ethanporcaro/eric-fulltext-meta huggingface dataset:
Summer Schools in 1918. Bulletin, 1919, No. 31
Author: Department of the Interior, Bureau of Education (ED)
Date: 1919-00-00
Type: Historical Materials
Subjects: Higher Education,Statistics,Summer Schools,Classification,Teacher Characteristics,Student Characteristics,School Schedules,Costs,Accreditation (Institutions),Student Teaching,Enrollment Trends,Comparative Analysis,Institutional Characteristics

After compiling educational statistics for 1916 the Bureau of Education adopted the plan of collecting statistics biennially instead of annually as in preceding years. It was thought advisable this year to divide the summer schools into two classes; one consisting of summer schools more or less closely identified with standard colleges, universities, and professional schools, and normal schools; the other made up very largely of independent summer schools and school conducted by private high schools and academies and by institutions of higher rank which do not offer a full collegiate or normal school course. Statistics of summer schools are presented in the bulletin for the year 1918. The following contents are included: (1) Biennial report; (2) Classification of summer schools; (3) Number of schools; (4) Instructors; (5) Students; (6) Length of term; (7) Cost of maintaining summer schools; (8) Courses accredited for degrees; (9) Lecturers; (10) Observation or practice schools; (11) A comparison of enrollment in summer schools; and (12) Statistical tables. (Contains 10 tables and 10 figures.) [This bulletin was written by the Statistical Division of the Bureau of Education. Best copy available has been provided.]
Monthly Record of Current Educational Publications. Index: February, 1918-January, 1919. Bulletin, 1919, No. 32
Author: Department of the Interior, Bureau of Education (ED)
Date: 1919-00-00
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

The present bulletin constitutes a complete author and subject index to the 2,074 entries contained in the 10 numbers of the Monthly Record of Current Educational Publications issued from February, 1918, to January, 1919, inclusive. The record was published each month during this period, with the exception of July and August. The references in the index are to the item numbers, which run consecutively through the 10 issues of the record for the year. This bulletin is designed to serve institutions and persons desiring to preserve a permanent bibliography of educational literature for 1918, which may be formed by binding the 10 numbers of the Monthly Record for the year with the index here presented. The present bulletin constitutes a complete author and subject index to the 2,074 entries in contained in the 10 numbers of the Monthly Record of Current Educational Publications issued from February, 1918, to January, 1919, inclusive. The record was published each month during this period, with the exception of July and August. The references in the index are to the item numbers, which run consecutively through the 10 issues of the record for the year. This bulletin is designed to serve institutions and persons desiring to preserve a permanent bibliography of educational literature for 1918, which may be formed by binding the 10 numbers of the Monthly Record for the year with the index here presented. [Best copy available has been provided.]
Girl Scouts as an Educational Force. Bulletin, 1919, No. 33
Author: Low, Juliette
Date: 1919-00-00
Type: Historical Materials
Subjects: Females,Citizenship Education,Youth Programs,Clubs,Child Development,Adolescents,Moral Values

So closely is learning interwoven with doing that to the Girl Scout herself all the scout activities are "just play." To the observant educator, the fundamentals of citizenship, good health, and community spirit are implanted through the natural ambition of the Girl Scout to strive for proficiency badges and scout honors. Subtler, but by no means less important, is the morale established by the Girl Scout promise and laws. The tests for scout rank and the system of merit and proficiency badges are planned with the four essentials for wholesome living in mind--headwork, handwork, health, and helpfulness. The declared purpose of the Girl Scout organization is "to promote the virtues of womanhood by training girls to recognize their obligations to God and country, to prepare for duties devolving upon women in the home, in society and the State, and to guide them in ways conducive to personal honor and the public good"; in other words, to train girls for citizenship in the broadest sense. This is the undeclared desire in every adolescent girl's heart. Girl Scout troops are her laboratory courses in the school of living. Thus, the educational program of Girl Scouts supplements and strengthens the educational efforts of both the home and the school. [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1919, No. 34
Author: Department of the Interior, Bureau of Education (ED)
Date: 1919-05-00
Type: Historical Materials
Subjects: Business Education,Professional Education,School Administration,Child Welfare,Teaching Methods,Elementary Schools,Library Services,Rural Education,Professional Recognition,Professional Associations,Periodicals,Educational Theories,Educational Practices,Educational Psychology,Educational Assessment,Curriculum,Kindergarten,Elementary Secondary Education,Teacher Education,Architecture,Religious Education,Vocational Education,Disabilities,Special Needs Students,Veterans,Womens Education,Extension Education,Civics,Agricultural Education,Military Personnel,Immigrants,Acculturation,American Indian Education,African American Education,Tests,Hygiene,Sanitation,Physical Education,Social Development,Moral Development,Higher Education,Career Guidance

This record comprises a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of publication of each issue. Sections include: (1) Proceedings of associations; (2) Educational biography; (3) Current educational conditions; (4) Educational reconstruction; (6) Educational theory and practice; (7) Educational psychology: Child study; (8) Educational tests and measurements; (9) Special methods of instruction; (10) Special subjects of curriculum; (11) Kindergarten and primary school; (12) Rural education; (13) Secondary education; (14) Teachers: Training and professional status; (15) Higher Education; (16) School administration; (17) School management; (18) School architecture; (19) School hygiene and sanitation; (20) Physical training; (21) Social aspects of education; (22) Child welfare; (23) Moral and religious education; (24) Manual and vocational training; (25) Vocational guidance; (26) Vocational tests: Army personnel; (27) Agricultural education; (28) Commercial education; (29) Professional education; (30) Civic education; (31) Americanization of immigrants; (32) Reeducation of war invalids; (33) Education of soldiers; (34) Education of women; (35) Negro and Indian education; (36) Exceptional children; (37) Education extension; (38) Libraries and reading; (39) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
The Junior College. Bulletin, 1919, No. 35
Author: McDowell, F. M.
Date: 1919-00-00
Type: Historical Materials
Subjects: Community Colleges,Small Colleges,Two Year Colleges,Public Colleges,Institutional Characteristics,Private Colleges,Accreditation (Institutions),Foreign Countries,Influences,Financial Support,Enrollment Trends,Faculty Development,College Graduates,Standards,Questionnaires,College Students,Teaching Experience

The term &quot;junior college&quot; is now more widely accepted as applying to those institutions, either public or private, which offer the first two years of the standard college course, above and beyond the standard 15 units of high-school work. A variety of factors have, within the past few years, given an unusual significance to these particular years of our educational system. The problem of standardizing the &quot;junior college&quot; and of perfecting its organization seems now to be pressing. There are more than 100 institutions calling themselves junior colleges. About 40 of them have been organized within the past three years. The median date for the organization of the 80 junior colleges considered in this investigation is 1915. Of still greater importance than the rapid growth in number of these institutions is the fact that, seriously affect the present organization of secondary and higher education. The public junior college means an addition of two years to the traditional high-school course. The private junior college presupposes the limiting of the activities of the small college to two years of standard college work. It is clearly evident that if the junior college is accepted as a permanent feature of our educational system, it will involve a reorganization of our traditional institutions. One of the foremost leaders of the junior-college movement, Dean Lange, of the University of California, suggests the following broad questions which he  says are inseparable from the junior-college movement as a whole: (1) Shall certain colleges have their heads cut off, and, if so, by whom?; (2) Shall the American university college have its legs cut off, and, if so, where?; and (3) Shall the American four year school be stretched, and, if so, how? The facts that have been collected will be presented in the chapters that follow under the following general heads: (1) Origin and Early Development of the Junior College Idea; (2) Influences Tending to Further the Development of the Junior College; (3) Present Status of the Various Types of Junior Colleges; (4) Progress in the Accrediting of the Junior College; (5) Problems of the Junior College in the Light of This Investigation; and (6) Summary and Conclusions. Questionnaires, tables, and a bibliography are appended. (Contains 23 tables.) [Best copy available has been provided.
Education in Italy. Bulletin, 1919, No. 36
Author: Montgomery, Walter A.
Date: 1919-00-00
Type: Historical Materials
Subjects: Popular Education,Illiteracy,Vocational Schools,Foreign Countries,Rural Schools,Educational Legislation,School Law,Middle Schools,Educational History,War,Elementary Schools,Agricultural Education,Extracurricular Activities,Hospitals,Veterans,Military Personnel,Planning,Industrial Education,Technical Education,Teacher Education Programs,Colleges

The economic and social exigencies brought about for Italy by her entrance into the war in May, 1915, inevitably led her educational thinkers to submit her traditional system of education to more careful scrutiny than ever before, and to recognize how inadequate it was along certain lines to meet the demands thrust upon it by the new conditions. The first results of the consequent attempt at readjustment were seen in the enlarged scope given the schools--the teachers, the pupils, and the buildings--and in their vigorous cooperation with the nation-wide organizations founded to minister to the immediate needs of the refugees from the invaded Provinces, to relieve the families of men called to the service, and to supply school facilities to an overwhelming influx of pupils. The local and provincial teachers became, very logically, the executive heads of much of this activity; and pronounced benefits accrued to the schools in increased respect for them and popular dependence upon them. Administrative officials, teachers, and laymen interested in education were not slow in taking advantage of the new strategic position of the schools to initiate a propaganda of reform, which, taken up by the educational and secular press, begin to direct itself definitely toward legislative action. This awakening of the nation, with the impetus given to educational interest, and the consequent testing of principles and methods hitherto held sacred from all criticism, constitutes the most valuable line for the review of educational matters in Italy for the past two years. Of the projects and plans broached, some naturally failed enactment into school law; but all show  in their natural sequence from the lower to the higher, a uniform national desire to throw off the dead hand of traditionalism and to make education subserve the actual needs of the nation. This bulletin is divided into 4 parts. Part 1, Introduction, contains (1) Illiteracy. Part 2, Popular Education, presents: (2) Elementary schools; (3) Scuole popolare; (4) Rural schools; (5) Agricultural schools; (6) Vocational schools; (7) Extra-scholastic activities; (8) Hospital schools for wounded Italian soldiers; (9) Projected plans for schools after the war. Part 3, Middle Schools, contains: (10) Industrial and commercial schools; (11) Technical schools; (12) Normal schools, and teachers institutes; and (13) Ginnasi and Licei. Part 4, Universities and Higher Education, completes the bulletin. [Best copy available has been provided.]
Report on the Integrated Inspection of Early Education and Childcare Services in Scotland, April 2003-June 2005
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Child Care,Foreign Countries,Inspection,Educational Quality,Standards,Quality Control,Child Care Centers,Educational Improvement

This report provides an evaluation of the effectiveness of the integrated inspection arrangements put in place by the Care Commission and Her Majesty's Inspectorate of Education (HMIE) to evaluate the quality of early years' day care and education services. It is based on the first round of inspections of these services which were carried out between April 2003 and June 2005. The quality of the care provided in these services was evaluated against National Care Standards for Early Education and Childcare up to the Age of 16 and the education provision was evaluated against Quality Indicators contained in The Child at the Centre. Overall, the quality of provision in Scotland is of a good standard although there are important areas for development set out in the report. The challenge for providers is to show continuous improvement in their quality of provision. The challenge for the Care Commission and HMIE is to move towards a more proportionate, targeted approach to inspection which recognizes the strengths within the sector and focuses on providing more support where it is needed most. (Contains 2 tables and 1 footnote.)
Teaching Scotland's Children: A Report on Progress in Implementing &quot;A Teaching Profession for the 21st Century&quot;
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,Foreign Countries,Teaching (Occupation),Teacher Salaries,Teacher Recruitment,Teaching Conditions,Program Effectiveness,Program Evaluation,Collective Bargaining,Parent Surveys,Interviews

Published in January 2001, &quot;A Teaching Profession for the 21st Century&quot; (normally referred to in this report as the Teachers' Agreement), set out arrangements for a new salary scale and conditions of employment for teachers. From 2002 to 2006 HMIE carried out a review of the implementation of the Agreement working in partnership with Audit Scotland to share research and findings. Audit Scotland produced a report earlier this year which accounted for the spending related to the Teachers' Agreement. This report sets out the findings of the HMIE study which focused on the impact of the Teachers' Agreement on schools. The Teachers' Agreement sought to address emerging concerns about teachers' salaries and aspects of their conditions of service. These concerns were contributing to problems in recruiting high quality graduates into the profession. The evidence contained in this report confirms that the Agreement has aided recruitment and helped to provide a more constructive national educational environment. Appended are: (1) Teachers' pay scales; (2) Summary of Agreed Milestones in &quot;A Teaching Profession for the 21st Century&quot;; (3) List of schools visited by HMIE; (4) Teachers' duties as listed in Annex B of the Teachers' Agreement; (5) Annex E of the Teachers' Agreement; (6) Annex F of the Teachers' Agreement; (7) Tasks set out in the Teachers' Agreement as &quot;Further Work Required&quot;; and (8) The key recommendations of the McCrone report. (Contains 8 footnotes.)
Review of the Additional Support for Learning Act: &quot;Adding Benefits for Learners&quot;
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Federal Legislation,Government School Relationship,Individualized Education Programs,Caregivers,Mental Health,Mental Disorders,Perceptual Impairments,Communication Disorders

In May 2009, the Minister for Children and Early Years, gave a commitment to Parliament to establish a working group to report on how the &quot;Education (Additional Support for Learning) (Scotland) Act 2004&quot; (the Act) is affecting children and young people who: (1) are looked after; (2) are young carers; (3) have mental health disorders; and (4) have sensory impairments. HM Inspectorate of Education (HMIE) was asked to lead the review. In carrying out this task, HMIE set up a working group with colleagues from the Scottish Government, voluntary organisations and education authorities. The Act has been amended by the &quot;Education (Additional Support for Learning) (Scotland) Act 2009&quot; (the 2009 Act). The 2009 Act will commence on 14 November 2010 and will strengthen the original 2004 Act. In particular, the Act as amended, automatically deems that all looked after children and young people have additional support needs, unless the education authority determine that they do not require additional support in order to benefit from school education. In 2007, HMIE reported on how well authorities and schools were implementing the Act. Key findings showed that: (1) inter-agency work had led to appropriate individualised educational programme (IEP) targets for children and young people with a range of communication and language difficulties; (2) authorities were beginning to improve support for meeting the needs of looked after and accommodated children and young people; and (3) a few authorities had established clear procedures for supporting looked after and accommodated children and young people in schools. This report updates aspects of the HMIE report and considers how the Act is working now for children and young people with additional support needs relating to being looked after; being a young carer; having mental health disorders and having sensory impairments. It also makes recommendations aimed at securing better learning outcomes for these children and young people. Appended are: (1) Membership of the task group; (2) References; and (3) Meeting additional support needs. (Contains 11 footnotes.)
Current Issues of Motivation, Academic Performance and Internet Use-Applications for an Education of Excellence
Author: Turturean, Monica
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Internet,Role,Learning Processes,Student Motivation,Computer Uses in Education,Educational Quality,Academic Achievement,Educational Change

Today's world is facing many problems caused by the economic crisis "leading" thus to an education crisis. "Witnessing" major changes in the curricula, "at" different ways of assessment, at teaching and learning in a transdisciplinary manner which took by surprise the students who, in turn, "feel" disarmed and unable to cope with these changes that take place in a very fast rate. "And internet has a big influence in students learning and their performance. Many universities try to introduce the internet and new technologies to facilitate student learning, to enhance their motivation for study and to improve their academic performance." Given that, "if we want to provide an education of excellence," we have to know the student professional motivation, which determines "them" to obtain academic performance, "to enhance their learning using internet to" successfully cope with the challenges of knowledge-based society.
Ready for Life: Education for Personal and Social Development in Primary Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Elementary School Students,Social Development,Child Development,Public Agencies,Elementary Schools,Institutional Evaluation,Educational Assessment,Longitudinal Studies,Evidence,School Districts,Best Practices,Educational Improvement,Government School Relationship

In this report HM Inspectorate of Education sets out to present an evaluation of how well primary schools promote education for pupils' personal and social development (PSD). As indicated in &quot;Improving Scottish Education&quot; (ISE) (HMIE 2006), primary schools deliver well overall and there is much to be said that is very positive about PSD. Almost all schools recognise the importance of PSD in the education of the whole child, and give it good attention. ISE reported that pupils' broader achievements included the development of good skills in working well with others, healthy and safe living, and a growing understanding of citizenship, rights and responsibilities. However, ISE also stated &quot;there is still substantial room for further improvement.&quot; This report on PSD picks up on these themes by identifying good practice and encouraging others to reflect on this for their own work with pupils. The report also raises many important recommendations for improvement in PSD. This report is based on evidence arising from the national inspection programme of primary schools over the period 2002 to 2006. In addition, following focused discussions with many education authorities, primary schools were identified and inspected to provide detailed evidence of current practice across Scotland in PSD. This report is based on evidence arising from the national inspection programme of primary schools over the period 2002 to 2006. In addition, following focused discussions with many education authorities, primary schools were identified and inspected to provide detailed evidence of current practice across Scotland in PSD. This report is hoped to assist staff in primary schools and education authorities to build on current best practice in PSD and to reflect on aspects identified for improvement. List of education authorities and schools which participated in this task is appended. A bibliography is included. (Contains 1 figure and 2 footnotes.)