ethanporcaro/eric-fulltext-meta huggingface dataset:
Land-Grant Colleges, Year Ended June 30 1925. Bulletin, 1925, No. 44
Author: Greenleaf, Walter J.
Date: 1926-00-00
Type: Historical Materials
Subjects: Audits (Verification),Land Grant Universities,Educational Facilities,Grants,White Students,Summer Schools,Federal Legislation,Institutional Characteristics,Minority Group Students,Expenditures,Engineering Education,African American Students,Federal Aid,Military Training,Enrollment Trends,Minicourses

There are 69 land-grant colleges at present: one in each State (except Massachusetts, where there are 2); 1 each in Porto Rico, Hawaii, and Alaska; and 17, exclusively for colored students, in as many Southern States. In all courses in the land-grant colleges for the year 1924-25 there has been a total increase of 25,797 students over the previous year; in staff members, a loss of 3,637; and a gain of 2,894 students in military drill. This bulletin is divided into three sections. Part I covers the following topics: (1) The Purnell Act of 1925, supporting the agricultural experiment station in each institution; (2) Recent Federal legislation on investment of the 1862 land-grant funds; (3) Other [State] changes in legislation; and (4) The Association of Land-Grant Colleges. Part II, Institutions Attended Primarily or Exclusively by White Students, covers the following: (1) Engineering experiment stations; (2) Short courses; (3) Military drill at the University of Wisconsin; (4) Auditing; (5) Expenditures; and (6) Summer schools. Part III, Institutions Exclusively for Colored Students, includes: (1) Fifth Conference on Education in Negro Land-Grant Colleges; (2) Colored students in northern and western land-grant colleges; and (3) Division of the Morrill-Nelson funds between institutions for white and colored students. (Contains 27 tables, 4 figures, and 4 footnotes.) [Best copy available has been provided.]
Statistics of Universities, Colleges and Professional Schools, 1923-24. Bulletin, 1925, No. 45
Author: Department of the Interior, Bureau of Education (ED)
Date: 1926-00-00
Type: Historical Materials
Subjects: Comparative Analysis,Statistical Data,Statistical Distributions,Universities,Vocational Schools,Intellectual Disciplines,Institutional Characteristics,Private Colleges,Public Colleges,Annual Reports,College Faculty,Teachers,Academic Degrees,Students,Facility Inventory,Educational Facilities,School Statistics,Educational Trends

For the school year 1923-24 reports were received from 913 universities, colleges, and professional schools. Of this number 144 are under public control and 769 under private control; 150 are independent professional schools. There are 165 schools of theology, 124 schools of law, 80 schools of medicine, 43 schools of dentistry, 63 schools of pharmacy, 6 schools of osteopathy, and 12 schools of veterinary medicine. In 1922 reports were received from 780 universities, colleges, and professional schools. The addition of 133 reports of schools in 1924 is due in part to the efforts of field agents of the Bureau of Education, who secured many reports by personal visits. This bulletin provides statistical data on: professors and instructors, students, degrees, property, and receipts from reporting universities, colleges, and professional schools in the 1923-24 academic year. Comparative statistics are also provided. (Contains 31 tables.) [This bulletin represents Chapter XXII (p575-735) of &quot;Biennial Survey of Education, 1922-1924.&quot; Best copy available has been provided.]
What Works Clearinghouse Quick Review: &quot;KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Middle Schools,Program Evaluation,Program Effectiveness,School Effectiveness,Middle School Students,Reading Achievement,Mathematics Achievement,Science Achievement,Social Studies,Effect Size,Quasiexperimental Design,Statistical Significance,Attendance,School Culture

This study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students' reading, math, social studies, and science achievement for up to 4 years following enrollment. The study reported that students attending KIPP middle schools scored statistically significantly higher than matched students on all of the state assessments and follow-up periods examined, including reading and math 1-4 years following enrollment (effect sizes ranging from 0.05 to 0.36), and social studies and science 3-4 years following enrollment (effect sizes of 0.25 and 0.33, respectively). The portion of the study that used a quasi-experimental design meets What Works Clearinghouse (WWC) evidence standards with reservations. The study established that KIPP and non-KIPP students were similar on measured characteristics such as baseline test scores and demographics, and controlled for baseline characteristics of students in the analysis. [The following study is reviewed in this &quot;Quick Review&quot;: Tuttle, C. C., Gill, B., Gleason, P., Knechtel, V., Nichols-Barrer, I., &amp; Resch, A. (2013). &quot;KIPP middle schools: Impacts on achievement and other outcomes, final report.&quot; Washington, DC: Mathematica Policy Research (ED540912).]
Should Discipline Hurt? Shifting American Spanking Beliefs and Implications for School Corporal Punishment Policies
Author: Menard, Lauren A.
Date: 2012-07-07
Type: Reports - Research
Subjects: Educational Attainment,Punishment,Predictor Variables,Poverty,Child Abuse,At Risk Persons,Geographic Location,Racial Differences,Gender Differences,Rural Areas,Urban Areas,Generational Differences,Social Attitudes,Attitude Measures

American opinion on spanking has shifted. Most Americans agreed with the necessity of sometimes spanking children, but proportions disagreeing increased 15 percentage point (94% overall) between 1986 (16%) and 2010 (31%). Growing proportions disagreed with spanking in each consecutive decade for all significant generational cohorts, with the greatest increase against spanking for Silent Generation. In a logistic regression model, Poverty Level became an insignificant predictor for agreement with spanking. Top predictors in the logistic regression model employed in the current study were South Central Region of United States (b = 0.835), African American Race (b = 0.795), Rural Residence Type (b = 0.565), Male Gender (b = 0.446), and High School Diploma or Less Educational Attainment Level (b = 0.422). Findings inform corporal punishment policies affecting thousands of students. (Contains 3 tables and 3 figures.)
General Education Default and Student Benefit in Inclusive Learning Environments: An Analysis for School Leaders
Author: Menard, Lauren A.
Date: 2011-09-20
Type: Reports - Evaluative
Subjects: Disabilities,Inclusion,General Education,Special Education,Public Education,Federal Legislation,Educational Legislation,Compliance (Legal),School Administration,Language Usage,Individualized Education Programs,Civil Rights,Court Litigation,Professional Development

A contextual analysis of the general education default and student benefit is presented from the perspective of school-based compliance with federal mandates from IDEIA [Individuals with Disabilities Education Improvement Act] of 2004. A goal was to inform school administrators striving to develop and maintain effective, inclusive learning environments and indirectly improve the quality of education for students with disabilities. Topics include a historical overview of special education in the United States, student first language, school postures frequently leading to due process hearings, summaries from court cases across the United States, and professional development resources. Information presented is useful for guiding constructive, practical special education decision-making processes and may help school administrators keep their special education programs out of court. (Contains 3 tables.) [Portions of this paper were previously presented at Conversations in Leadership Series, Southeastern Louisiana University, Hammond, Louisiana, September 20, 2011.]
Music Supported Literacy
Author: Broer, Kathleen
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Music,Second Language Learning,Singing,Literacy Education,Student Diversity,Listening Skills,Auditory Perception,Foreign Countries,English (Second Language),Phonemic Awareness,Kindergarten,Pretests Posttests

I taught music in three schools where 10-40% of the student population spoke another language at home. I ran an all-select choir for Kindergarten, Primary, Junior and Intermediate students once per week. I was interested in answering the following questions: What impact might weekly rehearsals of an all-select choir have on language learning? How do specific choral activities help to improve auditory skills necessary for literacy? A bibliography is included, and a Sample Repertoire List is appended. (Contains 2 tables, 3 figures, and 1 footnote.)
The Challenges for Physicians of Demonstrating Continuing Competence in the Changing  World of Medical Regulation: Osteopathic Pediatrician Case Report
Author: Langenau, Erik E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Physicians,Medicine,Certification,Maintenance,Medical Education,Specialization,Pediatrics,Barriers,Minimum Competency Testing,Required Courses

The current system of continuing medical education, maintenance of certification, and renewal of medical licenses can be quite burdensome and inefficient for all practicing physicians: medical doctors (M.D.s) and doctors of osteopathic medicine (D.O.s). D.O.s have opportunities for residency training and specialty certification which are not available to M.D.s. Not only are D.O.s required to satisfy unique educational requirements for state licensure which vary across jurisdictions, but they must also satisfy specialty board certification requirements which may or may not be recognized by the jurisdiction in which they practice. The purpose of this article is to identify the challenges for D.O.s, specializing in pediatrics in this case, in efficiently fulfilling requirements of state medical and osteopathic boards for licensure, as well as for specialty board certification. While initiatives in demonstration of continued fitness for practice are sometimes looked upon with concern by physicians, there is the potential that alignment of maintenance of certification, osteopathic continuous certification, and maintenance of licensure could actually reduce the inefficiencies and redundancies of the current regulation system. Barriers to practice should be avoided, while at the same time honoring the profession's responsibility to ensure that those who are caring for patients remain competent to do so. (Contains 2 tables and 1 figure.)
Educational Directory, 1927. Bulletin, 1927, No. 1
Author: Department of the Interior, Bureau of Education (ED)
Date: 1927-00-00
Type: Historical Materials
Subjects: Deans,Organizations (Groups),Government Libraries,Superintendents,Religious Education,Social Work,Parochial Schools,Federal Government,State Government,State Departments of Education,Educational Administration,College Presidents,Two Year Colleges,Law Schools,Theological Education,Dentistry,Pharmacy,Physiology,Human Body,Veterinary Medicine,Summer Schools,Teacher Education Programs,Public Libraries,School Libraries,Library Education,Boards of Education,Churches,Librarians,Administrators,Jews,Catholics,International Programs,Community Organizations,Parent Teacher Cooperation,Periodicals

This 1927 educational directory published by the Bureau of Education covers the following categories: (1) United States Bureau of Education; (2) Principal State school officers; (3) County and other local superintendents of schools; (4) Superintendents of public schools in cities and towns; (5) Public-school business managers; (6) Presidents of universities and colleges; (7) Presidents of junior colleges; (8) Heads of departments of education; (9) Presidents or deans of schools of theology; (10) Presidents or deans of schools of law; (11) Presidents or deans of schools of medicine; (12) Presidents or deans of schools of dentistry; (13) Presidents or deans of schools of pharmacy; (14) Presidents of schools of osteopathy; (15) Presidents or deans of schools of veterinary medicine; (16) Presidents, etc. of institutions for the training of teachers; (17) Directors of summer schools; (18) Educational boards and foundations; (19) Church educational boards and societies; (20) Jewish educational organizations; (21) Superintendents of Catholic parochial schools; (22) International associations of education; (23) American associations--educational, civic, and learned; (24) National Congress of Parents and Teachers; and (25) Educational periodicals. [Best copy available has been provided.]
Record of Current Educational Publications. Bulletin, 1927, No. 2
Author: Department of the Interior, Bureau of Education (ED)
Date: 1927-00-00
Type: Historical Materials
Subjects: Professional Associations,Periodicals,Books,Educational Research,Educational Psychology,Psychological Testing,Individual Differences,Teaching Methods,Junior High Schools,Teacher Salaries,Scientific Research,Federal Government,Educational Finance,Educational History,Curriculum Development,Extracurricular Activities,School Buildings,Health Education,Hygiene,Sex Education,Educational Theories,Child Welfare,Deafness,Educational Testing,Curriculum,Kindergarten,Elementary Education,Rural Schools,Secondary Education,Teachers,Professional Development,Professional Training,Teacher Education,Higher Education,Educational Administration,Governance,Architecture,Physical Education,Play,Playgrounds,Social Influences,Social Development,Moral Development,Values Education,Religious Education,Vocational Education,Agricultural Education,Gardening,Home Economics,Civics,Military Schools,Womens Education,African American Education,Extension Education,Libraries

This 1927 bulletin contains a classified and annotated list of current educational publications received by the library of the Bureau of Education to January 1, 1927, in the following subject areas: (1) Educational history and biography; (2) Current educational conditions; (3) International aspects of education; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Psychological tests; (7) Educational tests and measurements; (8) Individual differences; (9) Special methods of instruction and organization; (10) Special subjects of curriculum; (11) Kindergarten and pre-school education; (12) Elementary education; (13) Rural education; (14) Secondary education; (15) Junior high schools; (16) Teacher training; (17) Teachers' salaries and professional status; (18) Higher education; (19) Scientific research; (20) Federal government and education; (21) School administration; (22) Educational finance; (23) School management; (24) Curriculum making; (25) Extra-curricular activities; (26) School buildings and grounds; (27) Health education; (28) Sex hygiene; (29) Physical training; (30) Play and recreation; (31) Social aspects of education; (32) Child welfare; (33) Moral education; (34) Religious and church education; (35) Manual and vocational training; (36) Vocational guidance; (37) Workers' education; (38) Agriculture; (39) Home economics; (40) Commercial education; (41) Professional education; (42) Civic education; (43) Military education; (44) Education of women; (45) Negro education; (46) Education of deaf; (47) Exceptional children; (48) Adult education; (49) Education extension; (50) Libraries and reading; and (51) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
School Hygiene and Physical Education. Bulletin, 1927, No. 3
Author: Rodgers, James Frederick
Date: 1927-00-00
Type: Historical Materials
Subjects: Physical Education,Physical Activities,Hygiene,Rural Schools,School Health Services,Dental Health,Nutrition,Human Posture,Measurement Techniques,Comprehensive School Health Education,Sportsmanship,Mental Health,Educational Environment,Colleges,Health Promotion,Teachers,Professional Development,Sanitation

From every standpoint there has been progress during the past biennium in making the health of the school child something more than a mere theoretical objective. Not only has the day become less remote when it will be considered poor policy to waste the time and energy of the teacher (along with public funds) in trying to accomplish the impossible because of physical handicaps of the child, but there is evidence that the time is approaching when the child's physical education will be given as much recognition as his mental training, when, in fact, these will become fused into one. This bulletin reviews developments in the areas of: (1) Health examinations; (2) Solving the dental problem; (3) Nutrition; (4) Posture; (5) Measurements and tests; (6) Health education; (7) Education in human reproduction and development; (8) Physical activities; (9) Sportsmanship; (10) Mental hygiene; (11) The school day; (12) Rural schools; (13) Colleges; (14) Side results of better hygiene; (15) Health of the teacher; (16) Professional training and requirements; (17) Sanitation; and (18) Health agencies. [Best copy available has been provided.]
Bibliography of Certain Aspects of Rural Education (from January 1, 1920 to September 1, 1926). Bulletin, 1927, No. 4
Author: Department of the Interior, Bureau of Education (ED)
Date: 1927-00-00
Type: Historical Materials
Subjects: Publicity,Rural Education,County School Districts,Statistical Data,Comparative Education,Educational Research,Research Reports,Consolidated Schools,Rural Schools,Curriculum,Leadership,Comparative Analysis,Supervision,Small Schools,Annotated Bibliographies,Public Education,Disabilities,African American Education,Elementary Secondary Education,Teacher Education,Teacher Salaries,Teaching (Occupation),Sanitation,Public Health,School Administration,Educational Administration,Educational Theories,Educational Practices,Educational Assessment,Educational Psychology,Educational Facilities,Educational History,Educational Legislation,Educational Policy,State Policy,Educational Finance,School Surveys,Student Transportation,School Size

This annotated bibliography covers the period from January 1, 1920 to September 1, 1926, and covers the following types of contributions: (1) Those that present objective data of sufficient amount and quality to appear to throw light upon the problems considered; (2) analytical studies that set forth new theories that seem to be significant, that give new interpretations to existing data or current practice, or that present critical evaluations of technique employed in research; and (3) studies that are primarily a presentation of present practice through verifiable data. Contents include material in the following areas: (1) Administration and organization, including (a) buildings and grounds, (b) community district, (c) consolidation and transportation, (d) county school systems, (e) finance, (f) index numbers, (g) leadership and publicity, (h) miscellaneous, and (i) pupils; (2) Comparative education; (3) Curriculum; (4) Educational theory; (5) Historical; (6) School surveys, including (a) annual and biennial reports, (b) comparisons (pupils, schools, systems), (c) analytic (results of testing), (d) general, (e) social, economic, and health, and (f) statistical (emphasizing statistical data); (7) Supervision; (8) Tests and measurements, including a section on comparisons between small and large schools; and (9) Teachers: Status and professional preparation. (Contains 1 footnote.) [Best copy available has been provided.]
Extended Use of School Buildings. Bulletin, 1927, No. 5
Author: Glueck, Eleanor T.
Date: 1927-00-00
Type: Historical Materials
Subjects: School Buildings,Financial Support,Child Care Centers,School Community Relationship,Public Schools,Extracurricular Activities,Community Programs,Community Schools,Questionnaires,Evening Programs,School Personnel

The past quarter of a century has seen wide extension of the use of schoolhouses for social, recreational, and community purposes, providing fuller utilization of school buildings erected usually at heavy cost. Thirty-two States have definitely provided by law for such use, and in the other States school authorities permit it under their general powers as custodians. Two previous bulletins recorded progress of this movement. This bulletin provides an overview and current appraisal of its development, including: (1) Types of &quot;extended use&quot;; (2) The definition of &quot;school center&quot;; (3) Scope of the investigation; (4) Distribution of school centers; (5) Length of season; (6) Evenings per week centers open; (7) Auspices; (8) Financial support; (9) The school center staff; (10) Activities; (11) Classes of groups meeting in school centers; and (12) Comparison with Perry survey [1919-1920]. (Contains 11 tables and 5 footnotes.) [Best copy available has been provided.]
Work of the Bureau of Education for the Natives of Alaska. Bulletin, 1927, No. 6
Author: Hamilton, William
Date: 1927-00-00
Type: Historical Materials
Subjects: Industry,Medical Services,Hospitals,Industrial Education,Alaska Natives,Adjustment (to Environment),School Maintenance,Business,Cooperation,Residential Institutions,Transportation,Social Change,Teacher Role,Program Development,Animal Husbandry,Educational Objectives,Indigenous Populations

Through its Alaska division, the United State Bureau of Education is developing and educating an aboriginal population of different races dwelling in widely varying regions and climates, many of whom require assistance in adjusting themselves to the new conditions with which civilization has confronted them. The problem involves both educating children and the uplifting of entire communities. The work includes the maintenance of schools, hospitals, and orphanages; the relief of destitution; the fostering of trade; the organization of cooperative business enterprises; the establishment of colonies; and the supervision of the reindeer industry. This bulletin describes transportation changes that have facilitated access for people and goods; the level of involvement of teachers in supplementing health care provided by the Bureau, developing industrial education programs, extension of medical services to more communities, the status of the reindeer industry, and the impact of the Bureau of Education's work on the native populations. [Best copy available has been provided.]