ethanporcaro/eric-fulltext-meta huggingface dataset:
[Biennial Survey of Education, 1926-1928. Bulletin, 1930, No. 16. Chapter I - Chapter XX]
Author: United States Department of the Interior, Office of Education (ED)
Date: 1930-00-00
Type: Collected Works - General
Subjects: Educational Policy,Business Education,Primary Education,Medical Education,Rural Education,Home Economics Education,Urban Schools,Home Economics,Legal Education (Professions),Higher Education,School Districts,Health Education,Adult Education,Educational Trends,Industrial Education,Kindergarten,Preschool Education,Teacher Education,Parent Education,Alaska Natives,School Buildings,Statistical Data,Educational Legislation,Elementary Secondary Education,Trend Analysis,School Construction,Boards of Education

This document contains the first twenty chapters of the Biennial Survey of Education document, covering the years 1926-1928. The following chapters are included in this document: (1) Higher education (Arthur J. Klein); (2) Medical education (N. P. Colwell); (3) Legal education (Alfred Z. Reed); (4) Significant movements in city school systems (W. S. Deffenbaugh); (5) Rural Education (Katherine M. Cook); (6) Secondary education (Carl A. Jessen); (7) School health work (James Frederick Rogers); (8) Industrial education (Maris M. Proffitt) (9) Trends in home economics education (Emeline S. Whitcomb); (10) Commercial education (J. O. Malott); (11) Adult education activities (L. R. Alderman) (12) Some phases of nursery-kindergarten-primary education (Mary Dabney Davis); (13) Teacher training (Benjamin W. Frazier); (14) Parent education (Ellen C. Lombard); (15) Educational boards foundations (Henry R. Evans); (16) Work of the Bureau of Education for the natives of Alaska (William Hamilton) (17) Changing conceptions of the school-building problem (Alice Barrows); (18) Review of educational legislation (Ward W. Keesecker); (19) Statistical summary of education, 1927-28 (Frank M. Phillips); and (20) Statistics of State school systems, 1927-28. [Due to its size, this bulletin has been processed as three separate parts. The first part, ED542087, includes Chapter I through Chapter XX. The second part, ED542088, includes Chapter XXI through Chapter XXII. The third part, ED542089, includes Chapter XXIII through the Index. Individual chapters contain tables and figures. The table of contents has been repeated in the second and third parts. Best copy available has been provided.]
[Biennial Survey of Education, 1926-1928. Bulletin, 1930, No. 16. Chapter XXIII - Index]
Author: United States Department of the Interior, Office of Education (ED)
Date: 1930-00-00
Type: Collected Works - General
Subjects: Statistics,Schools of Education,High Schools,Delinquency,Surveys,Teacher Education,Enrollment,Elementary Schools,Higher Education,Deafness,Blindness,Education,Public Schools,Private Schools

This document contains chapters XXIII through the Index of the Biennial Survey of Education document, covering the years 1926-1928. The following chapters are included: (23) Statistics of teachers colleges and normal schools, 1927-28; (24) Statistics of public high schools, 1927-28; (25) Statistics of private high schools and academies, 1927-28; (26) School and classes for the blind, 1926-27; (27) Schools for the deaf, 1926-27; (28) Industrial schools for delinquents, 1926-27; and (29) Schools and classes for feeble-minded and subnormal children, 1926-27. [Due to its size, this bulletin has been processed as three separate parts. The first part, ED542087, includes Chapter I through Chapter XX. The second part, ED542088, includes Chapter XXI through Chapter XXII. The third part, ED542089, includes Chapter XXIII through the Index. The table of contents has been repeated in the first and second parts. Best copy available has been provided.]
Accredited Higher Institutions, 1929-1930. Bulletin, 1930, No. 19
Author: Ratcliffe, Ella B.
Date: 1930-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),National Organizations,Dentistry,State Departments of Education,Library Science,State Universities,Universities,Community Colleges,Architecture,Business Education,Journalism Education,Law Schools,Medical Schools,Music Education,Pharmaceutical Education,Academic Standards,Public Agencies,Classification,Teacher Education,Institutes (Training Programs)

The present bulletin on Accredited Higher Institutions contains the lists of universities and colleges, junior colleges, and teacher-training institutions accredited by: (1) the national and regional accrediting associations and by (2) State universities and State departments of education. It also contains lists of the schools of architecture, business, dentistry, journalism, law, library science, medicine, music, and pharmacy accredited, approved, or classified by the national organization representing each of these groups of schools. The lists of colleges, junior colleges, and teacher-training institutions are accompanied by either the standards which each agency uses in judging the institutions or, in the lack of such standards in the case of the State accrediting agencies, by a brief statement concerning the credit given by the State university or the State department of education to the work of the several types of schools. As the standardizing of the professional and technical schools is undertaken by a single agency in each field, the standards for these institutions are omitted in each case. An index is included. Individual sections contain footnotes. [Best copy available has been provided.]
Rural Schoolhouses School Grounds, and Their Equipment. Bulletin, 1930, No. 21
Author: Dresslar, Fletcher B.
Date: 1930-00-00
Type: Historical Materials
Subjects: Specialists,Superintendents,School Buildings,Urban Schools,Rural Schools,Educational Facilities Planning,Lighting,Sanitation,Ventilation,Architecture,Hygiene,School Construction,One Teacher Schools

Schoolhouse planning is becoming specialized. In a few of the larger centers of population there are architects who desire no other work except the planning of school buildings. This is bringing about in the larger cities schoolhouses that are peculiarly adapted to the educational program. They are sanitary, well lighted, and properly ventilated. At the same time they are attractive enough and sufficiently monumental in character to be objects of civic pride. The advance which has been made in construction of city school buildings has with rare exceptions characterized what the authors term "the rural schoolhouse." The improvements which have been made in the country school in better arrangement of windows, in provision for artificial light, in improving heating and ventilation, in sanitary plumbing, in selecting better sites, and in making adequate provision for play space have resulted from the efforts of students of school hygiene. Of these Fletcher B. Dresslar was a pioneer. Doctor Dresslar was employed for nearly a year and a half in the Bureau of Education either as an editor or as specialist in school sanitation. For the last 17 years of his life, as a member of the faculty of the George Peabody College for Teachers, he had marked influence upon the improvement of schoolhouse construction throughout the entire South. During this period also he was employed from time to time as a part-time specialist by the Commissioner of Education. Shortly before his death (January, 1930) he transmitted a manuscript entitled "Rural Schoolhouses, School Grounds, and Their Equipment," which he had prepared in collaboration with Haskell Pruett, director of schoolhouse construction in the Oklahoma State Department of Education. This paper, as revised by members of the Bulletin staff in cooperation with Mr. Pruett, furnishes a cross section of present practice and indicates what is good. It should be helpful to State and county superintendents in convincing rural school boards, who would build schoolhouses of the older type, that in so doing they are not only working injustice on pupils but also that such construction is not a wise use of taxpayers' money. Contents include: (1) Letter of transmittal; (2) Some rural problems and opportunities; (3) Planning the rural schoolhouse; (4) Plans of a rural schoolhouse; (5) Constructing the rural schoolhouse; and (6) Remodeling rural schoolhouses. (Contains 41 figures, 6 plates, and 1 footnote.) [Best copy available has been provided.]
Do You Need Money for College? Federal Student Aid at a Glance 2013-14
Author: Federal Student Aid (ED)
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Expenditures,Federal Government,Tuition,Paying for College,College Students,Fees,Grants,Student Loan Programs,College Applicants,Student Costs,Financial Aid Applicants,Work Study Programs,College Preparation,College Bound Students,Higher Education,Need Analysis (Student Financial Aid)

Federal student aid comes from the federal government--specifically, the U.S. Department of Education. It's money that helps a student pay for higher education expenses (i.e., college, career school, or graduate school expenses). Federal student aid covers such expenses as tuition and fees, room and board, books and supplies, and transportation. Aid also can help pay for a computer and for dependent care. There are three main categories of federal student aid: grants, work-study, and loans. Check with your school to find out which programs your school participates in. Information about the federal student aid programs is presented in this document. [For the 2011-12 edition of this report, see ED513871.]
College Preparation Checklist
Author: Federal Student Aid (ED)
Date: 2013-01-00
Type: Guides - Non-Classroom
Subjects: College Preparation,Check Lists,Student Financial Aid,Federal Aid,College Bound Students,Higher Education,Financial Aid Applicants,Paying for College,Student Loan Programs,Parent Responsibility,Parent Role,College Entrance Examinations,Adult Students,Compensation (Remuneration),Education Work Relationship

Why go to college? A higher education introduces students to new people and new experiences, and usually leads to a higher salary and lower chance of unemployment. This checklist will tell you how to get ready for college--and how the government will help you pay for it.
Evidence Meets Practice: Institutional Strategies to Increase College Completion
Author: Office of Postsecondary Education (ED)
Date: 2012-11-00
Type: Guides - Non-Classroom
Subjects: Evidence,Community Colleges,Expertise,Conferences (Gatherings),Colleges,Researchers,College Faculty,Graduation Rate,Developmental Studies Programs,Mentors,Academic Advising,Faculty Advisers

This "Evidence Meets Practice" guide is a summary of the lessons learned at the Evidence-Action-Innovation College Completion Symposium convened by the U.S. Department of Education on January 30, 2012. These findings emerged from conversations among researchers, postsecondary education practitioners, and policy experts. The institutional examples cited were either the focus of the research or mentioned during the round table discussions and/or large group report outs. Appended are: (1) Symposium Participants, Steering Committee, Facilitators, and Recorders; (2) Discussion Guide; and (3) Selected Department of Education Resources. [This report was produced with Isom Global Strategies.]
Conceptualizing Essay Tests' Reliability and Validity: From Research to Theory
Author: Badjadi, Nour El Imane
Date: 2013-03-17
Type: Information Analyses
Subjects: Essay Tests,Writing Evaluation,Test Validity,Test Reliability,Psychometrics,Test Theory,Item Response Theory,Generalizability Theory,Evaluation Research,Scoring,Cues

The current paper on writing assessment surveys the literature on the reliability and validity of essay tests. The paper aims to examine the two concepts in relationship with essay testing as well as to provide a snapshot of the current understandings of the reliability and validity of essay tests as drawn in recent research studies. Bearing in mind that essay tests are the most crucially and widely used direct writing assessments worldwide, our research is driven by the fact that successful implementation of assessment practices depends on an understanding of reliability and validity. The review focuses primarily on the general theoretical and practical aspects of reliability and validity and particularly on the evolution within and the relationship between the two concepts. Aspiring to synthesize research findings about the validity and reliability of essay exams as a means of direct testing of writing, we focus on the three main axes raters, scoring scales, and the prompt of an essay test. The results would inform test developers and language testing researchers about the current status and future directions of writing assessment research. Research of this kind is needed so that a fuller understanding of the validity and reliability of essay exams is achieved.
Whiteness in the Social Studies Classroom: Students' Conceptions of Race and Ethnicity in United States History
Author: Martell, Christopher C.
Date: 2013-04-28
Type: Reports - Research
Subjects: United States History,Whites,Student Attitudes,Time,Mixed Methods Research,Race,Critical Theory,Urban Schools,High Schools,Student Diversity,Advantaged,Social Studies,Teacher Researchers,Racial Attitudes,Role,Grade 10,Grade 11,Action Research

In this study, the researcher examined student conceptions of &quot;Whiteness&quot; as it relates to past and present U.S. history. Using Critical Race Theory as the lens, this study employed mixed methods, analyzing teacher observations, classroom artifacts/student work, survey, and interview data from White students and students of color at an ethnically and economically diverse urban high school. The results showed most students could explain that race had an important role in U.S. history and could supply examples of race playing a role in specific historical events. However, students of color were more likely to express that racism is still common in the current day, while White students were more likely to express that racism is uncommon. The following are appended: (1) Interview Questions; (2) Interview Protocol; (3) Coding Dictionary; and (4) Gold Rush Lesson Handout. (Contains 2 tables.)
Improving the Measurement of Socioeconomic Status for the National Assessment of Educational Progress: A Theoretical Foundation--Recommendations to the National Center for Education Statistics
Author: National Center for Education Statistics (ED)
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Socioeconomic Status,National Competency Tests,Measurement,Data Collection,Family Income,Parent Background,Educational Attainment,Employment Level,Employed Parents,Neighborhoods,School Demography,Correlation

At the request of the National Assessment Governing Board (NAGB, 2003), the National Center for Education Statistics (NCES) convened a panel of experts to provide recommendations concerning socioeconomic status (SES) as a construct, with the understanding that their recommendations might ultimately lead to a new measure of SES that could be used for the National Assessment of Educational Progress (NAEP). The current, most prominent NAEP measure of student SES, National School Lunch Program (NSLP) eligibility, has become less valid over time. The panel's main focus was on the theoretical foundations of SES. The panel made four key recommendations to improve measurement and reporting of SES: (1) Family income and other indicators of home possessions and resources, parental educational attainment, and parental occupational status should be considered components of a core SES measure, and should be the subject of immediate focus for NAEP reporting; (2) Neighborhood and school SES could be used to construct an expanded SES measure, and measures of these variables could contribute to an expanded SES; (3) Composite measures have many advantages, such as being a single summary useful for reporting, greater reliability, and representing the full range of SES factors. In addition, treating SES as a composite measure does not preclude reporting on relationships between individual SES components and achievement. Therefore, attempts should be made to develop an SES composite measure; and (4) The validity of NSLP eligibility has been decreasing due to jurisdiction-wide eligibility and other factors, and that trend is likely to continue. There is concern over the quality of student reports, particularly regarding parental educational attainment (for 4th-graders) and occupational status (for all grades). Due to these data quality issues, along with burden considerations, attempts should be made to explore the possibility of linking to Census data on SES components. (Contains 1 footnote.)
Career/Technical Education: Not Your Father's Vocational Education. The Progress of Education Reform. Volume 14, Number 1
Author: Zinth, Jennifer Dounay
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Vocational Education,Career Readiness,Educational Change,Graduation Requirements,Work Experience Programs,Scholarships,Eligibility,At Risk Students,Academic Support Services,Academic Standards,Dual Enrollment

In recent years, career/technical education (CTE) has risen to the top of the education policy agenda for governors, legislators, and agency heads. As a result of informed interest among key education leaders, the CTE policies and programs being advocated and implemented today bear little resemblance to those in place not long ago. Among the factors driving increased state policymaker interest in CTE are: (1) A pervasive gap between workforce needs and the skills of entering workers; (2) The projected growth in skilled occupations requiring technical certification or a credential beyond a high school diploma; and (3) Interest in improving high school graduation rates by helping students see connections between programs of study and career opportunities in high-wage, in-demand fields. States are addressing these needs by incentivizing action in various ways. Among these diverse incentives are 1) &quot;carrot&quot; policies to encourage high school students to earn CTE credentials or to perform well on WorkKeys; 2) &quot;stick&quot; policies for schools and districts to ensure that CTE students are progressing toward career-readiness; and 3) development of supports for students at risk of falling short of career-readiness. States also are increasingly blurring the lines between traditional &quot;academic&quot; and career/technical courses by incorporating core content standards, as appropriate, into CTE courses, and reframing dual enrollment programs, which in many states have been limited to traditional academic coursework. This issue of &quot;The Progress of Education Reform&quot; will clarify how these approaches differ from CTE and career-readiness initiatives in the not-too-distant past, and identify states that are moving forward. (Contains 2 figures, 6 resources and 21 endnotes.)
The New Civics: Civic Learning Is Not Flat Learning. The Progress of Education Reform. Volume 14, Number 2
Author: Education Commission of the States
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Citizenship Education,Role of Education,Public Education,Public Schools,Active Learning,Best Practices,Civics,Educational Change,Educational History,Service Learning,Experiential Learning,Elementary Secondary Education

Preparing students to be engaged, productive citizens is one of the foundational purposes of public education in the United States. Thomas Jefferson, John Adams, Horace Mann--to name a few--all espoused free, universal public education as the key element that was necessary to maintain the integrity of the American republic over time. Public schools remain as the best avenue to ensure that citizens posses the knowledge, skills, and dispositions needed for productive participation in civic and political life. While the role that civic education plays in public schools has been reduced somewhat in the last 50 years, the civic education field has continued to make significant strides in identifying best practices for civic education. Today's best practices for civic learning are widely divergent from the textbook-based high school civics classes that were dominant 25 years ago. We now know that active civic learning--as opposed to flat civic learning--is essential to meeting the civic purposes of public education. This issue of &quot;The Progress of Education Reform&quot; provides a close look at the new civics--how it differs from previous practices, what it includes, how it is supported by research, and its implications for policy. (Contains 5 tables, 8 resources and 25 endnotes.)
I'm Graduating This Year! So What IS an Engineer Anyway? Research Brief
Author: Matusovich, Holly
Date: 2009-04-00
Type: Reports - Research
Subjects: Engineering,Career Choice,Student Attitudes,Knowledge Level,Occupational Information,Self Concept,Theory Practice Relationship,Professional Identity,Semi Structured Interviews,College Graduates

It is often assumed that graduating engineering students readily envision what it means to be an engineer and what type of work they will be doing as engineers in the future. How can one know if this is true? This research begins to answer these questions by aiming to understand undergraduate engineering students' perceptions of themselves as engineers in the future as well as by considering how these perceptions shape their choice to become engineers. This research begins an exploration of the choice process to become an engineer by examining identity and career choice as motivational constructs within Eccles' expectancy-value theory. More specifically, identity has been framed as engineering students' perceptions of themselves as engineers in the future. Career choice has been framed as continued enrollment in an undergraduate engineering major. This research has implications for both future research and for practitioners.
Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning. Research Brief
Author: Stevens, Reed
Date: 2008-12-00
Type: Reports - Research
Subjects: Educational Experience,Undergraduate Students,Engineering Education,Case Studies,Student College Relationship,Intellectual Disciplines,Knowledge Level,Professional Identity,Cognitive Processes,Engineering,Student Development

In this paper, the authors develop an analytical framework referred to as "Becoming an Engineer" that focuses upon changes occurring over time as students traverse their undergraduate educations in engineering. This paper discusses three conceptual dimensions used to follow the engineering students' educational pathways: the development of "accountable disciplinary knowledge" (ADK); forming an "identity" as an engineer; and "navigating" through engineering education. The case studies described in this paper demonstrate how the differences in students' ways of navigating their educational experiences can be consequential. In general, the two issues that these cases and others in this study raise are the importance of mentors or sponsors who provide images of futures and the ways students get to those futures that are fully legitimate but do not appear in the official student guidebooks or in the recommendations of official advisors.
Does Major Matter? A Look at What Motivates Engineering Students in Different Majors. Research Brief
Author: Parikh, Sarah
Date: 2009-04-00
Type: Reports - Research
Subjects: Majors (Students),Selection,Undergraduate Study,Engineering Education,Engineering,Value Judgment,Student Motivation,Gender Differences

There is strong evidence showing that the choice of undergraduate major has a significant net impact on future earnings. Other work shows motivational differences between men and women. In building on this previous work, this study looked at what motivates students in six different engineering majors to study engineering. The results of this study show that students' engineering major does matter when looking at what motivates them to study engineering. Findings suggest treating students in different majors differently when considering motivational factors of undergraduate engineering students.