ethanporcaro/eric-fulltext-meta huggingface dataset:
P21 Common Core Toolkit: A Guide to Aligning the Common Core State Standards with the Framework for 21st Century Skills
Author: Partnership for 21st Century Skills
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Educational Practices,Academic Standards,State Standards,Alignment (Education),Program Implementation,Core Curriculum,Teaching Methods,Critical Thinking,Cooperation,Interpersonal Competence,Communication Skills,Problem Solving,Career Readiness,English Instruction,Grade 4,Grade 8,Grade 12,Language Arts,Literacy,Reading Achievement,Innovation,Mathematics Achievement,Creativity

Standards drive critical elements of the American educational system--the curricula that schools follow, the textbooks students read, and the tests they take. Similarly, standards establish the levels of performance that students, teachers and schools are expected to meet. To succeed in the 21st century, all students will need to perform to high standards and acquire mastery of rigorous core subject material. All students also will need to gain the cognitive and social skills that enable them to deal with the complex challenges of our age. The Partnership for 21st Century Skills (P21) Framework for 21st Century Readiness emphasizes life and career skills, learning and innovation skills, information, media and technology skills as well as core subjects and 21st century themes. The release of the Common Core State Standards (CCSS) in 2010 has been an important turning point in the standards movement. For the first time, a majority of states have agreed to a common baseline for academic knowledge and college readiness skills. Currently, over 40 states have begun the challenging work of alignment, integration and implementation of CCSS for English language arts (ELA) and mathematics. Districts have also begun intensive curricular redesign work in response to the Common Core State Standards. As education leaders incorporate the CCSS into school systems, P21 urges them to do so in a way that honors the fusion of the 3Rs (core academic content mastery) and 4Cs (critical thinking and problem solving, collaboration, communication and creativity and innovation). This toolkit is designed for state and district leaders who are interested in implementing the Common Core standards in ways that strengthen the 4Cs. This toolkit contains: (1) Alignment Overview: A high-level summary of how the P21 framework and the Common Core State Standards support each other; (2) Common Core/P21 Examples: Lesson starters that illustrate &quot;what it looks like&quot; to align instructional practices with both the common core and P21 skills; (3) Common Core Resources: Compilation of useful links for states and districts working to implement the Common Core State Standards; and (4) Assessment Resources: Compilation of background reading on the issue of assessment and the 4Cs. Appendix includes: P21 Framework Definitions. (Contains 1 footnote and 23 resources.)
Learning Together: Opening up Learning
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-04-00
Type: Guides - Non-Classroom
Subjects: Learning,Reflective Teaching,Teachers,Educational Improvement,Self Evaluation (Groups),Student Attitudes,Parent Attitudes,School Personnel,Attitudes,Community Attitudes,Faculty Development,Observation,Data,Information Utilization,Foreign Countries

The aim of this guide is to stimulate professional reflection, dialogue and debate about learning and how to improve it, at this time of important curriculum change. It draws together themes, features and characteristics of effective improvement through self-evaluation, and descriptions of good practice. It is a reference point for teachers who are working together to improve the impact of their work and plan for the changes which will be necessary as &quot;Curriculum for Excellence&quot; is adopted. Teachers have been making substantial progress in improving learning and teaching by sharing practice with each other and by involving children, young people, parents, adults and communities. Staff are reviewing their classroom practice in the light of the &quot;Curriculum for Excellence&quot; experiences and outcomes in order to identify approaches to learning and teaching which will lead to deeper, more sustained learning. Opening up learning in these ways can lead to more confident, effective teaching and better and broader outcomes for learners. Annexes include: (1) Examples of key reflective questions for headteachers, managers and staff; (2) Examples of reflective questions for staff on exploring learners' views; (3) Examples of reflective questions for staff on exploring parents' views; (4) Examples of reflective questions for staff to use when considering how they learn together; (5) Examples of reflective questions for staff who are evaluating the impact of the curriculum and innovations; (6) Examples of reflective questions for learners and staff, relating to learning visits and longer-term issues in an establishment's or service's improvement plan; and (7) Examples of reflective questions for teachers exploring information and data. (Contains 8 footnotes.)
21st Century Skills Map
Author: Partnership for 21st Century Skills
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Partnerships in Education,National Organizations,Core Curriculum,Social Studies,English Instruction,Language Arts,Literacy,Interpersonal Competence,Cultural Awareness,Mathematics Skills,Sciences,Geography,Information Literacy,Grade 4,Grade 8,Grade 12,Creativity,Innovation,Alignment (Education)

The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations representing the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages and the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate the essential intersection between core subjects and 21st Century Skills. The Partnership advocates for the integration of 21st Century Skills into K-12 education so that students can advance their learning in core academic subjects. Developed through a year-long collaborative process, this map reflects the collective effort of Mathematics professors, teachers and thought leaders, and illustrates the integration of Mathematics and 21st Century Skills. It will provide educators, administrators and policymakers with concrete examples of how 21st Century Skills can be integrated into core subjects, and how other subject areas can link successfully with mathematics. [Contributors include Susan Saltrick, Roxana Hadad, Michael Pearson, Charles Fadel, Bob Regan, and Jim Wynn.]
Influences Tending to Improve the Work of the Teacher of Mathematics. International Commission on the Teaching of Mathematics, The American Report, Committee No. VIII. Bulletin, 1912, No. 13. Whole Number 485
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Educational Administration,Superintendents,Mathematics Instruction,Mathematics Teachers,Teacher Associations,Teacher Education,Schools of Education,Counties,School Districts,Elementary Schools,Secondary Schools,Supervision,Governance,Taxes,Higher Education,Textbooks,Periodicals,Libraries,Summer Programs

The six subcommittees of this committee have presented somewhat detailed reports. The report of the first subcommittee, Professor Cole, chairman, deals with the influence of "Scientific societies and periodical literature" in improving mathematical instruction. The report of the second subcommittee, Professor Le Gras, chairman, deals with the work of "Teachers' associations and reading circles." The report of the third subcommittee, Dr. Stamper chairman, deals with the effects and work of "Teachers' institutes." In this report the committee has traced briefly the history of teachers' institutes in America, explained their past and present service, and indicated how far institute work deals with mathematical instruction. The work of the fourth subcommittee, Professor Skinner chairman, on "State supervision and inspection," is a very carefully prepared report, analyzing the whole American scheme of school administration, and explaining the work of the State superintendent of education, the State board of education, the country superintendent of schools, the country board of education, the independent school district, and the methods of inspecting schools. The report of the fifth subcommittee, Dr. Jackson chairman, on the "Activities of publishers and their agents," points out the service rendered by the large book companies. The report of the sixth subcommittee, Professor Slaught chairman, on "The teaching of mathematics in summer sessions of universities and normal schools," points out in some detail the very valuable service which has been rendered in recent years by the summer sessions. Individual sections contain footnotes. (Contains 2 tables.) [Best copy available has been provided.]
Report of the American Commissioners of the International Commission on the Teaching of Mathematics. Bulletin, 1912, No. 14. Whole Number 486
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Mathematics Instruction,Mathematics Education,Teaching Methods,Elementary Secondary Education,Higher Education,Educational History,Algebra,Geometry,Arithmetic,Teacher Education,Mathematics Teachers,Financial Support,Educational Finance,Masters Degrees,Doctoral Degrees,Industry,Educational Change,Advanced Courses,Undergraduate Study

In the following general report the aim is to present a concise view of the organization, methods, and problems of the teaching of mathematics in the United States, touching particularly upon the larger questions that seem to merit especial emphasis, and referring to the special reports for details with respect lo the various types of schools. The report considers the following general topics: (I) General American Conditions; (II) Mathematics in the Elementary School; (III) Mathematics in the Secondary School; and (IV) Mathematics in the Higher Institutions of Learning. Appended are: (1) Historical summary of the work of the International Commission; (2) The organization of the investigation in the United States. An index is included. Individual sections contain footnotes. [Best copy available has been provided.]
The Reorganized School Playground. Bulletin, 1912, No. 16. Whole Number 488
Author: Curtis, Henry S.
Date: 1912-00-00
Type: Historical Materials
Subjects: Playground Activities,Play,Educational Resources,Playgrounds,Educational Facilities,School Buildings,Structural Elements (Construction),Equipment,Games,Architecture,Educational Facilities Design,Forestry,Standards,Elementary Schools,Geographic Location

The school yard has been one of the least utilized of our educational resources. Surfaced with a view to his convenience and used mostly in accordance with his desires, it has practically belonged to the janitor. In the past 10 years the great play movement has burst upon us and has brought with it an illumination as to the educational value of play. The old-time school yard, with its limited space and its restrictive traditions, is entirely unsuited to the new uses demanded by the new ideals, and there is going on everywhere a reconstruction of theory and practice to meet the new needs. As in all reconstruction periods, however, the facilities and uses are out of harmony; and many cities, with an imperfect understanding of the problems involved, are attempting to improve conditions according to their lights. This bulletin discusses how to create a reorganized school playground. (Contains 1 footnote.) [Best copy available has been provided.]
The Montessori System of Education: An Examination of Characteristic Features Set Forth in Il Metodo Della Pedagogica Scientifica. Bulletin, 1912, No. 17. Whole Number 489
Author: Smith, Anna Tolman
Date: 1912-00-00
Type: Historical Materials
Subjects: Montessori Method,Educational History,Educational Development,Educational Methods,Teaching Methods,Physical Development,Cognitive Development,Child Development,Muscular Strength,Psychomotor Skills,Tactual Perception,Perceptual Development,Sensory Experience,Writing Skills,Writing Instruction,Reading Skills,Reading Instruction,Teachers,Teacher Competencies,Tests,Social Influences,Elementary Education

The publication of "Il metodo della pedagogica scientifica," by Dr. Maria Montessori, docent in the University of Rome, giving a full account of the inception and development of the system of education of which she is the author and the simultaneous translation of the work into English and German are events so unusual as to challenge attention. The explanation of this interest is found in the new conception of social life and its regenerative forces which is stirring throughout the world. Among these forces that of education has been exalted by both scientific investigators and sociologists to a supreme position; but the word "education" is used by them in a sense differing somewhat from the formal disciplines which it generally implies, a sense indicated by the qualifying term scientific. The present examination will be limited to methods that differentiate this system from others; in other words, to the methods of promoting functional activity or autoeducation under the essential condition of the liberty of the pupil. This limitation will exclude the emotional disgression, the general discussions, and the critical reflections which make up a large part of the volume and have value for their personal revelations. The passages cited from the original work are taken from the English version, which has been approved by the author. A bibliography is included. [Best copy available has been provided.]
Teaching Language through Agriculture and Domestic Science. Bulletin, 1912, No. 18. Whole Number 490
Author: Leiper, M. A.
Date: 1912-00-00
Type: Historical Materials
Subjects: Educational Methods,Agriculture,Agricultural Education,Rural Schools,Home Economics,Language Arts,English Instruction,Grammar,Interdisciplinary Approach,Reading Instruction,Writing Instruction,Communication Skills,Oral Language,Poetry,Letters (Correspondence),Persuasive Discourse,Diaries,School Libraries,Childrens Literature

One of the most difficult problems of modern school practice is how to prevent overcrowding the curriculum, breaking up the school day into small fragments of time devoted to disconnected tasks, and dissipating the energies of the children to such an extent that the process of education is hindered rather than helped by the attempts to enrich and modernize the courses of study. The solution of the problem lies in a closer correlation of subjects and especially of formal subjects with content subjects, and it is fortunate that when the correlation is well made both subjects can be better taught and in less time than either alone. This is especially true of language, the most effective learning of which comes, in the elementary grades, as a by-product of the right study of content subjects. How to teach language through the study of agriculture and domestic science is the theme of the accompanying manuscript by Prof. M. A. Leiper, of the Western Kentucky State Normal School. This bulletin is intended as a practical aid to rural teachers along a definite line which is clearly described in the text. [Best copy available has been provided.]
Professional Distribution of College and University Graduates. Bulletin, 1912, No. 19. Whole Number 491
Author: Burrit, Bailey B.
Date: 1912-00-00
Type: Information Analyses
Subjects: College Graduates,Social Environment,Social Control,Educational History,Administrator Role,Social Change,Alumni,Careers,Professional Education,Statistical Data,Clergy,Teaching (Occupation),Physicians,Lawyers,Business,Employment,Surveys

At the basis of social control lies a conscious change in the social environment. Applied particularly to higher education this means that control of present tendencies in our colleges and universities and their proper direction toward the future must necessarily depend upon as complete knowledge as possible, on the part of college and university administrators, of what, the present tendencies are and how they have developed in the history of education Applied still more specifically, it means that changes in aims, methods, and particularly in curricula, if wisely made, must be made in the light of full knowledge of present tendencies and past, developments. This suggests at once that college and university administrators should have at their command complete information on such topics as the rise, growth, and present tendencies of college and university curricula, types of university and college control and government, methods of support, etc. Perhaps, most important of all for the practical purposes of an administrator who hopes to provide more adequate preparation of students for active participation in definite fields of work, is complete information as to what college graduates are actually doing, and how this differs from what they did in the seventeenth, eighteenth, sand nineteenth centuries. This, in brief, is what the present study aims to provide, by giving in detail the history through various professions in their relations to the alumni of 10 representative institutions, by comparing the development of these professions in 25, and by presenting in addition the combined statistics of 37 such institutions. An index is provided. (Contains 23 figures, 69 tables and 2 footnotes.) [Best copy available has been provided.]
The Readjustment of a Rural High School to the Needs of the Community. Bulletin, 1912, No. 20. Whole Number 492
Author: Brown, H. A.
Date: 1912-00-00
Type: Historical Materials
Subjects: State Standards,Rural Schools,High Schools,School Community Relationship,Educational Needs,Public Schools,Taxes,Educational History,College Preparation,Agricultural Education,Home Economics,School Buildings,Gardening,Teachers,Educational Administration,School Libraries,Curriculum,Mathematics Instruction,Textbooks

Colebrook Academy is located in the town of Colebrook in a fertile and prosperous section of the Connecticut Valley, in the extreme northern part of the State of New Hampshire. The town has a population of about 2,000, and the section of the State is noted as one of the best agricultural districts in New England. At the beginning of its existence in 1832 the school received a grant of land from the State. For a time it was conducted as a private institution, but it had no endowment, and soon became a tax-supported school. Colebrook Academy retains its original name, but it is a public high school and is entirely supported by taxation. The school district in which it is located comprises only a portion of the town and has a population of about 1,200. From the time of its first approval as an accredited high school by the department of public instruction of New Hampshire, until 1910, the school had maintained the traditional college preparatory and English curricula. Up to that time it had been conducted in the original building in which it had begun its existence. In 1910 it was decided to reorganize the school on a new basis, with a view to providing a more efficient education for the country boys and girls in the section adjoining the school. Accordingly, a new building was constructed and a new program of studies laid out along modern lines, consisting of the following courses of study: (1) College preparatory; (2) commercial; (3) agricultural; and (4) domestic arts. In the work which Colebrook Academy is doing, three distinct aims stand out prominently: (1) A program of studies is offered which is adequate to meet the demand for universal high-school education in the section in which the school is located; (2) A large part of the program of studies is built up and organized around agriculture and home making, which are the leading activities of this particular community; and (3) The final purpose in the introduction of agriculture and domestic arts into the program as regular studies is to overcome a prevalent tendency to think of agriculture and home making as unworthy callings. An appendix presents: (1) Industrial equipment of Colebrook Academy; (2) Books used in teaching agriculture; and (3) Books used in teaching domestic arts. (Contains 13 plates.) [Best copy available has been provided.]
A Comparison of Urban and Rural Common-School Statistics. Bulletin, 1912, No. 21. Whole Number 493
Author: Updegraff, Harlan
Date: 1912-00-00
Type: Historical Materials
Subjects: Educational History,Comparative Analysis,Urban Schools,Rural Urban Differences,Rural Development,Questionnaires,National Surveys,Agricultural Education,Rural Areas,Rural Schools,School Statistics,Educational Environment,Enrollment,Average Daily Attendance,Teacher Salaries,Public School Teachers,Public Schools,School Schedules,Rural Population,Urban Population,Census Figures,Private Schools,Statistical Surveys

The purpose of this study is to segregate and present a comparison of the statistics of urban and rural schools in the United States for the year 1910. From the new emphasis on agricultural education and the more intensive study of the problems of rural life in general which have been manifested of late has emerged a stronger conviction that education in the country districts has not prospered as it should prosper and that rural school conditions must be improved; if education is to do its part in the uplift of rural life. The data in this study were obtained from three sources: (1) the figures reported by the several State education offices for the States as a whole; (2) the statistics of cities and villages of 4,000 population and over, as published in the Annual report of the Commissioner of Education for 1910; and (3) the replies to a brief questionnaire sent to towns of 2,500 to 4,000 population, and to those cities and villages of 4,000 and upward from which no reports were received in 1910. By these means, the figures for the States as a whole and for cities were obtained separately and became the basal data for this study. Data are provided on the following topics: (1) population; (2) school enrollment; (3) average daily attendance; (4) aggregate attendance; (5) length of school term; and (6) teachers' salaries. (Contains 6 tables, 7 diagrams, and 3 footnotes.) [Best copy available has been provided.]