ethanporcaro/eric-fulltext-meta huggingface dataset:
Specimen Junior High School Programs of Study. Bulletin, 1923, No. 21
Author: Deffenbaugh, W.S.
Date: 1923-00-00
Type: Historical Materials
Subjects: Urban Schools,Junior High Schools,Secondary School Curriculum,Elective Courses,Bibliographies,Males,Females,Public Schools,School Districts,Educational History,Educational Policy,State Policy,Required Courses,Track System (Education),State Programs

&quot;Kindly send me copies of junior high-school programs of study or tell me where I may obtain copies of such programs&quot; is the content of numerous letters received by the Bureau of Education. In order that these requests may be granted, this leaflet, which contains 25 programs of study selected from those on file in this office, has been prepared. Four of the programs included are the work of State departments of public instruction and 21 of city school departments. The programs may be considered typical of those in use in both the smaller and larger cities in various sections of the country. A comparison of the 25 programs reveals the fact that while no two are exactly alike, certain principles are fairly well adhered to. One is that the first junior high-school year, or at least the first half of that year, should be a transition or an adjustment period and that for this reason the courses should be a continuation of the elementary courses but presented from a new viewpoint. Some schools, however, offer electives in the first junior high-school year. Of the 25 school systems represented, 15 offer electives in the first year, 22 in the second, and 25 in the third. [Best copy available has been provided.]
Educational Work of the Knights of Columbus. Bulletin, 1923, No. 22
Author: Sweany, Mark J.
Date: 1923-00-00
Type: Historical Materials
Subjects: Statistical Data,Scholarships,Program Evaluation,Organizations (Groups),History,Educational History,Evening Programs,Veterans,College Attendance,Correspondence Study,College Applicants

The Knights of Columbus is primarily and essentially a fraternal society, but the order has never permitted itself to be circumscribed within the narrow limits of insurance benefits and selfish social interests. A new page of that history has been written. The story of the educational work in which the order engaged during the past four years is an interesting record of achievement. The purpose of this bulletin is to briefly present the outstanding features of the development of this educational program, together with certain facts and figures that will indicate its scope and purpose. The following contents are included: (1) Historical sketch; (2) Early educational work of the Knights of Columbus; (3) Educational work for former service men; (4) Evening schools; (5) College scholarships; (6) Correspondence courses; and (7) Conclusion. (Contains 2 tables.) [Best copy available has been provided.]
The Social Studies in Civic Education. Bulletin, 1923, No. 23
Author: Dawson, Edgar
Date: 1923-00-00
Type: Historical Materials
Subjects: United States History,Social Studies,Sociology,Citizenship Education,Civics,Grade 12,United States Government (Course),Teaching Methods,History Instruction,Economics,Geography

Twenty-five years ago &quot;history and civics&quot; was the term generally applied to the efforts of the schools to explain man in society. The amount of civics in the combination is indicated by the fact that the committee of seven of the American Historical Association, reporting in 1898 on the study of history in the schools, recommended that civil government be taught only in the course in American history in grade 12, the last year of high school. During the quarter-century since that date, there has been a growing tendency to set up separate courses in the various subjects which have been developed in the universities. the advocates of these subjects have felt it to be their duty to urge that the disciplines for which they stood be given recognition in the curricula at least of the high schools, if not further down in the system. As time went on, separate courses were offered in civics, economics, sociology, and various combinations of these subjects. The term &quot;social studies&quot; has come into use during the past decade to designate the contributions made to school teaching by the fields of history, government, economics, sociology, and geography. Following an Introduction, the following topics are covered in this bulletin: (1) The Pennsylvania program; (2) Combination courses; (3) Civics and the teaching of government; (4) History in the schools; (5) The civic virtues; and (6) The outlook for the social studies. [Best copy available has been provided.]
Educational Extension. Bulletin, 1923, No. 24
Author: Maphis, Charles G.
Date: 1923-00-00
Type: Historical Materials
Subjects: Foreign Countries,Extension Education,Popular Education,Educational Development,Standards,Correspondence Study,Agricultural Colleges,Agricultural Education,Library Services,College Programs,Public Colleges,Role of Education,Educational Principles,Organizations (Groups),Credits,Dropouts,Higher Education,Postsecondary Education,Public Education,Private Schools,Public Schools,Adult Education,Continuing Education,Vocational Education,Teacher Education,Federal Programs,Enrollment,African American Education,International Education,Educational Trends,Educational History,State Legislation,Federal Legislation,Educational Legislation,Educational Policy,State Policy,Educational Finance,Profiles,Program Descriptions,Rural Extension,Urban Extension,Educational Radio,Equal Education,Labor Education,Educational Certificates

This report is not a complete survey of educational extension in the United States. The limitations of time, space, and cost forestall a complete detailed statistical review of the work of the past biennium. A full account in detail would require visits to every Commonwealth, a very large expenditure of time and money, and a report of several volumes. Consequently, no attempt has been made to include all institutions, to summarize all statistics, or to describe fully every form of extension activity of every organization. At best, a mere bird's-eye view can be given, but with sufficient clearness and completeness, it is hoped, to warrant these conclusions: (1) That the demand for popular education to include "all the people" is rapidly growing and will soon manifest itself in statewide programs, for all citizens of all occupations and all ages--men, women, and children--who cannot secure formal instruction within the schools and colleges as now organized; (2) That notwithstanding the remarkable increase in enrollment in secondary schools and colleges, extension teaching has been the outstanding feature of educational effort in this country in the past two years, and in growth has far surpassed any other phase of educational development; (3) This growth is not ephemeral but substantial. Higher standards are being set and maintained, and those engaged in the older types of instruction are more readily and more fully recognizing, appreciating, and crediting the work which is being done. Educational extension for the purposes of this report is defined as any effort made by any educational institution or organization for the purpose of carrying its instruction, no matter of what character, to groups of people or individuals who cannot avail themselves of such instruction in the regular prescribed method of such institution as resident students. It is concerned chiefly with adults, being in fact the chief instrument for developing adult education. [Best copy available has been provided.]
Recent Developments in Educational Journalism. Bulletin, 1923, No. 25
Author: Ryan, W. Carson, Jr.
Date: 1923-00-00
Type: Historical Materials
Subjects: Information Services,Publicity,Periodicals,Journalism,State Departments of Education,Newspapers

Recent developments in educational journalism have had to do chiefly with the efforts of professional journals to maintain the publication of scientific and technical material in the face of a high-cost emergency that has not yet wholly passed away; with the creation of new State and national association journals or the re-establishment of older ones on a better business and professional basis as a conspicuous part of the recent noteworthy growth in teacher-organization; and with the strengthening of educational publicity in the columns of the daily newspaper and in other media of general rather than pedagogical appeal. The technical educational journal has been having a very difficult time and has hardly more than held its own. Educational journalism in the daily newspaper, on the other hand, has maintained itself effectively and has improved in quality; while the new life that has come into the State educational journals in the past two years, to say nothing of the &quot;Journal of the National Education Association,&quot; indicates a rapidly growing professional sense on the part of American teachers that should sooner or later result in a more secure position for such of the educational journals as are of genuinely national scope and interest and can prove their value. Topics covered in this bulletin include: (1) Statistics of educational journals; (2) State educational journals; (3) Newspapers and education; (4) Educational information service; (5) Studies of publicity; and (6) A list of educational periodicals. (Contains 11 footnotes.) [Best copy available has been provided.]
Educational Work of the Young Women&apos;s Christian Association. Bulletin, 1923, No. 26
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: Committees,Organizations (Groups),Educational Methods,Educational Objectives,Christianity,Teaching Methods,Immigrants,Employment,Minority Groups,Females,Educational Facilities,American Indians,Course Descriptions

Of the educational work of the Young Women's Christian Associations only a part is done in the educational departments. The whole association is an educational project. For specific pieces of education, it organizes educational committees and departments in those associations that are large enough, and classes in those that do not maintain departments or need committees. In every association a great deal of work goes on which is directly educational, although not so named, and an ultimately educational purpose underlies every phase of the association's life. For this reason the account presented in this bulletin includes other work than that done in organized classes. The peculiar field and kind of usefulness of the association schools and classes and the nature of their clientele make their whole plan of organized education necessarily different from the plan in other schools. Topics covered in this bulletin include: (1) What differentiates Y.W.C.A. schools and classes; (2) Organized schools in city associations; (3) Educational methods other than organized schools and classes; (4) Work among the foreign born; (5) Branches for colored girls; (6) Indian Work; and (7) National aspects. [This Bulletin was prepared by the Education and Research Division, National Board of Y.W.C.A. Best copy available has been provided.]
Vocational Education. Bulletin, 1923, No. 28
Author: Bawden, William T.
Date: 1923-00-00
Type: Historical Materials
Subjects: Vocational Education,General Education,Federal Aid,Scholarships,Career Guidance,Education Work Relationship,Prevocational Education,Correspondence Schools,Trade and Industrial Teachers,Educational Legislation,Part Time Students,Business,Industry,Career Choice,Surveys

Recently there has been a notable increase in the amount of attention given to the subject of vocational education on the part of the general public as well as by educators. There has been much debate among educators over the respective merits and functions of vocational education and general education, and there are still educational leaders who appear to regard vocational education and general education as two mutually exclusive &quot;horns of a dilemma,&quot; and to feel impelled by the exigencies of the situation to place themselves on one side or the other of what they deem to be a controversy over fundamental policies. Of even greater significance is the extent of the interest taken by the general public. A large number of articles have appeared in magazines of all classes, including those of literary and scientific leanings, and even some of highly specialized outlook, as well as many of the more popular periodicals. Even the daily press has given unwonted attention to questions formerly regarded as too technical to be of interest to the general reader. One serious defect in much of this general popular discussion of vocational education is that it has been uninformed and superficial. Unfortunately, educators are in part responsible for the confusion because of the loose way in which the term &quot;vocational&quot; has been used. The enactment of the Smith-Hughes vocational education law of 1917 established certain standards and tended to fix the definitions of certain types of educational activities, but not even five years of experience under this legislation have served to bring about general agreement as to the meaning of essential terms. Topics covered in this bulletin include: (1) Increased popular interest; (2) Relation of vocational education to general education; (3) Important factors of progress; (4) Federal Board for Vocational Education; (5) The part-time school; (6) Business and industry assume a share of responsibility; (7) Industrial teachers' scholarships; (8) The literature of vocational education; (9) Prevocational education; (10) Vocational guidance; (11) Validity of Federal aid legislation assailed; (12) Vocational education in the Army and the Navy; (13) Correspondence schools; and (14) Manual arts instruction. (Contains 27 footnotes.) [Best copy available has been provided.]
A Conceptual Framework for Assessing the Impacts of GIS on the Motivation and Achievement in Geography among Underachieving Students of Smart School in Sabah, Malaysia
Author: Singh, Soon Singh Bikar
Date: 2013-02-00
Type: Journal Articles
Subjects: Learning Motivation,Elective Courses,Developed Nations,Curriculum Development,Foreign Countries,Geography Instruction,Geographic Information Systems,Underachievement,Student Motivation,Instructional Effectiveness,Evaluation Methods,Secondary School Students

In 1988, the integrated secondary school curriculum was introduced as a continuation of the curriculum changes introduced in the primary school. These changes have impacted geography subject in the secondary school. Geography becomes a compulsory subject for lower secondary and elective subject at the upper secondary school level. As a result, fewer schools in Malaysia offer geography at this level. Consequently, students in upper secondary school level are shying away from studying geography and the percentage of students who pass the exam is declining each year. Unlike Malaysia, geography is getting more attention in developed countries and has become a key subject at both the primary and secondary levels. As a result, GIS (geography information system) was widely accepted and implemented in the secondary school geography curriculum. Numerous scholars have reported that the use of GIS as a teaching tool has had a positive impact on students' engagement and motivation to learn geography. However, GIS has not yet been introduced to secondary school geography in Malaysia with reason of ability, lack of substantive research into the capacity of GIS to support and motivate students to learn geography. Therefore, the aim of this study is to determine the effectiveness of GIS promoting students' motivation, engagement, and achievement in geography. This article presents a conceptual model based on an extensive review of literature in a related area for assessing the impact of GIS on the motivation and achievement. (Contains 1 figure.)
Biennial Survey of Education, 1918-20: Statistics. Bulletin, 1923, No. 29
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: State Programs,Urban Schools,Rural Schools,Nursing Education,Statistical Surveys,Teacher Distribution,Graphs,Immigrants,Higher Education,Postsecondary Education,Two Year Colleges,Public Education,Private Schools,Public Schools,School Districts,Urban Education,School Organization,School Schedules,Elementary Schools,Kindergarten,High Schools,Junior High Schools,Business Education,Professional Education,Correspondence Study,Evening Programs,Adult Education,Vocational Education,Teacher Education,Public School Teachers,Enrollment,Males,Females,High School Graduates,Educational Facilities,Budgets,Expenditures,Financial Support,School Statistics,Summer Schools,Black Colleges,African American Students,African American Education,White Students,College Graduates,Educational History,Educational Policy,State Policy,Educational Finance,Extension Education,National Surveys,Teacher Student Ratio

The statistical survey presented in this bulletin includes a general summary of statistics, showing the enrollment in public and private schools and institutions of various types, the estimated expenditures for those schools in 1919-20, the distribution of teachers among those schools, and certain combined statistics of public and private high schools reported separately to the bureau by the high schools. It includes, also, tables showing the total enrollment by States, distributed in public and private elementary, secondary, and higher educational institutions. Graphs have been added to portray certain statistical material from several bulletins. An index is included. (Individual chapters contain tables and figures.) [Best copy available has been provided.]
The Attitude of Lecturers towards Visually Impaired Students: A Case Study of One of the Universities in the Limpopo Province in South Africa
Author: Mushome, Avhasei Merium
Date: 2013-02-00
Type: Journal Articles
Subjects: Educational Strategies,Visual Impairments,Foreign Countries,College Students,College Faculty,Teacher Attitudes,Student Participation,Intervention,Qualitative Research,Statistical Analysis,Interviews,Deans,Department Heads,Assistive Technology,Teacher Role,Student Role,Measures (Individuals)

This article presents the attitude of lecturers towards the visually impaired students in one of the universities in the Limpopo Province. First, it is argued that the experience of a visual impairment by a student has a greater effect on the strategies and methodologies used for instruction than on the curricular content to which the student is exposed. Specialized instructional strategies facilitate the visually impaired students' successful participation within regular education classrooms. The degree of specialized intervention needed depends upon the intensity of the students' impairments. Despite the fact that the university has each year been registering students who are visually impaired, there is no indication that staff members are being trained to handle these students. Both qualitative and quantitative findings from interviews with visually impaired students, HODs (heads of departments), and deans/directors of centers suggest that lecturers found teaching visually impaired students is a problem, because they were never trained to teach visually impaired students and that the institution should employ a permanent specialist in teaching visually impaired students and create a resource centre for them. This paper examines some of the concerns that the visually impaired students encounter and raises questions about how they learn and how they are being taught.
Career and Technical Education and Academic Progress at the End of High School: Evidence from the Education Longitudinal Study of 2002
Author: Bozick, Robert
Date: 2013-02-09
Type: Reports - Research
Subjects: Vocational Education,Role,Mathematics Education,Mathematics Achievement,Student Evaluation,School Holding Power,Longitudinal Studies,Data Collection,Courses,Grade 10,Private Schools,Public Schools,High Schools,Outcomes of Education

This report examines the role of career and technical education (CTE) for assessing students in learning mathematics and preventing students from dropping out of high school. CTE is a wide field of educational practice that includes occupational training and career preparation offered in formats ranging from individual courses to comprehensive programs at the secondary and postsecondary levels. Recent changes in the policy environment emphasizing academic progress for CTE students have made proper evaluation of the influence of CTE on outcomes such as mathematics learning and dropping out of high school increasingly important. This report uses data from the Education Longitudinal Study of 2002 (ELS:2002), a  recently completed national-level study of high school students. ELS:2002 began with a  nationally representative sample of 10th-graders in public and private schools in the United  States in 2002. Sample members were surveyed again in the spring of 2004, when most were  high school seniors. In the spring of 2005, transcripts were collected from these students' high schools. Using these data with methods that correct for common challenges in determining the influence of CTE, this report contrasts the effects of academic courses and occupational courses on mathematics learning and dropping out of high school for students in the ELS:2002 sample who attended public schools. Key student subgroups defined by the No Child Left Behind Act are examined closely, and attention is paid to alternative ways of defining and analyzing occupational coursetaking. The following are appended: (1) Technical Description of Data and Methods; (2) Classification of Courses; and (3) Parameter Estimates for Control Variables from the Multivariate Regression Models. [This report was prepared as a background report for the National Assessment of Career and Technical Education (NACTE) and submitted to the U.S. Department of Education, Office of Under Secretary, Policy and Program Studies Service. The report was funded under ED Contract No. ED-04-CO-0030/0002: Analytic, Evaluation, and Policy Support for the Policy and Program Studies Service.] (Contains 25 tables, 3 figures, and 30 footnotes.)