ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Conservation in Elementary Schools. Bulletin, 1938, No. 14
Author: Bathurst, Effie, G.
Date: 1940-00-00
Type: Guides - Classroom - Teacher
Subjects: Instructional Materials,Natural Resources,Public Education,Elementary Education,Conservation (Environment),Environmental Education,Teaching Methods,Course Content,Units of Study,Curriculum Development

That which legislation many times fails to accomplish with adults, organized public education achieves through children. There is no better way, and perhaps no other way, to save the Nation's natural resources from three centuries of ruthless exploitation than by a program of adequate instruction in the Nation's schools. Children cannot begin too young to be active conservationists. The purpose of this bulletin is to aid teachers in the selection, adaptation, and organization of materials for the teaching of conservation in grades 1 to 7 or 8. Its contents include: (1) Organization of Content--an overview, the principles of organization, and a suggested curriculum plan; (2) Introduction of Conservation--sources of help for teachers, the teacher's preparation and teaching plan, and the daily schedule; and (3) The Development of Conservation Units--the curriculum unit, and an outline of teaching material for what a class can do about saving soil. An appendix provides the story of erosion and its control. A bibliography is also included. (Contains 20 footnotes.) [Best copy available has been provided.]
Curriculum Adjustments for the Mentally Retarded: A Guide for Elementary and Secondary Schools. 2nd Edition. Bulletin, 1950, No. 2
Author: Martens, Elise H.
Date: 1950-00-00
Type: Guides - Classroom - Teacher
Subjects: Secondary Schools,Vocational Schools,Guidance,Mental Retardation,Urban Schools,Rural Schools,Intellectual Development,Day Schools,Residential Schools,Elementary Schools,Special Education,Residential Care,Student Adjustment,Curriculum,Science Education,Art Education,Mental Health,Physical Health,Educational Experience

Mentally retarded children, as here defined, are those who because of poor intellectual endowment are unable to cope, with the standard requirements of regular grades. They are in particular need of special educational services planned for intellectually subnormal children. These include approximately 2 percent of the school population. Some children are so seriously defective in both social and intellectual development that they may need to have the benefit of residential school care. Others are much closer to the border line of intellectual abnormality. Both of these types, as well as the intervening groups, are found in special schools and classes and sometimes in regular classes. All of them are included among the seriously deficient but educable children in our schools and institutions. Whether in a regular or in a special elementary class, in a city school or in a rural school, in a regular secondary school or in a prevocational or vocational school, in a day school or in a residential school, the basic needs of these children are the same. Adjustment should be made in accordance with the limited capacities which they present. In whatever segment of the school system they may be found, they all call for sympathetic understanding and intelligent guidance. The function of a traveler's guide is to lead the way, to point out the dangers of the road, to call attention to the beauties of the landscape. But he takes not one step for his companion. The traveler must use his own feet, his own ears, his own eyes, if he is to fulfill the purpose of his expedition. It is this function of guidance which it is hoped the present publication will perform. It does not offer a curriculum ready-made, nor even part of a curriculum. Rather its purpose is to present the fundamental principles involved, to point out desirable bases for the selection of curriculum content, to suggest a variety of activities in keeping with these bases of selection, and to illustrate how such activities can be coordinated into units of experience. Individual sections contain footnotes. [Best copy available has been provided.]
Hospital Schools in the United States. Bulletin, 1938, No. 17
Author: Matheison, Clele Lee
Date: 1939-00-00
Type: Historical Materials
Subjects: Learning Activities,Student Characteristics,Teachers,High School Students,High Schools,Physical Disabilities,Hospitals,Chronic Illness,Child Health,Children,Access to Education,Educational Methods,Questionnaires,Income,Educational Finance,Costs,Patients,Standardized Tests,Educational Development,Educational Administration,State Legislation

Among the exceptional children for whom special educational facilities are essential are those who must spend weeks or months or years in a hospital or a sanatorium. Many of these children, while undergoing physical treatment, can very profitably engage in school work. Comparatively little has been written about this phase of educational activity, and little has been known of the extent to which it has progressed or of the character of the programs underway. The present study of hospital schools was made for the purpose of determining from present practices the general principles and standards fundamental to the extension of such schools. It is concerned primarily with hospital schools which offer &quot;academic training&quot; (i.e., subjects ordinarily found in the public school curriculum) for the education of physically handicapped children who have been temporarily hospitalized. No uniform scheme can be proposed to fit the many local situations, or the educational organization in the several States. However, the common experiences of workers in hospital schools and the methods and expedients which have been successful in their operation should reveal certain guiding principles for the establishment or the improvement of such institutions. The findings reported in this bulletin represent a significant investigation, in that it involves an analysis of existing legislation concerning hospital schools and data received from 162 hospital schools located in 33 States, Hawaii, and the Philippine Islands. This report represents a contribution to the literature on the education of exceptional children, and it is hoped that it may stimulate thought and action with reference to the further development of hospital instruction as an integral part of the educational program. The following are appended: (1) Digest of Laws Relating to Hospital Schools by States; and (2) Hospital Schools Replying to Questionnaire. (Contains 58 footnotes and 11 tables.) [Best copy available has been provided.]
Education in Peru. Bulletin, 1946, No. 3
Author: Ebaugh, Cameron D.
Date: 1946-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational Development,Population Trends,Government (Administrative Body),Industry,Transportation,Military Service,World History,Educational Administration,Enrollment Trends,Educational Finance,Public Education,Educational Legislation,Physical Education,Hygiene,Elementary Education,Kindergarten,Transitional Programs,Textbooks,Supervision,Secondary Education,School Buildings,Admission (School),School Schedules,Scholarships,School Libraries,Secondary School Curriculum,Grading,Tests,Graduation,Private Education,Teacher Education,Elementary School Teachers,Schools of Education,Selective Admission,Student Teaching,Teacher Improvement,Secondary School Teachers,Second Language Learning,Vocational Education,Physical Education Teachers,Teacher Associations,Industrial Education,Womens Education,Agricultural Education,Business Education,Higher Education,College Presidents,College Faculty,Salaries,Fees,Student Needs,Military Schools,Engineering Education,Veterinary Medical Education,Special Education

The U.S. Office of Education has undertaken the preparation of a series of basic studies on education in a number of Central and South American countries under the sponsorship of the Interdepartmental Committee on Cultural and Scientific Cooperation. This series of studies is part of a program to promote understanding of educational conditions in the American countries and to encourage cooperation in the field of Inter-American education. The project, a part of a Government-wide program of cultural cooperation under the auspices of the Department of State, was begun in the fall of 1943. It involves travel by Office of Education specialists in the various countries for the purpose of gathering data first hand on their educational systems, and the preparation of reports from these data for publication. &quot;Education in Peru&quot; is based on data gathered by the author in Peru in 1944 and supplemented since through documentation. A bibliography is included. (Contains 16 tables, 1 chart, and 43 footnotes.) [Best copy available has been provided.]
A Study in Content Area Language Acquisition
Author: Broer, Kathleen
Date: 2003-03-00
Type: Reports - Research
Subjects: English (Second Language),Language Acquisition,Grade 1,Grade 2,Grade 4,Second Language Learning,Indo European Languages,Native Speakers,Semitic Languages,Finno Ugric Languages,Dravidian Languages,Writing Strategies,Metacognition,Nonfiction,Connected Discourse,Games,Singing,Content Area Writing

This study was conducted at a public school with a population of over 900 students. Among the main language groups represented were Punjabi, Hindi, Tamil, Estonian, Serbian, Arabic as well as 23 other language groups. The author monitored over 75 students, in grades 1, 2 and 4. She was interested in exploring what strategies best promoted coherence in non-fiction writing of the students referred to me by classroom teachers. The focus of this study is on the effect of metacognitive awareness strategies and direct text form-focussed instruction on student non-fiction writing. An appendix presents: (1) Linguistic Profile of the Resource ESL Student Sample (Levels Determined by Board Approved Testing); (2) Vocabulary for Informational Text; (3) The Recall Passages; (4) Results of Student Recall--First Teaching Cycle; (5) Results of Student Recall--Second Teaching Cycle; (6) Results of Vocabulary Awareness--First Teaching Cycle; (7) Results of Vocabulary Awareness--Second Teaching Cycle; and (8) EQAO Results over 3 Years. (Contains 4 footnotes.)
Doing away with Debt: Using Existing Resources to Ensure College Affordability for Low and Middle-Income Families. [Executive Summary]
Author: Education Trust
Date: 2013-02-14
Type: Reports - Descriptive
Subjects: Higher Education,Student Financial Aid,Federal Programs,Federal Government,Paying for College,Low Income,Middle Class,Grants,Debt (Financial),Educational Change,State Government

America's financial-aid system has become almost impossible to navigate and burdensome for those who need it most. Tuition and fees are skyrocketing, forcing almost half of college-going students to borrow. Low and middle-income students are taking on frightening levels of debt. Bachelor's degree recipients leave school with an average of $26,600 in debt, and over 100,000 students are shut out of college each year, with cost concerns acting as a major limiting factor. We must and can do better for students willing to work hard to learn their way into the middle class. The Education Trust proposes a college-aid redesign--a new system that shares responsibility among the federal government, states, institutions of higher education, and students to help low-income students attend and complete college with no loans and middle and upper-middle income students to do the same with no-interest loans. [For the full report, see ED543214.]
Doing away with Debt: Using Existing Resources to Ensure College Affordability for Low and Middle-Income Families
Author: Dannenberg, Michael
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Student Financial Aid,Federal Programs,Federal Government,Paying for College,Low Income,Middle Class,Grants,Debt (Financial),Educational Change,State Government

America's college financial-aid system has helped millions of students obtain a postsecondary education, but the system's flaws are increasingly apparent. Growth in tuition and fees outpace available resources, particularly for students striving to rise out of poverty. Low- and middle-income students confront frightening levels of education debt. Our financial-aid system, built in a different era for a different demography and continually expanded over the years, is now inefficient, inequitable, and inadequate to address current college affordability challenges. Responsibility for these shortcomings is shared by all stakeholders in the higher education system--the federal government, state governments, institutions of higher education, and students themselves. We need to increase college completion, reduce student debt, and close the opportunity and attainment gaps that consign so many talented young Americans to lives on the margins of our society. And that will require change from everybody. The good news is such change is within our reach--without massive new expenditures. It starts with a redesign of a large portion of our financial-aid system, making it simpler, fairer, and more effective. We should consolidate federal programs, target resources, and, most important, further engage states. A large portion of the current panoply of federal support for higher education outside of the Pell Grant program--other grant, loan, and higher education tax programs--should be consolidated into state grants and delivered to needy students and colleges in ways that states deem best as long as college access, affordability, and success outcomes are met, including those related to reduced student debt and increased college completion. Appended are: (1) Estimated savings from program consolidation and targeting; (2) Potential distribution of funds across states; (3) Colleges and universities with no-loan or low-loan policies (2009-2010); and (4) Cost Estimate Methodology. (Contains 8 tables, 3 figures and 74 notes.) [For executive summary, see ED543213.]
Instructional Supports: The Missing Piece in State Education Standards
Author: Education Trust
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Academic Standards,Educational Change,State Standards,Barriers,Best Practices,State Curriculum Guides,Educational Resources,Teaching Guides,Instructional Materials,Instructional Effectiveness,Instructional Innovation,Teacher Effectiveness

Instructional supports guide how academic standards are taught and translated into student learning. Teachers want a clear curricular framework, a rich array of teaching resources, and ideas for assignments that tap higher order thinking. As states implement new standards, they must simultaneously provide teachers with the tools to teach them effectively. In this paper, The Education Trust offers insights about the best ways states can support the nation's educators in their efforts to help students meet high academic standards. It is hoped that this report will inform the decisions of education policymakers as they aim to use the new standards to lift achievement and prepare all students for college and careers. (Contains 1 note.)
Building and Sustaining Talent: Creating Conditions in High-Poverty Schools That Support Effective Teaching and Learning
Author: Almy, Sarah
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Teacher Effectiveness,Teaching Methods,Public Schools,Rewards,Instructional Leadership,Low Income Groups,Teacher Evaluation,Work Environment,Poverty,Instructional Effectiveness,Access to Education,Teacher Attitudes,Faculty Mobility,Minority Group Students,Teacher Recruitment,Teacher Persistence,Data,Cooperation,Achievement Gap

Improving teaching effectiveness is a hot topic for policymakers around the country these days. The gathering movement marks an important step forward in the ongoing effort to strengthen our nation's schools. In many cases, however, these efforts start and stop with improving outdated, inadequate teacher evaluation systems. Such approaches fail to address a key problem: that our most vulnerable students are consistently and disproportionately saddled with the weakest teachers and seldom have access to the strong instruction they need and deserve. To correct this systemic flaw, districts and states must address policy and culture issues that lead to higher rates of teacher dissatisfaction and turnover in schools serving large populations of low-income students and students of color. Teachers do not work in a vacuum. Like most other professionals, their feelings about their jobs and their decisions about where to teach are significantly impacted by their work environments. Despite widespread assumptions that students are the primary cause of teacher dissatisfaction and attrition, research shows that the work environment in schools--particularly the quality of school leadership and staff cohesion--actually matters more, especially among teachers working in high-poverty schools. Around the country, too many states and districts are giving short shrift to the teaching and learning environments in schools serving students with the greatest need. But a few places are taking this work seriously. In this report, the Education Trust highlights five districts that recognize the importance of teaching and learning conditions: Ascension Parish Public Schools in Louisiana, Boston Public Schools in Massachusetts, Charlotte-Mecklenburg Schools in North Carolina, and Fresno Unified and Sacramento City Unified in California. These districts view building and sustaining strong teaching and learning conditions as a key strategy for attracting, developing and retaining strong teachers in high-need schools. While each district's approach is different, some consistent themes emerge: a focus on strong leadership, a campus-wide commitment to improving instruction by analyzing student data and reflecting on practice, and a collaborative environment that values and rewards individual contribution. (Contains 17 notes.)
Breaking the Glass Ceiling of Achievement for Low-Income Students and Students of Color. Shattering Expectations Series
Author: Bromberg, Marni
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Data Analysis,Misconceptions,National Competency Tests,Educational Trends,Academic Achievement,Reliability,Educational Indicators,Differences,Family Income,Comparative Analysis,Low Income,Minority Group Students,Accountability,White Students,Grade 4,Grade 8,Grade 12,Achievement Gains,High Achievement

Typically, achievement gaps between groups of students are measured as either differences in average scores or differences in proficiency rates. But, practitioners, policymakers, and researchers have long recognized that these approaches don't tell the whole story. Average scores, for example, are good at summarizing trends but can mask real differences in the range of student performance. Proficiency rates, on the other hand, measure the percentage of students that exceed a predetermined standard of performance, but don't convey much about students above or below that standard. In this report, the authors dig underneath the averages and proficiency rate data to take a deeper look at where the nation currently stands. NAEP (National Assessment of Educational Progress) results allow them to examine national trends in student achievement, providing consistent assessment data biannually and across states. NAEP is an ideal measure for their analyses because the proficiency standards are higher than most state standards, making analysis of advanced performance a true indicator of exemplary achievement. Also, unlike state assessments, NAEP is not tied to state accountability systems, providing little incentive to manipulate scores. For this paper, the authors examine national, public school trends from 2003-2011 in fourth and eighth grades in reading and math. Twelfth-grade results run on a different assessment cycle and are presented here separately. They analyze achievement patterns for low-income and higher income students, using free and reduced-price lunch as a proxy for family income, as well as for students of color and white students. They spotlight achievement gaps in: 1) the percent of students in the below basic and advanced performance categories; and 2) the achievement of the top and bottom 10 percent of students in each racial/ethnic and income group. They also examine trends separately for low-income black, Hispanic, and white students versus higher income black, Hispanic, and white students. They describe results that are statistically significant. Some data, on the surface, may seem different or denote progress, but they rely on significance tests to determine if the changes are truly different. The charts included in the body of the report utilize fourth-grade math as the primary example across analyses. Other tables are included to summarize results, and examples of other grades and subjects are included to demonstrate patterns. Appended are: (1) NAEP indicators that measure low and high-end achievement; and (2) Data Summary. (Contains 10 figures and 19 notes.
A Guide for Hispanic Parents: How to Help Your Child Prepare for College and Career
Author: Education Trust
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Academic Standards,Hispanic American Students,Academic Achievement,College Preparation,College Admission,Equal Education,Academic Aspiration,Advocacy,Parent Role,Course Selection (Students),Career Planning

Given lingering racism in this country, you won't be surprised to learn this: Hispanic students are much less likely than white students to have the most qualified teachers--the ones with the most experience and greatest expertise in the subject matter. And many Hispanic students go to schools that do not even offer some of the high-level courses necessary for admission to the best colleges. This is a terrible injustice. The tragic consequence is that Hispanic graduates are nearly half as likely to finish high school with a rigorous academic diploma as white students. The best schools encourage all students to aspire to the most challenging courses. Then they provide plenty of academic support for those struggling with assignments, and they don't lower standards. This support includes concentrated help on specific skill sets during the school day and extended-day options. This guide shows you: (1) Why your child needs to prepare for college and a career; (2) How to tell if your child's school has college-ready academic standards; (3) The special hurdles facing Hispanic students; and (4) How to be an effective advocate for your child.
A Guide for African-American Parents: How to Help Your Child Prepare for College and Career
Author: Education Trust
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Academic Standards,African American Students,African American Education,College Preparation,School Readiness,Career Development,College Choice,Racial Factors,Advocacy,Parent Role,Success,High School Students,College Admission,Barriers,Expectation

Until every school gives all students an education that prepares them for college and a career, African-American parents will have to fight for their children's future, class by class, teacher by teacher, and school by school. Your child deserves nothing less. This guide shows you: (1) Why your child needs to prepare for college and a career; (2) How to tell if your child's school has college-ready academic standards; (3) The special hurdles facing African-American students; and (4) How to be an effective advocate for your child.