ethanporcaro/eric-fulltext-meta huggingface dataset:
The Daily Schedule in the High School. Bulletin, 1924, No. 15
Author: Edmonson, J. B.
Date: 1924-00-00
Type: Historical Materials
Subjects: Administrators,School Personnel,School Administration,Classroom Communication,School Schedules,High Schools,Administrator Role,Educational Administration,Intermediate Grades

The making of the daily schedule of classes is a problem of no mean importance. In fact, the solution of this problem requires much knowledge and skill on the part of an administrator. It not infrequently happens that an administrator loses the confidence of his teachers through an attempt to substitute a &quot;sketched&quot; daily schedule for one that should have been worked out in accordance with the best principles of schedule making. In such a case, the principal is wasting much of the time of his teaching staff. It is therefore vital that the principal understand the principles underlying the construction of the daily schedule of classes. An investigation of the literature on schedule making reveals the fact that very little has been written on this subject. This lack of material may be due to the too common belief that there is no best procedure to follow in solving the problem. Or it may be due to an impression that schedule making is a comparatively easy task. Anyone, however, acquainted with the problems of high-school administration is fully aware that the problem of schedule making is as complicated as any administrative problem. This bulletin covers the following topics: (1) Some problems involved in schedule making; (2) How the daily schedule is made in certain schools; (3) An account of schedule making in a Detroit, Michigan, high school; (4) An account of schedule making in a Detroit intermediate school; and (5) A summary of practices in schedule making. An Annotated Bibliography is included. [Best copy available has been provided.]
Objectives in Commercial Engineering: Report of the Second Conference on Business Training for Engineers and Engineering Training for Students of Business, Pittsburgh, Pennsylvania, May 1 and 2, 1922. Bulletin, 1924, No. 16
Author: Swiggett, Glen Levin
Date: 1924-00-00
Type: Historical Materials
Subjects: Engineering,Community Development,Job Analysis,Educational History,Engineering Education,Business Administration Education,Conferences (Gatherings),College Curriculum,Curriculum Development,Interdisciplinary Approach,Education Work Relationship,Relevance (Education),College Instruction,Educational Needs,Job Skills,Business Administration,International Trade,Educational Policy,Role of Education,Economic Progress,Industry,Citizenship Education,Socialization,Educational Objectives

The primary purpose of this conference held in Washington, May 1 and 2, 1922, was  to promote through training better coordination of the major operations in industry and commerce. There was an attendance of 215 comprising largely business  executives, engineers, and professors of business and engineering. The topics of discussion related to the coordination of college training with the industrial demand, to civic and social training of the engineer and business, and to the training of the engineer for management of overseas engineering projects. The committee hoped that the discussion of these topics might: (1) help solve the new problems that have recently arisen in modern industries, the solution of  which demands a more scientific approach to include job analysis and personnel specifications and a translation of these into a new and teachable content for use in engineering and commerce schools; and (2) might assist the engineer to a better understanding of problems relating to community development and aid in the training of the engineer for management of Overseas engineering projects. Committee on Commercial Engineering is appended. [Footnotes were unable to be counted due to poor print quality. Best copy available has been provided.]
American School Buildings. Bulletin, 1924, No. 17
Author: Dresslar, Fletcher B.
Date: 1925-00-00
Type: Historical Materials
Subjects: Architecture,Structural Elements (Construction),School Buildings,Laboratories,Lighting,Playgrounds,Educational Facilities Improvement,Educational Facilities Design,High Schools,Junior High Schools,Urban Schools,Geographic Location,Climate,Planning,Hygiene,Recreational Facilities

Since the publication by the Bureau of Education of Bulletin (1910) No. 5, entitled &quot;American Schoolhouses&quot; much progress has been made in school architecture from every point of view. In this revised edition such changes and such additions have been made in the text as will, it is hoped, bring this progress to the attention of school authorities in all essential details. The illustrations, both of floor plans and elevations of school buildings, are mostly new, and serve as an attempt to give a cross section of present acceptable standards. The preparation of this edition was undertaken with the hope that some additional helpful material might be brought to this service. The Commission of Education has requested some of the most prominent school architects of the country to furnish for this volume floor plans and elevations of a number of their most successful buildings. This volume will, in the main, show only high-school buildings, both senior and junior, and large buildings for grammar schools for city conditions. Those for the country schools will appear in another bulletin. The following topics are covered in this bulletin: (1) Location of a schoolhouse; (2) Soil and drainage; (3) Protection against dampness; (4) Planning; (5) Construction and equipment; (6) Lighting; (7) Heating; (8) Ventilation; (9) Toilets; (10) Disposal of sewage; (11) Baths; (12) Swimming pool; (13) Gymnasiums; (14) Playgrounds; (15) Laboratories; (16) Assembly rooms; and (17) School architecture and school improvement. An appendix presents: Orientation of buildings in Southern States. An index is also included. (Contains 7 figures, 45 plates, and 4 footnotes.) [Best copy available has been provided.]
Introduction of Algebra into American Schools in the Eighteenth Century. Bulletin, 1924, No. 18
Author: Simons, Lao Genevra
Date: 1924-00-00
Type: Historical Materials
Subjects: Algebra,Foreign Countries,Mathematics Instruction,Educational History,United States History,College Mathematics,Mathematical Concepts,College Faculty,Textbooks,Student Journals

The history of education is made up in part of accounts of various subjects which have developed into courses of study. Mathematics of some kind has always been included in such courses. In the American colonies, arithmetic was an important subject for practical reasons. It was needed for trade and commerce. Sailing vessels plying between Europe and America were the only means of communication with the &quot;homeland.&quot;  Navigation and all the kinds of sailing that had to be put to daily use came to be a continuation of the course in arithmetic. Astronomical observations were an important feature in laying out a course at sea and so astronomy is found in connection with arithmetic. Some elementary trigonometry, logarithms, and geometric constructions played a necessary part in the calculations incident to both navigation and astronomy. With this list, the practical uses of mathematics in that day are exhausted. It is the purpose of this study to show that algebra, another branch of mathematics entered into the American education of the eighteenth century, and to show further that we must seek some other reason for its presence than a practical need for it. The research connected with this work has been made from original sources found in many libraries, both public and private in the East. (An index is included; 124 footnotes.) [Best copy available was provided.]
Schools for Adults in Prisons, 1923. Bulletin, 1924, No. 19
Author: Hill, A. C.
Date: 1924-00-00
Type: Historical Materials
Subjects: Females,Foreign Countries,Males,Correctional Institutions,Institutionalized Persons,Adults,Institutional Characteristics,Correctional Education,Books,Criminals,Cooperation,Recreational Activities,Religion,Aesthetics,Adult Education

The first bulletin on schools in prisons for adults published by the United States Bureau of Education was issued in 1913. During the 10 years that have intervened, some progress has been made toward the solution of the problems dealing with men and women in prison. The advance has been less, perhaps, in visible accomplishment than in focusing public attention and clarifying thought on the possibility of reformation and the ways of  promoting it. It has been a period of experimentation, of learning by trial and error, of success and failure. A list of questions was sent to all the prisons of the United States and Canada, and the answers were designed to form the basis of this bulletin. Appended are: (1) The reformative value of recreation; (2) An experiment in home study in Sing Sing; (3) Methods of procedure in California State Prison, San Quentin; (4) Prison reform its danger; (5) As the inmates see us; (6) Letters from inmates; (7) Dealing with men and women in prisons; (8) Schools in prisons of New York, 1922-23; (9) A worth-while view of the problem; (10) Dealing with short-term prisoners; (11) The use of books in prisons; and (12) Queries, comments, and suggestions. [Best copy available has been provided.]
Statistics of Universities, Colleges and Professional Schools, 1921-22. Bulletin, 1924, No. 20
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Philosophy,Veterinary Medicine,Statistical Data,Comparative Analysis,Dentistry,Dental Schools,Medical Schools,Pharmaceutical Education,Theological Education,Institutional Characteristics,College Faculty,Academic Degrees,Tables (Data)

This report presents the statistics of 780 universities, colleges, and professional schools for the school year 1921-22. Of this number, 119 institutions are under public control and 661 under private control. One hundred and sixteen are independent professional schools. There are 121 schools of theology, 117 schools of law, 80 schools of medicine, 44 schools of dentistry, 60 schools of pharmacy, and 16 schools of veterinary medicine. Contents include: (1) Institutions Reporting; (2) Professors and Instructors; (3) Students; (4) Degrees; (5) Property; (6) Receipts; (7) Comparative Statistics; and (8) Statistical Tables. (Contains 31 tables. ) [Best copy available has been provided.]
Practices and Objectives in Training for Foreign Service. Report of the National Conference on Foreign Service Training, Washington, December 26, 1923. Bulletin, 1924, No. 21
Author: Swiggett, Glen Levin
Date: 1924-00-00
Type: Historical Materials
Subjects: Chemistry,Civics,United States History,Human Geography,Foreign Countries,Housing,European History,Plane Geometry,Student Attitudes,Educational Objectives,Business,Public Officials,Foreign Policy,International Relations,Conferences (Gatherings),Training,Second Language Instruction,Modern Languages,Algebra,Physics

Eighteen States and the District of Columbia were represented at the second conference of collegiate instructors in foreign service training subjects, which was held at the New Willard Hotel, Washington, D.C., December 26, 1923, under the direction of the former advisory council and committee of fifteen on educational preparation for foreign service, now known as the National Council on Foreign Service Training. The topic of the conference was practices and objectives in training for foreign service of Government and business. This conference was the outgrowth of a small round-table conference held under similar direction at the Hotel Sherman in Chicago, Illinois, December 27, 1922. Preliminary to the latter conference the chairman of the National Council on Foreign Service Training, G. L. Swiggett, requested two groups of men engaged in the service of Government and business for an opinion based on experience in regard to necessary educational preparation for their respective types of work. Each group expressed the belief that overspecialization was not desirable; that technique should come late in the course of study; that the maximum of English should be offered; and that chemistry should be taken as a basic science. With these suggestions in mind it was decided at the 1922 Chicago conference that the following subjects, with unit requirements, will best serve as secondary preparation for further collegiate study in foreign service subjects: English, 4; modern language, 4--at least three units in one language; American history, 1; English history or modern European history, 1; economic geography, 1; mathematics--algebra and plane geometry, 1.5; chemistry or physics, 1; civics, 0.5; elective, 1; 15 units in all. [Best copy available has been provided.]
Technique of Procedure in Collegiate Registration. Bulletin, 1924, No. 22
Author: Avery, George T.
Date: 1924-00-00
Type: Guides - General
Subjects: Registrars (School),Educational History,College Administration,Guidelines,Records (Forms),School Registration,Student Records,Methods,Professional Associations,Efficiency,Planning,Flow Charts,Visual Aids,Program Effectiveness,Time Management

It is a well-known fact that, while we have a considerable body of literature on public-school administration, information on collegiate administration is meager. This is especially true concerning the problems of the registration office. In collecting the data used for this report, the institutions holding membership in the Association of Collegiate Registrars were requested in October, 1922, to send their registration forms, together with their methods of procedure, to the writer. The purpose of this article is to study one phase of the registrar's work--that of the registration of the student. Contents include: (1) Inefficient methods still used; (2) Points of agreement among registrars; (3) Methods most commonly used; (4) Analysis of typical plans; (5) Some helpful suggestions; (6) Recommended registration plan. [Best copy available has been provided.]
Government Publications Useful to Teachers. Bulletin, 1924, No. 23
Author: Windes, Eustace E., Comp.
Date: 1924-00-00
Type: Historical Materials
Subjects: Reference Materials,Government Publications,Federal Government,Instructional Materials,Access to Information

A growing tendency to supplement textbooks with source and other reference materials in the teaching process is evident in the United States. This is a good tendency, allowing pupils to learn the primary sources of information and to approach problems from different viewpoints. Cost is a limiting factor of the first magnitude in the effort of many schools to assemble for classroom use adequate supplementary teaching material. Additionally, the reliability of information, freedom from misleading propaganda, and harmony of intent with American ideals, especially in the fields of government and civics, are of fundamental concern to those who select instructional materials for use in the public schools. It is felt, therefore, that teachers will welcome a source of supplementary teaching materials which provides: (1) reliability of information; (2) costs which are little or nothing; and (3) surety that the viewpoint presented, especially in the field of social studies, is free from bias and in keeping with American ideals. The United States Government departments are the primary sources of such materials. Accordingly, this bulletin provides descriptions and prices of documents available from the Superintendent of Documents and various government departments, bureaus, and offices. [Best copy available has been provided.]
Organization and Administration of the Duplicate School in Philadelphia, Pa. Bulletin, 1924, No. 24
Author: Montanye, Edwin Y.
Date: 1924-00-00
Type: Historical Materials
Subjects: School Administration,School Buildings,Urban Schools,School Organization,Supervision,Educational History,Educational Trends,Public Schools,School Districts,Elementary Education,Public School Teachers,Educational Policy,Educational Finance,Program Descriptions,Space Utilization,School Space,School Schedules,Class Organization

The educational advantages and the housing economies effected by the work-study-play plan have led administrative officers to adopt some form of this organization in many school systems. The plan is variously designated as the &quot;platoon plan,&quot; &quot;alternating school,&quot; &quot;companion class method,&quot; or &quot;duplicate school.&quot; Although this form of school administration is operating under different names in the various cities of the country, there seems to be considerable agreement as to its purpose, namely, to improve the instruction and to make a more efficient use of the school buildings. Since this method of school administration is receiving so much attention in city, State, and national organizations, it is the purpose of this study to examine into some of the main considerations involved in the introduction and administration of the new system, as demonstrated in Philadelphia, Pennsylvania. Contents include: (1) Introduction; (2) Distinction between the &quot;duplicate school&quot; and the &quot;platoon school&quot; in Philadelphia; (3) The duplicate school building; (4) Organization; (5) The roster; (6) The auditorium and its usefulness; (7) Special rooms; (8) Assignment of teachers; (9) Time allotment; (10) Supervision; (11) The duplicate school's advantages for the pupils; (12) Economies effected; (13) Conclusion. [Best copy available has been provided.]
Sprouting Healthy Kids Promotes Local Produce and Healthy Eating Behavior in Austin, Texas, Middle Schools: Promoting the Use of Local Produce and Healthy Eating Behavior in Austin City Schools. Program Results Report
Author: Feiden, Karyn
Date: 2010-10-04
Type: Reports - Research
Subjects: Pilot Projects,After School Programs,Food,Nutrition,Economically Disadvantaged,Middle Schools,Disadvantaged Youth,Child Health,Health Behavior,Eating Habits,Minority Group Students,Agricultural Occupations,Gardening,Middle School Students

The Sustainable Food Center, which promotes healthy food choices, partnered with six middle schools in Austin, Texas, to implement Sprouting Healthy Kids. The pilot project was designed to increase children's knowledge of the food system, their consumption of fruits and vegetables and their access to local farm produce. Most students at these schools come from economically disadvantaged families, and most are ethnic minorities. Key results include: (1) Participating schools devoted between eight and 24 class periods per semester to lessons on nutrition and food systems; (2) All participating schools created gardens, and 90 students participated in after-school programs involving the gardens; (3) School cafeterias at the six pilot schools incorporated fruits and vegetables from nearby farms into their menus an average of once a week; and (4) The center sponsored &quot;meet the farmer&quot; days, which coincided with vegetable sampling events at lunchtime. A bibliography is included.
A New D.A.R.E. Curriculum Gets Mixed Reviews: Communications Activities for Improving and Evaluating the DARE School-Based Substance Abuse Prevention Curriculum. Program Results Report
Author: Nakashian, Mary
Date: 2010-03-17
Type: Reports - Research
Subjects: Prevention,Intervention,Drug Abuse,Drug Education,Control Groups,Marijuana,Police,Social Influences,Fidelity,Experimental Groups,Program Effectiveness,Program Evaluation,Interpersonal Competence,Models,Adolescent Attitudes,Curriculum Development,Program Implementation,High Schools,Middle Schools,Secondary School Students

Zili Sloboda, Sc.D., and colleagues at the University of Akron, Ohio, designed and evaluated &quot;Take Charge of Your Life&quot;, a substance abuse prevention curriculum for 7th- and 9th-grade students delivered by D.A.R.E. (Drug Abuse Resistance Education) police officers. They designed &quot;Take Charge of Your Life&quot; to impact students' later (high school) intention to use alcohol, tobacco and marijuana by addressing social skills and social influences (&quot;intervention mediators&quot;) in the earlier adolescent years. The evaluation of &quot;Take Charge of Your Life&quot; determined whether: (1) The curriculum affected drug use by students at 11th grade; (2) The curriculum was delivered with fidelity to the model; and (3) Intervention mediators--such as drug refusal skills, beliefs about drug use among peers and attitudes about substance use--affected students' later intent to use drugs and their actual drug use. Key findings include: (1) By 11th grade, significantly more students who participated in &quot;Take Charge of Your Life&quot; reported alcohol or cigarette use in the prior 30 days than did a control group of students who did not participate; (2) Students who took &quot;Take Charge of Your Life&quot; classes and who had used marijuana at baseline in 7th grade were significantly less likely to use marijuana by 11th grade, compared with students in the control group; (3) D.A.R.E. police officers delivered all of the lessons and, on average, 73 percent of the content of those lessons; and (4) The curriculum's positive impact on reducing marijuana use among 11th graders who had used marijuana at baseline was associated with their skill in refusing to use marijuana and their perceptions of prevalence of use among their peers. Appended are: (1) Background on D.A.R.E.; (2) The Curriculum Work Group; and (3) The Design Work Group. A bibliography is included.
The State of Play: Gallup Survey of Principals on School Recess
Author: Robert Wood Johnson Foundation
Date: 2010-02-00
Type: Reports - Research
Subjects: Principals,Playgrounds,Surveys,Play,Recess Breaks,Academic Achievement,Interpersonal Competence,Student Behavior,Attention,Child Development,Discipline,Punishment

When most people talk about how to improve education, they tend to focus only on what happens in the classroom. But the most unexpected opportunity to boost learning lies outside the classroom: on the playground at recess. A new, first-of-its-kind Gallup poll reveals that elementary school principals overwhelmingly believe recess has a positive impact not only on the development of students' social skills, but also on achievement and learning in the classroom. These findings arrive on the heels of groundbreaking research linking more recess to better behavior and focus in the classroom. Recess doesn't come without challenges. Because it is often disorganized and difficult to manage, recess is the time when principals encounter the vast majority of their school's disciplinary problems. While principals unequivocally see recess as an asset to learning, even a modest effort to improve behavior on the playground can pay significant dividends throughout the school day. The poll was sponsored by the Robert Wood Johnson Foundation with valuable assistance from the National Association of Elementary School Principals and Playworks.