ethanporcaro/eric-fulltext-meta huggingface dataset:
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume I. Chapter III: Higher Education, 1930-1936
Author: John, Walton C.
Date: 1938-00-00
Type: Historical Materials
Subjects: School Effectiveness,Higher Education,Educational Development,Economic Impact,Educational Change,College Administration,Student Characteristics,Teacher Characteristics,Administrative Organization,Instruction,Graduate Study,Research Projects,Professional Education,Annual Reports,Federal Programs,Academic Standards,Scholarships,Teacher Education,Teacher Improvement,Institutional Characteristics,Home Economics,Agricultural Education,Engineering Education,Nursing Education,Pharmacy,Pharmaceutical Education,Dentistry,Law Related Education,Medical Education,Theological Education,Research Administration,Enrollment Trends

It is the purpose of this survey to call attention to some of the more significant developments that have taken place in higher education between 1930 and 1936. It covers, to a considerable extent, the critical period of the economic depression and includes those years in which recovery and improvement in higher education have begun to be marked. It presents developments which have taken place during the period covered by the "Biennial Survey of Higher Education, 1934-36." The reaction of higher education to the depression is considered in some of its quantitative aspects in the statistical reports of the Office, but the results of the depression as it relates to education as a whole are considered in a separate chapter of the "Biennial Survey of Education." This bulletin is divided into eight sections, as follows: (1) The Harvard University Tercentenary; (2) Higher Education and the Economic Depression; (3) Administration and Control of Higher Education; (4) The Student Body; (5) The Teaching Staff; (6) College Organization and Instruction; (7) Graduate Study and Research; and (8) Professional Education. (Contains 11 tables and 39 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume I. Chapter IV: Adult Education
Author: Proffitt, Maris M.
Date: 1938-00-00
Type: Historical Materials
Subjects: Extension Education,Correctional Education,Adult Vocational Education,Correctional Institutions,Parent Education,Annual Reports,Educational Needs,Needs Assessment,Educational Philosophy,Continuing Education,Cognitive Ability,Emergency Programs,Vocational Rehabilitation,Labor Education,Citizenship Education,Educational Assessment,Educational Indicators

Developments in adult education during the past few years have attracted general public interest. Reports, based upon scientific studies, that the ability to learn efficiently continues until late in life, were given widespread dissemination. The significance of this fact for education was readily comprehended not only by schoolmen but by the lay public. This together with a combination of conditions arising out of the depression which emphasized the needs for adult education, and at the same time provided favorable opportunities for organizing programs to meet the needs, resulted in a stimulation to adult education heretofore unexperienced. This survey report reviews develop merits in adult education, and from an analysis of current practices and prevailing thought, summarizes trends and indicates a developing philosophy underlying the determination of objectives and programs. It is believed that it will not only be valuable to workers in this specific field of education, but owing to the fact that it gives consideration to adult education as a part of a complete program for an educated citizenry, it will be of interest to school administrators and professional persons who are in a position to influence educational thought. The chapter is divided into the following sections: (1) Foreword; (2) Recency of the adult education movement; (3) Determination of needs for adult education; (4) The philosophy of education for adults; (5) Continuing ability to learn; (6) Emergency education program; (7) Education in the CCC camps; (8) Vocational education for adults; (9) Civilian rehabilitation (federally aided); (10) Workers' education; (11) Parent education; (12) University extension; (13) Prison education; (14) Adult civic education through public forums; and (15) Conclusion. (Contains 14 tables and 45 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume I. Chapter V: Review of Conditions and Developments in Education in Rural and Other Sparsely Settled Areas
Author: Cook, Katherine M.
Date: 1937-00-00
Type: Historical Materials
Subjects: Rural Education,Rural Schools,Educational Development,Educational Environment,Rural Areas,School Surveys,Annual Reports,Educational Needs,Educational Benefits,Institutional Characteristics,Student Characteristics,Teacher Characteristics,Teacher Salaries,Teacher Employment Benefits,School Support,Instructional Improvement,Professional Development,Teacher Education,Educational Trends,Supervision,Educational Practices,School Buildings,Academically Gifted,School Administration,Administrative Organization,Work Environment

This chapter reviews the educational situation in rural and other sparsely settled areas as well as the major developments in education since 1928 when the Office of Education reviewed trends in rural education for the biennium 1927-28, following a series of similar reviews. It is prepared in conformity to the changed policy of the Office of including, in its biennial survey, periodical reviews of certain phases of education covering a period more extended than one biennium, which will be followed in the future. An adequate understanding of the educational situation in sparsely settled communities at the present time and of major trends in education which have developed in recent years will, it is believed, be facilitated somewhat if certain important problems concerned are considered, first, in terms of the number of children involved; expenditures for their education; the number of qualified or under qualified teachers concerned with their education; and the like. As a background, therefore, for the discussion of the major trends in education to which this chapter is devoted, certain statistical information with some interpretation of its meaning and significance is considered at the beginning. This chapter is divided into the following sections: (1) The Significance of Education in Sparsely Settled Communities; (2) The State and the Rural Schools; (3) Organization for Local Administration and Support; and (4) Some Newer Practices in Education Outside of Cities. (Contains 4 tables and 73 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume I. Chapter VI: Effects of the Depression upon Public Elementary and Secondary Schools and upon Colleges and Universities
Author: Deffenbaugh, W. S.
Date: 1938-00-00
Type: Historical Materials
Subjects: Public Schools,Educational Change,Economic Impact,Educational Assessment,Educational Indicators,Educational Development,Elementary Secondary Education,Higher Education,Financial Support,Educational Finance,Income,Expenditures,School Schedules,Administrator Qualifications,Teacher Qualifications,Salary Wage Differentials,Educational Technology,Educational Resources,Special Schools,Enrollment Trends,Educational Legislation

During the period when the economic depression was most serious having the effect upon schools, the Office of Education presented relevant data in a number of different publications. This chapter of the Biennial Survey of Education reviews the most significant findings in those publications and draws them together as a permanent report of some of the most important effects of subnormal economic conditions of the period upon the schools. The lack of similar information of previous depressions made it evident that such a record is desirable. Other chapters in the Commissioner's Biennial Survey, while not treating this problem specifically, will, nevertheless, indicate trends with respect to elementary, secondary, and higher education during the past several years, and will show what rebuilding and reorganization have followed the depression. This chapter also shows a number of new developments which are worth careful appraisal. This chapter is divided into two parts: (1) Public elementary and secondary schools; and (2) Colleges and universities. Individual parts contain footnotes. (Contains 35 tables.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume I. Chapter VII: A Survey of a Decennium of Education in Countries Other than the United States
Author: Abel, James F.
Date: 1938-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Surveys,International Education,Comparative Education,Educational Change,Educational Trends,Educational Policy,Politics of Education,National Curriculum,Nationalism,Centralization,School Organization,Illiteracy,Public Education,Private Education,Adult Education,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Vocational Education,Compulsory Education,Racial Segregation,Womens Education,Rural Education,Foreign Policy,Conferences (Gatherings),Enrollment,Educational Finance,Educational Administration

The purpose of the Biennial Survey of Education in the United States is to present to the people of this Nation a picture, as complete and accurate as possible, of the many types of education they finance, administer, and maintain. But this isolated picture is not enough. The worth, activity, and progress of any system of schools are relative matters and must be shown along with like phases of other systems to provide sane conceptions and sound bases for judgments. To afford such bases for comparisons the Office of Education has throughout its existence published in its annual reports, biennial surveys, bulletins, and pamphlets, accounts of education in other countries. This chapter of the Biennial Survey for 1934-36 is in continuation of that policy. It attempts to point out the differing directions in which education in other countries has been going in the past decade in the hope that from them we in the United States may be better able to select the educational paths that will lead in this country to the strengthening and perpetuation of good ways of living. Sections include: (1) Europe; (2) Asia; (3) Africa; (4) Australia; (5) The Western Hemisphere; and (6) International Congresses and Conferences. (Contains 23 tables and 45 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume I. Chapter VIII: A Review of Educational Legislation, 1935 and 1936
Author: Keesecker, Ward W.
Date: 1937-00-00
Type: Historical Materials
Subjects: Educational Finance,Public Education,Educational Legislation,Foundation Programs,School Effectiveness,Annual Reports,Educational Responsibility,State Legislation,State Policy,State Regulation,State Aid,Position Papers,Educational Policy,School Buildings,School Health Services,School Safety,Teacher Education Programs,Teacher Certification,Teacher Salaries,College Administration,School Administration,Teacher Recruitment,Teacher Retirement,Tenure,Student Transportation,Tuition,Educational Technology

It is the purpose of this chapter to show some of the more outstanding tendencies and examples of legislation affecting education in the United States during 1935 and 1936. During these years the legislature of every State had one or more legislative sessions, and, in addition, special sessions were called in many States. Moreover, many legislative and constitutional measures affecting education were referred to the people for determination. The three most significant tendencies in legislation affecting education during the 2 years reviewed here are toward: (1) Increased State responsibility for the support of public education; (2) A strengthening of State instrumentalities of control over education; and (3) The establishment of minimum State-aid foundation programs of State-wide application. (Contains 1 footnote.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume I. Chapter IX: Parent-Education Programs in City School Systems
Author: Lombard, Ellen C.
Date: 1939-00-00
Type: Historical Materials
Subjects: Educational History,National Surveys,Parent Education,Parent School Relationship,Parent Conferences,Urban Schools,School Districts,Program Descriptions,Program Effectiveness,Educational Finance,School Administration,Superintendents,Administrator Attitudes,Educational Policy,Educational Practices,Home Economics,Adult Education,Questionnaires,Observation,Interviews,Reference Materials,Worksheets

The establishment of a parent-education program provides a way by which parents may get accurate information on the program and policies of the superintendent; it helps parents to improve their methods of guidance at home; and it shows them how, as a group and individually, they may cooperate successfully with school authorities in meeting school needs. Such a program for parents furnishes instruction in mental health or hygiene which will be of practical value in solving their own personal problems. This chapter has been prepared to answer inquiries of school administrators and others as to what constitutes a parent-education program, how and for whom it functions, what it costs, what it accomplishes, and what superintendents of schools think of parent education as they observe its progress in their own school systems. Specific information for this study was gathered through questionnaires which the Office of Education sent to superintendents of schools in 300 selected cities, each of whom had expressed an interest in parent education or had reported that projects were already established in their schools. In addition, 13 cities having parent-education work were visited by the staff members in charge of parent education in the Office of Education. During these visits conferences were held with superintendents and directors in charge of the work, and through first-hand observation of methods and practices interpretations have been made which would not have been possible otherwise. Information presented in this chapter was further amplified through correspondence and printed reports. Sections within the chapter include: (1) Purposes and Activities of Parent Education Programs; (2) Characteristics of Parent Education Programs; (3) Inauguration of a Program of Parent-Education; (4) Outcomes of Parent Education Work Seen by City Superintendents of Schools; (5) Summary; and (6) Reference Materials Prepared within State or Local Programs of Parent Education. The superintendent questionnaire on parent education in city school systems is appended. (Contains 10 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume I. Chapter X: Developments in Educational Method, 1934-36
Author: Davis, Mary Dabney
Date: 1937-00-00
Type: Collected Works - General
Subjects: Teaching Methods,Library Services,Museums,School Buildings,Educational Methods,Educational Development,Annual Reports,School Surveys,Guidance Programs,Counselor Qualifications,Measurement Objectives,Measurement Techniques,Testing Programs,Student Records,Moral Development,Values Education,Educational Radio,Mass Media Use,Trend Analysis

This report presents a series of brief surveys of recent developments in educational method. It points to the growing conviction that many of the aids and services once regarded as mere accessories to educational method are now among its essential elements. In the first review presented herein, Maris Profitt recognizes the present widespread appreciation of individual differences and shows how guidance services are considered an essential function of education. His account summarizes briefly the work in guidance carried on by State and city departments of public instruction. With the increased emphasis upon the complete development of each individual child there has been an extension and expansion of methods of evaluating pupil growth. New tests of ability and achievement have been conceived. The measurement of social behavior has also advanced paralleling the increasing attention paid to social adjustment in our schools. David Segel describes the acceleration in these fields. Attitudes and social behavior have been recognized for many years as factors in successful learning and in necessary social adjustments. Progress in character development, reviewed by Mary Davis, indicates the extent to which efforts to help boys and girls succeed have moved from generalities that anticipate a transfer of training, to specific work, both with groups and individual pupils. Cooperation between schools and community museums is proving helpful in furthering the knowledge pupils obtain through their curriculum experiences. The guided visitations and illustrated lectures provided in many museums and the loan of materials to schools by museums are described by L. C. Everard, who also refers to the initiative schools are taking in organizing and maintaining both temporary and permanent exhibits within their own elementary and secondary school buildings. The spectacular expansion of the use of the radio and motion pictures is described in Cline Koon's summaries of national surveys. The review indicates some of the steps already taken to develop the use of these visual aids in schools and in general programs offered to the public. Finally, Edith Lathrop reviews some of the factors affecting school-library services and summarizes many of the aids related to curricula in the elementary and secondary schools and the contribution made to library services by civic and educational organizations. An index is included. (Contains 59 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume II. Chapter I: Statistical Summary of Education, 1935-36
Author: Foster, Emery M.
Date: 1939-00-00
Type: Historical Materials
Subjects: Enrollment,Expenditures,Private Schools,School Libraries,Statistical Studies,School Statistics,School Surveys,Statistical Surveys,Annual Reports,Educational Assessment,Educational Indicators,Enrollment Trends,Population Trends,Graduates,Teachers,Educational Finance,Endowment Funds,Fiscal Capacity,Institutional Survival,Public Schools

This bulletin, presenting a statistical summary of education during the 1935-36 academic year, represents the first chapter of Volume II of the various statistical studies made during the biennium 1934-36 and published separately as advance pages of the &quot;Biennial Survey of Education.&quot; Approximately 276,500 schools are included in the various kinds from which the Office of Education requests data in order to show the state of the Nation educationally and to have reasonably complete United States totals. The chief kinds of schools which do not report to the Office of Education are private schools or art and music and private trade and vocational schools. Statistical categories presented herein include: (1) Changes in Number of Schools; (2) Enrollment, 1935-36; (3) Significant Changes in Enrollments; (4) Changes in Enrollment and Population; (5) Number of Graduates; (6) Teachers; (7) Private Elementary Schools; (8) Public Secondary Schools; (9) Private Secondary Schools; (10) Higher Education; (11) Source of Income; (12) Expenditures for Public and Private Education; (13) Federal Expenditures for Education; (14) Value of Property and Endowments; (15) Public-School Libraries; and (16) School Survival Rates. (Contains 2 footnotes, 32 tables, and 3 figures.) [Statistical work done by Rose Marie Smith. Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume II. Chapter II: Statistics of State School Systems, 1935-36
Author: Blose, David T.
Date: 1938-00-00
Type: Historical Materials
Subjects: Public Schools,Parochial Schools,Elementary Secondary Education,School Statistics,State Schools,Statistical Surveys,Enrollment Trends,Attendance,School Schedules,Income,Expenditures,Costs,State Surveys,Educational Assessment,Educational Indicators,Population Distribution,Population Trends,Administrators,Central Office Administrators,Salaries,Salary Wage Differentials,Teacher Student Ratio,Teachers,Financial Support,School Buildings,Fiscal Capacity,African American Students,Rural Urban Differences

The statistics presented in this chapter were furnished by the State offices of education of the 48 States, by the District of Columbia, and by the 8 outlying parts of the United States. For the most part, these statistics relate to public elementary and secondary schools, although such data as were made available by the States are included in separate tables for private and parochial schools. Seventeen States and the District of Columbia maintaining separate schools for white and Negro pupils, supplied data permitting the presentation of Negro school statistics. Whenever possible, totals and averages for the Nation are included. Statistics from the outlying parts are included in several of the tables but are excluded from the totals. In no case have the statistics of colleges, universities, and professional schools been included. Data relating to and reflecting changes in enrollments, attendance of pupils, length of school term, income, expenditures, per capita costs, etc., have been basically considered for the statements and interpretations presented in the textual material. Significant trends for the States and the Nation and variations within and among States are pointed out for the biennium 1934-36 and for the 6-year period since 1930. (Contains 61 tables, 12 figures and 2 footnotes.) [Best copy available has been provided.]