ethanporcaro/eric-fulltext-meta huggingface dataset:
Bibliography of Education for 1907. Bulletin, 1908, No. 3. Whole Number 386
Author: Wyer, James Ingersoll, Jr., Comp.
Date: 1908-00-00
Type: Historical Materials
Subjects: Elementary Secondary Education,Government Libraries,Classification,Ethical Instruction,Bibliographies,Womens Education,Educational Theories,Educational Philosophy,Private Schools,Teaching Methods,Discipline,Religious Education,Moral Development,Higher Education,Government School Relationship

This bibliography is the ninth similar annual summary of the English literature of education. This bibliography includes books on educational subjects printed in the English language in 1907, important articles on the same topic from the periodicals of 1907, valuable papers published in the transactions of educational societies that bear the imprint date of 1907, all chapters of distinct educational interest from any books bearing the date of 1907, and all notable matter of the same sort wherever found. The distinctive features of this compilation are: (1) The careful examination of all matter included and the selection of only what seems important; (2) The numerous descriptive annotations; and (3) The classification of subject matter so that the worker in any line may find together the literature of interest to him. A detailed outline of the classification precedes the bibliography. Categories included in this bulletin include: (1) Education--theory, philosophy; (2) Teachers, methods, discipline; (3) Elementary education; (4) Private secondary schools; (5) The curriculum: Methods in special branches; (6) Education of women; (7) Religious and moral education; (8) Higher education: Colleges and universities; and (9) Public secondary education: The State and education. An author and subject index is also included. [Best copy available has been provided.]
Music Education in the United States: Schools and Departments of Music. Bulletin, 1908, No. 4. Whole Number 387
Author: Manchester, Arthur L.
Date: 1908-00-00
Type: Historical Materials
Subjects: Music Education,Educational History,Musical Instruments,Music Teachers,Educational Administration,Program Development,Colleges,Enrollment Trends,Curriculum,Course Content,Qualifications,Students,School Buildings,Elementary Education,Secondary Education

To define the status of music education in the United States has been practically impossible. The utter lack of systematic courses of instruction, the widely varying standards of merit, and the absence of cooperation upon the part of those engaged in music teaching not only have made impossible any accurate computation of the results which have accrued from music education, but are serious obstacles in the way of future development. The scope of this investigation is confined to music education in independent schools of music and in institutions maintaining music departments. The purpose is to secure definite information regarding: (1) The organization of and manner of conducting these schools and departments; (2) The number of instructors employed, with branches taught, and number of hours per week devoted by each instructor to instruction in each subject; (3) Number of students enrolled, with requirements for entrance and the shortest period for which students are received; (4) The nature and scope of subjects included in the curriculum, with requirements as to time devoted to each requirement for graduation (with or without degree) or for certificate, and the number of students who have received such degrees or certificates within a definite period of years; (5) The manner of advancing students from grade to grade, with methods of examination and marking; (6) The correlation of music and nonmusic courses; (7) Amount expended on music instruction and value of plants devoted to musical purposes; and (8) Existence of libraries, with number of books contained therein, and number of museums of musical instruments, with information as to their size and character. Two questionnaires were prepared and were sent by the Bureau of Education to (1) Independent schools of music; (2) Colleges and universities; (3) Colleges for women; (4) Normal schools; and (5) Secondary schools. (Contains 10 tables and 5 footnotes.) An index is included. [Best copy available has been provided.]
Education in Formosa. Bulletin, 1908, No. 5. Whole Number 388
Author: Arnold, Julean H.
Date: 1908-00-00
Type: Historical Materials
Subjects: Foreign Countries,Foreign Policy,Educational History,Indigenous Populations,Land Settlement,Colleges,Religious Education,Educational Administration,Private Schools,Public Schools,Special Schools,Tribes,Educational Development,Census Figures,Elementary Schools,Secondary Schools,Textbooks,Students,Single Sex Schools,Females,Agricultural Education,Industrial Education,Womens Education,Middle Schools,Schools of Education

With Japan and America entering the ranks of the colonizing powers, the question of colonial education becomes particularly important, especially so in view of the fact that education in both Japan and America occupies a commanding position. It is rather significant that the two great Pacific powers should have become colonizing nations within three years of each other. It is the purpose of this monograph to set forth the results of Japan's efforts to establish an educational system in Formosa, her first colonial possession. In order that we may fully understand the nature of the problem with which she has to contend, the author has attempted to describe somewhat fully the work of her predecessors in the island, the Dutch and the Chinese. Thus the monograph has naturally resolved itself into a history of education in Formosa. Information on missionary schools is appended. An index is included. (Contains 5 plates, 4 footnotes, and 11 tables.) [Best copy available has been provided.]
The Apprenticeship System in Its Relation to Industrial Education. Bulletin, 1908, No. 6. Whole Number 389
Author: Wright, Carroll D.
Date: 1908-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Apprenticeships,Industrial Education,Vocational Education,International Education,Academic Education,General Education,Educational Principles,Educational Policy,Unions,State Regulation,Labor Legislation,Educational Legislation,Education Work Relationship,Program Descriptions,Trade and Industrial Education,Vocational Education Teachers,Vocational Schools,Secondary Education,Postsecondary Education,Industry

The interest in industrial education which has arisen in this country has brought into new prominence the whole system of training for trades by a regular course of apprenticeship. Education by apprenticeship and education by schools have gone on for many generations side by side as two entirely distinct and unrelated forms of education. The newer movements are concerned with bringing these two kinds of education together and making of them a new kind of education which shall train equally for skill and for intelligence. This new movement is attended with obvious difficulties. It is clear that among other things a better knowledge of the apprenticeship system as it is today is urgently needed. With a view to meeting this need, the author has prepared an account of the apprenticeship system. There can be no doubt that the desired combination of schooling and apprenticeship must be approached from many sides and will be accomplished in many ways. The treatment of apprenticeship presented by the author describes certain ways in which this combination may be effected, as shown by recent experience in a few of our leading industries. It will throw light also upon the subject as a whole, and will doubtless be of value even in those undertakings in which the problem is approached by altogether different ways. A list of reference relating to the education of apprentices is provided. Digest of apprentice laws in the United States is presented in an appendix. An index is also included. (Contains 3 footnotes.) [Best copy available has been provided.]
State School Systems: II. Legislation and Judicial Decisions Relating to Public Education, October 1, 1906 to October 1, 1908. Bulletin, 1908, No. 7. Whole Number 396
Author: Elliott, Edward C.
Date: 1909-00-00
Type: Historical Materials
Subjects: Public Education,State Legislation,State Schools,Educational Legislation,Educational Assessment,Educational Indicators,Change Strategies,Educational Change,Educational Development,Educational Policy,Policy Analysis,Position Papers,Tables (Data),Classification,Bibliographies,Court Litigation,Educational Administration,Educational Facilities,Educational Finance,Educational Practices,Institutional Characteristics,Attendance,Discipline,Teacher Recruitment,Teacher Education,Special Education,Educational Methods

An attempt has been made to classify and to analyze the changes brought in the public school systems of the various States and Territories by the legislative measures enacted during the past two years, October 1, 1906 to October 1, 1908. Supplementary to this legislative material, there are also included digests of or citations to those decisions of the state supreme courts containing important interpretations of statutes relating to public education, or defining in a significant way the status of the public schools. The following contents are included: (1) Letter of transmittal; (2) Prefatory note; (3) General explanations; (4) Table of legislative sessions; (5) Plan of classification; (6) Bibliography; (7) Legislation relating to public education; and (8) Recent decisions of federal and state supreme courts. An index is included. [Best copy available has been provided.]
Statistics of State Universities and Other Institutions of Higher Education Partially Supported by the State for the Year Ended June 30, 1908. Bulletin, 1908, No. 8. Whole Number 397
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1909-00-00
Type: Historical Materials
Subjects: Higher Education,Federal Aid,Statistical Data,State Universities,Teacher Salaries,Tables (Data),Federal Legislation,Income,Tuition,College Faculty,Institutional Characteristics

The list of 52 institutions included in these tables is not sharply defined. In general it includes, in addition to fully organized state and territorial universities, such other institutions of higher education as are supported, at least in part, by the several States. It does not include state normal schools nor high schools. Of the 82 institutions in the list, 51 also receive federal support under the Morrill Act of 1890 and the Nelson amendment of 1907. There are 17 other institutions, not included in the tables, which enjoy the benefit of these congressional appropriations. Table 1 presents certain items respecting the student body and the teaching force of the institutions enumerated. Table 2 deals with teachers' salaries and with the income of the several institutions, distributed according to its chief sources. Table 3 gives other fiscal items concerning which questions are frequently raised. The incompleteness of Table 3 is due to the fragmentary character of the reports furnished to this office. (Contains 3 tables.) [Best copy available has been provided.]
Report on the Cultural Missions of Mexico. Bulletin, 1945, No. 11
Author: Bonilla y Segura, Guillermo
Date: 1945-00-00
Type: Historical Materials
Subjects: Role of Education,Foreign Countries,Mexicans,Public Education,Rural Population,Urban Teaching,Educational Objectives,Educational Development,Rural Areas,Urban Areas,Seminars,Photography

&quot;Report on the Cultural Missions of Mexico&quot; is based on a manuscript written in Spanish by Professor Guillermo Bonilla y Segura, Chief of the Cultural Missions Department of the Mexican Secretariat of Public Education. The report covers the activities of the missions for 1943 and also gives limited information concerning the program carried on in 1942. The information included in the Introduction is presented in order that the reader who may have little previous knowledge of Mexican education will be helped to understand the development of the cultural mission program in the years before the period covered in this report. Part I, Objectives and Organization of the Cultural Missions, provides the basis tor the organization and administration of missions for rural people, workers, and urban teachers, and includes data concerning the budgets for the programs described in the report. The duties of the  missioners, as mission staff members are called, are also explained. On page 4 is a map which shows the location of the three types of cultural missions, a list of rural missions, and schedules for workers' and urban teachers' missions. Part II, Operation of the Cultural Missions Program, consists of a series of short articles, each describing some aspect of the mission program. The first three articles are based on seminar discussions in which the chiefs of the three types of missions participated, and the others are instructional bulletins which were issued by the Cultural Missions Department. The accomplishments of the three types of missions are included in Part III, Achievements and Plans. Some of the specific accomplishments of the rural cultural missions are presented graphically, and an outline is given of plans for subsequent missions. Following the three parts of the manuscript, a number of photographs, supplied by the author, are presented. In order that the reader may secure further information concerning cultural missions in Mexico, either from English or Spanish sources, a list of related readings is included. It is hoped that this report will contribute to a greater understanding of the outstanding educational accomplishments of Mexico, and that it will constitute an inspiration and a challenge to educators of the United States. (Contains 1 editor's note.) [Translation of this manuscript and the information concerning the background of the cultural missions presented in the Introduction were prepared by the American Republics Section, Division of International Educational Relations, U.S. Office of Education. Best copy available has been provided.]
Indicators for Improving Educational, Employment, and Economic Outcomes for Youth and Young Adults with Intellectual and Developmental Disabilities: A National Report on Existing Data Sources
Author: Sulewski, Jennifer Sullivan
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Young Adults,Late Adolescents,Mental Retardation,Developmental Disabilities,Outcomes of Education,Employment,Economic Status,Educational Indicators,Social Indicators,Federal Legislation,Educational Legislation,National Surveys

This report summarizes available national data on educational, employment and economic outcomes for youth and young adults with intellectual disabilities (ID) over the years 2000-2010. These data can be used to benchmark progress in improving these outcomes for young adult population across the country and within individual states. Data is reported separately for two age groups of young adults (16-21 and 22-30) in order to capture possible differences between youth likely to still be receiving school services (through age 21) and those who have moved on from the education system. (Contains 11 tables and 1 footnote.) [Contributors include Julie Bershadsky, Sarah Taub, Frank Smith, Alberto Migliore, Debra Hart, and David Hoff. Funding for this paper was provided in part by the Administration on Intellectual and Developmental Disabilities, Administration for Community Living, U.S. Department of Health and Human Services.]
Into the Fray: How a Funders Coalition Restored Momentum for Early Learning in Minnesota. FCD Case Study
Author: Hage, Dave
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Educational Finance,School Readiness,Educational Quality,Pilot Projects,Grants,Corporate Support,Child Development,Human Services,Expertise,Disadvantaged Youth,Preschool Education,Preschool Children,State Government,Advocacy,Educational Objectives,Outcomes of Education,Achievement Gap

In the fall of 2008, a coalition of Minnesota foundations commissioned a local research organization to assess the state's ability to undertake a major improvement in school readiness and early learning services for disadvantaged children. The findings were discouraging. Richard Chase, working at the research arm of St. Paul's Amherst H. Wilder Foundation, concluded that Minnesota lacked a political champion for early learning in the governor's office or any other executive agency. He observed that government authority over early childhood services was fragmented among three cabinet departments--Human Services, Health, and Education--leaving no agency with overall authority or vision. And yet just three years later, Minnesota would win three highly competitive federal grants to fund important pilot projects in early education. The three grants, totaling nearly $90 million over five years, would fund an ambitious cycle of early learning experiments, bringing high-quality education and family services to thousands of PreKindergarten children, while modeling rigorous evaluation and funding mechanisms for wider use. This abrupt turnabout in Minnesota's prospects reflected a number of fortuitous events, including the election of a new, more activist governor and a &quot;coming-of-age&quot; for local advocates who had spent years building the case for state and corporate support of quality services for low-income children. Central to the achievement, however, was a coalition of Minnesota philanthropic leaders who sensed a vacuum in state leadership and stepped in to fill it. Over the four years between 2007 and 2011, these leaders joined forces to provide research, seed money, staff, ambitious goals, expertise in child development, and tactical energy that gave early childhood services a new coherence in the state and a new momentum at the state capitol. This case study tells their story.
The Power of PreK-3rd: How a Small Foundation Helped Push Washington State to the Forefront of the PreK-3rd Movement. FCD Case Study
Author: Nyhan, Paul
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Elementary Education,Public Schools,Educational Change,Early Childhood Education,Public Education,Partnerships in Education,Private Financial Support,Scores,Community Involvement,Family Involvement,Program Implementation,Expenditure per Student

The New School Foundation was not born from a commission, legislative mandate, research project, think tank, or even the mind of a leading education scholar. One of Washington state's pioneering PreK-3rd initiatives began as the brainchild of a wealthy Seattle businessman, Stuart Sloan, 20 years ago. The New School Foundation and its ideas were far from an overnight success. Initially, community members resisted the Foundation's program. Its unprecedented partnership with the Seattle Public Schools strained and still strains at times. Change and success took far longer than many hoped. Ultimately, however, the Foundation succeeded. Student test scores rose, communities and families became engaged, and the idea of a more integrated PreK-3rd continuum spread. These struggles and successes hold lessons for foundations considering the next generation of investments that could expand this work around the country. One of the central lessons is that the New School Foundation succeeded because it never gave up. The Foundation spent two decades in an arena--public elementary education reform--where change often moves at a glacial pace, and foundations typically commit no more than a few years to a strategy. The New School Foundation learned, sometimes painfully, that it can take many years to make measurable change, even with substantial private investment. In fact, Sloan and his team spent six years opening their first school at T.T. Minor. Appended are: (1) The Foundation of PreK-3rd; and (2) Funding: Per Student Costs. (Contains 4 footnotes.)
PreK-3rd: Raising the Educational Performance of English Language Learners (ELLs). PreK-3rd Policy to Action Brief. No. Six
Author: Russakoff, Dale
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gap,English (Second Language),Speech Communication,Second Language Learning,English Language Learners,Elementary Education,Preschool Education,Kindergarten,Federal Legislation,Public Education,Court Litigation,Limited English Speaking,Spanish Speaking,Educational Methods,Chinese Americans

In 1974, the United States Supreme Court ruled in &quot;Lau v. Nichols&quot; that 1,800 Chinese-speaking children in the San Francisco public schools were entitled to English-language instruction or other support to help them understand what was happening in their classrooms. Thirty-six years later, state and local responsibilities to public school children who do not speak proficient English fill an entire section of the federal Elementary and Secondary Education Act (Title III). But it is a matter of serious national debate whether the vast apparatus born of &quot;Lau&quot; provides a &quot;meaningful education&quot; to the nation's now five million English Language Learners (ELLs). The No Child Left Behind Act (NCLB) holds every state, district, and school accountable for students' academic progress. It also revealed the extent to which schools have failed non-English-speaking students by requiring states and districts for the first time to disaggregate their reading and math scores on annual assessments. The large achievement gap has moved educators, scholars, and policymakers to try urgently to reverse decades of neglect, even as the scale of the challenge is growing exponentially. This brief spotlights major issues facing those taking up this challenge and offers them emerging policy solutions. The primary focus will be on the 75 percent of ELLs who speak Spanish, and who are believed by scholars to be at high risk for school failure. (Contains 38 online resources.)
EFL Curriculum and Needs Analysis: An Evaluative Study
Author: Alhamlan, Suad
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Secondary School Students,Females,English (Second Language),Foreign Countries,Vocabulary Development,Textbooks,Curriculum,Second Language Instruction,Secondary Schools,Questionnaires,Course Descriptions,Textbook Content,Textbook Evaluation

The current paper is an assessment of the &quot;Traveller 5&quot;, the English Language curriculum that is taught in third secondary Schools in Saudi Arabia. Through this paper, the author focused on whether this curriculum fulfills students' needs. This syllabus has been introduced as part of the English Language Development Project (ELDP) implemented by the Saudi Ministry of Education. In order to achieve this goal, a questionnaire was prepared by the project committee aimed at exploring students' perceptions about this particular syllabus. The participants of this project were 500 female students at the third secondary grade from Riyadh region in the kingdom of Saudi Arabia. The results of the research revealed that the syllabus meets the requirements of the students in general sense. However, students did not give high evaluation to issues such as; the difficulty of the material in the textbook, the allowing students to interact in the classroom, and the number of the new vocabulary items in the textbook. The paper suggests focusing on these items in order to make it according to students' needs. (Contains 2 figures.)