educational History,Social Development

This bulletin contains a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of its publication. The bulletin is organized into the following topics: (1) Proceedings of association; (2) Educational history and biography; (3) Current educational conditions; (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 education; (21) Religious education; (22) Manual and vocational education; (23) Vocational guidance; (24) Agricultural education; (25) Commercial education; (26) Professional education; (27) Civic education; (28) Schools for maimed soldiers; (29) Education of women; (30) Negro education; (32) Education of deaf; (33) Exceptional children; (34) Education extension; (35) Libraries and reading; and (36) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
The Conifers of the Northern Rockies. Bulletin, 1917, No. 53
Author: Kirkwood, J. F.
Date: 1918-00-00
Type: Historical Materials
Subjects: Botany,Forestry,Science Instruction,Geographic Location,Guides

The purpose of this bulletin is to enable persons not technically trained in botany to identify the coniferous species of the northern Rocky Mountain region lying within the United States. Forest trees of all kinds have interest for all people. Familiar and affection knowledge of them has culture value of a very fine kind. For the people of some sections of the country, a scientific study of the trees of the forest has much practical and commercial value as well. this is particularly true of the forested region of the Rocky Mountains. There is great need for such a guide for teachers and students in this subject, as it will add much to the richness of the school work. This bulletin is divided into three chapters: (1) The forests; (2) The species; and (3) Directions for the study of the conifers. (Contains 37 figures, 1 note, and 2 footnotes.) [Best copy available has been provided.]
Training in Courtesy: Suggestions for Teaching Good Manners in Elementary Schools. Bulletin, 1917, No. 54
Author: McNaught, Margaret S.
Date: 1918-00-00
Type: Historical Materials
Subjects: Educational History,Prosocial Behavior,Values Education,Elementary School Curriculum,Educational Resources,Hygiene,Student Behavior,Interpersonal Relationship,Educational Principles,Family Environment,Bibliographies,Teaching Methods,Drama,Elementary School Students,Interpersonal Competence,Social Development,Socialization,Recreational Activities,Teaching Guides

Realizing the difficulty of teaching morals and manners, subjects which the laws of many States require to be taught, this bulletin on good manners has prepared as a help to elementary teachers. Though written for the teachers, it is addressed to the children and may be used in various way: It may be read silently by the teacher and discussed with the children; it may be used merely as added material to suggest or to supplement lessons planned by the teacher; it may be read aloud to the children; or the older boys and girls may read it for themselves. The importance of education in manners is due to the fact that a knowledge of social customs and social usages is almost as necessary to civilized man as a knowledge of how to earn a living. Manners should be taught as matters of sufficient value to be studied for themselves, not merely as minor parts of health, laws, good conduct, or school discipline. Part I of this bulletin, "What constitutes good conduct," covers the following topics: (1) Cleanliness; (2) Neatness; (3) Care of public property; (4) Conduct at school; (5) What to do; (6) What not to do; (7) Conduct at home; (8) Common courtesies; (9) Manners at the table; (10) How to behave in camp or at a picnic; and (11) General rules of conduct. Part II, "Good manners dramatized," contains the following sections: (1) Cleanliness; (2) Fair play; (3) Behavior in street cars; and (4) A picnic. A bibliography is also included. (Contains 18 figures and 1 footnote.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1918, No. 1
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-01-00
Type: Historical Materials
Subjects: 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,Kindergarten,Educational Testing,Educational Psychology,Teacher Education,Higher Education,Educational Theories,Educational Practices,Architecture,Hygiene,Sanitation,Womens Education,Veterans,Educational Environment,Religious Education,Values Education,Physical Education,Educational History,Social Development,Civics,Scientific Research,Teaching Methods,Professional Recognition,Deafness,African American Education,Business Education

This bulletin 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. The bulletin is organized into the following topics: (1) Educational history and biography; (2) Current educational conditions; (3) Educational theory and practice; (4) Educational psychology: Child study; (5) Educational tests and measurements; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) Scientific research; (14) School administration; (15) School management; (16) School hygiene and sanitation; (17) Physical training; (18) Social aspects of education; (19) Child welfare; (20) Moral education; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Agricultural education; (25) Commercial education; (26) Professional education; (27) Civic education; (28) Schools for maimed soldiers; (29) Education of women; (30) Negro education; (31) Education of deaf; (32) Exceptional children; (33) Education extension; (34) Libraries and reading; (35) Bureau of Education: Recent publications; and (36) Periodicals represented in this record. [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, 1917. Bulletin, 1917, No. 55
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-00-00
Type: Historical Materials
Subjects: Educational History,State Colleges,State Universities,Statistical Surveys,National Surveys,School Statistics,Admission Criteria,College Curriculum,College Presidents,Land Grant Universities,Federal Legislation,College Faculty,College Administration,Teacher Salaries,Enrollment,College Students,Males,Females,Summer Schools,College Preparation,College Libraries,Educational Facilities,Income,Endowment Funds,Educational Finance,State Aid,Federal Aid,Private Financial Support,Educational Policy,State Policy,Professional Education,Military Training,Directories

This annual bulletin, formerly prepared and published by the National Association of State Universities, has been published by the Bureau of Education for the past nine 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. The following contents are included: (1) Changes in Courses and Methods of Instruction; (2) Directory of State Universities and State Colleges; (3) The Teaching Force in State Universities and State Colleges (Table); (4) Student Enrollment in State Universities and State Colleges (Table); (5) Property and Income of State Universities and State Colleges (Table). (Contains 3 tables and 1 footnote.) [Best copy available has been provided.]
Guide to United States Government Publications. Bulletin, 1918, No. 2
Author: Swanton, Walter I., Comp.
Date: 1918-00-00
Type: Guides - Non-Classroom
Subjects: Libraries,Government Libraries,Internet,Government Publications,Federal Government,Employees,Geographic Location,Public Agencies,Committees,War,Information Dissemination,Publications,Money Management,Financial Support,Financial Audits,Military Service,Government Employees

This Bulletin is divided into 11 parts, one for each of the 10 executive departments of the Government and one part for the miscellaneous important independent bureaus and commissions. Each part is divided into sections, one for each of the bureaus under the department considered, and the description is given in most instances in the following order: Principal administrative officials, general information and duties, general publications, method of distribution of general publications, annual and other periodical publications, lists, indexes, mailing lists, maps, and correspondence. At the beginning of each part is a brief description of the department considered. The following are appended: (1) Depository libraries; (2) United States Government libraries, Washington, DC; (3) Number of employees of United States Government; and (4) Location of Government departments and bureaus. An index is included. (Individual sections contain footnotes.) [Best copy available has been provided.]
Agricultural Instruction in the High Schools of Six Eastern States. Bulletin, 1918, No. 3
Author: Lane, C. H.
Date: 1918-00-00
Type: Historical Materials
Subjects: Accounting,Agricultural Education,Teaching Methods,Agriculture,Farm Management,Laboratories,High School Students,Textbooks,Student Projects,Questionnaires,Teacher Attitudes,Student Attitudes,Animal Husbandry,Observation

This report is a result of a cooperative agreement between the Bureau of Education of the Department of the Interior and the States Relations Service of the Department of Agriculture. The study included in this report was undertaken with a view to determining the character of instruction in agriculture in certain high schools in eastern States and the methods of administration. General returns are given for the classroom, the laboratory, and in the adoption of home and school projects. The returns are based upon information obtained from teachers of agriculture in the States visited, supplemented by reports from students, by questionnaire, and by personal visit. For the classroom, highlighted findings include: (1) The use of textbooks was regular in some, usually in all, of the agricultural subjects; and (2) In 73 schools, recitation was the major method of procedure in the classroom. For the laboratory, highlighted findings include: (1) The amount of time given to testing milk is very variable; and (2) In farm management, laboratory work consists almost wholly in the working of problems in cost accounting, planning of rotations, and mapping of farms and buildings. For the method of outdoor work, highlighted findings include: (1) The home project plan of instruction was followed at every school visited; and (2) In all these schools observation is accompanied by or subordinated to practice in agricultural processes; that is, students do not only witness the processes of spraying, pruning, judging of live stock, selection of seed, working of farm machinery, and the like, but usually after a demonstration by the teacher take part in such activities themselves, not often enough to attain any marked efficiency, but sufficient to get a first-hand acquaintance with the nature of the work. The State reports provided in this bulletin (Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, and Vermont) will give a more adequate idea in detail as to the method of administration and follow-up work in agricultural instruction. (Contains 6 footnotes and 7 figures.) [Best copy available has been provided.]
Work of the Bureau of Education for the Natives of Alaska, 1916-17. Bulletin, 1918, No. 5
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-00-00
Type: Historical Materials
Subjects: Business Education,Literacy Education,Industrial Training,Superintendents,Mortality Rate,Physicians,Nurses,Alaska Natives,Medical Services,Animal Husbandry,Health Education,Gardening,Living Standards,Cooperation,Retailing,Supervision,Public School Teachers,Reports,Enrollment Trends,Attendance,Whites

The work of the Bureau of Education for the native races of Alaska has been carried on in accordance with the terms and purposes of Congressional appropriations for their education, medical relief, and for the extension of the reindeer industry among them. In the schools, emphasis has been placed upon instruction in matters pertaining to health, industrial training, gardening, and commercial education. Effort has been made to improve living conditions in the villages, to lessen the death rate, and to render the natives better able to meet the changing conditions with which the advancing civilization of the White man has confronted them. Sixty-eight schools were maintained with an enrollment of 3.666 and an average attendance of 2,172. Four superintendents, 1 acting superintendent, 111 teachers, 5 physicians, and 10 nurses were employed. The Bureau of Education also encourages the establishment in native villages of cooperative mercantile stores, financed by native capital and conducted by the natives themselves, under the supervision of the teacher of the local United States public school. This bulletin is divided into three sections. Part I is a general summary; Part II presents detailed reports from superintendents, physicians, and teachers; and Part III contains extracts from the report of the Governor of Alaska, 1917. (Contains 7 figures and 5 footnotes.) [Best copy available has been provided.]
The Curriculum of the Woman's College. Bulletin, 1918, No. 6
Author: Robinson, Mabel Louise
Date: 1918-00-00
Type: Historical Materials
Subjects: Females,Educational History,Womens Education,College Curriculum,Single Sex Colleges,Curriculum Development,Comparative Education,College Instruction,Socialization,Educational Principles,Educational Philosophy,Religious Education,Bibliographies,Required Courses,Degree Requirements,Elective Courses,Followup Studies,Correlation,Majors (Students),Career Choice,Education Work Relationship

The modern college for women, evolving by rapid growth from recent simple beginnings to its present highly complex state, is unquestionably still in the process of development. A glance over the changes already accomplished brings conviction that the present situation is but a stage in the life history of a virile institution. That present condition is explicable only by a knowledge of its beginnings. The conception by the founder, the inheritance of his ideals, the impress of early traditions, and the effect of the immediate environment have served inevitably to produce variation. One woman's college differs from another in the courses which it offers its students, in the emphasis which it places upon values, in characteristics academic and social, because of certain elements which brought it into existence and certain factors which have been at work on it ever since. That the variation is on the whole comparatively slight points toward an integrity of purpose highly creditable to the protagonists of education for women. A study of the modern curriculum should, then, receive illumination by a knowledge of early curriculum, its reason for being, and the modifications and adaptations which have attended its growth during its struggle for existence. If history has one function, it is to interpret the present by the past. If the present is to become significant as a signpost to the future, such an interpretation is essential. The colleges upon whose curricula the study herein is based were chosen as fair samples of the varieties of modern colleges for the education of women: Vassar College, &quot;the oldest of the well-equipped and amply endowed colleges for women in the United States,&quot; and Wellesley College, closely paralleling it in age and rapidity of development; Radcliffe College, a pioneer in establishing a college wherein women, without coeducation, could receive instruction from a university for men, and Barnard College with a like affiliation with a men's university; Mount Holyoke, the most important college which developed from seminary beginnings. The following chapters are presented: (1) The development of the curriculum; (2) A comparative study of modern curriculum; (3) Summary of the study of the modern curriculum; (4) College teaching; (5) The relation between major studies and vocations; and (6) The socialization of the women's college. A bibliography and an index are included. Individual chapters contain footnotes. (Contains 7 figures.) [Best copy available has been provided.]
The Bureau of Extension of the University of North Carolina. Bulletin, 1918, No. 7
Author: Wilson, Louis Round
Date: 1918-00-00
Type: Historical Materials
Subjects: College Faculty,Research,Reputation,Institutional Characteristics,Agriculture,Agricultural Colleges,State Universities,Scholarship,Periodicals,Professional Associations,Extension Education,Departments,Rural Areas,Medical Education,Municipalities

The work of the Bureau of extension of the University of North Carolina is presented here as typical of what can be done in making widely serviceable, the resources of an institution of higher learning. The university of North Carolina chartered in 1789 is one of the oldest of the State universities.  Its genesis and development have been along the lines characteristic of the private, endowed  institutions of the East, rather than those of the Western State universities is separate from the State's college of agriculture and so it's extension activities are not associated with the many important activities of the department of agriculture. It has a student body  of 1000 during the regular session, and an additional 1000 students in a summer term.  Its regular faculty numbers 75 and has always been notable for its scholarship and its research interests. The faculty has maintained for many years three journals of a scholarly nature had has been steadily active in the representative national societies. These points are significant in giving orientation to its recently developed extension work. It is important to note that this development is not a record of attaching a new department of extension to departments of teaching and research for the sake of superficial interest or &quot;protective popularity&quot; but it represents the normal  outgrowth of a concept of the university as an organism and of the extension organization as merely the channel through which the inner life of the institution is given a chance to express itself fully in its environment. It rests on the assumption that the inner life must be sound and true to type to have anything of value to express in extension; and on the further assumption that, in so functioning fully and truly it not only does not injure the inner life but strengthens and purifies it.  On this belief as a basis, the extension work began as an organized department in 1912 with no special appropriation, and with no expenditures except for printing. University of North Carolina Extension Leaflet is appended. [Best copy available has been provided.]
California Adult Education End-of-Year Progress Report to the Legislature: Implementation of the Workforce Investment Act (WIA) Title II. Program Year 2009. July 1, 2008 to June 30, 2009
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: Adult Education,Adult Basic Education,Secondary Education,Federal Legislation,Federal Aid,Grants,Educational Finance,Literacy Education,English (Second Language),Second Language Instruction,High School Equivalency Programs,Citizenship Education,Program Effectiveness,Geographic Regions,Institutional Characteristics,Enrollment,Outcomes of Education,Labor Force Development,Transitional Programs,Program Implementation

The Federal Workforce Investment Act (WIA) Title II, Adult Education and Family Literacy Act provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act language for fiscal year 2008-09 (Item 6110-156-0890 provision 3) requires the California Department of Education (CDE) to report on the implementation of the WIA Title II. Fiscal year 2008-09 represents the tenth year of WIA Title II implementation. Two major implementation goals are to: (1) increase performance outcomes; (2) increase student success in transitions to postsecondary education and to the workforce. WIA Title II multiyear grants are funded on a pay-for-performance basis. California's federal funding allocation plan is based on documented student performance and goal attainment in educational programs. Each year, California uses the student performance data to negotiate performance goals with the United States Department of Education (ED), Office of Vocational and Adult Education (OVAE), for eleven literacy levels within the program areas of ABE, ASE, and ESL, and the four core follow-up outcome measures of: (1) entered employment; (2) retained employment; (3) entered postsecondary education or training; and (4) attained a GED certificate or high school diploma. The literacy level performance goals are based on the percentage of all enrollees who complete a literacy level within the program year. The core follow-up outcome measures are based on the percentage of adult learners who identify specific goals for their enrollment and achieve their goals after exiting the program. Appended are: (1) Progress Measures; (2) WIA Title II Enrollments and Performance; (3) CASAS Skill Level Descriptors for ABE and ASE; and (4) CASAS Skill Level Descriptors for ESL. (Contains 2 footnotes.) [This report was prepared by Comprehensive Adult Student Assessment Systems (CASAS) for the California Department of Education (CDE), Adult Education Office (AEO). For the 2008 edition of this report, see ED505255.]