ethanporcaro/eric-fulltext-meta huggingface dataset:
Monthly Record of Current Educational Publications. Bulletin, 1916, No. 31
Author: Department of the Interior, Bureau of Education (ED)
Date: 1916-11-00
Type: Historical Materials
Subjects: Publications,Educational History,Biographies,Educational Practices,Educational Theories,Educational Psychology,Teaching Methods,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Schools,Teacher Education,Higher Education,Educational Administration,Governance,Hygiene,Sanitation,Physical Education,Play,Playgrounds,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Career Guidance,Home Economics,Industrial Education,Business Education,Citizenship Education,Military Schools,Womens Education,African American Education,Immigrants,Access to Education,Deafness,Disabilities,Extension Education,Libraries

The bulletin contains a classified and annotated list of current educational publications received by the library of the Bureau of Education in November 1916. The listing includes contents organized in these categories: (1) Publications of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School hygiene and sanitation; (16) Physical training; (17) Play and playgrounds; (18) Social aspects of education; (19) Child welfare; (20) Moral education; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Home economics; (25) Commercial education; (26) Civic education; (27) Military training; (28) Education of women; (29) Negro education; (30) Education of immigrants; (31) Education of deaf; (32) Exceptional children; (33) Education extension; (34) Libraries and reading; and (35) Bureau of Education: Recent publications. [Best copy available has been provided.]
Registration and Student Records for Smaller Colleges. Bulletin, 1916, No. 33
Author: Andrews, Benjamin F.
Date: 1916-00-00
Type: Historical Materials
Subjects: Student Records,Small Colleges,Recordkeeping,College Transfer Students,Academic Achievement,Standards,Educational Policy,Records (Forms),School Registration,College Students

Two paramount reasons may be cited for the keeping of adequate and systematic records: (1) The college owes it to students who may transfer to another institution or who may later refer to their alma mater for statements of their character and academic achievements; and (2) No institution may be sure of itself, of the honesty and consistency with which it maintains its standards, of the trend of its academic policies, unless all data bearing on these matters are immediately and fully recorded. Although most large universities have developed registration systems entirely adequate to their needs, many small colleges still tolerate very rudimentary systems of registration or have no system at all. Rather, they depend upon the memory of some overworked member of the faculty for knowledge of the standing of former students, reinforced perhaps by a few cryptic marks preserved in old ledges or on loose and scattered sheets of paper. Members of the Bureau of Education who visit such institutions are frequently asked to suggest practical methods for recording the desired information. In view of the desirability of encouraging certain of the smaller institutions to keep proper records, this bulletin provides a brief summary of the fundamental processes of the registrar's office.  The material upon which it is based consisted of numerous printed forms submitted in response to inquiries from the Bureau of Education. The following are appended: (1) Outline of certain systems; and (2) Miscellaneous forms. (Contains 6 footnotes.) [Best copy available has been provided.]
Adult Illiteracy. Bulletin, 1916, No. 35
Author: Talbot, Winthrop
Date: 1916-00-00
Type: Historical Materials
Subjects: Working Class,Immigrants,Adult Literacy,Illiteracy,Democracy,Social Problems,Reading Ability,Adults,Educational History,Population Trends,Males,Females,Foreign Countries,Disabilities,Industry,Unskilled Workers,Administration,Evening Programs,English (Second Language),Second Language Instruction

&quot;Illiterates&quot; are those who have not learned to write in any language. This is the definition on which American and most foreign statistics of illiteracy are based, because the percentage of those who can read but can not write is so small that it may be ignored. The test of writing one's name and ordinary words is simple, easily applied, definite, and practicable. &quot;Literates&quot; are all who have had even the slightest amount of schooling. Many literate may be ignorant, but illiterates can not write even their own names, and seldom are able to read at all. This study of illiteracy in the United States is restricted to the millions of adults who are absolutely illiterate; it makes no enumeration of other millions of near-illiterates who can only sign their names and decipher a few words with difficulty, nor does it take into account the many millions who can read and write, but seldom do. Literacy is the first requisite for democracy. Unless means are provided for reaching the illiterate and the near-illiterate, every social problem must remain needlessly complex and slow of solution, because social and representative government rests upon an implied basis of universal ability to read and write. This bulletin contains the following parts: (1) Extent of illiteracy; (2) Illiteracy of immigrants; and (3) The workers' class. Statistics of recent immigrant illiteracy is included. (Contains 13 tables, 7 charts and 2 footnotes.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1916, No. 36
Author: Department of the Interior, Bureau of Education (ED)
Date: 1916-12-00
Type: Historical Materials
Subjects: Publications,Educational History,Biographies,Educational Practices,Educational Theories,Educational Psychology,Teaching Methods,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Schools,Teacher Education,Higher Education,Educational Administration,Governance,Hygiene,Sanitation,School Buildings,Physical Education,Play,Playgrounds,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Career Guidance,Home Economics,Professional Education,Industrial Education,Business Education,Citizenship Education,Military Schools,Womens Education,Immigrants,Access to Education,Deafness,Disabilities,Extension Education,Libraries

The bulletin contains a classified and annotated list of current educational publications received by the library of the Bureau of Education in December 1916. The listing includes contents organized in these categories: (1) Publications of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School architecture; (16) School hygiene and sanitation; (17) Physical training; (18) Social aspects of education; (19) Child welfare; (20) Moral education; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Agricultural education; (25) Home economics; (26) Professional education; (27) Civic education; (28) Military training; (29) Education of women; (30) Education of immigrants; (31) Education of deaf; (32) Exceptional children; (33) Education extension; (34) Libraries and reading; and (35) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
[Preparation of Junior High School Teachers. Bulletin, 1932, No. 20]
Author: Floyd, Oliver R.
Date: 1932-00-00
Type: Historical Materials
Subjects: School Personnel,Schools of Education,State Departments of Education,Junior High Schools,Secondary School Teachers,Teacher Education Programs,Teacher Certification,Teacher Selection,Teacher Qualifications

This study surveys the training of junior high school teachers in professional courses in education as well as in subject-matter courses. Two factors which are very influential in determining the preparation which teachers in any division of the school system bring to their work are the policies of the employing agencies of the local communities and the certificating authority of the Sates. By setting up minimum standards for employment and by demanding continued professional growth, educational forces of both the district and the State have it in their power to alter materially the character of the teaching corps. This report, therefore, considers the regulations of each of these groups as they pertain to junior high school teachers. Teachers can secure adequate preparation only as training facilities are provided by the institutions in which they are educated. This study, then, includes an analysis of the programs of teachers colleges, universities, and colleges of liberal arts in so far as these are concerned with preparing teachers for the junior high school. In brief, the aims of the present treatise may be stated as follows: (1) To discover the extent and quality of the preparation of junior high school teachers now in service, (2) to study critically the facilities afforded by teachers colleges and other institutions of higher learning for the preparation of these teachers, (3) to survey the requirements of State departments of education in certifying junior high school teachers, and (4) to determine the practices of local communities in selecting and administering the junior high school personnel. (Contains 25 tables and 21 footnotes.) [Best copy available has been provided.]
William Torrey Harris: The Commemoration of the One Hundredth Anniversary of His Birth, 1835-1935. Bulletin, 1936, No. 17
Author: John, Walton C., Ed.
Date: 1937-00-00
Type: Historical Materials
Subjects: Educational Change,Educational Development,Educational History,Educational Planning,Educational Policy,Educational Philosophy,Intellectual History,Change Agents,Change Strategies,Recognition (Achievement),Public Officials,Community Leaders,Foundations of Education,Career Development,Conference Papers,United States History,Educational Administration

Throughout the centuries there have appeared from time to time individuals who have merited designation as great educational leaders. Nearly every country lays claim to a few whose thought and action have been responsible in the main for its spiritual and cultural growth. The United States is no exception in this respect for it lays claim to an unusual group of men and women whose influence long will be felt in behalf of the educational advancement of the nation. Among these, not the least was William T. Harris, the fourth Commissioner of Education of the United States of America. This year 1835 marks the time of the birth of Harris. Harris, a philosopher of high order, was, perhaps as much as any man, the creator of the modern public-school system. With a great endowment of mind he gave a type of leadership to education which scarcely has been surpassed in this country. The life of William T. Harris is full of inspiration for the scholar and administrator. In many respects his contributions were not spectacular. This was doubtless natural, because the forces with which he worked were to a large extent hidden. Yet it was because of the power and the depth of his thought, the breadth of his view, and the long continuity of purpose that enabled his work to be so lasting in influence. This bulletin contains the following: (1) Foreword; (2) Preface; (3) Tributes at the Washington Dinner in honor of William T. Harris; (4) The tribute of the Department of Superintendence of the National Education Association to William T. Harris; and (6) The tribute of Connecticut and of neighbors to William T. Harris. Individual sections contain footnotes. [Best copy available has been provided.]
Improving Student Engagement in Mathematics Using Simple but Effective Methods
Author: Shearman, Donald
Date: 2012-12-00
Type: Reports - Research
Subjects: Learner Engagement,Teaching Methods,Student Improvement,Improvement Programs,Change Strategies,Educational Strategies,Attendance Patterns,Performance Based Assessment,Average Daily Attendance,Achievement Gains,Mathematics Achievement,Intervention

A significant proportion of students enrolling in mathematical subjects designed for non-STEM majors in university courses have minimal mathematical skills and poor motivation. This combination of starting attributes often leads to failure in the first mathematical subject encountered. We have been implementing simple, alternative pedagogies in an attempt to improve student performance in one such first-year subject. The failure rate in this first-year algebra-based mathematics compulsory service subject in a non-STEM discipline has been consistently high, despite many supportive resources being available. Anecdotal evidence suggested that it was students' lack of engagement with all aspects of the subject that accounted for the lack of use of these support mechanisms. Last year, a major change to teaching practice was introduced. Workshops have replaced tutorials with the tutor becoming a facilitator. Problems given are graded in difficulty, allowing students to work at their level. Students' expectations were also discussed and compared to the results of previous cohorts. Different strategies were then put in place with the aim of motivating students to engage with the subject. In this study, results indicating an improvement in student engagement were based on comparing tutorial attendance rates, performance in assessment items and attendance rates in optional support sessions over several years. (Contains 4 tables.)
iBank
Author: Bermundo, Cesar B.
Date: 2012-12-00
Type: Reports - Research
Subjects: Test Items,Computer Software,Test Results,Test Construction,Computer Uses in Education,Educational Technology,Test Validity,Test Content,Tests

iBank is a project that utilizes a software to create an item Bank that store quality questions, generate test and print exam. The items are from analyze teacher-constructed test questions that provides the basis for discussing test results, by determining why a test item is or not discriminating between the better and poorer students, and by identifying alternative responses that are or are not functioning appropriately, thus, providing a basis for item improvements. More importantly, it determines where additional instruction or remedial work with individual students or the class is necessary by helping teachers determine if they have met instructional objectives in specific content areas and by providing them a check against the table of specifications for balanced objectivity and specificity of a test. The software is user-friendly and compatible with Windows-based software. The z-test and t-test for the efficiency of the software were both found to be highly significant. The efficiency in terms of time saved for using the software over traditional method of checking and analyzing the items is 90%. (Contains 6 figures.)
"I Just Have These Ideas": Being and Becoming at a Performing Arts School
Author: Loch, Sarah
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Expectation,Student Educational Objectives,Freehand Drawing,Secondary School Students,Student Interests,Interest Inventories,Personal Narratives,School Role,Reflection,Inquiry,Semi Structured Interviews,Student Empowerment,Discourse Analysis,Theater Arts

This paper explores ways that a small group of young adolescents talk about their futures within the context of their schooling at a performing arts secondary school. The data gathered for this project stem from pictures participants drew when asked to "draw themselves in the future" and was enhanced by interviews in which participants spoke about issues they found of interest when thinking about their futures and schooling. My research interests relate to ways narratives of the self are constructed within and outside schooling and the role that the middle schooling period can play in enhancing the exploration of futures. The research methods underpinning this paper explore student voice, a familiar theme in middle years education. I also consider the research interview as a generative space to encourage reflection by participants, as well as the researcher. Such methods draw from feminist, poststructural methodologies and explore the poststructural notion of "becoming a person" through discourse, narratives and storylines. Inverting some of the messy, partially stitched and "un"finished projects of the self, and looking at ways these samplers come together, offers a view into the process of becoming for young adolescents at a performing arts school. (Contains 3 figures.)
How Do Life Goals and Motivations of International Students Studying in Australia Impact Their Achievement Outcomes?
Author: Guns, Ann
Date: 2012-12-00
Type: Reports - Research
Subjects: Academic Achievement,Foreign Countries,Foreign Students,Goal Orientation,Study Abroad,Longitudinal Studies,Student Motivation,Scores,Prediction,Asians,Stereotypes,Immigration,Regression (Statistics),Measures (Individuals),Student Attitudes,Outcomes of Education,Surveys

Many international students aim beyond their country boundaries by moving away from home and studying abroad. This longitudinal design addressed a gap in current research, by linking together antecedent life goals and motivations on entry to students' studies, to predict exit achievement scores, to provide information concerning optimising international students' engagement and learning. Participants were international students (N = 342) from South-East Asian backgrounds who at arrival to Australia did not meet university requirements and therefore enrolled in a university preparatory course. At its beginning and end, they completed ethically approved reliable psychological survey measures which elicited information on a range of study motivations; a measure of general life goals was purpose-developed and validated. Exit achievement data were provided by course administrators. The stereotypical view that international students' goal is to migrate to Australia was not supported, being the lowest rated life goal. Students rated future career and life enjoyment highest, and also family related goals were regarded highly. Regression analysis showed these goals impacted academic &quot;task value&quot;, which subsequently was the sole motivational factor significantly predicting course achievement. Promoting and sustaining these life goals should foster academic task value and actual achievement. (Contains 5 figures, 5 tables and 1 footnote.)
High School Teachers' Conceptions of Engineers and Engineering
Author: Hoh, Yin Kiong
Date: 2012-12-00
Type: Reports - Research
Subjects: Intervention,Engineering,Biographies,Science Teachers,Secondary School Teachers,Teacher Attitudes,Stereotypes,Women Scientists,Misconceptions,Learning Activities,Attitude Change,Attitude Measures

This paper describes a workshop activity the author has carried out with 80 high school science teachers to enable them to overcome their stereotypical perceptions of engineers and engineering. The activity introduced them to the biographies of prominent women in engineering, and raised their awareness of these female engineers' contributions to engineering and society. The results showed that the activity was effective in dispelling the participants' perceptions of engineers as men. For example, the percentage of participants who depicted engineers as men decreased from 96.3% before the intervention to 48.8% after the intervention (p less than 0.01). The results also showed that the activity was effective in countering the participants' perceptions of the nature of engineering jobs. For example, the percentage of participants who portrayed engineers engaged in building or repairing decreased from 70.0% before the intervention to 3.8% after the intervention (p less than 0.01). The female engineers featured in this activity cited the role of their parents or teachers in encouraging their pursuit of an engineering career. They held senior positions in academia, government or industry. They acknowledged that they had encouraged difficulties at their workplaces but they also mentioned progress made towards acceptance and equality. (Contains 1 table.)
Globalizing Teacher Training: Embedding Global Education Perspectives in Multi-Disciplinary Pre-Service Teacher Programs
Author: Reynolds, Ruth
Date: 2012-12-00
Type: Reports - Research
Subjects: Global Education,Teacher Educators,Teacher Attitudes,Teacher Education,Preservice Teachers,Interdisciplinary Approach,Decision Making,Political Influences,Cooperation,Foreign Countries

This study presents an overview of the issues involved when a group of teacher educators implemented a global education focus across a variety of education programs at their university. Although these problems and issues arose from the global education agenda, some of the lessons learned and problems encountered can be applied to teacher educators in other fields. Their experiences provide a glimpse into the teacher educator world--a world of compromise. These experiences encompass the personal dilemmas, the professional learning and decision making, and the political dimensions of their work and provide a case study in professional co-operation and collaboration in the service of an ideal of encouraging a global perspective in a new generation of teachers. (The study was supported by Ausaid with resources and professional materials  provided by the NSW Professional Teaching Council.)
Fit, Healthy and Sporty--the Disciplining of Boys' Bodies in Physical Education
Author: Gerdin, Goran
Date: 2012-12-00
Type: Reports - Research
Subjects: Physical Education,Research Methodology,Video Technology,Males,Focus Groups,Physical Education Teachers,Physical Fitness,Interviews,Masculinity,Power Structure,Gender Differences,Health

This paper will report on findings from a study that examined boys' performances of gender in school Physical Education (PE). Using a participatory visual research approach, involving video recordings of boys participating in PE, the boys' representations and interpretations of the visual data were explored during both focus groups and individual interviews. In order to interpret the data I draw on Foucault's work on power and his disciplinary technologies in which he highlights the body as a site of disciplinary, normalising practices. The boys' visual representations and interpretations illuminate how this disciplinary mechanism is responsible for simultaneously constructing meanings around the normal versus the abnormal masculine body with significant impact on boys' gendered and bodily experiences in PE. The findings in particular highlight how the disciplinary techniques used in this PE setting are aimed at producing docile and functional boys' bodies which above all are fit, healthy and sporty masculine bodies. In this sense, PE can be seen as a disciplinary machinery which influences how boys inhabit and experience their bodies in different ways which may have long term consequences for how boys perceive their bodies and see themselves as physically educated beings. (Contains 2 figures.)