ethanporcaro/eric-fulltext-meta huggingface dataset:
College and University Extension Helps in Adult Education. Bulletin, 1928, No. 3
Author: Alderman, L. R.
Date: 1928-00-00
Type: Historical Materials
Subjects: Extension Education,Library Services,Colleges,Universities,Community Centers,Correspondence Study,Information Sources,Questionnaires,School Catalogs,Letters (Correspondence),Conferences (Gatherings),Institutes (Training Programs),Clubs,Parent Associations,Drama,Service Learning,Radio,Debate,Publications,Adult Education

The purpose of this bulletin is to make available information as to what and where college and university help through extension methods may be had. The information was gathered, in the main, by means of a questionnaire, sent to all colleges and universities in the United States, and by an examination of catalogues. The study shows that many educational institutions of higher learning are giving extension work. The two kinds of extension work most in demand are work by correspondence and work in classes held outside of the institutions. These two kinds of work are what is usually meant when people speak of university extension. However, this study shows that there is a wide variety of extension activities in addition to the two mentioned. Contents include: (1) Letter of transmittal; (2) Introduction; (3) Extension activities in educational institutions (table); (4) Correspondence study courses; (5) Public information and package library service; (6) Home reading courses; (7) Publications educational in nature; (8) Case work outside of institutions; (9) Courses offered through class work outside of institutions; (10) Public lectures and lyceums; (11) Visual instruction; (12) Institutes, conferences, and short courses; (13) Parent-teacher association or other club service; (14) Community drama; (15) Community centers or community service; (16) Radio; and (17) Promotion of debates. (Contains 1 table.) [Best copy available has been provided.]
Commercial Education in 1924-1926. Bulletin, 1928, No. 4
Author: Malott, J. O.
Date: 1928-00-00
Type: Historical Materials
Subjects: Business Education,Business Administration Education,Business,Curriculum Development,Office Practice,High Schools,Junior High Schools,Educational Objectives,Enrollment Trends,School Business Relationship,Education Work Relationship,Supervision,Conferences (Gatherings),Private Schools,Higher Education,Postsecondary Education,Teacher Education,School Statistics,Educational Trends,Educational History,Educational Policy,Educational Finance,National Surveys,Trend Analysis,Occupational Surveys,Standards,Business Education Teachers

There is a growing consciousness of the importance of definite preparation for business occupations. People are realizing more than ever that better preparation for these occupations usually results in greater vocational efficiency and contributes to vocational and social happiness. Business men have recently taken a greater interest in commercial education because they appreciate the relation of vocational efficiency to the efficiency of the business community. Educators have given increased attention to this phase of education in order to develop a balanced program that will meet the best interests of the individual, the business community, and society. The purpose of this bulletin is to set forth briefly the progress of commercial education during the biennium 1924-1926. The term "commercial education" is used to include that education and training which prepares specifically for an understanding of the relationships and the performance of activities in business. A survey of educational and business literature, including reports pertaining to statistics, researches, courses of study, conferences, school systems, universities, and business men's organizations, reveals a greater interest and activity in this phase of education than during any similar period. An outcome of this increased interest is the tendency toward scientific curriculum revision. Some of the important developments pertain to increased enrollments, definite vocational objectives, course of study revision, and research. Contents include: (1) Introduction; (2) Tendencies in enrollments; (3) Trend of objectives; (4) Trend toward standardization of business occupations; (5) Development of closer cooperation between education and business; (6) Commercial occupation surveys; (7) A new conception of office practice; (8) Developments in the junior high schools; (9) Progress in the high schools; (10) Status of supervision; (11) Contests in commercial subjects; (12) Commercial education conferences; (13) Tendencies in commercial teacher training; (14) The private business schools; (15) Higher education for business; and (16) Conclusion. (Contains 6 footnotes.) [Best copy available has been provided.]
Schools and Classes for Feeble-Minded and Subnormal Children 1926-27. Bulletin, 1928, No. 5
Author: Phillips, Frank M.
Date: 1928-00-00
Type: Historical Materials
Subjects: Nongraded Instructional Grouping,Special Needs Students,Individualized Instruction,Mental Retardation,Student Needs,Private Schools,Day Schools,Epilepsy,Special Classes,Disabilities,State Schools,Boarding Schools,Residential Programs,Urban Schools,Institutional Characteristics,Trend Analysis,Teacher Aides,Severity (of Disability),Enrollment Trends,Educational Finance,Libraries,Intellectual Disciplines

This report contains statistics of schools and classes for feeble-minded and for subnormal children. These children are instructed in three types of schools. State schools and private schools accept mental defectives who are not insane nor charged with criminal acts. The city day schools accept children who are subnormal, backward, and mentally retarded, and place them in special classes, where they receive individual instruction and attention. State and private schools have boarding departments where the child can be cared for, as well as instructed, and where attendants are supplied; and they take full responsibility for the welfare of those committed to their care. City day schools have their pupils only for the period of instruction, as a rule have no attendants to assist in the care of pupils, and they allow the pupils to return to their homes after the school day is over. Classes in city day schools are usually called &quot;opportunity classes,&quot; &quot;ungraded classes,&quot; &quot;classes for defectives,&quot; etc. On account of the higher mentality of pupils in these city schools, statistics are kept separate for the three types of schools wherever it is possible to do so. Reports are included for 51 State institutions. No report was received from the Wrentham (Massachusetts) State school, the Missouri Colony for Feeble-Minded and Epileptics, the Oklahoma Institute for Feeble-Minded, the (Texas) State Colony for the Feeble-Minded, or the (Virginia) State Colony for Epileptics and Feeble-Minded. Statistics for 1922 were used for those not reporting, where the institution was believed to be in existence in 1927. Reports were received from 30 private institutions, and 1922 data were included for 4 more which did not report in 1927. Reports are included also for 218 city day schools. The 1922 report contains data from 51 State schools, 30 private schools, and from 138 city schools. Eighty-five more reports from city schools are included in 1927 than in 1922 and 4 more reports from private schools. In 1922 reports were included for 214 schools and in 1927 for 303 schools. (Contains 8 tables.) [Best copy available has been provided.]
Professional Preparation of Teachers for Rural Schools: Abstracts of Addresses Delivered at a Conference Called by the United States Commissioner of Education, at the Lenox Hotel, Boston, February 25, 1928. Bulletin, 1928, No. 6
Author: Cook, Katherine M.
Date: 1928-00-00
Type: Historical Materials
Subjects: One Teacher Schools,Teachers,Rural Education,Rural Schools,State Legislation,Teacher Education Programs,Conferences (Gatherings),Supervisors,Administrators,Curriculum Development,Teacher Responsibility,Graduates,Attitude Measures,School Role,Inservice Teacher Education,Individualized Instruction

This bulletin contains abstracts of the addresses delivered at a conference called by the United States Commissioner of Education to consider problems concerned with the professional preparation of teachers for rural schools. They were prepared from copies of the addresses or abstracts of them furnished by the speakers who prepared or delivered them. The conference was attended by persons engaged in the special preparation of teachers, supervisors, and administrators for rural-school positions representing 30 States. The conference was called to order by the Commissioner of Education, John J. Tigert, who explained briefly the policy of the Bureau of Education concerning the calling of conferences and who set forth the special purposes of this particular conference in substance. Following the Letter of Transmittal, Program of the Conference, and the Introductory Statement, the table of contents presents the following: (1) The Purpose of the Conference (John J. Tigert); (2) The Use of Activity Analysis in Constructing Curricula for Rural Teachers (Wm. S. Gray); (3) Analysis of Duties Pertaining to the Job of Teaching in the One-Room School (Verne McGuffey); (4) Nature and Extent of Curriculum Differentiation in the Training of Rural-School Teachers (Wm. C. Bagley); (5) The Rural Curriculum as Judged by Graduates (Wm. McKinley Robinson); (6) The Follow-Up Activities of a Teacher-Training Institution with Its Graduates in Rural Schools (E. C. Higbie); (7) Adjustment of the Supply of and Demand for Qualified Teachers: The State's Problem (A. F. Myers and Charles Everett Myers); (8) State Legislation and Regulations to Guarantee an Adequate Professional Staff for Rural-School Positions (Ned Dearborn); (9) Application of Standard Courses to the Specialized Needs of Rural Teachers (R. L. Bunting); (10) In-Service Training for Rural-School Teachers--Needs and Facilities (E. L. Hendricks); and (11) Recent Progress in Preparing the Personnel for Positions in Rural Education (Julian E. Butterworth). (Individual papers contain tables, figures, and footnotes.) [Best copy available has been provided.]
Schools for the Deaf 1926-27. Bulletin, 1928, No. 8
Author: Phillips, Frank M.
Date: 1928-00-00
Type: Historical Materials
Subjects: Blindness,Urban Schools,Private Schools,Deafness,State Schools,Statistical Data,Racial Segregation,Expenditures,Public Schools,Special Schools,Enrollment,Tables (Data),Teacher Education,Special Education Teachers,Lipreading,Oral Language

This report includes statistics of 168 schools for the deaf for the year 1926-27. Of this total number of schools, 69 are supported by the State and are wholly or partly under State control, 83 are parts of city school systems, and 16 are under private control. Seventeen schools have departments for blind children, in addition to departments for deaf children. Schools having separate departments for white pupils and for colored pupils are counted as two schools. Financial items are prorated, where possible, in schools having both blind and deaf pupils, or both white and colored pupils in separate departments. Statistics for State schools, for city schools, and for private schools are kept separate. (Contains 9 tables.) [Best copy available has been provided.]
Schools and Classes for the Blind 1926-27. Bulletin, 1928, No. 9
Author: Phillips, Frank M.
Date: 1928-00-00
Type: Historical Materials
Subjects: Special Education,Student Characteristics,Institutional Characteristics,Special Schools,Private Schools,Statistical Data,Urban Schools,Deafness,Blindness,White Students,African American Students,Expenditures,Tables (Data)

This report contains statistics concerning schools and classes for blind pupils for the year 1926-27. Reports are included for 80 schools and institutions. Data concerning sight-saving classes are not included where it is possible to separate them from data concerning classes for the blind. For schools that failed to report, statistics for a previous year, the latest available, are included. In States having separate departments for white and for colored blind pupils, their institutions are counted as two schools. Seventeen schools receive both blind and deaf pupils. Financial items are prorated in schools accepting both white and colored pupils in separate departments, and in schools accepting both blind and deaf pupils. Of the 80 institutions included in the report, 47 are State institutions, 21 are schools or classes in city school systems, 5 are private institutions, 5 others are private institutions supported partly or largely by State funds; 1 school is in the Philippine Islands and 1 school in Porto Rico. (Contains 3 tables.) [Best copy available has been provided.]
Industrial Schools for Delinquents 1926-1927. Bulletin, 1928, No. 10
Author: Phillips, Frank M.
Date: 1928-00-00
Type: Historical Materials
Subjects: Illiteracy,Courts,Industrial Education,Delinquency,Statistical Data,Institutional Characteristics,Institutionalized Persons,Literacy,Juvenile Justice,Delinquent Rehabilitation,Enrollment,State Surveys,Employees,Teachers

This report contains statistics for 1926-27 of schools for delinquents. The institutions are of a reformatory nature, and receive inmates committed to their care by juvenile and other courts. Reports were received from 158 institutions out of 173 believed to exist. The number of instructors reported for the year is 1,488, of which number 582 are men. These persons are engaged primarily in the instruction of inmates. The assistants numbered 4,677 in 1927, of whom 2,529 were men. These assistants do no teaching, but care for the inmates. The bulletin concludes that one hundred and thirty-nine institutions report both the number of inmates discharged (27,530) and the number discharged that could read and write (27,385). This would indicate that 145, or 0.5 per cent of those discharged from these institutions were illiterate. This is considerably below the average for the United States, although there are probably differences in the definition of illiteracy in each group. (Contains 11 tables.) [Best copy available has been provided.]
Educational Surveys. Bulletin, 1928, No. 11
Author: Klein, Arthur J.
Date: 1928-00-00
Type: Historical Materials
Subjects: Individual Differences,Urban Schools,Rural Schools,Supervision,Socioeconomic Background,School Surveys,Junior High Schools,School Buildings,Educational Research,Economic Factors,Socioeconomic Status,Social Influences,Educational Administration,Educational Finance,Year Round Schools,Teacher Characteristics,Teaching Methods,Bibliographies,Measurement Techniques,Teacher Competencies,Higher Education,Elementary Secondary Education

This bulletin is comprised of three primary sections relating to educational surveys: This first section, Higher Educational Surveys, 1922-1924 and 1924-1926 (Arthur J. Klein) discusses: (1) Number and Scope of Surveys; (2) Standardized Inquiry; (3) Economic and Social Background; (4) Coordination and Control; and (5) Support for Higher Education. The second section of the bulletin, City School Surveys (Walter S. Deffenbaugh) is divided into the following topic areas: (1) Introduction; (2) Administration; (3) Finances; (4) School Building Surveys; (5) Junior High School Surveys; (6) All-Year Schools; (7) Supervision; (8) The Teaching Staff; (9) Provision for Individual Differences; and (10) Instruction. A bibliography of city school surveys is also included. The final section of the bulletin, Rural Education Surveys, 1922-24 and 1924-26 (Timon Covert and Edith A. Lathrop) discusses: (1) Number and Scope; (2) Purpose of Rural School Surveys; (3) Administration and Organization; (4) Supervision of Instruction; (5) Measuring Instruction; and (6) Support for Rural Education. The section concludes with a bibliography of rural school surveys reviewed. (Contains 23 footnotes.) [Best copy available has been provided.]
Statistical Survey of Education 1925-1926. Bulletin, 1928, No. 12
Author: Phillips, Frank M.
Date: 1928-00-00
Type: Historical Materials
Subjects: Statistical Data,Urban Schools,Schools of Education,High Schools,Elementary Secondary Education,State Schools,Statistical Surveys,Public Schools,Private Schools,Teacher Education Programs,Colleges,Universities,Technical Education,Business Education,Vocational Education,Nursing Education,Special Schools,Blindness,Deafness,Mental Retardation,Disabilities,Delinquency,Enrollment Trends,Costs,Endowment Funds,School Buildings

Bulletins containing educational statistics for 1925-26 have been issued and cover the following topic areas: (1) State School Systems (1927, No. 39); (2) City School Systems (1927, No. 32); (3) Public High Schools (1927, No. 33); (4) Private High Schools (1927, No. 31); (5) Teachers Colleges and Normal Schools (1927, No. 30); (6) Universities, Colleges and Professional Schools (1927, No. 40); and (7) Private Commercial and Business Schools (1924-25) (1926, No. 14). Bulletins are being published which contain statistics for 1926-27 of nurse-training schools, schools and classes for the blind, schools and classes for the deaf, schools and classes for feeble-minded and subnormal children, and industrial schools for delinquents. This report contains a brief summary of the statistics presented in all of the above-named bulletins, and discusses a few of the outstanding issues: (1) Enrollments since 1890; (2) Per capita costs; (3) Endowments; (4) Value of school property; and (5) Number of schools. (Contains 7 tables and 4 figures.) [Best copy available has been provided.]
Major Trends of Education in Other Countries. Bulletin, 1928, No. 13
Author: Abel, James F.
Date: 1928-00-00
Type: Historical Materials
Subjects: Cultural Awareness,Educational Trends,Trend Analysis,Foreign Countries,Comparative Education,War,Political Influences,Peace,Conflict Resolution,Educational Development,Economic Climate,Educational Finance,Budgets,Expenditures,Birth,Educational Administration,Enrollment Trends,Tables (Data)

The period under review reported in this bulletin, approximately the years 1924, 1925, and 1926, are of significance in education in that they are a part of the reconstruction, postwar time that was marked in its earlier months by strong enthusiasm and a general freedom of conception, when fine plans for educational systems--by no means impossible of eventual realization--were laid and even enacted into law, only to be held disappointingly in abeyance by the severe reactions and economic distress that followed shortly after. The major changes in world education in these years center largely in the Eurasian countries and grow out of the war and the new political situations set up by the treaties of peace. (Contains 10 tables.) [Best copy available has been provided.]
Land-Grant Colleges and Universities: Year Ended June 30, 1927. Bulletin, 1928, No. 14
Author: Greenleaf, Walter J.
Date: 1928-00-00
Type: Historical Materials
Subjects: Graduates,Comparative Education,National Organizations,College Presidents,Libraries,Secondary School Students,College Students,Research Methodology,Agricultural Colleges,Land Grant Universities,Grants,Vocational Education,Engineering Education,Military Training,Home Economics,Teacher Education,College Faculty,School Personnel,Summer Schools,Federal Programs,African American Students,African American Education,Educational History,Educational Legislation,Educational Policy,Educational Finance,State Policy,National Surveys,Questionnaires,Agricultural Education,Federal Aid,Majors (Students),Black Colleges,Federal Legislation,State Aid,White Students,Enrollment,Educational Facilities,Budgets,School Statistics,School Surveys,Extension Education,Rural Education,Vocational Education Teachers

In accordance with the provisions of the land-grant act of 1862, the Morrill Act of 1890, and the Nelson amendment of 1907, the land-grant colleges and universities of the United States make annual reports to the Secretary of the Interior on the condition and progress of the institutions. Each year the Bureau of Education analyzes these reports. The purpose of this annual study is to set forth, in detail, information on staff, students, income, expenditures, improvements, and other factors which tend to show the progress that the land-grant institutions are making. Contained herein is the report for 1926-1927 in three parts: Part I. General; Part II. Land-grant colleges attended by white students; and Part III. Negro land-grant colleges.  (Contains 28 tables.)
Educational Achievements of One-Teacher and of Larger Rural Schools. Bulletin, 1928, No. 15
Author: Covert, Timon
Date: 1928-00-00
Type: Historical Materials
Subjects: Educational Testing,Rural Schools,One Teacher Schools,Academic Achievement,Reading Achievement,Mathematics Achievement,Spelling,Writing Skills,Comparative Analysis,Scores,Standardized Tests

Educators have kept up a continual bombardment against one-room schools. It has been pointed out that one teacher working alone with all grades and with pupils of all ages can not be expected to accomplish results equal to the results made possible by the specialization of  the well-graded school. The present-day practice of attempting to evaluate scientifically the educational achievements of pupils has centered an interest in the instructional results obtained in one-teacher schools as compared with those obtained in large rural schools. The main purpose of this bulletin is to bring together results obtained from educational testing programs in the two types of schools. (Contains 5 figures and 12 tables. A bibliography is included.) [Best copy available has been provided.]
Secondary Schools of the Southern Association. Bulletin, 1928, No. 16
Author: Roemer, Joseph
Date: 1928-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),Secondary Schools,Questionnaires,School Size,Institutional Characteristics,School Schedules,Graduation Requirements,Enrollment Trends,Teacher Student Ratio,Class Size,College Bound Students,Supervision,Teaching Load,Student Characteristics,Teacher Characteristics,Academic Education,Vocational Education,Teacher Education,Teaching Experience,Instructional Program Divisions,Curriculum Development,Two Year Colleges,School Buildings,Educational Administration,Educational Environment,School Policy,Extracurricular Activities,Gender Differences,Graduation Rate

The Association of Colleges and Secondary Schools of the Southern States was organized in 1895. Each year a formal report is required of all secondary schools seeking accreditment. At the Charleston, South Carolina, meeting, December, 1925, the association authorized the commission on secondary schools to prepare a detailed statistical report of the secondary schools from the data gathered in its next annual blank, similar to the ones issued each five years by the North Central Association, known generally as the Quinquennial Report. As a result of this authorization the annual blank sent out in the fall of 1926 to all secondary schools of the Southern Association was very materially enlarged. This report is compiled from the data taken from that blank. Since every secondary school has to file an annual blank to obtain accreditation, the report embraces data on all of the 844 schools accredited by the association for the year 1926-27. (Contains 57 tables and 23 figures.) [Best copy available has been provided.]