ethanporcaro/eric-fulltext-meta huggingface dataset:
The Conference on Training for Foreign Service Called by the Commissioner of Education of the United States and Held in the City of Washington, December 31, 1915. Bulletin, 1917, No. 37
Author: Swiggett, Glen Levin
Date: 1917-00-00
Type: Historical Materials
Subjects: Educational History,Conferences (Gatherings),Foreign Policy,Educational Needs,Politics of Education,Government Employees,International Relations,International Trade,Professional Training,Professional Education,Cross Cultural Training,Second Language Learning,Elementary Secondary Education,Higher Education,Postsecondary Education,Business Education,Business Administration Education,Curriculum,Economic Factors,Organizations (Groups),Tests,Selection Criteria,Personnel Selection,Public Officials,Foreign Countries,International Education,Comparative Education,Qualifications,Educational Development

Training for foreign service adequate to achieve the end in view, must be based upon satisfactory consensus in commercial education. This type of instruction should be established in all cities of present or potential foreign trade opportunities. This first conference to be held in the United States for the specific purpose of discussing the problem from the standpoint of government, business, and education, in order to ascertain a &quot;modus operandi&quot; in the establishment of an adequate course of instruction through the cooperation of these three essential agencies, was called by the Commissioner of Education of the United States. The following contents from the conference are included in this bulletin: (1) Letter of transmittal; (2) Introduction. (3) Appointment of Steering Committee; (4) Introductory remarks by the chairman; (5) Remarks by Mr. John Barrett; (6) Address by Mr. Wilbur J. Carr, Director of Consular Services; (7) Discussion of Mr. Carr's paper; (8) Address by Mr. James W. Farrell, president of the National Foreign Trade Council; (9) Discussion of Mr. Farrell's paper. (10) Preparation for foreign service in schools and colleges--Discussion of the papers of the morning session; and (11) The committee of fifteen on educational preparation for foreign service. The report of the committee on commercial education for foreign trade of the National Foreign Trade Council is appended. (Contains 2 footnotes.) [Best copy available has been provided.]
Vocational Teachers for Secondary Schools: What the Land-Grant Colleges Are Doing to Prepare Them. Bulletin, 1917, No. 38
Author: Jarvis, Chester D.
Date: 1917-00-00
Type: Historical Materials
Subjects: Vocational Education,Secondary Schools,Land Grant Universities,State Legislation,Vocational Education Teachers,Secondary School Teachers,Federal Aid,Federal Legislation,Home Economics Education,Agricultural Education,Teacher Education Curriculum,College Students,Preservice Teacher Education,Teacher Educators,Teacher Certification,Teacher Education Programs,Enrollment,School Statistics,Summer Schools,African American Education,Educational History,Educational Policy,State Policy,Educational Finance,National Surveys,School Surveys,Correspondence Study,Extension Education,Trade and Industrial Education,Trade and Industrial Teachers,Federal State Relationship,Admission Criteria

The Nelson amendment to the agricultural appropriation bill, approved March 4, 1907, which increased the Federal appropriation for the support of the land-grant colleges, provides that &quot;said colleges may use a portion of this money for providing courses for the special preparation of instructors for teaching the elements of agriculture and the mechanics arts.&quot; This legislation, coupled with the contemporary interest in vocational education, has greatly stimulated the higher institutions of learning in the matter of providing special teacher-training curricula. The movement has been stimulated also by State legislation providing for vocational training in the secondary schools. The Vocational Education Bill (recently passed by Congress) intends &quot;to provide for the promotion of vocational education; to provide for cooperation with the States in the promotion of such education in agriculture and the trades and industries; to provide for cooperation with the States in the promotion of such education in agriculture and the trades and industries, to provide for cooperation with the States in the preparation of teachers of vocational subjects; and to appropriate money and regulate its expenditure.&quot; The present paper constitutes the results of an inquiry into the character and extent of teacher training in agriculture, mechanical arts, and home economics among the land-grant institutions. The teacher-training work in each of those three categories is discussed under the following heads: (1) Nature and scope; (2) Requirements for registration; (3) Students; and (4) Instructors. Concluding each statement, under the heading of &quot;General Remarks,&quot; is a statement of the institution's powers and influences concerning certification. (Contains 8 tables and 3 footnotes.) [Best copy available has been provided.]
Teaching English to Aliens: A Bibliography of Textbooks, Dictionaries and Glossaries and Aids to Librarians. Bulletin, 1917, No. 39
Author: Talbot, Winthrop, Comp.
Date: 1918-00-00
Type: Historical Materials
Subjects: Educational History,Immigrants,English (Second Language),Glossaries,Librarians,Textbooks,Annotated Bibliographies,Dictionaries,Library Services,Second Language Instruction,Educational Resources,Adult Education,Organizations (Groups),Native Language,Library Materials,Teaching Methods

Interest in teaching the English language to those who come to the U.S. from non-English-speaking countries has increased to such an extent that a comprehensive bibliography of textbooks and other publications is in demand.  To meet this need, Dr. Winthrop Talbot was tasked with compiling a bibliography of textbooks, dictionaries, glossaries, and aids to librarians on the teaching of English to immigrants. [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 40
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Professional Associations,Periodicals,Books,Educational Research,Educational History,Educational Theories,Educational Testing,Curriculum,Kindergarten,Elementary Education,Rural Schools,Secondary Education,Teachers,Professional Development,Professional Training,Teacher Education,Higher Education,Educational Administration,Governance,Architecture,Physical Education,Weather,Play,Playgrounds,Social Influences,Social Development,Moral Development,Values Education,Religious Education,Vocational Education,Agricultural Education,Gardening,Home Economics,Civics,Military Schools,Womens Education,African American Education,Veterans,Asian Americans,Special Needs Students,Disabilities,Extension Education,Libraries,Teaching Methods

This document contains a list of current educational publications received by the Bureau of Education. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Child study; (6) Educational tests and measurements; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School architecture; (17) Weather: Mental and physiological effects; (18) Sex hygiene; (19) Physical training; (20) Play and playgrounds; (21) Social aspects of education; (22) Child welfare; (23) Moral education; (24) Religious education; (25) Manual and vocational training; (26) Vocational guidance; (27) Agricultural education; (28) Home economics; (29) Professional education; (30) Civic education; (31) Military education; (32) Schools for maimed soldiers; (33) Education of women; (34) Orientals; (35) Negro Education; (36) Exceptional children; (37) Education extension; (38) Libraries and reading: (39) Bureau of Education: Recent publications; (40) Periodicals represented in this number. (Contains 1 note.) [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Library Books for High Schools. Bulletin, 1917, No. 41
Author: Wilson, Martha, Comp.
Date: 1918-00-00
Type: Historical Materials
Subjects: School Libraries,High Schools,Educational Finance,Psychology,Ethics,Mythology,Politics,Government Role,Economics,Educational Research,Industry,Business,Folk Culture,Science Education,Physiology,Hygiene,Physical Education,Engineering Education,Agricultural Education,Home Economics,Communications,Transportation,Vocational Education,Job Training,Fine Arts,Photography,Literature,Fiction,Travel,Biographies,History,Modern History,American Indians,United States History,Library Materials

This list is based on the Minnesota school library list, Books for High Schools, 1913-14. The number of titles has been materially increased to include the suggestions of many high-school teachers, specialists in the Bureau of Education, high-school librarians, public librarians, and commission workers. The effort has been to provide a thoroughly standard list of tested books for a foundation library, to include as much fresh material as possible, and to suggest books of interest and value to pupils of the high-school age. The following topic areas are covered: (1) Library economy; (2) Psychology; (3) Conduct of life, ethics; (4) Mythology; (5) Politics and government; (6) Economics; (7) Education; (8) Commerce, commercial geography; (9) Folklore, legends; (10) Science (general), nature study; (11) Vocational guidance; (12) Physiology, hygiene, and physical training; (13) Engineering; (14) Agriculture (general); (15) Home economics; (16) Business, communications, transportation; (17) Manual training and shopwork; (18) Fine arts (general), photography; (19) Literature (general); (20) Fiction; (21) Travel; (22) Biography; (23) Ancient history; (24) Modern history (general European); (25) Indian life and history; and (26) American history. A directory of publishers and an index are included. [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 42
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-10-00
Type: Historical Materials
Subjects: Professional Associations,Periodicals,Books,Educational Research,Educational History,Educational Theories,Educational Testing,Curriculum,Kindergarten,Elementary Education,Rural Schools,Secondary Education,Teachers,Professional Development,Professional Training,Teacher Education,Higher Education,Educational Administration,Governance,Architecture,Physical Education,Play,Playgrounds,Social Influences,Social Development,Moral Development,Values Education,Religious Education,Vocational Education,Agricultural Education,Gardening,Home Economics,Civics,Military Schools,Womens Education,African American Education,Special Needs Students,Disabilities,Extension Education,Libraries,Teaching Methods,Veterans

This bulletin contains a list of current educational publications received by the Bureau of Education. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Topics include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Child study; (6) Educational tests and measurements; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School architecture; (17) School hygiene and sanitation; (18) Physical training; (19) Play and playgrounds; (20) Social aspects of education; (21) Child welfare; (22) Religious education; (23) Manual and vocational training; (23) Vocational guidance; (24) Agricultural education, Home economics; (25) Professional education; (26) Civic education; (27) Schools for maimed soldiers; (28) Education of women; (29) Negro education; (30) Exceptional children; (31) Education extension; (32) Libraries and reading; and (33) Bureau of Education: Recent publications. (Contains 1 note.) [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Summer Sessions of City Schools. Bulletin, 1917, No. 45
Author: Deffenbaugh, W. S.
Date: 1918-00-00
Type: Historical Materials
Subjects: Summer Schools,Urban Schools,School Schedules,Summer Programs,High Schools,Elementary Schools,Educational Finance,Year Round Schools,Attendance,Child Health,Teachers,Costs,Holidays

After deducting holidays, the annual school term in most American cities is not more than 180 days. In many cities and towns the number of actual school days is still less. This means that children who are never absent attend school less than half the days of the year, a little more than 1 hour in 10. Formerly the school year was much longer in the cities of this country, as it is now in most other countries. In recent years school officers and the people generally are beginning to feel that there is no need for the very long summer vacation, and that some opportunity should be offered for such children as will make better use of it than loafing on the streets. This has resulted in many cities in some form of summer school. The study, the results of which are presented in this bulletin, was made for the purpose of determining the extent of this movement for summer schools in the cities of the United States and summarizing the results. (Contains 14 tables and 2 footnotes.) [Best copy available has been provided.]
Ethnicity: A Continuum on Education
Author: Chakraborty, Sujata
Date: 2013-02-00
Type: Journal Articles
Subjects: Ethnicity,Role of Education,Social Mobility,Social Integration,Minority Groups,Ethnic Groups,Outcomes of Education

This paper seeks to develop a clearer understanding of the role of education in the formation of ethnicity. The basic meaning of the term "ethnicity" is that it gives a distinct identity to a community and distinguishes one community or an individual from another. It has been found that ethnic consciousness or ethnic identity has been in increase even in the most developed countries of the world. Ethnic strife and conflict is the topic of the day everywhere. Education is one of the most potent components of development, and it can be considered that it does play a very distinguishing role in the formation of ethnic identity. Therefore, in this paper, an evaluative study has been made to know how, and in what ways, the education is helping in building up the ethnic awareness amongst the people. This study raises two questions: (1) How did the educational initiatives undertaken by the governmental and non-governmental agencies help in enhancing social integration and social mobility of the ethnic minority groups? and (2) What impact did educational (both negative and positive side of education) initiatives have on the ethnic minority groups?
Conflict Resolution Strategies in Non-Government Secondary Schools in Benue State, Nigeria
Author: Oboegbulem, Angie
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Private Schools,Conflict Resolution,School Administration,Board Administrator Relationship,Teacher Administrator Relationship,Principals,Secondary School Teachers,Secondary School Students,Trustees,Questionnaires

This study investigated perceived CRSs (conflict resolution strategies) for the resolution of conflicts in non-government secondary schools in Benue State, Nigeria. Three research questions and three hypotheses guided this study. Proportionate stratified random sampling technique was used in drawing 15% of the population which gave a total of 500 respondents. The instrument used was CRSs questionnaire. This was used to collect data from respondents comprising principals, teachers, proprietors, and students. A four-point scale was used for the ratings of the respondents. Mean and &quot;SD&quot; (standard deviation) were used to answer the research questions. &quot;T&quot;-test statistic was used to test hypotheses 1 and 2, while a one-way ANOVA (analyses of variance) was used to test hypothesis 3 at significance level of 0.05. The major findings of the study are unnecessary interferences with the administration of the school by the proprietors and arbitrary increase of school fees by the school management, among others, constitute major sources of conflict. Findings on strategies for resolving conflicts include: agreeing on the procedure taken for the resolution of conflicts, encouraging parties to work together, taking staff and students' comments and suggestions, and involvement of school disciplinary committee and public complaint commission, among others. Based on the findings, recommendations were made. (Contains 6 tables.)
Introversion/Extroversion &amp; Teachers' Perception on Dominican EFL College Students' Performance = La Introversion/Extroversion vs. La Percepcion Profesoral en el Desempeno de Estudiantes Universitarios Dominicanos de Ingles como Lengua Extranjera
Author: Tavarez Da Costa, Pedro
Date: 2012-11-00
Type: Multilingual/Bilingual Materials
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Extraversion Introversion,Academic Achievement,Correlation,Language Teachers,Teacher Attitudes

This article discusses the relationship between introversion/extroversion and a student's performance (academic achievement) as perceived by Teachers of English as a Foreign Language in three regional centers of the Universidad Autonoma de Santo Domingo. There have been a great number of international studies already published to try to explain the effects of introversion/extroversion on the student's performance in foreign language learning, something, which from the teacher's perception have always been presumed, and assumed as an unquestionable fact. Although the results of many of the studies have often been labeled as contradictory, some of them show, however, a clear or positive correlation between language competency achievement and/or proficiency, some others do not. Among the reasons for subtracting validity from the referred studies various relevant variables might be cited, such as the validity of the assessment of the tools used, the academic environment in which the learning process occurs, and furthermore; the socio-economic, cultural, and gender factors. (Contains 1 table.) [Both English and Spanish versions of the document are included.]
Adaptation of Social Interaction Practices for the Preschool Years into Turkish: Validity and Reliability Study
Author: Samur, Ayse Ozturk
Date: 2013-02-00
Type: Journal Articles
Subjects: Factor Analysis,Interpersonal Relationship,Measures (Individuals),Interpersonal Competence,Preschool Teachers,Content Validity,Factor Structure,Test Reliability,Test Validity,Adoption (Ideas),Replication (Evaluation),Program Validation,Psychometrics,Educational Strategies,Educational Practices,Social Cognition,Media Adaptation,Early Childhood Education,Questionnaires,Likert Scales,Foreign Countries

The aim of this study is to adapt SIPPY (social interaction practices for the preschool years) scale into Turkish. The SIPPY is a tool designed to assess teachers' judgments of the acceptability and feasibility, as well as their current use of literature-supported strategies for promoting the development of young children's social competence in early childhood classrooms, but only one part of the scale--the form about determining strategies that preschool teachers' use--is used in this study. It is a 5-point Likert-type scale and has 30 items. After verification of Turkish equivalence of the form, it is administered to 200 preschool teachers for validity and reliability study. The scale's total and internal consistency was calculated by using Cronbach Alpha reliability coefficient, Sperman-Brown formula, and Guttmann Split-Half reliability coefficient. Descriptive analysis and CFA (confirmatory factor analysis) and item discrimination forces were calculated in order to identify the scale's content validity. Findings show that the scale is an appropriate instrument to examine preschool teachers' practices about supporting preschool children's social competence. (Contains 6 tables and 1 figure.)
Evaluation Instruments Used in Problem-Based Learning
Author: McDonald, Betty
Date: 2013-03-27
Type: Reports - Research
Subjects: Problem Based Learning,Teaching Methods,Measures (Individuals),Focus Groups,Likert Scales,Evaluation Methods,Methods Research,Test Items,Participant Satisfaction,College Faculty,Program Validation,Test Reliability,Test Validity,Psychometrics,Teacher Workshops

A focus group of 18 faculty members at Campus O of a higher educational institution and another focus group of 16 faculty members at Campus S of the same institution comprised the sample, representative of close to 100% of their respective populations. Independently, both groups were engaged in interactive Problem-Based Learning sessions. They subsequently completed two evaluation instruments. One evaluation instrument had five items (05ITEMS), and the other had ten items (10ITEMS). Each evaluation instrument had two forms; one used a five point Likert scale and the other a ten point Likert scale. Identical participator satisfaction ratings were recorded using 05ITEMS  and 10ITEMS instruments at the 99%, 98% and 95% confidence intervals (t  = 0.59, [alpha]= 0.01, df = 34). Participants expressed satisfaction in a number of areas like clear delivery by workshop facilitator; capturing their interest; gaining knowledge; and obtaining useful handouts. Implications for improving teaching and learning in higher educational institutions through Problem-based Learning, engaging participants and saving time and cost are discussed. (Contains 5 tables.)
Knocking at the College Door: Projections of High School Graduates. Missouri
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Missouri related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]