ethanporcaro/eric-fulltext-meta huggingface dataset:
Statistics of Teachers Colleges and Normal Schools 1927-1928. Bulletin, 1929, No. 14
Author: Department of the Interior, Bureau of Education (ED)
Date: 1929-00-00
Type: Historical Materials
Subjects: Schools of Education,Teacher Education Programs,High Schools,Certification,Private Schools,Higher Education,Postsecondary Education,Enrollment,Educational Facilities,Budgets,School Statistics,Black Colleges,African American Students,African American Education,White Students,Educational Trends,Educational History,Educational Policy,State Policy,Educational Finance,National Surveys,School Surveys,Vocational Schools,College Students

This report contains statistics of 339 institutions which are engaged primarily in the preparation of teachers for positions in elementary and high schools. These institutions are classified as teachers colleges, State normal schools, city normal schools, county normal schools, and private normal schools. In order to make the report as complete as possible, data are included in Tables 1 and 2 to show the additional number of students taking teacher-training work in high schools and in colleges and universities. The tables are similar in content to those published in previous bulletins on teacher-training institutions. The following exceptions are noted: (1) Date of establishment of institution and date of becoming a teachers college are given as furnished by the  institution; (2) the number of institutional certificates are given according to the number of years of training required for such certificate; and (3) data are included to show the kind of work those in training are preparing to teach. (Contains 35 tables.) [Best copy available has been provided.]
Parent Education 1926-1928. Bulletin, 1929, No. 15
Author: Lombard, Ellen C.
Date: 1929-00-00
Type: Historical Materials
Subjects: Private Agencies,Parent Education,Adult Education,Public Agencies,Teamwork,Family School Relationship,Parent Teacher Cooperation,National Organizations,State Action,Government Role,Periodicals,Metropolitan Areas,National Surveys,State Programs,Child Development

Significant progress has been made during the biennium 1926-1928 in the parent education movement, which is one of the developing phases of adult education. This progress is due principally to the efforts of parents and their groups and to many national, State, and local public and private agencies. In several States, scattered and isolated efforts were brought together and, where previously projects were carried on ineffectively, good teamwork was established with favorable results. In spite of all difficulties and although progress may be slow, the cooperation of home and school is steadily advancing. It engages more and more people and methods are being improved. When these methods, adjusted to meet the needs of each country, shall have been centralized by a strong organization directing them definitely toward the same end, it will be possible to fully realize this community of action between parents and teachers. Topics covered in the report include (1) Governmental activities; (2) State activities; (3) Private agencies promoting programs of parent education (4) National Congress of Parents and Teachers; (5) Organizations in large cities; (6) Periodicals for parents; (7) International Federation of Home and School; and (8) Results of inquiry into world cooperation of home and school. (Contains 19 notes.) [Best copy available has been provided.]
Significant Movements in City School Systems. Bulletin, 1929, No. 16
Author: Deffenbaugh, W. S.
Date: 1929-00-00
Type: Historical Materials
Subjects: Safety Education,Articulation (Education),Secondary Schools,Vocational Schools,Individual Instruction,School Districts,Career Guidance,Urban Schools,Special Schools,Educational Change,Elementary Schools,Educational Administration,Teacher Qualifications,Teaching Conditions,Individualized Instruction,Visual Aids,Continuing Education,Health Education,School Schedules,Curriculum Development,Postsecondary Education,Educational Research,Institutional Characteristics,Itinerant Teachers,Evening Programs

So extensive and so complex has the modern city school system become that it is impossible in a short chapter to discuss more than a few of the educational movements in the cities of the country, and these only briefly. In addition to day elementary and secondary schools, the activities of city school systems include night schools, continuation schools, special schools, health supervision, vocational schools, vocational guidance, etc. Reviews of movements contained herein include: (1) Administration, (2) Teachers, (3) Length of school year, (4) Curriculum and articulation, (5) Experimental research, (6) Individual instruction, (7) Safety education, (8) Visual instruction, (9) The platoon school, and (10) The visiting teacher.  (Contains 10 footnotes.)  [Best copy available has been provided.]
Project Based Learning as a Catalyst in Reforming High Schools
Author: Ravitz, Jason
Date: 2008-03-27
Type: Reports - Research
Subjects: Active Learning,Educational Change,Student Projects,High Schools,Change Strategies,Educational Practices,Correlation,Use Studies,Teacher Surveys,Performance Factors,Teacher Characteristics,Intermode Differences,Teaching Methods,Educational Strategies,Learning Strategies

This paper presents initial results from a survey of project based learning conducted across a dozen strata of high schools including several major reform networks. This approach to instruction appears to be central to progressive reforms in small high schools. We found relationships to reforms such as teaching across the curriculum, student personalization and community engagement. The most professionally engaged teachers were more frequent users of project based learning and related practices. Equity concerns are discussed in the context of a review of other national studies, and a national evaluation by the American Institutes for Research provides baseline data for comparison. (Contains 9 tables.)
Balancing Teachers' Willingness to Change with Classroom Realities: Moving towards an Error Model in Professional Development Research
Author: Ravitz, Jason
Date: 2003-03-26
Type: Reports - Evaluative
Subjects: Teacher Attitudes,Workshops,Data Collection,Attitude Change,Inservice Teacher Education,Summer Programs,Computer Literacy,Positive Attitudes,Faculty Development,Teachers,Error of Measurement

A statewide evaluation in Idaho addressed whether teachers changed in teaching philosophy and technology skills following summer in-service workshops and whether these changes sustained themselves in the face of school year and classroom realities. The timing of data collection is an important factor to consider when interpreting program outcomes. Teachers' beliefs about teaching and their sense of  competency with technologies varied at three different times: prior to summer workshops, after the summer workshops, and after 10 months of subsequent teaching. It is critical to distinguish changes that are temporary and due to enthusiasm immediately after a workshop from changes that sustain themselves or emerge over time as the initial impact of the workshop fades and the reality of the classroom comes to the fore. Guided by Katzer's (1981) &quot;error model&quot; of research, we address time of data collection and other sources of error to improve our knowledge of program impacts.
Enriching English Language Spoken Outputs of Kindergartners in Thailand
Author: Wilang, Jeffrey Dawala
Date: 2012-03-00
Type: Journal Articles
Subjects: Kindergarten,English (Second Language),Foreign Countries,Language Proficiency,Communicative Competence (Languages),Curriculum Development,Enrichment Activities,English Language Learners,Curriculum Evaluation,Change Strategies,Program Effectiveness,Program Evaluation,National Curriculum,Standard Spoken Usage,Educational Development

This year is designated as Thailand's &quot;English Speaking Year&quot; with the aim of improving the communicative competence of Thais for the upcoming integration of the Association of Southeast Asian Nations (ASEAN) in 2015. The consistent low-level proficiency of the Thais in the English language has led to numerous curriculum revisions and developmental policies on the national level. Since the implementation of educational reforms in the country in 1998, there has still been little research on its impact in the classroom, specifically the kindergarten level. The review conducted on the contemporary national education curriculum for kindergarten education did not specifically mention benchmarks for the children's English language performance. However, the curriculum explicitly detailed thirty-six integrated lessons for an academic year. Thus, in the absence of specific learning standards for English language learning at the kindergarten level, this paper provides snapshots of children's spoken outputs and lessons to enrich kindergartners' English language proficiency in Thailand.
Don't Shoot the Messenger: Public Relations for Law Enforcement
Author: Baxter, David S.
Date: 2013-03-03
Type: Reports - Descriptive
Subjects: Law Enforcement,Police Education,Public Relations,Courses,Mass Media,Communication Skills,Interpersonal Communication,Ethics,Transfer of Training,Problem Based Learning,Case Studies,Student Evaluation,Educational Needs,Surveys,Questionnaires,Tests

This communication project provides an overview of public relations as seen through the communication arts. It is specifically focused to give law enforcement officers a general review of the practice of public relations, communication basics, and an understanding of the media. This course also provides the facilitator with multiple tools for assessing transfer of knowledge on the subject. The course has a pre-course assessment designed so as not only to stimulate trainee interest on the subject, but also as a tool to gauge the importance of future communication training on the group. Additionally, this course approaches the transfer of knowledge based on important aspects of problem-based learning by having the trainees submit a completed case study assessment. The following are appended: (1) Training Plan Approval; (2) Training Needs Survey; (3) Background Questionnaire &amp; PBL Case Study; (4) Student Course Guide; (5) Final Exam; (6) Syllabus &amp; Rubric; and (7) References.
Multicultural Neuropsychology: Performance of Mandarin-Speaking Children   On Widely Used Assessment Instruments
Author: Hsieh, Shaio-Ling Judy
Date: 2008-01-00
Type: Reports - Research
Subjects: Foreign Countries,Mandarin Chinese,Children,Gender Differences,Age Differences,Motor Reactions,Executive Function,Verbal Ability,Spatial Ability,Memory,Naming,Attention,Language Fluency,Neuropsychology,Psychological Testing,Cognitive Tests,Test Norms,Cultural Pluralism,Multivariate Analysis

In order to extend the multicultural horizons of neuropsychological assessment in the Chinese mainland, a battery of eight commonly used neurocognitive tests assessing motor speed, verbal and visual-spatial memory, language fluency, attention, and executive functioning were given to 224 Mandarin-speaking school children (107 boys and 117 girls) between the ages of 6 and 12 years. As main effects emerged from a 2 (gender) by 7 (age groups) multivariate analysis of variance (ps less than 0.01), data were arranged by year level (all tests) and additionally by gender and year where the performance of boys and girls significantly differed. It is hoped these preliminary norms will have pragmatic psychodiagnostic utility for those involved in assessing the neuropsychological status of Mandarin-speaking children. (Contains 3 tables.)
Participant Perspectives of the School Readiness Planning Process. Larry King Center Evaluation
Author: Gifford, Beth
Date: 2011-08-00
Type: Reports - Evaluative
Subjects: School Readiness,Leadership,Agency Cooperation,Childrens Rights,Community Planning,Teamwork,Program Effectiveness,Program Implementation,Access to Health Care,Health Services,Mental Health Programs,Feedback (Response),Community Involvement,Barriers,Surveys,Community Attitudes,Children

In September 2009 the Council for Children's Rights unveiled the Larry King Center for Building Children's Futures (LKC). The LKC serves as a resource to the community &quot;maximizing the effectiveness and impact of work being done for children by providers, agencies and funders.&quot; The LKC has chosen three initial priorities to address in Mecklenburg County: creating access to health and mental health care, reducing the incidence and impact of abuse and neglect, and ensuring that children are ready for school. This report examines community feedback on an initial community planning process and plan for one of the LKC's initial priority areas, early school readiness. This report summarizes the LKC's theory of change, describes the initial planning phase for the school readiness action plan, and highlights the participants' perspectives regarding the planning process. The report also examines the perceptions of community engagement partners and action team members in relation to how the implementation of the plan will go. By incorporating feedback from the community, the LKC can improve the process for future initiatives. Moreover, the participants' feedback on potential barriers to plan implementation can lend insight into some areas where the LKC may want to focus attention as this plan is being implemented. Some of the major highlights from the report and recommended next steps include: (1) Interest in the topic, either professionally- or personally motivated participation in the action team process; (2) Elements related to the success of a multi-agency effort were apparent in the action planning process; (3) Community engagement partners and action team members rated the school readiness plan highly; (4) The Larry King Center was considered to have displayed strong leadership skills; (5) The diversity of the individuals involved in the planning process could be expanded; and (6) Contextual factors may pose challenges for implementing the plan. (Contains 5 figures, 7 tables, and 3 footnotes.)
America's Promise Alliance: 10 Indicators of Academic Achievement and Youth Success
Author: Gifford, Beth
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Achievement Gap,Dropouts,Enrollment,Taxes,Extracurricular Activities,Graduation,Young Adults,Wages,Educational Indicators,Educational Trends,Trend Analysis,College Attendance,Citizen Participation,Graduation Rate,Student Promotion,Preschool Education,Voting,Mathematics Achievement,Reading Achievement,Science Achievement,Elementary School Students,High School Students

Approximately one quarter of U.S. students do not graduate from high school with their peers. Failing to complete high school severely limits opportunities for employment and future financial stability. High school dropouts earn lower wages through their lifetime and work for fewer years. The costs to society of high school dropouts are also high and include lost tax revenue and a citizenship that is less civically engaged and more reliant on government subsidies. The Grad Nation Campaign of the America's Promise Alliance aims to raise awareness of the dropout crisis and to mobilize action to improve the high school graduation rate. The Alliance has established a goal that at least 90 percent of the class of 2020 will earn a high school diploma, with no high school graduating less than 80 percent of its students. During the next decade, it will be important to track the nation's progress toward this goal. This report identifies 10 national and state indicators of academic achievement and youth success that the scientific literature has shown to be important factors for future well-being. Each indicator is based on valid, reliable, and nationally-representative information that allows for tracking historical trends and is likely to be available in future years, so that progress can be monitored. The authors examine changes in each indicator over the most recent eight to ten years. The report also documents the achievement gap that persists across many educational domains. Reducing racial and ethnic gaps while raising the achievement of all youth is an important step in preparing the nation's youth for success. The 10 indicators, along with a brief description of their importance, are provided in this paper. The remainder of the report focuses on describing recent trends related to these indicators. The 10 indicators include: (1) High School Graduation; (2) 9th to 10th Grade Promotion; (3) Preschool Enrollment; (4) 4th Grade Reading Proficiency; (5) 8th Grade Math Proficiency; (6) 8th Grade Science Proficiency; (7) College Enrollment among Young Adults; (8) Voting among Young Adults; (9) Volunteering and Service among Young Adults; and (10) Participation in Extracurricular Activities. (Contains 28 figures.)
Research on School Suspension
Author: Iselin, Anne-Marie
Date: 2010-04-27
Type: Reports - Research
Subjects: Suspension,Evidence,Discipline Policy,Behavior Problems,Student Characteristics,Institutional Characteristics,Zero Tolerance Policy,Educational Environment,School Safety,Disabilities,Racial Differences,Predictor Variables,Attention Deficit Hyperactivity Disorder,African American Students,Minority Group Students,Individual Characteristics,School Personnel,Violence

Schools across the nation report increases in the use of punitive disciplinary methods (e.g., suspension). The need for these disciplinary practices to address serious student misconduct is undisputed. What research has questioned is why some students seem to be suspended more often than others, what effects suspension has on students, and whether or when alternatives to suspension might be more effective practices than suspension itself. This research brief summarizes the most recent research findings on suspension and alternatives to suspension. It covers the basic scientific evidence on student and school characteristics related to the use of suspension, the effects of suspension on students, and the effectiveness of alternatives to suspension.
An Overview of the Academic Pathways Study: Research Processes and Procedures. Technical Report #CAEE-TR-09-03. Summer 2003-Fall 2008
Author: Sheppard, Sheri
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Engineering Education,Longitudinal Studies,Undergraduate Students,Education Work Relationship,Public Colleges,Private Colleges,Urban Universities,Research Universities,Cohort Analysis,Interviews,Ethnography,Student Surveys,National Surveys,Research Design,Data Collection,Data Analysis,Participant Characteristics,Student Characteristics

The Center for the Advancement of Engineering Education (CAEE) began in January 2003 with a grant from the National Science Foundation (ESI-0227558). Two NSF Directorates, Engineering and Education and Human Resources, oversee the Center's work. The Academic Pathways Study (APS) is part of the Scholarship on Learning Engineering element of the CAEE. This document provides a picture of APS study design and implementation activities. Descriptions of the APS analysis methods, findings, and the more technical aspects of the research such as methodological background, sampling calculations, statistical methods, etc. are being reported elsewhere. The chapters in this document progress more or less chronologically. The following descriptions of each chapter provide a quick overview to orient the reader to the content of this document. Chapter 1 presents the overall goals and background for the APS research. This chapter includes information such as research and leadership team description, study design, participating school descriptions, data storage and analysis plans, and study terminology. Chapters 2 through 5 cover the longitudinal portion of the study, one chapter for each of the four years of longitudinal research on a cohort of 160 engineering undergraduates. These chapters contain information on recruitment, study group assignments, changes to original study design, data collection using four primary methods, and miscellaneous notes and reflections. Chapter 6 covers the Broader Core Sample (800+ students from the schools participating in the longitudinal study) and Chapter 7 covers the Broader National Sample (4200+ students from 21 institutions around the country). These two chapters describe CAEE's use of the APPLE (Academic Pathways of People Learning Engineering) survey to confirm findings from the longitudinal work discussed in Chapters 2 through 5. The two chapters include information about IRB approval, recruitment, sampling plan, data collection/survey deployment, and miscellaneous notes and reflections. Chapter 8 covers the school-to-work transition with the Workplace Cohort, describing the general methodology and the three threads of workplace data collection and analysis. The extensive appendices listed at the end of this document include study materials ranging from data access guidelines to sampling plans to data collection instruments. Appended are: (1) Process Documents; (2) Recruitment Documents; (3) Interview and ETD Instruments/Documents; (4) Survey Instruments; and (5) Other. (Contains 11 figures, 10 tables, and 3 footnotes.)
Winning the Future: Improving Education for the Latino Community
Author: The White House
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Hispanic Americans,Educational Attainment,Educational Improvement,Early Childhood Education,Federal Programs,Federal Aid,Child Care,Home Visits,Educational Change,School Turnaround,Elementary Secondary Education,Economically Disadvantaged,Educational Innovation,Teacher Effectiveness,Administrator Effectiveness,Principals,Preservice Teacher Education,English Language Learners,Accountability,Federal Legislation,Educational Legislation,Community Colleges,Technical Education,Adult Education,Higher Education,STEM Education,Student Costs,Access to Education,Student Financial Aid,Student Loan Programs,Partnerships in Education

In his State of the Union, the President made it clear that the most important contest this country faces today is not between Democrats and Republicans, but with competitors around the world for the jobs and industries of our time. To win that contest and secure prosperity for all Americans, the nation must out-innovate, out-educate, and out-build the rest of the world. The Latino community is integral to that plan to win the future. In today's American public education system, Latinos are by far the largest minority group, numbering more than 12.4 million in the country's elementary, middle and high schools. Currently, nearly 22 percent, or slightly more than 1 in 5, of all pre-K-12 students enrolled in America's public schools is Latino. Yet, Latino students face persistent obstacles to educational attainment. Less than half of Latino children are enrolled in any early learning program. Only about half of all Latino students earn their high school diploma on time; those who do complete high school are only half as likely as their peers to be prepared for college. Just 13 percent of Latinos have a bachelor's degree, and only 4 percent have completed graduate or professional degree programs. Overall, Latinos have the lowest education attainment level of any group in the U.S. In his speech at the U.S. Hispanic Chamber of Commerce conference in March 2009, the President laid out his education agenda and the importance of education to the Latino community, and to all Americans. President Obama called for a focus on early learning, higher standards for student learning, effective teachers and school leaders, and innovation that builds on what works in America's classrooms. Improving education also means providing support to turn around low-performing schools, reducing high school dropout rates and strengthening higher education to increase rates of college attainment and completion so that every student can realize his or her full potential. Appended are: (1) Additional Education-Related Information; and (2) Executive Order--White House Initiative on Educational Excellence for Hispanics.