ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of the Direct Teacher Feedback Strategy on the EFL Secondary Stage Students' Writing Performance
Author: Elashri, Ismail Ibrahim Elshirbini Abdel Fattah
Date: 2013-00-00
Type: Reports - Research
Subjects: Writing Instruction,Program Effectiveness,Writing Skills,Scoring Rubrics,Feedback (Response),Control Groups,Experimental Groups,Writing Improvement,Writing Strategies,Foreign Countries,Teaching Methods,Writing Difficulties,Skill Analysis,Educational Needs,Instructional Effectiveness,English (Second Language),English Language Learners,Statistical Significance,Performance Based Assessment

This study aimed at developing some writing skills for second year secondary stage students through the direct teacher feedback strategy. Hence, the problem of the study was stated in the following statement: &quot;The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are weak.&quot; They need to be trained in the skill of writing and there is a dire need to use the direct feedback strategy. The study adopted the experimental design, i.e., using an experimental group and a control group. The experimental group received the direct teacher feedback strategy instruction while the control group received traditional writing instruction. The direct teacher feedback strategy instruction was provided to the experimental group at Satamooni Al-Azhar Secondary Institute for Girls at Satamooni whereas the traditional writing instruction was provided to the control group at Roda Al-Azhar Secondary Institute for Girls at Roda; both institutes are located in Dakahlia Governorate. The instruction lasted for nine weeks for each group. The instruction took place in the second term of the academic year 2012/2013. The following instruments were designed by the researcher: A Writing Performance Test, A Holistic Scoring Rubric, and An Analytic Scoring Rubric. The present study provided evidence for the effectiveness of using the direct teacher feedback strategy in developing students' writing performance. Further, the study highlighted the advantages of using the direct teacher feedback strategy in developing writing. Four appendixes include: (1) A holistic scoring rubric; (2) A writing skills list; (3) List of the names of the jury of specialists who validated the instruments of the study; and (4) Teacher's guide for writing skills. (Contains 6 tables and 1 figure.)
Collaboration Models for ELL and Content Subject Teachers
Author: Broer, Kathleen
Date: 2001-00-00
Type: Reports - Evaluative
Subjects: Content Area Reading,Models,Special Needs Students,Second Language Learning,Second Language Programs,Teacher Collaboration,Content Area Writing,Change Strategies,Educational Strategies,Educational Resources,Focus Groups,English Language Learners,Language Skills,Skill Analysis,Achievement Rating

This study examines how content-area teachers view the needs of L2 learners in their classroom. It addresses simple collaboration strategies for ELL and content-area teachers to use to help adolescent L2 students in both the resource and rotary classroom. Socio-cultural curriculum resources are cited with the appendices. (Contains 7 tables.)
Read Naturally. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Reading Programs,Supplementary Education,Literacy,Adolescents,Elementary School Students,Grade 3,Grade 4,Grade 5,Intervention,Educational Research

&quot;Read Naturally&quot; is a supplemental reading program designed to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of books, audio CDs, and computer software. The program combines three main strategies: modeling of story reading, repeated reading of text for developing oral reading fluency, and systematic monitoring of student progress by teachers and the students themselves. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and work (for the most part) on an independent basis. The program has two versions: one in which students use audio CDs with hard-copy reading materials, and one in which students use the &quot;Read Naturally&quot; computer program alone. The What Works Clearinghouse (WWC) identified 56 studies that investigated the effects of &quot;Read Naturally&quot; on the literacy skills of adolescent readers. The WWC reviewed four of those studies against group design evidence standards. One study (Heistad, 2008) is a quasi-experimental design that meets WWC evidence standards with reservations. The study is summarized in this report. Three studies do not meet WWC evidence standards. The remaining 52 studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Heistad (2008); (2) Outcome measure for the general literacy achievement domain; (3) Findings included in the rating for the general literacy achievement domain; and (4) Description of supplemental findings for the general literacy achievement domain. A glossary of terms is included. (Contains 3 tables and 4 endnotes.)
Schools for the Deaf, 1921-22. Bulletin, 1923, No. 52
Author: Phillips, Frank M.
Date: 1924-00-00
Type: Historical Materials
Subjects: Deafness,School Statistics,Special Schools,State Schools,State Aid,Private Financial Support,Private Schools,Educational Finance,Public Schools,Urban Schools,Institutional Characteristics,Blindness,Teacher Characteristics,Enrollment Trends,Instructional Program Divisions,Graduates,Speech Language Pathology,Speech Communication,Library Materials,Expenditures,Oral Communication Method

There are three types of schools for the Deaf included in this bulletin: (1) Those controlled and supported by the State; (2) Those controlled and financed by private organizations; and (3) Those operated as a part of the city public-school systems. This document provides an overview of Deaf Education through statistics and tables. The following contents are included: (1) Types of schools included; (2) Deaf and blind institutions; (3) Schools not reporting; (4) Number of schools; (5) Instructors; (6) Enrollment by grades; (7) Graduates; (8) Pupils taught speech; (9) Volumes in libraries; (10) Valuation of property; (11) Receipts; (12) Expenditures; and (13) Statistical tables. (Contains 17 tables.) [Best copy available has been provided.]
The Cooperative Education Association of Virginia. Bulletin, 1923, No. 53
Author: Guy, George W.
Date: 1924-00-00
Type: Historical Materials
Subjects: Cooperative Education,Organizations (Groups),Cooperation,Financial Support,Democracy,Counties,Public Education,History Instruction,Citizenship,Meetings,Compulsory Education

Nearly a score of years ago a group of men and women, vitally interested in carrying into effect some plan by means of which people in the Old Dominion would realize the necessity for a wider democracy in education, met in Richmond, Virginia. Then it was that the germ of the Cooperative Education Association came into existence, and the following spring it was formally organized. The Cooperative Education Association became the expression in Virginia of that vital and far-reaching citizenship movement in the Southern States for the building of an adequate public-school system and the training of what has been well denominated &quot;the forgotten man.&quot; This patriotic effort for the rebuilding of the life of the South, through the growth of the community consciousness and the development of public education, swept over this section of the country with something akin to religious passion. Public spirit was awakened in the hearts of great numbers of men and women, who then and there dedicated themselves to this service to their native State and their reunited country. This bulletin covers topics relating to the Cooperative Education Association of Virginia such as: Program of Cooperation; Constitution; County Federation of Leagues; Organization Chart; State Conference; Financial Support; and County Councils of Conference and Cooperation. [Best copy available has been provided.]
Bibliography of Educational and Psychological Tests and Measurements. Bulletin, 1923, No. 55
Author: Doherty, Margaret, Comp.
Date: 1924-00-00
Type: Historical Materials
Subjects: Printed Materials,Psychological Testing,Educational Testing,Intelligence Tests,Educational Assessment,Bibliographies,Educational History,Psychometrics,Test Use,Measurement,Measures (Individuals),Achievement Tests,Diagnostic Tests,Rating Scales,Aptitude Tests,Standardized Tests,Statistical Analysis,Elementary Secondary Education,Kindergarten,Rural Schools,Higher Education,Disabilities,Teacher Education,Intellectual Disciplines,Vocational Education,Institutionalized Persons,Correctional Institutions,Armed Forces,Delinquency,College Entrance Examinations

The bibliography presented in this bulletin purports to cover the printed material issued in this country concerning intelligence and educational tests during the period from January 1, 1918 to June 30, 1922. It has been the purpose of the compilers to make the bibliography as useful to students and to practical school people as possible. To that end the materials have been classified under certain large and important topics. This has necessitated the printing of the same reference more than once--in some instances many times. This bibliography is divided into six parts, and it is entirely possible for an article or book to be listed in any or all of the first four of these parts. The first part takes up general matters; the second deals with articles under the heading of the particular tests to which they refer; the third presents materials on the characteristics and uses of tests; and the fourth presents much the same materials as the other parts, but classifies them according to the types of schools in which the tests were used. The fifth part merely gives a list of the tests which appeared during the period to which the bibliography is devoted. Since additional tests have appeared during the time this bibliography has been in preparation, the list has been extended by the inclusion of some of the more important tests issued subsequent to June, 1922. Part six merely gives a list of the periodicals to which reference has been made in the bibliography. The term "periodical" is here to be taken as including monograph series and other publications which appear with some regularity. (Includes an index.) [Best copy available has been provided.]
Survey of the Schools of Alexandria, Virginia. Bulletin, 1923, No. 56
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Intelligence Tests,Educational Change,Construction Programs,School Buildings,Financial Support,School Surveys,Superintendents,Observation,Testing,Academic Achievement,Supervision,Teaching Methods,Course Descriptions

The survey of the school system of Alexandria, Virginia, was made in May, 1923, by the United States Commissioner of Education upon the invitation of the Board of Education of Alexandria and of the State superintendent of public instruction of Virginia. Members of the survey staff during the three weeks of field work visited the schools, made observation of instruction, gave tests, and secured such other information as would assist them in making constructive recommendations. This report of the findings is divided into the following categories: (1) Summary of findings and recommendations; (2) School population; (3) Instruction and courses of study; (4) Teaching staff; (5) Educational achievements and intelligence tests; (6) Supervision; (7) School health service; (8) School building program; and (9) Financial support. (Contains 6 footnotes.) [Best copy available has been provided.]
Educational Tests. Bulletin, 1923, No. 57
Author: Colvin, Stephen S.
Date: 1924-00-00
Type: Historical Materials
Subjects: Intelligence Tests,Intelligence,Performance Tests,Testing,Standardized Tests,Psychologists,Testing Programs,Test Use,United States History,War,Military Personnel,Test Construction,Test Items

A decade ago intelligence testing was in its beginnings in the United States. There were no standardized tests available except those of the Binet-Simon scale. These tests had been used but little, and chiefly for the detection and classification of the backward and the feeble-minded. Goddard had just begun pioneer work in this field, while Kuhlmann and Huey had added to the scant literature that was just beginning to appear in this country. Altogether the important articles numbered scarce a score. Today all is changed. The programs of the meetings of psychologists devote more space to the discussion of intelligence tests than to any other single topic. When schoolmen and teachers meet, this question claims their attention and interest, and in the schools themselves throughout the country extensive &quot;testing programs,&quot; are conducted and the results used for improvement in teaching and administration. The development and standardization of intelligence tests have resulted in four main types--two of which are far administration to individuals and two to groups. These are: (1) The Binet tests and their revisions and additions; (2) The performance tests for individual administration, including the various form-board tests, puzzle tests, picture tests, etc.; (3) The group-intelligence tests of the Army Alpha type--paper and pencil tests for the most part of a linguistic nature; and (4) The group-intelligence tests of the  Army Beta type, performance tests reduced to paper and pencil form, for use particularly, though not exclusively, in the examination of little children, illiterates, and non-English-speaking groups. (Contains 16 footnotes.) [Best copy available has been provided.]
Statistics of Kindergartens, 1921-22. Bulletin, 1923, No. 58
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: State Standards,Students,Public Schools,Parochial Schools,Kindergarten,Surveys,Statistical Data,Private Schools,Taxes,Educational Finance,American Indian Education,Special Schools,Blindness,Deafness,Teacher Qualifications,Administrators,Preschool Teachers,Young Children

This report presents statistics of private and of public kindergartens for the school year 1921-22. In 1920 there were 7,835 kindergartens reported, with 10,739 teachers and 510,949 pupils. In 1922 there were 8,889 kindergartens reported, with 11,842 teachers and 555,830 pupils. This represents an increase over 1920 of 10.2 per cent for teachers, and 8.8 for pupils reported to the bureau. The greater part of this increase in pupils comes from an increase in the number of private kindergartens reporting. In 1920 there were 553 private kindergartens reported, with 29,683 pupils. In 1922 there were 1,193 such schools reported, with 55,023 pupils. The kindergartens included in this survey are those in the regular public schools of the various cities and towns and are supported by taxation and from other public funds and those in other than city public schools. They include kindergartens in parochial schools, private schools, settlement organizations, State normal schools, orphanages, Indian schools, and schools for the blind, deaf, and backward children. Of these private kindergartens, 744 employ teachers that meet State standards, 165 do not attempt to meet such standards, while 284 do not report regarding standards. (Contains 6 tables.) [Prepared by the Statistical Division of the Bureau of Education. Best copy available has been provided.]
Schools and Classes for Feeble-Minded and Subnormal Children, 1922. Bulletin, 1923, No. 59
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Residential Care,Statistical Data,Mental Retardation,Private Schools,Day Schools,Special Classes,Organizations (Groups),Special Education,Special Schools,Surveys

This report contains 1922 statistics of schools and classes for feeble-minded and subnormal children. With regard to administration, three types of schools for mentally defective children are represented in this report: (1) State institutions; (2) private institutions; and (3) city day schools. This year (1922) the statistics show a total of 214 schools or classes for the mentally defective. About one-half of these, or 133, are classes in city day schools, 51 are State institutions, and 30 are private institutions. Since 1900 the number of State institutions reporting has increased from 19 to 51, and the number of private schools from 10 to 30. No data, on special classes in city day schools for retarded or subnormal children were collected prior to 1913. Since that date the number of cities making special provisions for these subnormal children has increased from 52 to 133. The increase in the total number of schools for mental defectives since 1900 does not show that a greater percentage of children are becoming mentally defective from year to year, but rather indicates a growing interest on the part of cities, States, and private organizations in making provision for this unfortunate club of mentally retarded or defective children. (Contains 11 tables.) [Prepared by the Division of Statistics of the Bureau of Education. Best copy available has been provided.]
Statistics of Private High Schools and Academies, 1921-22. Bulletin, 1923, No. 60
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Control Groups,High Schools,Statistical Data,Private Schools,Graduates,Institutional Characteristics,Enrollment Trends,Community Colleges,Educational Trends,Trend Analysis

For the 1921-22 school year 1,963 private high schools and academies sent to the bureau schedules complete enough to include in this bulletin. The number of schools reporting decreased about 6 per cent since 1920. This decrease can not be charged to any particular type of control. There is a substantial increase in the number of graduates from these schools. There is a slight increase in the total enrollment over 1920. The average number of students per school has increased from 56 in 1900 to 96 in 1922. There has been no increase in the enrollment for the first three years of secondary work. There is an increase in fourth-year enrollment, and a still greater decrease in students taking work above the fourth year, where the increase over 1920 is 61 per cent. This latter increase should lend encouragement to the advocates of the junior college. The increase appeals to be in the enrollment of white girls, and particularly in girls' schools. A list of private high schools and academies having an enrollment of 100 or more students is provided in this report. The list serves as a directory of the larger schools, and relates some of the important facts about each institution. (Contains 19 tables.) [Prepared by the Statistical Division of the Bureau of Education. Best copy available has been provided.]
Educational Directory, 1924. Bulletin, 1924, No. 1
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Females,Deans,Philosophy,Organizations (Groups),Veterinary Medicine,Government Libraries,Social Work,Parochial Schools,Counties,College Presidents,Agricultural Education,Superintendents,Business Education,Dental Schools,Pharmaceutical Education,Law Schools,Theological Education,Medical Education,Teacher Education,Summer Programs,Library Science,Churches,Parent Teacher Cooperation,Clubs,Periodicals,Extension Education,Engineering Education,Community Colleges,Jews,Judaism

This 1924 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) Deans or directors of colleges or schools of agriculture; (10) Deans or heads of departments of commerce and business; (11) Deans or directors of colleges or schools of engineering; (12) Deans or heads of departments of home economics;  (13) Deans or advisers of women; (14) Directors of extension; (15) Presidents or deans of schools of theology; (16) Presidents or deans of schools of law; (17) Presidents or deans of schools of medicine; (18)Presidents or deans of schools of dentistry; (19) Presidents or deans of schools of pharmacy; (20) Presidents of schools of osteopathy; (21) Presidents or deans of schools of veterinary medicine; (22) Presidents, etc., of institutions for the training of teachers; (23) Directors of summer schools; (24) Librarians of public and society libraries; (25) Executive officers of State library commissions; (26) Directors of library schools; (27) Educational boards and foundations; (28) Church educational boards and societies; (29) Jewish educational organizations; (30) Superintendents of Catholic parochial schools; (31) Directors of schools for social workers; (32) International associations of education; (33) American educational associations; (34) Learned and civic organizations; (35) National Congress of Mothers and Parent-Teacher Associations; (36) State Federations of Women's Clubs; and (37) Educational periodicals. [Best copy available has been provided.]
Industrial Schools for Delinquents, 1921-22. Bulletin, 1924, No. 2
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Illiteracy,Comparative Analysis,Delinquency,Industrial Education,Industrial Arts,Institutionalized Persons,Correctional Institutions,Juvenile Justice,Costs,Immigrants,Enrollment Trends,Vocational Education

This report contains statistics of industrial schools for delinquents for 1921-22. The institutions are all reformatory nature and receive inmates committed to their care by juvenile and other courts. Reports were received from 145 institutions: 30 of these are private institutions controlled by corporation or associations, and they admit children committed on public charges and therefore receive appropriations from the State. In 1900 the number schools reporting was 80. According to the records of this bureau, there are 176 public industrial schools for delinquents in the United States. The per cent reporting in 1922 is about 82 per cent of the total. During the year 1921-22, children committed to reformatory institutions numbered 31,240, and 31,250 were discharged. The average number of inmates for the year is 38,867 of whom 58 per cent enrolled in school classes. The bulletin concludes that one hundred and twenty-seven schools report 93 per cent of those discharged able to read and write. The children who have had all the benefits of these industrial schools for delinquents have still a much greater per cent of illiteracy than has the general population. (Contains 11 tables.) [Prepared by the Division of Statistics of the Bureau of Education. Best copy available has been provided.]