ethanporcaro/eric-fulltext-meta huggingface dataset:
The Parent-Teacher Associations, 1924-1926. Bulletin, 1927, No. 11
Author: Reeve, Margaretta, Willis
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational History,Educational Trends,Expenditures,Program Descriptions,Income,Program Effectiveness,African American Education,Scholarships,Child Rearing,Child Welfare,Parents,Parent Associations,Teachers,Parent Participation,Parent Teacher Cooperation,Parent School Relationship,Parent Materials,Position Papers,Student Loan Programs,Administrative Organization,Publications,Organizational Objectives,Education Courses,Rural Schools,Educational Policy,Child Health,School Readiness,Urban Schools,Summer Programs

This two-part bulletin updates growth and activities of the parent-teacher associations. Part I, History and Progress of the Parent-Teacher Movement (Margaretta Willis Reeve), points to the Congress of Mothers, founded in 1897, as adopting parent-teacher cooperation as part of its program; and describes its evolution, purpose, and activities as the National Congress of Parents and Teachers. Part II, Program Service, Trends, and Expenditures of Parent-Teacher Associations (Ellen C. Lombard), discusses three factors influencing the parent-teacher association movement and ways to determine the success or failure of a program. Individual sections describe topics of current interest: (1) increases in revenue and expenditures; (2) the establishment and growth of colored parent-teacher associations; (3) questions indirectly related to child life upon which the organization has passed resolutions; (4) scholarships and students' loan funds that may be used to enable student completion of elementary or high school, or college; and (5) efforts promoting interest within the home regarding the literature of child life and training. [Best copy available has been provided.]
Statistics of State School Systems, 1924-1925. Bulletin, 1927, No. 13
Author: Phillips, Frank M.
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational History,Public Schools,Statistical Surveys,National Surveys,Kindergarten,Elementary Schools,High Schools,Junior High Schools,Enrollment,Enrollment Trends,Public School Teachers,Males,Females,Administrators,Income,Expenditures,Costs,Educational Finance,Educational Trends,Educational Change,Average Daily Attendance,School Buildings,African American Education,African American Students,White Students,School Schedules,Illiteracy,Demography

Statistics of kindergartens and of elementary and high schools, supported by public funds in the various States, are given in this report. The major items presented include total enrollments, high-school enrollments, average daily attendance in all schools, number of teachers, number of school buildings, value of school property, and expenditures. The data are for the school year 1924-25, except for two states, Arizona and Wyoming, which are for 1923-24. Data for private schools are not included because they are incomplete. Since 1925 marks the close of the first quarter of the twentieth century, advantage is taken of the opportunity to review the progress made in that period and to show a few of the trends. (Contains 36 tables and 6 figures.) [Best copy available has been provided.]
Physical Education in American Colleges and Universities. Bulletin, 1927, No. 14
Author: Ready, Marie M.
Date: 1927-00-00
Type: Historical Materials
Subjects: Health Services,Program Effectiveness,Physical Education,Physical Activities,Hygiene,Intramural Athletics,Universities,Military Training,College Students,Questionnaires,Physical Examinations,Health Promotion,Undergraduate Study,School Health Services,Equipment

A study of the status of physical education, military training, and hygiene in 182 American colleges and universities is presented in this bulletin. The list of public and private institutions chosen for this investigation is intended to be representative of the different types of colleges and universities in the United States. Information was collected from institution catalogues, recorded on a questionnaire, and sent to each institution for correction or approval. This study reports the findings in seven parts. Section 1 brings out the fact that a large number of colleges and universities require a medical examination of all students at entrance. Section 2 emphasizes the fact that physical education is now included as a part of the required work of practically every undergraduate course leading to a bachelor's degree. Section 3 contains a brief account of the organization of the senior division of the Reserve Officers' Training Corps in colleges and universities. Section 4 points out the fact that hygiene is now considered an important college course by a large number of institutions. Section 5 points out the recent growth in intramural athletics. Section 6 presents an account of the students' health service. Section 7 contains a summary of the equipment for physical activities provided by colleges and universities. Appendices document the institutions requiring or urging vaccination for smallpox and typhoid for college entrance, and provide a selected bibliography. (Contains 7 tables and 11 footnotes.) [Best copy available has been provided.]
Progress of Rural Education, 1925 and 1926. Bulletin, 1927, No. 15
Author: Cook, Katherine M.
Date: 1927-00-00
Type: Historical Materials
Subjects: Equal Education,Educational Opportunities,Administrative Organization,Curriculum Development,Rural Education,State Aid,School Supervision,School Role,School Support,Rural Schools,School Funds,State Schools,Instructional Improvement,Educational Change,National Surveys,Teacher Qualifications

This bulletin summarizes issues related to rural education in two parts. Section I, Problems Concerned with Rural School Support, covers: (1) The schools and the economic situation; (2) State aid and equalization of opportunities, including interest in school support and efforts toward improvement, sources and distribution of State school funds, and State-wide studies of school support; (3) Equalization and reward of effort; and (4) Some special progress reports. Section II, Improving Instruction, reviews (1) General development; (2) Rural school supervision--a specific effort to improve instruction, including defining the field of supervision, supervision raises new problems for solution, and recent tendencies and progress during 1925-26; (3) The rural-teacher situation; (4) Curriculum revision; and (5) Changes in administrative organization influencing instruction. (Contains 33 footnotes.) [Best copy available has been provided.]
The Reading of Modern Foreign Languages: Extent to Which Those Who Have Pursued French, German, or Spanish in High School or in College or in Both Read These Languages after Graduation. Bulletin, 1927, No. 16
Author: O'Shea, M.V.
Date: 1927-00-00
Type: Historical Materials
Subjects: Second Language Instruction,Second Language Learning,Graduation,High Schools,French,German,Spanish,Higher Education,Teaching Methods,Specialists,Language Teachers,Outcomes of Education,Language Usage,Reading Materials,Comparative Analysis,Translation,Foreign Countries,Mastery Learning

This monograph presents data and conclusions derived from one phase of an investigation of objectives and methods in the teaching of modern foreign languages in high schools and colleges. A committee of specialists operating under the auspices of the American Council of Education and with financial assistance received from the Carnegie Corporation has been, and still is, conducting an investigation to discover, first, the aims which are guiding teachers of modern foreign languages in high schools and colleges; and, second, the outcomes of their instruction. The committee on direction and control, believing that it would be important to ascertain to what extent modern foreign languages are used after graduation from high school and college, determined to secure data relating to the matter by requesting graduates of high schools and colleges who had pursued modern foreign languages for at least two years either in high school or in college, or in both, to give testimony regarding the extent to which these languages have been read since graduation. This document further describes the organization of the inquiry and treatment of the data. More than 6,000 persons who had studied French, German, or Spanish, responded to the questionnaire. Chapters explore whether those who studied modern foreign languages read new material in the original, read the languages in the original, or re-read in the original any material previously read in high school or college; as well as whether they read material in these languages in translation after graduation, and to what extent they are placed in situations in daily life in which they feel the need of a foreign language.  Most respondents have said that the time which they devoted to the study of modern foreign languages in school and in college was well spent. The report compares the foreign language situation in America to other countries, and discusses whether we can teach modern foreign languages in America so that they will be read more generally than they are now, and what impact composition and conversation have on acquiring a mastery of a language. (Contains 40 tables.) [Best copy available has been provided.]
Typical Child Care and Parenthood Education in Home Economics Departments. Bulletin, 1927, No. 17
Author: Whitcomb, Emeline S.
Date: 1927-00-00
Type: Historical Materials
Subjects: Child Care,Educational Change,Parenthood Education,Home Economics,Educational Trends,Elementary Secondary Education,Educational Policy,National Surveys,State Departments of Education,Public Schools,Conferences (Gatherings),Higher Education

The purpose of this bulletin on child care and parenthood education is to show the present trends of parental education as reported by the home economics departments of the various elementary and secondary schools and institutions of higher education located in different sections of the United States. The policies and practices described are those reported by the schools and institutions herein named. The selected  materials on this subject are described as adequately as space would permit. The bulletin is arranged into five chapters. Each chapter is prefaced by a brief introduction explaining the basis for including the specific example cited therein. These examples were selected from a mass of material sent to the Bureau of Education at the request of the United States Commissioner of Education, who addressed circular letters concerning this matter to 48 State departments of public instruction and the District of Columbia, to 1,100 public and private institutions of higher education. Summary of the conference on child training on children in home-management houses held at the University of Minnesota, Minneapolis, Minnesota, is appended. [Best copy available has been provided.]
Public Education of Adults in the Years 1924-1926. Bulletin, 1927, No. 18
Author: Alderman, L. R.
Date: 1927-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Educational Opportunities,Adult Education,Urban Schools,Public Education,State Departments of Education,Leisure Time,Citizenship Education,Educational Finance,State Policy,Educational Policy,State Legislation,Educational Legislation,Adult Educators,Teacher Education,Enrollment,School Districts,Educational Administration,African American Education,Organizations (Groups),Extension Education,Lifelong Learning,Educational Principles,Questionnaires,Illiteracy,Literacy Education,Immigrants,English (Second Language),Second Language Instruction,Evening Programs,Postsecondary Education,Adult Basic Education,Adult Literacy,Public School Adult Education,Instructional Films,Political Socialization,Day Programs,Correspondence Study,Educational Radio,Audiovisual Aids,Rural Education

For the purpose of this report, adult education is assumed to have the following characteristics: (1) It is carried on voluntarily and during the leisure time of a mature individual; and (2) The study is seriously undertaken and is pursued under guidance. During the past biennium there has been much activity in the field of adult education. The idea is slowly developing that the normal individual should continue to make mental adjustments so long as he lives. The adult education movement is perhaps partly due to the fact that adults now have more leisure than ever before and also to the fact that the principles of education are better understood. This report has been made very largely from replies to questionnaires which the bureau sent out, and will deal with the progress that has been made during the biennium 1924-1926 in the following fields of adult education: (1) What State departments of education have been doing to promote elementary education of both native illiterates and foreign-born residents who are practically illiterate in the English language; (2) What city school systems have done to provide educational opportunities for their citizens who did not attend the regular day schools; and (3) What colleges and universities have done to give opportunity to those who for any reason do not go to these institutions. (Contains 2 tables.) [Best copy available has been provided.]
State Laws and Regulations Governing Teachers&apos; Certificates. Bulletin, 1927, No. 19
Author: Cook, Katherine M.
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational History,Teacher Certification,State Regulation,School Law,State Legislation,State Policy,Educational Legislation,Teacher Education,Teacher Qualifications,Standards,Educational Trends,Educational Policy,State Agencies,African American Education,African American Teachers,Postsecondary Education,Teacher Education Curriculum

State laws and regulations governing teachers' certificates are recognized as a means of promoting higher standards of qualifications of the teaching corps. Information concerning progress which the different States are making in improving such laws and regulations is of interest and value as an incentive to progressive measure facilitating healthy exchange of teachers among States and from one type of position to another, and promoting desirable unity of standards. During the seven years which have elapsed since a study of this character was published by the Bureau of Education, there has been unusual progress in increasing the amount of professional preparation required for all certificates and a constantly increasing demand for professional preparation as a basis for granting any grade of certificate, thus displacing the long-accepted examination as a measure of ability to teach and govern a school.  This bulletin sets forth under uniform headings the most important facts relating to teachers' certificates in all of the 48 States, presents summary tables of selected items, and points out certain comparisons and tendencies. (Contains 11 tables, 3 figures, 2 footnotes.) [Best copy available has been provided.]
Playgrounds of the Nation: A Series of Projects on Outdoor Recreation and the Conservation of Forest Life Developed through a Study of State Parks and Forests for Elementary Schools. Bulletin, 1927, No. 20
Author: Fox, Florence C.
Date: 1927-00-00
Type: Guides - Classroom - Teacher
Subjects: Elementary Schools,Recreation,Parks,Resident Camp Programs,Elementary School Curriculum,Educational History,State Programs,Forestry,Wildlife,Instructional Materials,Educational Resources,Outdoor Education,Environmental Education,Conservation (Environment),Recreational Activities,Class Activities,Earth Science,United States History,Publications,Visual Aids,Reading Lists,Recreational Facilities,Civics,Animals,Plants (Botany),Summer Programs,Geography,Lesson Plans

Recreational areas in the form of State parks and forests bear a close relationship to the welfare of the boys and girls of America. This bulletin is in accord with the plan of the bureau to offer, from time to time, to the elementary schools of the country certain subjects of study in the form of new materials of instructions so prepared that they shall stimulate the pupil's interest in the progress of the world about him and shall also be easily adapted to the teacher's daily program. A series of projects are presented which are based upon these subjects of study, in the following chapters: (1) the relation of people, especially of boys and girls, to the use of the parks and forests for rest and recreation; (2) the State park and forest as a sanctuary for the wildlife of the country which are in danger of extermination; (3) the conservation of forests; (4) the subjects of erosion, mountain folding, and earthquakes, which various parks exemplify; (5) subjects in history, of the great mean for whom the parks and forests stand as memorials. From this classification of subject matter the teacher will be prepared to use the State park as a basis of study and, without difficulty, to incorporate it into the daily program. Each chapter gives a background of fact upon which the teacher may build her project, supplemented by reading and study to as great an extent as possible. Also provided are lists of (1) State parks and forests; (2) Pictures; (3) Reading lessons by topic and grade level; and (4) Publications, by States, relating to parks. (Contains 59 illustrations and 9 footnotes.) [Best copy available has been provided.]
The Adult Training and Education Survey (ATES) Pilot Study. Technical Report. NCES 2013-190
Author: Bielick, Stacey
Date: 2013-04-00
Type: Reports - Research
Subjects: Adults,Educational Attainment,Postsecondary Education,Adult Education,Certification,Educational Certificates,Noncredit Courses,Credentials,National Surveys,Pilot Projects,Incidence,Individual Characteristics,Age Differences,Employment,Comparative Analysis,Error of Measurement

Education and training beyond high school are important for securing opportunities for high-wage jobs in the United States. Academic degrees awarded by institutions of higher education represent a key component of the post-high-school credentials available to the American labor force. Other credentials, such as industry-recognized certifications, occupational licenses, and subbaccalaureate educational certificates have also emerged as key credentials with potential labor market value. This report describes work undertaken by the federal Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA) to develop a short set of survey items to measure the prevalence of these credentials. The development of survey measures to enumerate adults with certifications, licenses, and certificates culminated in the Adult Training and Education Survey (ATES) Pilot Study, a national household survey of noninstitutionalized adults ages 18 and over. The primary objective of the study was to evaluate a set of survey items in order to determine the most parsimonious set of items needed to accurately measure the prevalence of certifications, licenses, and certificates in the U.S. adult population. The purpose of this report is to present the results of this evaluation and make recommendations for survey items to use in existing and future federal data collections. The research effort described in this report was undertaken for questionnaire and procedural development purposes only. The information collected and published from this effort should not be used to generate or cite population estimates or other statistics. Appended are: (1) Details on the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA); (2) ATES Pilot Study Design and Methodology; (3) Supplemental Tables; (4) Standard Error Tables; (5) ATES Pilot Study Annotated Extended Interview Questionnaire; (6) ATES Focus Group Report; and (7) ATES Cognitive Interview Report. Individual chapters contain footnotes. (Contains 61 tables.)
Federal Student Loan Debt Burden of Noncompleters. Stats in Brief. NCES 2013-155
Author: Wei, Christina Chang
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Student Loan Programs,Federal Aid,Debt (Financial),Undergraduate Students,Dropouts,Comparative Analysis,College Graduates,Longitudinal Studies,Incidence,Employment,Income,Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools

This Statistics in Brief focuses on students who do not complete a postsecondary credential and the substantial federal education debt they accrue. Specifically, the analysis compares the cumulative debt from Stafford and Perkins loan programs of students who did not complete a degree within 6 years of first enrolling (&quot;noncompleters&quot;) with that of their counterparts who did complete (&quot;completers&quot;). Students still enrolled in postsecondary education after 6 years are not included because many of these students have not yet entered repayment or formally entered the labor force and lack sufficient income data for a key measure used in the analysis. These students constitute 15 percent of beginning postsecondary students in 2009 and 14 percent in 2001 (Berkner, He, and Cataldi 2002; Skomsvold, Radford, and Berkner 2011, table 2.0A). The study is based on data from the two most recent cohorts of first-time beginning postsecondary students surveyed by the National Center for Education Statistics (NCES): students who began postsecondary education in 1995-96 and those who began in 2003-04. Each cohort was followed for 6 years, with final data collection for each cohort occurring in 2001 and 2009, respectively. The sampled students were identified in the 1995-96 and 2003-04 National Postsecondary Student Aid Studies (NPSAS), respectively, and followed up in the corresponding Beginning Postsecondary Students (BPS) Longitudinal Studies (BPS:95/01 and BPS:04/09). (Contains 3 tables, 8 figures and 9 footnotes.)
Responding to Hate and Bias at School. A Guide for Administrators, Counselors and Teachers
Author: Willoughby, Brian
Date: 2012-08-29
Type: Guides - Non-Classroom
Subjects: School Culture,Social Bias,Antisocial Behavior,Crisis Management,Social Discrimination,School Safety,Reaction Time,Knowledge Level,Compliance (Legal),Administrative Policy,Administrator Guides,Administrator Role,Administrator Responsibility,Organizational Communication,Social Networks,Capacity Building,Emotional Development,Emotional Intelligence,Crime

Your school has plans and protocols in place to respond to fires, severe weather, medical emergencies, fights and weapons possession. But what about school incidents like those listed above that involve bigotry and hate? Are plans in place to respond to a bias incident or hate crime? Too often these plans are created in the moment during the actual crisis. Bias incidents are far too complex for on-the-fly planning; an early misstep can heighten tension and damage chances for long-term success. This paper is designed primarily for school administrators, but teachers, staff, counselors, students and others also may find guidance here. The guide is divided into three sections: (1) Before a Crisis Occurs. How can you and other school leaders assess your school's climate with an eye toward defusing tension, preventing escalation and avoiding problems?; (2) When There's a Crisis. What are the nine key points to consider when responding to a crisis that has been triggered by a bias incident at your school?; and (3) After the Worst is Over. How can you address long-term planning and capacity building for the future, including development of social emotional skills? Checklists, forms, and worksheets are appended.