ethanporcaro/eric-fulltext-meta huggingface dataset:
Education in Czechoslovakia. Bulletin, 1922, No. 39
Author: Bach, Teresa
Date: 1923-00-00
Type: Historical Materials
Subjects: Business Education,Agricultural Education,Foreign Countries,Home Economics,Industrial Education,Access to Education,Compulsory Education,Slavic Languages,Rural Schools,Age Differences,Attendance Patterns,Kindergarten,Nursery Schools,Preschool Education,Elementary Education,Educational Change,Budgets,Educational Administration,Minority Group Children,Teacher Education,Teacher Associations,Secondary Education

The Czecho-Slovak Republic, proclaimed independent October 28, 1918, comprises an area of 54,000 square miles. It is inhabited by Czechs and Slovaks, two branches of the western Slavs, from whom the Republic derived its name. The new State reunites the Provinces of Bohemia, Moravia, Silesia, and Slovakia, and the autonomous territory of Carpathian Russia. Barely four years have elapsed since its independence was proclaimed, yet the process of economic and political reconstruction has advanced perceptibly. The aim of the present Government in matters of education, like those of State, is to coordinate the two diverse arrangements that hitherto separated Bohemia from Slovakia. Education is compulsory for all the children in the State. In the Czech-speaking Provinces, education is widespread and illiteracy low, while, in Slovakia, it is much higher. In the former Provinces the compulsory age for children extends over 8 years (from the age of 6 to 14), with the exception of rural districts, where children may be excused from attendance after the age of 12. In Slovakia and Carpathian Russia, the compulsory age is from 6 to 12, i.e., 6 years only. Continuation classes are established in some places for those between 12 and 15, but as attendance in these schools is not enforced, their influence is negligible. In general, the school attendance in Slovakia and Subcarpathian Russia is unsatisfactory, especially in the mountains regions, where school work encounters many difficulties. These shortcomings are realized by the new authorities, and no effort is spared in opening new schools and thus raising the standard of education in this part of the country. The question of lengthening the period of attendance receives serious consideration, and it is quite likely that in the near future a uniform eight-year compulsory school period will be the minimum requirement throughout the Republic. Topics covered in this bulletin include: (1) Kindergarten and nursery schools; (2) Elementary education; (3) Recent changes in education; (4) The budget of the Ministry of Education for the year 1922; (5) Administration; (6) Minority schools; (7) Teacher training; (8) Teachers' organizations; (9) Secondary education; (10) Agricultural education; (11) Home economics schools; (12) Industrial education; (13) Commercial education; and (14) Higher education. (Contains 6 footnotes.) [Best copy available has been provided.]
Kindergarten Education. Bulletin, 1922, No. 40
Author: Abbot, Julia Wade
Date: 1923-00-00
Type: Historical Materials
Subjects: Kindergarten,Nursery Schools,Salaries,Educational Change,Educational Legislation,Teacher Education Programs,Mental Retardation,Access to Education,Surveys,Conferences (Gatherings),School Readiness

There has been a material increase in the number of kindergartens and in the number of kindergarten children enrolled in the public schools during the year 1919-20 in spite of after-war conditions. During the war there was no increase in kindergartens throughout the United States. Since the war, increased school budgets, due to building programs and new salary schedules have tended to make school boards conservative about opening kindergartens, yet the latest statistics show an increase of 37, 811 children in kindergartens, and this increase is distributed over 31 states. This steady growth of kindergartens in small towns indicates that the kindergarten is being accepted as the right of every child in city and country instead of merely being regarded as a welfare agency for children living under abnormal conditions in large cities. The extension of kindergartens is due in no small measure to the earnest efforts of women's organizations. Contained in this bulletin are the following:(1) Increase in Kindergartens; (2) Kindergarten Legislation; (3) Kindergarten Training Schools; (4) The Nursery School; (5) Problems Relating to School Entrance and Retardation; (6) Recommendations in Surveys in Regard to the Kindergarten; and (7) The Kindergarten at the Pan-Pacific Educational Conference. [Best copy available has been provided.]
Education in Poland. Bulletin, 1922, No. 41
Author: Bach, Teresa
Date: 1923-00-00
Type: Historical Materials
Subjects: Higher Education,Business Education,School Organization,Elementary Education,Agricultural Education,Trade and Industrial Education,Articulation (Education),Educational Facilities,World History,Politics of Education,Educational History,Secondary Education,Educational Administration,Health Services,Teacher Education,Vocational Education,Industry

Poland, reconstituted as a result of the war, comprises the territory formerly divided among the great powers of Austria-Hungary, Russia, and Prussia. Its area extends over 149,140 square miles and its population, according to the census of September 30, 1921, is estimated at 27,160,163, of which two-thirds are Poles. The remainder comprises Ruthenians, Ukranians, Jews, Germans, Lithuanians, and others. The constitution of the Polish Republic was adopted by the Seim (Diet) on March 17, 1921. The President, elected by general suffrage for a term of seven years, excercises the executive authority through a ministry responsible to the legislature, which consists of a Diet and Senate united in a National Assembly. As regards local government, the three parts have not yet been unified, so that the old institutions still prevail. The restitution of Poland as an independent nation on November 9, 1918, brought forth problems in the field of education that none of her recently born sister states were called upon to confront. The fatal division of the Polish people under three essentially different political and administrative authorities had created certain organizations, articulations and types of schools that had little or nothing to do with the real need of the people. In the Poland as delimited and handed over to Russia by the Congress of Vienna, in 1815--educational facilities were lamentable and neglected. Schools were few and inadequate, and those that existed in no way did justice to the people for whom they were intended. In Prussian Poland, conditions were by no means better. Here education, though compulsory, lacked the humanizing element and was forced upon the people with a complete disregard for their needs and requirements. Far better fared education in Galacia or Austrian Poland where Polish schools were allowed to develop and were little interfered with by the central authorities. The table of contents contains the following: (1) Conditions Prior to the Reunion; (2) Elementary Education; (3) Articulation between Elementary and Secondary Schools; (4) Secondary Education; (5) School Organization and Administration; (6) Medical Care; (7) Teacher Training; (8) Agricultural Education; (9) Trade and Industrial Education; (10) Commercial Education; (11) Higher Education; and (12) References. [Best copy available is provided.]
Analytic Survey of State Courses of Study for Rural Elementary Schools. Bulletin, 1922, No. 42
Author: Reinoehl, Charles Myron
Date: 1922-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Elementary Education,Elementary Schools,Rural Education,Course Content,Educational Change,Rural Schools,One Teacher Schools,Tables (Data),Instructional Materials,Surveys,Educational Improvement,Science Instruction,Mathematics Instruction,English,Art Education,Citizenship Education,Industrial Arts

This investigation undertakes to analyze and interpret the character and content of State courses of study for rural elementary schools. It presents in tabular form the aims, subject matter, and materials most frequently recommended in these courses. It seeks to point out the great need for wisely selected materials of instruction and for changes in the preparation of new courses justified by social progress. Just as reform in any line may be said to proceed from what is to what ought to be, so courses that are rebuilt must be based upon existing courses and must be changed to meet the needs of this "new day." This rebuilding requires: (1) detailed information of courses of study in use, about which little has been known, and (2) definite information regarding the facts which country folks ought to know to live successful, happy, and remunerative lives. It is the purpose of this survey to give full information regarding the content of State courses and to interpret the findings in the light of progressive opinion as set forth in recent pedagogical literature bearing on rural education. Specifically the major problems covered by this survey are: (1) What is the character and content of State courses of study for rural elementary schools; (2) What do these courses have to offer regarding the most effective organization of one-teacher schools; (3) What is the relative importance of elementary school subjects as revealed by their prominence in State courses; (4) To what extent do aims and content materials in State courses, as determined by their frequency of appearance in the outlines, meet present needs of rural elementary education; (5) What contributions have the most widely recommended supplementary books and materials to offer for the improvement of rural courses of study? An index is included. [A dissertation submitted to the faculty of the Graduate School of Arts and Literature in Candidacy for the Degree of Doctor of Philosophy, Department of Education. Private Edition, Distributed by The University of Chicago Libraries, Chicago, Illinois. Reprinted from United States Department of the Interior, Bureau of Education Bulletin, No. 42, 1922. Best copy available has been provided.]
Some Important School Legislation, 1921 and 1922. Bulletin, 1922, No. 43
Author: Hood, William R.
Date: 1923-00-00
Type: Historical Materials
Subjects: Educational Finance,Vocational Rehabilitation,Superintendents,Boards of Education,Parochial Schools,School Taxes,Educational Legislation,State Legislation,Compulsory Education,Attendance,State Departments of Education,Local Government,Rural Education,Taxes,Secondary Education,School Buildings,Housing,Teacher Certification,Teacher Salaries,Tenure,Teacher Education,Textbooks,Child Welfare,School Safety,Kindergarten,Private Schools,Colleges

Within the biennial period here under review, 47 States held regular meetings of their legislative assemblies, and a few extraordinary sessions were called by governors. The lawmakers of six States--Massachusetts, Rhode Island, New York, New Jersey, South Carolina, and Georgia--meet annually, and those of all others except Alabama meet biennially. Of the latter group, Maryland, Virginia, Kentucky, Mississippi, and Louisiana hold sessions in even years and all the rest odd in years. Alabama holds quadrennial sessions and will hold its next in 1923. Due to the large number of educational acts of general application passed within the respective States in 1921 and 1922, the review here undertakes a brief subject study and, by means of a sort of adaptation of the "case system," to use certain outstanding acts as examples of noteworthy legal provisions on the subjects treated. Contents include: (1) Introduction; (2) Compulsory school attendance; (3) State departments of education; (4) County boards of education; (5) County superintendents and rural supervision; (6) State taxation; (7) Local school taxes; (8) Secondary education; (9) School buildings; (10) Teachers' homes; (11) Teachers' certificates; (12) Teachers' salaries; (13) Teachers' tenure; (14) Teacher training; (15) Textbooks; (16) The school term; (17) Consolidated schools; (18) Physical welfare of school children; (19) Moral education; (20) Americanization; (21) Kindergartens; (22) Vocational rehabilitation; (23) Private and parochial schools; and (24) Higher institutions. (Contains 2 footnotes.) [Best copy available has been provided.]
The American Teacher. Bulletin, 1922, No. 44
Author: Seerley, Homer H.
Date: 1923-00-00
Type: Historical Materials
Subjects: Public School Teachers,Teaching (Occupation),Teacher Welfare,Federal State Relationship,State Agencies,Teacher Certification,School Districts,Schools of Education,State Colleges,Agricultural Colleges,Graduate Study,Preservice Teacher Education,Inservice Teacher Education,Secondary Schools,Educational Trends,Educational History,State Legislation,Federal Legislation,Educational Legislation,Educational Policy,State Policy,Educational Finance,Federal Aid,State Aid,Role of Education,Higher Education,Postsecondary Education,Public Education,Elementary Secondary Education,Adult Education,Vocational Education

There has been so much written for publication in reports on the problems of education in the United States that it seems to be a work of supererogation for any educator to undertake  to contribute anything new or important to the general knowledge possessed. This presentation, of necessity, on account of its limitations, is confined to considerations and conclusions that are more or less opinions obtained by experience. This bulletin reports on observations on the preparation, the training, the authorization, the status, and the prospects of the American teacher, in the American school. Some of the topics covered include: (1) the American system; (2) the State service; (3) the school district; (4) the certification of teachers; (5) the preparation of teachers; (6) the status of the occupation; (7) classification of institutions; (8) the secondary schools; (9) State individual institutions; (10) the State teachers' college; (11) the State agricultural college; (12) the universities and colleges; (13) the graduate college; and (14) preparation of teachers in service. [Best copy available has been provided.]
Status of Certain Social Studies in High Schools. Bulletin, 1922, No. 45
Author: Moore, Harry H.
Date: 1923-00-00
Type: Historical Materials
Subjects: Social Studies,Current Events,High Schools,Curriculum,Trend Analysis,Educational Trends,Civics,Economics,Sociology

During late years an increasing number of leaders in high-school work have turned their attention to the development of the social studies. For the past five years there has been noticeable progress. In 1919 the Bureau of Education conducted a preliminary inquiry to discover the status, at that time, of the social studies in the curricula of the high schools of the United States; and in January, 1922, a more thorough inquiry was addressed to the 13,000 largest high schools of the country, including all the four-year high schools and some of the large two and three year schools. The important facts revealed by these reports are provided in this bulletin. They support the belief that encouraging progress has been made. Contents include: (1) General progress; (2) Civics; (3) Economics; (4) Sociology; (5) Miscellaneous courses; (6) Current events; and (7) Conclusion. (Contains 6 tables and 1 footnote.) [Best copy available has been provided.]
Federal Aid to Public Schools. Bulletin, 1922, No. 47
Author: Swift, Fletcher Harper
Date: 1923-00-00
Type: Historical Materials
Subjects: Educational Finance,Federal Aid,Grants,Public Education,Public Policy,Federal Government,Financial Support,Public Schools,Income,Taxes,Resource Allocation,American Indian Education,Tuition,War

Herein is a companion study to the report on "State Policies in Public-School Finance," published as Bulletin No. 6, 1922, which was written with a view to summarizing the  most significant conclusions resulting from a series of comprehensive investigations of public-school finance made by Doctor Swift and others in 11 different States. In the present study, Doctor Smith reviews the development of the policies adopted by the Federal Government, from time to time, in dealing with the problem of public education, including land grants, per centum grants, loans, royalties, and conditional and cooperative grants of money. It thus furnishes a basis of facts essential to any consideration of what is involved in current proposals for Federal grants in aid of education. As a concise statement of just what the Federal Government has done in the past to encourage and promote public education through grants of land and money, this report will be of great value not only to educators but to all students of government and of public policy. An index is provided. (Contains 18 tables; individual sections contain footnotes.) [Best copy available has been provided.]
What Happens When Computer Software Is Used to Monitor Students' Conceptualization, Construction, and Analysis of Actual Electronic Circuits
Author: Viviano, Thomas
Date: 2001-05-08
Type: Reports - Research
Subjects: High School Students,Technical Education,Equipment,Energy,Praxis,Theory Practice Relationship,Computer Software,Student Attitudes,Teaching Methods,Computer Assisted Instruction,Educational Technology,Electronics

Of primary concern is the ability of students high school age to be able to conceptualize what actually goes on in electronic circuitry in order for them to be able to build and troubleshoot with precision skill. The Fault Assisted Circuit Electronic Trainer (FACET) was used on three students to determine if this electronic computer-aided instruction would be beneficial in helping students understand and conceptualize this complicated circuitry. This was a qualitative study where after each exercise on the FACET System, the students were interviewed to determine what was difficult to understand, easy to understand, where they struggled, and what was beneficial about this type of learning. This study took place in an Electrical Technology class at a three-year half-time Career and Technical Center. A bibliography is included.
The Baby TALK Model: An Innovative Approach to Identifying High-Risk Children and Families
Author: Villalpando, Aimee Hilado
Date: 2012-12-00
Type: Reports - Research
Subjects: Preschool Children,At Risk Persons,Developmental Delays,Early Intervention,Demonstration Programs,Models,School Readiness,Mental Health,Health Needs,Best Practices,Evidence,Early Childhood Education,Professional Personnel,Outreach Programs,Community Services,Delivery Systems,Community Involvement,Parent Participation,Parent Education,Comparative Analysis

This research report examines the Baby TALK model, an innovative early childhood intervention approach used to identify, recruit, and serve young children who are at-risk for developmental delays, mental health needs, and/or school failure, and their families. The report begins with a description of the model. This description is followed by an analysis of participant and program data from the Baby TALK, Inc. demonstration program in Decatur, Illinois. The analysis concludes with a discussion of the relevance of the model for early intervention and school readiness, future directions for our research, and best practice implications for the early childhood field. (Contains 4 tables, 2 footnotes, and 1 figure.)
Exploring the Domain Specificity of Creativity in Children: The Relationship between a Non-Verbal Creative Production Test and Creative Problem-Solving Activities
Author: Mohamed, Ahmed
Date: 2012-00-00
Type: Journal Articles
Subjects: Creativity,Problem Solving,Creative Thinking,Grade 1,Grade 2,Elementary School Students,Nonverbal Ability,Spatial Ability,Verbal Ability,Creativity Tests,Nonverbal Tests,Performance Based Assessment,Comparative Analysis

In this study, we explored whether creativity was domain specific or domain general. The relationships between students' scores on three creative problem-solving activities (math, spatial artistic, and oral linguistic) in the DISCOVER assessment (Discovering Intellectual Strengths and Capabilities While Observing Varied Ethnic Responses) and the TCT-DP (Test of Creative Thinking-Drawing Production), a non-verbal general measure of creativity, were examined. The participants were 135 first and second graders from two schools in the Southwestern United States from linguistically and culturally diverse backgrounds. Pearson correlations, canonical correlations, and multiple regression analyses were calculated to describe the relationship between the TCT-DP and the three DISCOVER creative problem-solving activities. We found that creativity has both domain-specific and domain-general aspects, but that the domain-specific component seemed more prominent. One implication of these results is that educators should consider assessing creativity in specific domains to place students in special programs for gifted students rather than relying only on domain-general measures of divergent thinking or creativity.
How Will Alberta's Second Language Students Ever Achieve Proficiency? ACTFL Proficiency Guidelines, the CEFR and the &quot;10,000-Hour Rule&quot; in Relation to the Alberta K-12 Language-Learning Context
Author: Eaton, Sarah Elaine
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,French,Second Languages,Language Proficiency,Expertise,Second Language Learning,Second Language Instruction,Constructivism (Learning),Teaching Methods,Informal Education,Elementary Secondary Education,Immersion Programs

Students of second and international languages in Alberta do not receive sufficient hours of instruction through formal classroom time alone to achieve distinguished levels of proficiency (Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al., 2006). This research study uses a constructivist approach (Guba &amp; Lincoln, 1994; Twomey Fosnot, 2005) to explore what is meant by proficiency and expertise in terms of language learning, by applying what has commonly become known as &quot;the 10,000-hour rule&quot; of expertise (Ericsson, K. A., Krampe, R., &amp; Tesch-Romer, C., 1993; Ericsson, K. A., Prietula, M. J., &amp; Cokely, E. T., 2007; Gladwell, 2008). &quot;Alberta's French as a second language: Nine-year program of studies (Grade 4 to 12)&quot; is considered as an example. This paper argues that dedicated, self-regulated informal learning is necessary to supplement classroom learning in order to achieve 10,000 hours of dedicated practice necessary to develop high levels of proficiency or expertise, according to the definitions offered by American Council on the Teaching of Foreign Languages (ACTFL) and the Common European Framework of Reference for Languages (CEFR). Recommendations are offered to help learners and parents understand critical role of self-regulated, informal learning in achieving language proficiency. [This article was originally published in &quot;Notos,&quot; 12(2), 2-12.]