ethanporcaro/eric-fulltext-meta huggingface dataset:
Junior High Schools of Berkeley, California. Bulletin, 1923, No. 4
Author: Preston, James T.
Date: 1923-00-00
Type: Historical Materials
Subjects: Instructional Program Divisions,School Counseling,School Organization,Counseling Services,Grade 7,Junior High Schools,Educational Needs,School Holding Power,Teacher Competencies,Grade 8,Grade 9,Developmentally Appropriate Practices,Urban Schools,Educational Development,Educational Environment,Curriculum

This bulletin demonstrates that Berkeley, California's educational problem is and has been that of meeting the varied needs of a population such as may be found in any typical American city. The varied population needs, together with the rapid growth, have brought many difficult problems to Berkeley, just has they have to other cities. Based on the facts presented in this bulletin, the authors assert that certain conclusions and tendencies are evident: (1) The attracting and holding power of the junior high school organization is much more effective than the type of school which previously served grades 7, 8, and 9 in Berkeley; (2) The teaching staff is much better prepared for its work than obtained under the earlier type of organization; (3) Much richer and more varied advantages are provided for the education of the pupils in grades 7, 8, and 9 than were supplied before the junior high schools were organized; (4) More advantages emanate from pupil contacts with each other, since large numbers of the same age and social development are brought together in the junior high school; (5) The total situation in a junior high school enrolling 500 to 800 pupils with a sufficient staff of competent teachers is more inspiring to all concerned than was possible under the previous organization where the seventh and eighth grades were taught in small groups in the elementary schools. More types of things can be attempted; more interests and varieties of ability are appealed to and properly nourished, and all--pupils and teachers--become more ambitious to do the most worth-while things in thoroughly effective ways. Chapters in this bulletin include: (1) The city of Berkeley; (2) The Berkeley school system; (3) Establishment of the junior high school system; (4) The objectives of the junior high school; (5) The teaching staff; (6) The curricula; (7) The Burbank Junior High School; (8) The Edison Junior High School; (9) The Garfield Junior High School; (10) The Willard Junior High School; (11) The school-counseling program; (12) Contributing agencies; and (13) Summary. (Contains 2 tables.) [This bulletin was written in cooperation with H. B. Wilson. Best copy available has been provided.]
Recent Development of Parent-Teacher Associations. Bulletin, 1923, No. 5
Author: Lombard
Date: 1923-00-00
Type: Historical Materials
Subjects: Parents,National Organizations,Teacher Associations,Parent Teacher Cooperation,Parent School Relationship,Parent Participation,Educational History,Mothers,College Curriculum,Courses

During the past two years parent-teacher associations have developed in numerical strength and effectiveness in the United States. Their expansion during this period has been notable in the history of the movement to bring home and school into cooperative relationship. Parents and teachers are interpreters of the environment of the children. They help the children to understand relationships, to find themselves, and to adapt themselves to their environment. They work, one in the home, the other in the school, and both in the community for the accomplishment of their aim. Teachers have their technical training and their experience to offer to the parents for their enrichment, and parents have their more intimate experience with their children and their sympathetic cooperation to offer to teachers. The ultimate result of the cooperation indicated may be successful when these forces work together with a common aim. United into partnership as an organized parent-teacher association, the partnership becomes an important asset not only to the home and the school, but also to the community, the State, and the Nation. The parent-teacher association movement in the United States during the period 1920-1922 has developed a membership of 189,000 to over half a million members. This bulletin is divided into the following sections which expand upon the recent developments of parent-teacher associations: (1) Introductory; (2) History, growth, and development; (3) National Congress of Mothers and Parent-Teacher Associations; (4) Table showing numerical strength and dates of organization; (5) States not affiliated with national organization; (6) Aims and purposes; (7) Organization; (8) Courses in parent-teacher associations in institutions; (9) Activities of organizations for 1920-1922; and (10) Publications and reference material. [Best copy available has been provided.]
Home Economics Education. Bulletin, 1923, No. 6
Author: Calvin, Henrietta W.
Date: 1923-00-00
Type: Historical Materials
Subjects: Foreign Countries,Organizations (Groups),Extension Education,Elementary School Students,Secondary School Students,Home Economics Education,Home Economics,Correspondence Study,Health Services,Child Care,Government Employees,Research,Higher Education,Postsecondary Education,Public Schools,Adult Education,Continuing Education,Teacher Education,Federal Programs,Educational Facilities,Budgets,African American Students,African American Education,College Instruction,International Education,Educational Trends,Educational History,Educational Policy,State Policy,Educational Finance,Program Descriptions,National Surveys,Home Economics Skills,Home Economics Teachers,Occupational Home Economics,Employment Opportunities,Clothing Instruction,Foods Instruction,Public Service

Home economics education includes not only that instruction in household arts and sciences which is given in elementary and secondary schools and universities, colleges, and normal schools, but it also includes that which is taught through correspondence and extension courses. The major topics in home economics education are discussed in this bulletin. [Best copy available has been provided.]
Educational Work of the Young Men&apos;s Christian Association. Bulletin, 1923, No. 7
Author: Hirsch, William F.
Date: 1923-00-00
Type: Historical Materials
Subjects: Credits,Vocational Education,Males,Textbooks,Evening Programs,Educational History,Educational Quality,Christianity,Educational Objectives,Veterans,Correspondence Study,Instructional Materials,Advisory Committees,Values Education

The Young Men's Christian Association (Y.M.C.A.) was one of the pioneers in the development of evening education for employed men and boys. The beginnings of this work go back more than half a century, the first work of this kind being reported in 1866. During the last decade of the nineteenth century, broad foundations were laid for the future development of the associations' educational work. In addition to the classes in elementary school and high school subjects, elementary courses in commercial subjects were developed. Later, trade and technical work was added, along with some experimentation in manual training. During the first 15 years of the new century, there came a period of rapid expansion, both in the number of students and in the range of subjects taught. The progress in educational work made by the Y.M.C.A. during the past three years is most gratifying. Not only have the numbers of students and schools increased in considerable proportions, but the advance in the quality of education and in the comprehensiveness of courses and curriculum has also been noteworthy. But, on the other hand, those responsible for the development of this movement feel that only the preliminary steps have been taken toward the attainment of the ultimate goal, which is the perfection of a continental, standardized, Christian character building program of education designed to provide opportunities for the development of young men in every part of the national domain. Topics covered in this bulletin include the following: (1) The educational council; (2) The student body; (3) The field and objectives of the work; (4) Standard courses of study; (5) Publication of textbooks; (6) Instruction material; (7) Examinations and credits; (8) Types of association schools; (9) Building real educational institutions; (10) Correspondence instruction; (11) Educational assistance for ex-service men; and (12) Americanization work. (Contains 1 footnote.) [Best copy available has been provided.]
Significant Movements in City School Systems. Bulletin, 1923, No. 8
Author: Deffenbaugh, W. S.
Date: 1923-00-00
Type: Historical Materials
Subjects: School Buildings,Urban Schools,Special Classes,Teacher Salaries,School Districts,School Administration,Teacher Qualifications,Teacher Associations,Educational Testing,Curriculum Development,Role of Education,Students,Articulation (Education),Curriculum Design,Junior High Schools,Worksheets,Teacher Evaluation,Public Schools,Elementary Secondary Education,Public School Teachers,Educational Facilities,Budgets,Educational Trends,Educational History,State Legislation,Educational Legislation,Educational Policy,State Policy,Educational Finance,Educational Research,National Surveys,School Surveys,Early Childhood Education,School Organization,Research and Instruction Units

In a brief chapter treating of the progress and status of education in the cities of the country it is impossible to treat all of the phases of modern city school systems with their regular day schools, night schools, continuation schools, special schools, clinics, etc. Some of these phases are discussed in other chapters of the "Biennial Survey of Education," and those topics are merely mentioned or entirely omitted in this bulletin. Topics that are covered include: (1) Administration; (2) Research Bureaus; (3) Teachers' salaries, qualifications, and councils; (4) School buildings; (5) Platoon, or work-study-play school; (6) Tests; (7) Special classes; and (8) Unification of program of studies. (Contains 7 footnotes.) [Best copy available has been provided.]
Supervision of One-Teacher Schools. Bulletin, 1923, No. 9
Author: Newbury, Maud C.
Date: 1923-00-00
Type: Historical Materials
Subjects: School Buildings,Community Support,Rural Schools,Supervisors,One Teacher Schools,Administrator Attitudes,School Organization,Administrator Responsibility,Educational Improvement,Teacher Collaboration,Meetings,Faculty Development,Extension Education,School Community Relationship,Counties,Educational Resources

The one-teacher school in the United States is usually housed in the meanest type of school building, the supplies furnished the rural children are the scantiest, the school term is usually the shortest, the rural teachers represent the most inexperienced, and community support of the school is usually less enthusiastic than the support accorded any other type of school in the State. The one-teacher school has inherent possibilities of development, but the State must play its part in the form of wise legislation before it realizes its educational possibilities for rural children to be given educational advantages equal to those of urban schools. Lack of supervision handicaps rural schools, making it difficult for them to secure and retain the services of trained teachers. Rural people are deserting the farms in order to provide their children with educational advantages. One of the most vital immediate needs of farming sections today is a sufficient number of educational leaders capable of training teachers in service and possessing the ability to arouse communities to give enthusiastic support to local schools. Topics covered in this bulletin include: (1) The need for adequate supervision of one-room schools; (2) The attitude of the supervisor; (3) Solving the problem of organization; (4) Making visits yield results; (5) Teachers' meetings an agency for improvement; (6) Extension courses for teachers; (7) The &quot;rural teachers&quot; council; (8) Gaining the support of the local community; (9) The local or county school festival; (10) Securing adequate supplies for rural schools; (11) The growth of the supervisor; and (12) Suggestions for the superintendent without assistants. (Contains 3 footnotes.) [Best copy available has been provided.]
The Public School System of Arkansas. Report of a Survey Made under the Direction of the United States Commissioner of Education at the Request of the Arkansas State Educational Commission. Part I: Digest of General Report. Bulletin, 1923, No. 10
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: Educational Finance,Public Schools,Educational Quality,Socioeconomic Status,Financial Support,Educational Improvement,Counties,School Districts,Agricultural Education,Teacher Education Programs,Instructional Leadership,State Government,Income,Taxes,Teacher Competencies,State Standards,State Departments of Education,High Schools,Colleges,Higher Education,Educational Legislation,State Legislation,Educational Administration,Administrator Characteristics,Teacher Characteristics,Teacher Certification,Rural Schools,Urban Schools,Student Characteristics,African American Students

The general assembly of 1921 appointed a commission for the survey of educational conditions at the University of Arkansas, and made an appropriation therefor. The report of that survey was of intense interest, but lacked practical effectiveness, because there was not at the same time a comprehensive statement of conditions in the whole public school system of the State, of which the university is the head. Therefore, an honorary commission was appointed to make such a survey of the entire public educational system of Arkansas. The experts employed by this commission have now submitted their report to the educational commission and a digest of the report has been released. This report contains two essential features: The facts relative to the conditions of the schools of Arkansas and the recommendations of experts based upon the facts and the most modern practices of school finance and administration as generally accepted by the leaders in educational thought. The recommendations will serve only as a basis of a policy to be formulated by the educational commission, with the help of all citizens interested in the promotion of our respective educational institutions. Two appendixes are included: (1) An Alternative Plan for the Future of the District Agricultural Schools; and (2) Suggested Course of Study for Arkansas Secondary Schools of Agriculture (not included in this digest). (Contains 6 footnotes.) [For Part II, see ED540435. Best copy available has been provided.]
The Public School System of Arkansas. Report of a Survey Made under the Direction of the United States Commissioner of Education at the Request of the Arkansas State Educational Commission. Part II: Public School Finance. Bulletin, 1923, No. 11
Author: Swift, Fletcher Harper
Date: 1923-00-00
Type: Historical Materials
Subjects: Equal Education,Educational Finance,Public Schools,Income,Financial Support,Federal Aid,State Aid,Private Financial Support,Resource Allocation,Educational Quality,School Districts,Taxes,Local Government,African American Teachers,Teacher Education,Colleges,Agricultural Education,Technical Education,Expenditure per Student

This bulletin describes existing educational conditions in Arkansas. The chapters herein not only point out the defects, but have suggested remedies. They also explain at considerable length the reasons for these recommendations and present estimates of the moneys required to carry out many of the recommendations. Contents include: (1) The present educational situation; (2) The causes of educational inequalities; (3) Receipts and sources of school revenue, Federal, State, and private, in 1921; (4) Local sources of school revenue; (5) How school moneys are apportioned and used; (6) How much will it cost Arkansas to reach the average level? (7) Is Arkansas rich enough to have good schools? Where shall the money come from?; and (8) Recommendations. An index is included. (Contains 54 tables and 9 figures.) [For Part I, see ED540434. Best copy available has been provided.]
Secondary Education in 1921 and 1922. Bulletin, 1923, No. 12
Author: Deffenbaugh, W. S.
Date: 1923-00-00
Type: Historical Materials
Subjects: Educational Trends,Enrollment Trends,Public Schools,Private Schools,Urban Schools,Small Schools,Supervision,Administrator Role,Principals,Secondary School Curriculum,Secondary School Teachers,Educational Testing,Study Skills,Teacher Qualifications,Homogeneous Grouping,Vocational Education,Extracurricular Activities,School Administration,High Schools,Rural Schools,School Organization,School Visitation,School Districts,Teacher Education,Public School Teachers,Enrollment,Educational Facilities,Educational History,Educational Policy,State Policy,Educational Finance,National Surveys,Student Government,Fraternities,Honor Societies

In the report of the Commissioner of Education for the year 1914 is the statement that so far as the-number of secondary schools is concerned the great majority are undoubtedly continuing traditional activities without consideration of the needs the pupils or the results actually obtained. This same assertion can be made today of many high-schools, but not of so many as in 1914, for happily, many of the high schools have within the past few years broken away from some of the traditional practices to which the Commissioner of Education referred. More schools are planning programs of study that consider the present and future needs of the high school boy and girl and they are giving more attention to the results actually obtained. The small secondary school is gradually ceasing to be a mere college preparatory school, yet the program of studies in many of these schools is still based wholly upon the entrance requirements of certain colleges. The program of studies in many school systems, especially city school systems, has been organized so as to include six years of secondary-school work, divided into two administrative units of three years each, the one unit known as the junior high school and the other as the senior high school. The reorganization of the schools on this plan is the outstanding achievement in secondary education within the past few years, although much remains to be done to perfect the reorganization. This bulletin, divided into the following chapters, goes on to describe additional developments in secondary education during 1921 and 1922: (1) Introduction; (2) Growth of public high school; (3) Supervision; (4) Teaching Staff; (5) Vocational education; (6) Homogeneous grouping; (7) Supervised study; (8) Pupil self-government; (9) Extracurricular activities; (10) The small high school; and (11) The junior high school. (Contains 12 footnotes.) [This bulletin represents Chapter XII of &quot;Biennial Survey of Education 1920-1922. Volume I. Bulletin, 1924, No. 13&quot; (ED540517). Best copy available has been provided.]
Art Education: The Present Situation. Bulletin, 1923, No. 13
Author: Farnum, Royal Bailey
Date: 1923-00-00
Type: Historical Materials
Subjects: Art Education,Art Appreciation,Questionnaires,Art Teachers,Administrators,Supervisors,State Departments of Education,High Schools,Competition,Exhibits,Teacher Shortage,Industry,Aesthetics

In this bulletin, the author shares his observations on the status of art education in America. The study for this report is based upon the writer's own contacts in the education and industrial world and upon returns of a questionnaire which was sent to leading art educators, directors, supervisors, and teachers throughout the country. The author concludes that unquestionably the Nation is awakening to a realization of the great importance of art in civilization, and there is no doubt of increased art activity in education. Contents of the bulletin include: (1) The background (to 1920); (2) The situation in 1920; (3) Basis for this report; (4) Analysis of questionnaire; (5) The New York State plan; (6) The Massachusetts aims; (7) The Pennsylvania program; (8) Detroit and Los Angeles objectives; (9) High-school art; (10) One-year course on art appreciation; (11) Competitions and exhibitions; (12) Pageants and the project method; (13) Shortage of teachers; and (14) Conclusions. (Contains 1 footnote.) [Best copy available has been provided.]
Diversity Education Goals: A Policy Discourse Analysis
Author: Swain, Stuart
Date: 2012-11-15
Type: Reports - Research
Subjects: Educational Policy,Liberal Arts,Public Colleges,Discourse Analysis,Social Change,Educational Objectives,Goal Orientation,Outcomes of Education,Multicultural Education,Academic Discourse,Student Diversity,Conflict,Higher Education,Curriculum Design,College Curriculum

Many U.S. colleges and universities have established student learning outcomes for diversity education in their general education programs. These education goals, frequently developed for assessment or other policy purposes, convey a range of possible purposes for diversity and multicultural learning. The manner in which these purposes are articulated shapes their focus and carries implications for practice. Using a policy discourse analysis methodology, my research explores the articulated goals, and those discourses and subject positions they advance. In particular, I consider the institution-wide diversity education goals from 56 public liberal arts colleges and universities across the United States. I present evidence that dominant discourses of market (including productivity and commodity) and harmony (including community and accumulation) are weakly offset with alternative discourses of social change, conflict, and social construction. These discourses are expressed through policy assumptions and themes at both the individual student and community levels. (Contains 9 policy citations.)
The Opportunity Cost of Smaller Classes: A State-By-State Spending Analysis. Schools in Crisis: Making Ends Meet
Author: Roza, Marguerite
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Class Size,Small Classes,Educational Finance,Public Schools,Costs,Educational Trends,Teacher Salaries

Two seemingly different threads are in play on the issue of class size. The first is manifested in media reports that tell readers that class sizes are rising to concerning levels. The second thread appears in the work of some researchers and education leaders and suggests that repurposing class-size reduction funds to pay for other reforms may not be such a bad idea. Both threads are evidence of current budget tensions. Constrained revenues are forcing some districts to cut staff, and any tinkering with staffing can drive up enrollment in some classes. While smaller are on many levels desirable, it is also true that smaller classes come with a hefty price tag. In an environment of scarce resources, those seeking better outcomes in education have begun rethinking previous decisions to lock up their funds in small classes. Practically speaking, class sizes already vary from state to state, and any discussion of tradeoffs makes most sense in the context of the existing arrangement. Political tolerance for raising class sizes might depend on the magnitude of current class sizes, as well as the level of funds that can be repurposed in doing so. This brief provides a state-by-state context to the class size discussion by estimating current class sizes by state and by modeling the marginal funds associated with modest changes to each state's average class size. In other words: what are class sizes now? How much money is at stake? Measuring Class Size and Methodology: Calculating Projected Funds Available are appended. (Contains 1 figure, 2 tables, and 26 footnotes.)