ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;U-Pace&quot; Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance
Author: Reddy, Diane M.
Date: 2013-01-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gap,Study Skills,Motivation,Integrated Learning Systems,Disadvantaged,Electronic Learning,Online Courses,Feedback (Response),Educational Change,Comparative Analysis,Evaluation,Higher Education,Distance Education,Undergraduate Students,Time Management

&quot;U-Pace,&quot; an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by &quot;U-Pace&quot; instructors to tailor coaching of student learning based on students' strengths and motivations. &quot;U-Pace&quot; utilizes an online learning environment to integrate content mastery with Amplified Assistance (instructor-initiated, individually tailored feedback on concepts not yet mastered and constructive support that every student receives via email weekly or more often as needed). Evaluation findings for &quot;U-Pace&quot; instruction revealed that compared to conventional, face-to-face instruction, &quot;U-Pace&quot; instruction was associated with greater academic success for all students and reductions in the achievement gap for &quot;disadvantaged&quot; students. Additionally, &quot;disadvantaged&quot; &quot;U-Pace&quot; students showed improvements in the rate of content mastery and intrinsic motivation. Consistent with these indicators of improvement in self-regulated learning skills, &quot;U-Pace&quot; students reported greater improvements in their time management and study skills, greater control over their learning and a greater sense of achievement than conventionally-taught students. The convergence of findings from student reports, performance measures recorded within the learning management system, and objectively determined grades suggests &quot;U-Pace&quot; instruction holds promise for higher education. (Contains 2 figures.)
Improving Test Preparation for Students with Special Needs: Web-Based Tutorial, Student Charting, and a Text Reader
Author: Menard, Lauren A.
Date: 2011-03-07
Type: Reports - Research
Subjects: Educational Technology,Student Participation,Computer Assisted Testing,Standardized Tests,Special Needs Students,Technology Integration,Grade 4,Test Preparation,Testing Accommodations,Accessibility (for Disabled),Improvement Programs,Student Improvement,Computer Uses in Education,Assistive Technology,Courseware,Tutorial Programs,Progress Monitoring

Obstacles to the classroom implementation of the fourth grade Math component of Louisiana's web-based testing tutorial were addressed in this informal pilot. Technology integration improved standardized test preparation for students with special needs. Supplemental test preparation sessions give the benefits of (a) increased familiarity with testing terminology and format, (b) a less stressful environment to practice skills aligned with standards, and (c) a review of grade level content covered throughout the year. Structured, independent charting encouraged student participation and ownership of progress. Students with test read aloud accommodations participated independently with the addition of a text reader capable of reading web pages. A high potential was observed for partnering text readers and independent progress monitoring with the state's web-based tutorial to improve accessibility and utility for all students. This system also increased exposure to alternative, computerized testing environments. (Contains 3 figures.) [Portions were presented previously at the 2010 meeting of the Louisiana Education Research Association (LERA).]
Introduction to the Special Issue: Building Capacity to Improve Student Outcomes through Collaboration--Current Issues and Innovative Approaches
Author: Stormont, Melissa
Date: 2012-00-00
Type: Journal Articles
Subjects: Capacity Building,Integrated Services,Needs Assessment,Theory Practice Relationship,School Psychology,Partnerships in Education,Educational Innovation,Improvement Programs,Student Improvement,Outcomes of Education,Change Strategies,Educational Change,Best Practices

Schools across the country are trying to build capacity to meet the diverse needs of learners. School psychologists are often expected to play a key role in capacity building and systemic change. Many students have or are at risk for having significant academic and social-emotional problems, and to date, schools have not been well equipped to successfully respond and intervene. This special issue highlights the need for increased attention to successful collaborative models and to innovative and intensive approaches to bridging the gaps between practice and research and research and practice through ongoing support and sustained efforts.
A Platoon School in Kansas City, Missouri. Bulletin, 1924, No. 25
Author: Diemer, G. W.
Date: 1924-00-00
Type: Historical Materials
Subjects: School Organization,Curriculum Development,Experimental Schools,Elementary Schools,Progressive Education,Educational Change,Elementary School Teachers,Teacher Attitudes,Teaching Conditions,Elementary School Curriculum,Educational Equipment,Socialization,Educational Principles,Play,School Administration,School Buildings,Urban Schools,Supervision,Educational History,Educational Trends,Public Schools,School Districts,Educational Policy,Educational Finance,Program Descriptions,Space Utilization,School Space,School Schedules,Class Organization,Educational Innovation,Experimental Curriculum

What is the method by which the elementary school can be brought up to twentieth-century standards? The answer is &quot;a complete administrative and curriculum reorganization of the elementary school.&quot; The efforts of John Dewey in his highly socialized experimental school in Chicago, of Merriam at Missouri University, and of William Wirt at Gary have been efforts to solve the problem. In the minds of many educators the demand for a more highly functional elementary school without excessive cost has been found in some adaptation of the duplicate, work-study-play or platoon school idea. This idea, first demonstrated at Gary, is worthy of careful and thoughtful study by every progressive educator. Enthusiasm for platoon organization, as expressed in this bulletin does not mean that it is a panacea for all the ills to which the public school is heir. It has its weaknesses, but is a safe departure from the traditional toward the ideal. The platoon plan is the one form of elementary school reorganization which has met generally with hearty public approval when given a fair trial; and it will continue to meet with public approval in any community where the superintendent and principal have a real vision as to its possibilities and at the same time will recognize and solve its problems. Henry C. Kumpf School, Weekly Bulletin, No. XI is appended. (Contains 7 footnotes.) [Best copy available has been provided.]
Statistics of State Universities and State Colleges for Year Ending June 30, 1923. Bulletin, 1924, No. 26
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Educational History,Enrollment,Income,Enrollment Trends,State Universities,Directories,College Presidents,Land Grant Universities,College Faculty,Teacher Salaries,College Students,Majors (Students),Endowment Funds,Statistical Surveys,Higher Education,Postsecondary Education,Two Year Colleges,Public Education,Males,Females,Educational Facilities,Financial Support,School Statistics,Educational Policy,State Policy,Educational Finance,National Surveys,State Colleges

This annual bulletin, formerly prepared and published by the National Association of State Universities, has been published by the Bureau of Education for the past 15 years. The data given are taken from reports received from the offices of the presidents of the various institutions, and the figures printed are substantially as given in those reports. The bulletin begins with a Directory of State Universities and Colleges, followed by information presented in tabular form: (1) Salaries of the Teaching Force in State Universities and State Colleges in 1922-23; (2) Student Enrollment in State Universities and State Colleges in 1922-23; (3) Property of State Universities and State Colleges in 1922-23; (4) Income of State Universities and State Colleges 1922-23; and (5) Per cent of Income of State Universities and State Colleges Derived from the Various Sources, 1922-23. (Contains 5 tables.) [Prepared in the Division of Statistics. Best copy available has been provided.]
Fiscal Support of State Universities and State Colleges. Bulletin, 1924, No. 28
Author: Thurber, Clarence Howe
Date: 1925-00-00
Type: Historical Materials
Subjects: Higher Education,Educational Finance,Schools,State Aid,Misconceptions,Federal Government,State Universities,Financial Support,Policy Analysis,Taxes,Tuition,Income,Costs,State Government,Tables (Data),Trend Analysis,Educational Trends,Scholarships

The publicly supported higher educational institutions, with their large demands on State treasuries, are naturally objects of inquiry to the taxpayer, who is more and more alarmed at the increasing public burdens. The alarm is often based upon misconceptions and inaccuracies. The only way to check such fear is through the proper use of facts. Certainly, to satisfy questions, the authorities of the institutions need to know accurately the past, present, and probable future fiscal policies in State higher education. The knowledge needed must include answers to questions like the following: Is State higher education &quot;free,&quot; or do these institutions require tuition and other fixed charges as do privately endowed institutions? What are the main sources of support to these institutions? What do the trends of income to these institutions show? What part of the cost of education does a student pay as compared with what the State appropriates for collegiate purposes? What have been the methods of State support, and what means may best be employed at present? What about the mill tax and other specially assigned taxes? To what extent did the Federal Government stimulate the foundings, and what part of their net receipts are Federal subventions? What effect have such Federal subventions as the 1914 Smith-Lever Act for extension work upon State support for collegiate purposes? How should the fiscal facts be presented in the fiscal reports of State colleges in order that the taxpayers who are providing part of the revenues may get an insight into the fiscal relationships of their institution? These same taxpayers have called upon the State governments to broaden continuously the entire educational program and to include in this program many functions previously cared for in the home or through other agencies, as through the extension work. A bibliography and an index are included. (Contains 23 tables and 39 charts.) [This study was undertaken in cooperation with the Educational Finance Inquiry Commission. Best copy available has been provided.]
Legislation on the Junior High School. Bulletin, 1924, No. 29
Author: Terry, Paul W.
Date: 1924-00-00
Type: Historical Materials
Subjects: School Law,Educational Legislation,State Legislation,Educational Policy,State Policy,Policy Formation,Policy Analysis,Public Schools,Educational History,Educational Change,Educational Principles,School Organization,Educational Finance,Educational Facilities,Educational Administration,Educational Trends,Public School Teachers,Junior High Schools,Grade 9,Secondary Education,High Schools,Guidelines,Access to Education,Standards

The development of the junior high school as a distinct and separate unit of the public-school system is one of the most remarkable and striking chapters in the history of public education in the United States. From humble beginnings in a few scattered cities the movement has gathered momentum until hundreds of school systems have been profoundly affected, and almost all of the remaining towns and cities are considering the feasibility of joining the movement. In a considerable number of the States, legislation which relates explicitly to the junior high school has been enacted. In many other States similar legislation is under consideration. In both groups of States educational authorities are actively interested in the following three questions: (1) What types of legislation will promote the best development of the junior high school?; (2) What types of legislation will hinder the best development of the junior high school?; and (3) Will the best development of the junior high school be more easily achieved without the aid of additional legislation? The purpose of this report is to throw light upon these three questions. With this object in view it was decided: First, to make a simple preliminary analysis and classification of existing legislation on the high school; second, to analyze the content of such legislation as relates explicitly to the junior high school, estimate its probable effect on the reorganization movement, and compare the same with similar legislation on the junior high school; and third, to ascertain what legislation on the junior high school is being proposed in the various States and the opinions of responsible school officials and competent students of education on the need for and effect of such laws; and finally, to make such suggestions concerning future legislation on the junior high school as the facts seem to warrant. Text of State Laws Relating Explicitly to the Junior High School is appended. (Contains 2 tables and 12 footnotes.) [Best copy available has been provided.]
A Study of 260 School Consolidations. Bulletin, 1924, No. 32
Author: Abel, J. F.
Date: 1925-00-00
Type: Historical Materials
Subjects: Two Year Colleges,Consolidated Schools,Counties,High Schools,Small Schools,Community Colleges,School Districts,Elementary Schools,Secondary Schools,Institutional Characteristics

The purpose of this bulletin is to furnish generally to persons who are interested, and more especially to educators and students of education, the names of and the main facts pertaining to 260 school consolidations in all parts of the United States. The term "consolidations" is used because the kinds of educational organizations about which data are given vary so much that some word more inclusive than either "consolidated schools" or "consolidated districts" seems to be necessary. The range of institutions here names is from the little two-teacher school to the large elementary and high school junior college. The list includes (1) single small schools that are parts of the county systems, (2) districts with one school, (3) districts nearly equivalent to a county in extent and maintaining 20 or more schools, (4) town and township elementary and high schools, (5) union and county high schools, (6) county secondary schools, and (7) city systems created by consolidation. It is hoped that the essential items given here about specific consolidations will aid those who are furthering the movement to assemble children in larger groups for educational purposes, both by showing conditions under which consolidations are being maintained and by naming for the inquirer places to which he may write for information or which he may visit and study. While 260 consolidations, and those not a random selection, constitute too small a percentage of the 12,000 or more consolidations in the United States to make it possible to draw exact conclusions, it is believed that the list is representative of the entire group and that the averages and general characteristics shown here are good indications of what is to be found in all the educational institutions of this class. (Contains 24 tables, 2 footnotes, and 4 figures.) [Best copy available has been provided.]
A Third Reason to Home School: Leadership Development
Author: Seago, Johnnie
Date: 2012-00-00
Type: Journal Articles
Subjects: Laboratory Schools,Moral Development,Transformational Leadership,Home Schooling,Leadership Training,Change Strategies,Educational Methods,Power Structure,World Views,Misconceptions

This article responds to Poutiatine's (2009) "What is Transformational?: Nine Principles Toward an Understanding Transformational Process for Transformational Leadership" by relating home schooling environments as lab schools for developing transformational leaders. Although many families select home schooling for improved academic progress or structured moral development, this article poses a new motivation: the development of leadership within children. Examples of all Poutiatine's (2009) nine principles from previously published research demonstrate that leadership development occurs in the home education setting.
The Quest of Youth: A Pageant for Schools. Bulletin, 1924, No. 33
Author: Mackaye, Hazel
Date: 1924-00-00
Type: Creative Works
Subjects: School Activities,Educational Objectives,Educational History,Educational Principles,Role of Education,Elementary Schools,Community Involvement,Jews,Asian History,European History,History Instruction,Middle Eastern History,Social History,United States History,Interdisciplinary Approach,Drama,Scripts,Christianity,Teaching Methods

The theme or story of the pageant is Youth's search for a school in which his threefold being--body, mind, and soul--may find release and fulfillment. This fulfillment has been the purpose of education &quot;down through the ages,&quot; however unconsciously or gropingly it has moved toward its goal. In the &quot;school of to-day,&quot; however, there is no longer any uncertainty as to the purpose of education, even though there are many milestones yet to be passed before a perfected method may be found. To-day the goal is understood, it is no longer obscure; it is the unfoldment of every young soul into a well-rounded, healthy, happy, useful human being. As will be seen, the pageant traces the history of education through elementary schools. In tracing the history of the different schools, those features in each epoch have been chosen which are most significant in relation to the history of education as a whole rather than to their own immediate time. Perhaps one of the most educational things about the pageant is the opportunity it offers for synthesizing all school activities, for the proper giving of the pageant necessitates the study of each country and epoch in all its many aspects of customs and habits, speech, geography, commerce, literature, art, etc. It is hoped, therefore, that the pageant will not be given as an extra curriculum activity but as an integral part of the school program. The fact that there are many adult parts in the pageant offers an opportunity for participation not only by the teachers but by the community as well. This, too, is an asset, for through the pageant the interests of parents and children are knit together in a vital picturesque way. The pageant can not fail to educate the community as well as the school if it is presented as a truly worth-while undertaking, worthy of serious consideration by old and young. This bulletin is presented in two parts. Part I topics include: (1) &quot;The Golden Age&quot;; (2) Early Chinese education; (3) Early Hebrew education; (4) Education in Greece; and (5) Education in Rome; and (6) Early Christian education. Part II covers: (1) Education during the Renaissance; (2) Education in England; (3) The Little Red Schoolhouse; and (4) The School of To-day. In the appendix will be found a statement of each scene and the persons in it, together with general and specific suggestions for action, costumes, cast, stage settings, properties, make-up, lighting, dances, music, and organization. A bibliography is also appended. (Contains 6 footnotes.) [Best copy available has been provided.]
Statistics of City School Systems, 1921-22. Bulletin, 1924, No. 34
Author: Department of the Interior, Bureau of Education (ED)
Date: 1925-00-00
Type: Historical Materials
Subjects: Expenditures,School Buildings,Urban Schools,Junior High Schools,High Schools,Special Schools,School Districts,Statistical Surveys,Census Figures,Educational History,Central Office Administrators,School Personnel,Principals,Public School Teachers,School Schedules,Attendance,Enrollment,Kindergarten,Elementary Schools,Secondary Schools,Special Education,Vocational Schools,Teacher Education,Public Colleges,Postsecondary Education,Adult Education,Evening Programs,Summer Schools,Income,Educational Facilities,Males,Females,Public Education,Public Schools,Budgets,Financial Support,School Statistics,Educational Policy,Educational Finance,National Surveys,Continuation Students,Part Time Students

This report presents the statistics of public schools in cities for the school year 1921-1922. The bureau has followed the classification based upon population as reported by the Bureau of the Census in 1920. Group I includes all cities having a population of 100,000 or more; Group II includes cities having a population of 30,000 or more, but fewer than 100,000; Group III includes cities having a population of 10,000 or more, but fewer than 30,000; Group IV included cities with a population of 2,500 or more, but fewer than 10,000. This bulletin contains detailed statistics for groups I, II, and III. Summary tables only are given for group IV. The following topics are covered in this bulletin: (1) Comparative table of statistics; (2) Historical statistics; (3) Administrative officers employed and expenditures of auxiliary agencies; (4) Length of school term, number of teachers, enrollment, attendance, numbers of schools and school buildings; (5) Kindergartens; (6) Elementary and secondary schools; (7) Junior high schools; (8) Special schools for the deaf, blind, feeble-minded, etc.; (9) Vocational and trade schools; (10) Colleges and normal schools; (11) Part-time and continuation schools; (12) Evening schools; (13) Summer schools; (14) Receipts; (15) Expenditures; (16) Bonds, taxation, property values; (17) Summary of personnel and attendance; and (18) Summary of expenditures and school property value. (Contains 22 tables.) [Best copy available has been provided.]
The Trend of College Entrance Requirements, 1913-1922. Bulletin, 1924, No. 35
Author: McKown, Harry Charles
Date: 1925-00-00
Type: Historical Materials
Subjects: College Admission,Articulation (Education),Educational Trends,Trend Analysis,Secondary Education,Higher Education,Enrollment,Comparative Analysis,Required Courses,Standards

The literature of college entrance requirements is very voluminous. A part of it is scientific, a large part purely opinion, and nearly all of it is popular. It is rather startling that such an important field as the articulation of secondary and higher education has been made so little the subject of scientific study. Although it is recognized that all colleges are not equal in ideals, equipment, or product, nevertheless all colleges (accredited or recognized as such by the proper authorities) are colleges, and the interest of this study is in American colleges as a whole rather than in a few leading institutions. Stated briefly, the intent study is: To discover, trace, and interpret the trend of college entrance requirements for the decade 1913-1922. Contents include: (1) Introduction; (2) The Methods of Admission to College; (3) The Unit and Unit Requirements; (4) Academic Requirements for Entrance to College; (5) Personal Requirements for Entrance to College and Limitation of Enrollment; (6) The Flexibility of College Entrance Requirements; (7) A Comparison of the Colleges of Five Sections of the United States in the Various Phases of Entrance Requirements; and (8) Summary and Conclusion.  (An Index is provided. The Colleges used in this study and selected bibliography are appended. Contains 84 tables. Individual chapters contain footnotes.) [Best copy available has been provided.]