ethanporcaro/eric-fulltext-meta huggingface dataset:
Legal Education, 1925-1928. Bulletin, 1929, No. 31
Author: Reed, Alfred Z.
Date: 1930-00-00
Type: Historical Materials
Subjects: Lawyers,Legal Education (Professions),Medical Schools,Law Schools,Standards,Institutional Characteristics,Surveys,Educational Objectives,Admission Criteria,Graduation

In the last discussion of legal education that was published by the bureau, covering the period 1909-1925, four different aspects of the topic were distinguished. These were, first, the organization of the legal profession considered as an influence in the formulation and enforcement of proper standards by the law schools and by the bar admission authorities; second, the divergent aims, and methods of different groups or factions of law schools, third, the varying requirements established by the bar admission authorities of 48 states and of the District of Columbia; and fourth--as a result of all the preceding and of still other factors--the extraordinary diversity among the schools as respects the value of their law degrees, when measured by the amount of time which students devote to their studies. It was shown that while the standardizing activities of the medical profession were rapidly killing off substandard medical schools, similar efforts by the legal profession had no apparent effect in reducing the number of law schools and served merely to make these schools more and more unlike one another. It was suggested that it might some day be advisable to reconsider the present orthodox program of reform on the basis of experience and a broad view of the many educational and political factors involved. It is as important to recognize the points of essential dissimilarity as it is the points of resemblance between the problems of medical and of legal education. In the present survey the developments of the past three years are discussed in the same order as the preceding period. The following are contained in this bulletin: (1) Organization of the legal profession; (2) Aims and methods of law schools; (3) Bar admission requirements; and (4) Progress in law school requirements. (Contains 4 tables and 26 footnotes.) [Best copy available is provided.]
Developments in Rural School Supervision. Bulletin, 1929, No. 32
Author: Reynolds, Annie
Date: 1929-00-00
Type: Historical Materials
Subjects: Evidence,Teaching Methods,School Supervision,Rural Schools,Supervisors,Teacher Selection,Check Lists,Teacher Promotion,Educational Opportunities,Classification,Time Management,Special Needs Students,Staff Meetings

This bulletin discusses certain supervisory services for improvement of the professional equipment of teachers; instances of adaptations of supervision by which the results of research are utilized and teachers are interested in experimentation; illustrations of specific improvements in the approach made by supervisors toward the solution of certain problems; and suggestions concerning developments along the above lines for the near future. This study of developments in supervision discloses encouraging evidence of progress in improving the professional equipment of teachers, in utilizing results of research, and in selecting more intelligent approaches to the solution of instructional problems. (Contains 6 footnotes.) [Best copy available has been provided.]
Record of Current Educational Publications. Bulletin, 1929, No. 33
Author: United States Department of the Interior, Office of Education (ED)
Date: 1929-00-00
Type: Historical Materials
Subjects: Foreign Countries,Kindergarten,Rural Education,Individual Differences,Curriculum Development,Government Publications,Annotated Bibliographies,Womens Education,Citizenship Education,Socialization,Agriculture,Staff Development,Business Education,Public Education,Special Education,American Indian Education,Early Childhood Education,Religious Education,Values Education,Higher Education,Postsecondary Education,Two Year Colleges,Black Colleges,African American Education,International Education,Secondary Education,Elementary Secondary Education,Adult Education,Professional Education,Vocational Education,Engineering Education,Teacher Education,Teacher Salaries,Teaching (Occupation),Teaching Methods,Intellectual Disciplines,Hygiene,Sanitation,Public Health,Mental Health,School Administration,Educational Administration,Educational Theories,Child Welfare,Physical Education,Extracurricular Activities,Recreation,Home Economics,Educational Environment,Educational Practices,Educational Assessment,Educational Psychology,Educational Sociology,Child Development,Federal Programs,Educational Facilities,Libraries,Educational History,Biographies,Federal Government,Educational Legislation,Educational Policy,State Policy,Educational Finance,Educational Research,Aviation Education

This bulletin provides an annotated, classified bibliography of books, articles from periodicals, reports, surveys, proceedings of associations, and investigations and research into present educational conditions received by the library of the Office of Education during the first six months of 1929, January to June, inclusive. An index will be provided for the series of records of the year, containing both author and subject entries, with cross references, and will be printed in the last issue of the record for the year 1929. [Compiled in the Library Division, Office of Education. Best copy available has been provided.]
Statistics of Public High Schools, 1927-1928. Bulletin, 1929, No. 35
Author: Phillips, Frank M.
Date: 1929-00-00
Type: Historical Materials
Subjects: High Schools,Public Schools,Tables (Data),Enrollment,High School Graduates,Mathematics Instruction,Second Language Learning,Second Language Instruction,Agricultural Education,Home Economics,Teacher Education,Physical Education,School Size,Vocational Education,Guidance,Surveys

This report includes data from 18,116 public high schools which furnished information to the Bureau of Education concerning their activities for the school year ending in June, 1928. The tabulations include the number of schools of various types, the number of administrators, the number of teachers, the number of pupils enrolled, the subjects taught and the enrollment in each, the number of graduates and whether or not they went to college or to some other institution after graduation, and a statement of property valuations. Contents include: (1) Introduction; (2) Enrollment by subject; (3) Languages; (4) Mathematics; (5) Science; (6) Agriculture; (7) Home economics; (8) Art and drawing; (9) Manual training; (10) Occupations and vocational guidance; (11) Vocational related subjects; (12) History and social sciences; (13) Commercial subjects; (14) Teacher training; (15) Physical training and military drill; (16) Summary of subject enrollments; (17) Size of high school; (18) Size of community; (19) Graduates; and (20) Public high-school property. (Contains 63 tables and 3 figures.) [Best copy available has been provided.]
En Route to Seamless Statewide Education Data Systems: Addressing Five Cross-Cutting Concerns
Author: Conger, Sharmila Basu
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Data,State Programs,Information Systems,Academic Achievement,Elementary Secondary Education,Postsecondary Education,Privacy,Sustainability,Cooperation,Standards,Systems Development,Federal Legislation,Educational Legislation

Student achievement depends upon successful passage through a series of transitions: elementary to middle school, middle school to high school, high school to college. Increasing the efficiency of successful transitions requires the collection and analysis of student data across these transition points. Yet long-standing separations between education sectors and continuing proliferation of multiple, disconnected student data systems have served as barriers to statewide tracking of student progress. Recognizing that K-12 and postsecondary data systems must be linked to answer critical questions about student preparation and achievement, many states are currently developing longitudinal data systems; their progress, documented by national studies, is encouraging. However, creating a coherent, effective and sustainable state longitudinal data system requires much more than simply establishing linkages between existing systems. Through a grant from the Bill and Melinda Gates Foundation, SHEEO convened a workshop, &quot;Linking K-12 and Postsecondary Data Systems,&quot; as a forum for states to engage in peer-to-peer learning. The workshop brought together cross-sector, data-focused, leadership teams from 11 states with content experts from prominent national organizations for two days of collaborative sessions. Through workshop discussions, state teams identified five core processes which are key to successfully implementing longitudinal data initiatives: (1) Identifying shared benefits as a foundation for cooperative work across sectors; (2) Reconciling technical differences between independently created data systems; (3) Assuring student privacy while sharing data to foster improvement; (4) Designing a data system to enable effective use by key constituencies; and (5) Planning for long-term sustainability of state longitudinal data systems. The development of a statewide longitudinal data system is an enormous endeavor; breaking it down into components can help identify appropriate areas of immediate work. Drawing from the experiences shared by workshop participants--education leaders in states actively engaged in the process of creating seam-less data systems--this report addresses each of these components in turn and presents an overview of insights and strategies to address emerging, prevalent, cross-state concerns. (Contains 7 endnotes.)
Certificate Production and the Race toward Higher Degree Attainment
Author: State Higher Education Executive Officers
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Educational Attainment,State Policy,Education Work Relationship,Educational Trends,Trend Analysis,Certification,Human Capital,Productivity,Community Benefits,Educational Benefits,Economic Impact,College Outcomes Assessment,Performance Factors,Regional Characteristics,Policy Analysis,Demand Occupations,Data Analysis,Data Interpretation,Statistical Data,Tables (Data),Academic Achievement,Cost Effectiveness

Complete College America and FutureWorks conducted an analysis of certificate production, the value of the certificate program, and the economic benefit it provides to the region and nation. The conclusion, based on labor market demand and both personal and economic returns, is that certificates count and the policy and trends around certificates deserve closer examination. This report is a follow-up that focuses on certificate production across the states and serves to answer some of the important questions raised in the first iteration: (1) What trends can we observe in certificate production?; (2) Are there different state factors driving results?; and (3) What are the policy implications of a state's certificate production? To answer these questions, this analysis presents an overview of certificate production in the United States, the types of certificates driving production, and a comparison to overall completion production in the states. The overall goal of this report is to create a context for state policy discussion and stimulate challenging questions about completion data and certificate production. Appended are: (1) 2008 FTE, Certificates, and Associates Degrees and 10 Year Growth, 1998-2008 (Public Associates Institutions); and (2) Carnegie 2005 Classification and Groupings. (Contains 1 figure, 9 tables, and 6 footnotes.)
Report to the Legislature on Senate Concurrent Resolution 118 SD1 HD1: Improving the Community's Understanding of the Department of Education's Programs and School Expenses Including a Comparison with Other States on Adequacy of Funds
Author: University of Hawaii at Manoa, Hawaii Educational Policy Center
Date: 2008-12-31
Type: Legal/Legislative/Regulatory Materials
Subjects: Public Education,Educational Finance,State Departments of Education,Elementary Secondary Education,Comparative Analysis,Public Schools,Enrollment,School Size,Students,Teachers,Teacher Student Ratio,School Counselors,Counselor Client Ratio,Teacher Salaries,Budgets,State Aid,Resource Allocation,Federal Aid,School Support,Economically Disadvantaged,Academic Achievement,High Stakes Tests,National Competency Tests,Grade 4,Grade 8,College Entrance Examinations,School Districts

The 2007 Hawai'i State Legislature passed Senate Concurrent Resolution 118 S.D.1 HD 1 Improving the Community's Understanding of the Department of Education's Programs and School Expenses Including a Comparison with Other States on Adequacy of Funds. Among the requests contained in the resolution were the following: &quot;Be it further resolved the Hawai'i Educational Policy Center undertake a study of existing data that compares Hawai'i with Massachusetts, Minnesota, New Hampshire, Connecticut, Kansas, and Washington (or five other &quot;peer&quot; states) suggested by the department in areas such as: (1) Average class size; (2) Student-teacher ratio; (3) Average number of students per counselor; (4) Length of school day and school year; (5) Per pupil funding; (6) Percentage of students with special needs and school budget dedicated to those students; (7) Percentage of school budget spent on administration; and (8) And/or other data that might indicate the reasons for high achievement rates, and propose measures (funding and resources) needed in Hawai'i to provide comparable educational services; ...&quot; The Hawai'i Educational Policy Center (HEPC) reviewed existing data from the Education Commission of the States ECS), the National Center on Education Statistics, and other sources. States were selected for this study by the State Legislature in SCR 118 SD1 HD1 (Connecticut, Kansas, Massachusetts, Minnesota, New Hampshire and Washington), the Hawai'i Department of Education in the Superintendent's Reports selecting &quot;comparable&quot; systems (Nebraska, Rhode Island, Wyoming), and the Hawai'i Educational Policy Center--looking at state populations, student enrollments, and number of teachers that are closest to Hawai'i's data (Montana, New Mexico, South Dakota, Vermont, West Virginia). Text of Senate Concurrent Resolution is appended. (Contains 21 tables and 2 figures.) [This report was prepared with the University of Hawaii at Manoa, Public Policy Center.]
The ICT Proficiencies of University Teachers in Saudi Arabia: A Case Study to Identify Challenges and Encouragements
Author: Ageel, Mohammed
Date: 2011-09-00
Type: Journal Articles
Subjects: Foreign Countries,Interviews,College Instruction,Teacher Attitudes,Resistance to Change,Negative Attitudes,Barriers,Educational Policy,Faculty Development,Case Studies,Educational Technology,Technology Integration

Nowadays the use of information communications technology (ICT) is prevalent in higher education across all countries. This study focuses on the level of use of ICT among teachers at a leading university in Saudi Arabia. 16 in-depth interviews reveal that the majority of teachers do not make use of ICT in their teaching. A number of attitudes were identified ranging from the idea that ICT would hinder the teaching process to an unwillingness to change long-standing teaching methods. However, the results also reveal that many teachers want to use more ICT in their teaching. Thus, there is preparedness to receive training programmes that focus on ICT. The results are encouraging as well as identifying specific challenges.
The Role of Virtual Learning Environment in Improving Information and Communication  Technology Adoption in Teaching Exploring How Virtual Learning Environments Improve  University Teacher's Attitudes about the Use of Information and Communication Technology
Author: Ageel, Mohammed
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: College Faculty,Technology Integration,Integrated Learning Systems,Web Based Instruction,Information Technology,Stakeholders,Negative Attitudes,Best Practices,Teacher Attitudes,Attitude Change,Adoption (Ideas),Barriers,Faculty Development,Educational Technology,Computer Assisted Instruction

The adoption of ICT-enabled teaching in contemporary schools has largely lagged behind despite its obvious and many benefits, mainly because teachers still hold ignorant, misinformed and highly negative attitudes towards ICT-enabled teaching. This article aimed at investigating the effect of Virtual Learning Environments (VLE) on university teachers' attitudes towards using ICT in their teaching, and to further develop a best-practice model for use by stakeholders currently interested in promoting the use of ICT in education. VLE  experience can positively shape teachers' attitudes towards using ICT, which would in turn increase the adoption of ICT-aided teaching in contemporary schools. The article argues that when university teachers participate regularly in VLEs, their attitudes towards the use of ICT improves. It is thus recommended that learning institutions and universities should invest in creating productive, regular and readily accessible VLEs for their teaching staff, as an important support incentive to any ICT program deployment. (Contains 1 table.)
Staffing Trends in Public Colleges and Universities: A National Analysis 2001-2009
Author: Zaback, Katie
Date: 2011-05-23
Type: Reports - Evaluative
Subjects: Higher Education,Resource Allocation,Educational Quality,Computation,Classification,Public Colleges,Full Time Equivalency,Educational Finance,College Faculty,School Personnel,Trend Analysis,Employment Patterns,Access to Education,Data,Institutional Characteristics,National Surveys

The international imperative for postsecondary education is growing, and the President has asked states to help America once again become the world leader in postsecondary attainment by 2020. It is not surprising that both policymakers and state higher education executives are taking a close look at how colleges and universities utilize resources to optimize efficiency and ensure more people have access to and benefit from affordable postsecondary education. Staffing makes up a large portion of budgets at all institutions of higher education and high quality staff is an essential component of quality education. Given the current context, it is important for systems and institutions to understand current staffing patterns so they can make informed decisions for efficient resource allocation. Current literature in higher education that examines staffing patterns focuses on the distribution of full-time and part-time instructional staff and the composition of staff types (or roles) at colleges and universities. This analysis examines trends in both these areas over time and by Carnegie classification for public colleges and universities. In recent months a number of reports have offered similar analyses of staffing patterns in higher education. The fiscal pressures in higher education are encouraging decision makers to take a closer look at college staffing trends, and these studies are designed to aid this effort. This report adds to the existing literature by digging deep into the overall trends in college staffing in the last ten years to provide state higher education executive offices with additional insight. Appended are: (1) FTE Calculation Details From IPEDS Glossary; (2) FTE Calculation Details From IPEDS Glossary; and (3) Relevant Groupings. (Contains 4 figures, 6 tables, and 6 footnotes.)
Enhancing University Teachers' Information and Communication Technology Usage by Using a Virtual Learning Environment Training Course
Author: Ageel, Mohammed
Date: 2012-03-00
Type: Reports - Research
Subjects: Foreign Countries,Faculty Development,Training Methods,Case Studies,Qualitative Research,Questionnaires,Open Source Technology,Educational Technology,Technology Integration,Integrated Learning Systems,Web Based Instruction,Instructional Effectiveness,College Instruction,College Faculty,Pretests Posttests

The research project is a case study focussing on the use of a virtual learning environment (VLE) implemented to increase the use of information and communication technology (ICT) by university teachers in Jazan University, Saudi Arabia. The study aims to investigate the effect of the VLE as the vehicle for a training course in ICT designed to improve the university teachers' ability to use ICT in their teaching through continuing professional development (CPD) programmes. The raison d'etre of the study is that most university teachers do not use ICT in their teaching [1]. The training programme is delivered through a VLE course (based on Moodle), and so places the teachers in the position of learners and draws their attention to the benefits that can be gained by using ICT in their teaching. The study addresses the following question: can a VLE affect the use of ICT by teachers to support their teaching? Two questionnaires were used as data collection methods, a pretest and post-test adopted before and after the implementation of the VLE. The analysis of the results of the study reveals that there are differences between the pre-test and the  post-test, for the benefit of the post-test. The mean of the university teachers' ICT usage in the pre-test is 1.94 and for the post-test is 2.59. The study recommends that the university policy makers should support the use of a VLE in the CPD provision and to create more ICT training programmes. Finally, the policy makers should consider some training programmes for the students to support and enhance their competence in using ICT for the purpose of learning. (Contains 3 tables and 1 figure.) [Paper published in the Proceedings of INTED2012 Conference, p5599-5606 (Valencia, Spain, Mar 5-7, 2012).]
Teacher Expectations and Students from Low Socioeconomic Background: A Perspective from Costa Rica
Author: Regalla, Michele
Date: 2013-03-06
Type: Reports - Research
Subjects: Cross Cultural Studies,Foreign Countries,English (Second Language),Teacher Attitudes,Work Ethic,Economically Disadvantaged,Socioeconomic Background,Role Models,Teacher Expectations of Students,Low Income Groups,Elementary School Students,Immigrants,Immigration,Teacher Behavior,At Risk Students,Spanish,Social Class,Middle Class,Hispanic American Students

This study explores teachers' academic expectations of students from low socioeconomic status (SES) in Costa Rica for the purpose of cross-cultural comparison. A group of 17 teachers from two different elementary schools located in a small town in Costa Rica were questioned about their expectations of low SES students enrolled in their classes. Findings show a mixture of favorable and unfavorable expectations of low SES students among the teachers. Teachers who hold unfavorable expectations describe the families of low SES students as poor role models with a poor work ethic. Findings suggest that teachers' unfavorable academic expectations for low SES students are influenced by student immigrant status. Cross-cultural similarities between the findings of this study and studies regarding teacher attitudes toward English learners of low SES in the U.S. are discussed followed by implications for the field of teacher education. The following are appended: (1) Survey--English version; and (2) Survey--Spanish version. (Contains 1 table.)