ethanporcaro/eric-fulltext-meta huggingface dataset:
An Experimental Rural School at Winthrop College, Rock Hill, South Carolina. Bulletin, 1913, No. 42. Whole Number 552
Author: Browne, Hetty S.
Date: 1913-00-00
Type: Historical Materials
Subjects: Educational History,Rural Schools,Rural Education,Relevance (Education),Educational Principles,Experimental Schools,Program Descriptions,Gardening,Rural Farm Residents,College School Cooperation,One Teacher Schools,Educational Policy,Educational Development,Program Development,Teaching Methods,Active Learning,Elementary Secondary Education,School Organization

About 79 per cent of the rural schools in the Southern States have only one teacher. It is evident, therefore, that a plan must be worked out which will enable this single teacher to make her school a factor in the development of the life around it. On November 2, 1910, the Peabody Board appropriated $600 to work out such a plan. It was finally decided to attempt this through an experimental rural school in connection with Winthrop College, Rock Hill, South Carolina, under the direction of Mr. W. K. Tate, State supervisor of rural schools, and in cooperation with Pres. D. B. Johnson and members of the faculty of Winthrop College. Mrs. Hetty S. Browne, a teacher in the city schools of Spartanburg, agreed to undertake the experiment, which was started March 21, 1911. At the outset the effort was to see clearly: First, what the farm wife must do all her life; second, what the farmer must do all his life. Then, regardless of tradition, the resolve was made to make a school that will train the farm children for their future work in the home, on the farm, and in the social life around them. The purpose was to get at a practical working plan. For this reason the school was called &quot;experimental&quot; to distinguish it from the so-called model schools. The aim was not a cut-and-dried plan, but rather a working idea to enable the teacher to create a growing agency for the development of farm life. This bulletin contains some account of this school, its methods, and work. The style is simple, and many details interesting to the practical teacher are given. The following are appended: (1) Diary of the First Two Weeks of School (September 19 to October 14, 1911; and (2) Report of the First Month's Work: September 19 to October 14. (Contains 12 illustrations.) [Best copy available has been provided.]
Agriculture and Rural Life Day: Material for Its Observance. Bulletin, 1913, No. 43. Whole Number 553
Author: Brooks, Eugene C.
Date: 1913-00-00
Type: Historical Materials
Subjects: Agriculture,Animals,Rural Areas,Teacher Attitudes,Food,Scientific Research,Animal Husbandry,Agricultural Production,Forestry,Singing,Soil Science,Agricultural Occupations,Ceremonies,School Activities

In several States one day in the fall of the year is set apart as "Agriculture and Rural-Life Day," to be observed in the schools in such ways as to emphasize the importance of agriculture to the nation and to the world of mankind, to call attention to the worth and worthiness of the tillage of the soil, the cultivation of plants, and the breeding and care of animals as an occupation and profession, and to reveal something of the beauty and glory of simple and sane life in the open country. In other States exercises appropriate to this purpose are held in connection with Arbor Day, Thanksgiving, or the Harvest Home celebration. Those who know children best will appreciate most fully the possibilities of this day and the importance of making it's program both interesting and instructive. This bulletin contains material selected and arranged for that purpose. It is organized into the following parts: (1) Man's struggle for food; (2) The application of science to agriculture; (3) Men influential in improving agriculture; (4) Our domestic animals; (5) Our leading agriculture products; (6) A study of our forests; and (7) Appropriate songs and selections. A bibliography and index is included. [Best copy available has been provided.]
Enhancing the Academic Achievement of Indigenous Students in Rural Australia
Author: Graham, Lorraine
Date: 2013-00-00
Type: Reports - Research
Subjects: Educationally Disadvantaged,Rural Areas,Foreign Countries,Middle Schools,Middle School Students,Indigenous Populations,Academic Achievement,Numeracy,Intervention,Mathematics Instruction,Effect Size

Indigenous students in the middle-school years who experience difficulties in basic mathematics are a particularly vulnerable group. During these years gaps in performance between educationally disadvantaged students and their peers widen, potentially leading to ongoing economic and social disadvantage. This proposal reports on a teaching intervention referred to as &quot;QuickSmart,&quot; which has been particularly successful with Indigenous students from rural communities who perform in the bottom 30% of the achievement spectrum in Australia-wide tests. Evidence is drawn from the learning progress of Indigenous middle-school students who completed the &quot;QuickSmart&quot; numeracy program. These data show, based on effect-size statistics, academic growth for students of up to two years over the course of a 30-week program. (Contains 2 tables.)
Science Education as Public and Social Wealth: The Notion of Citizenship from a European Perspective
Author: Siatras, Anastasios
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Science Education,Science Curriculum,Democracy,Citizenship,Science and Society,Scientific Literacy,Role of Education,Quality of Life,Social Justice,Elementary School Science,Grade 5,Grade 6,Human Body,Health Education

In this paper, (a) we present a framework for developing a science content (i.e., science concepts, scientific methods, scientific mindset, and problem-solving strategies for socio-scientific issues) used to design the new Cypriot science curriculum aiming at ensuring a democratic and human society, (b) we use the previous framework to explore the citizenship notion which is cultivated by the science curriculum content of the primary education (grades 5 and 6) of two European countries: Cyprus and Greece. The analysis focuses on two science topics: (a) Health and human body, and (b) Natural environment. The results of this analysis highlight features that outline two different kinds of citizenship. On one hand, the cultivation of the citizenship in the Greek science curriculum is based on the knowledge acquisition by students, mainly related to science concepts. The Greek science curriculum promotes the idea that citizenship education is strengthened when science education focuses on the acquisition of knowledge concerning the &quot;academic world&quot; of science in order for the students to be able to decide on various socio-scientific issues. On the other hand, the Cypriot science curriculum promotes the notion of citizenship based on the cultivation of knowledge, competencies, and mindset that can contribute to the improvement of children's everyday lives. In this direction, students are strengthened socio-politically to reshape our society towards social justice and equity. We support the latter notion of citizenship and argue that the &quot;scientific literacy for all&quot; movement can radically overthrow the social obstacles that prevent us from moving towards a democratic and human society. (Contains 1 figure.)
2011 Montana Youth Risk Behavior Survey High School Results and 2011 Comparative Report for: Grades 7-8; American Indian Students on or near a Reservation; American Indian Students in Urban Schools; Nonpublic Accredited Schools; Alternative Schools; Students with Disabilities
Author: Montana Office of Public Instruction
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Reservation American Indians,American Indian Students,Comparative Analysis,Urban Schools,Nontraditional Education,Disabilities,Sexuality,At Risk Students,Physical Activities,High School Students,Private Schools,Injuries,Violence,Smoking,Alcohol Abuse,Drinking,Drug Abuse,Body Weight,Nutrition,Dietetics,Eating Habits,Physical Activity Level,Body Composition,Gender Differences,Restraints (Vehicle Safety),Weapons,School Safety,Delinquency,Crime,Bullying,Psychological Patterns,Suicide,Cocaine,Marijuana,Narcotics,Stimulants,Television Viewing,Video Games,Physical Education,Team Sports,Athletics,Acquired Immunodeficiency Syndrome (AIDS),Health Education,Diseases,Chronic Illness,Special Needs Students

The Youth Risk Behavior Survey (YRBS) is an epidemiologic surveillance system that was established by the U.S. Centers for Disease Control and Prevention (CDC) to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence and adulthood. To monitor priority health-risk behaviors in each of these six categories and obesity and asthma among youth and young adults, CDC developed the YRBS. The YRBS has been conducted biennially since 1991 in Montana. The purpose of the YRBS is to assist educators and health professionals in determining the prevalence of the aforementioned health-risk behaviors among youth. This report describes the results of the survey and the methods used to conduct the survey. The results will be used to focus the continuing development of statewide comprehensive health education and to reduce those health behaviors that place Montana youth at risk. Survey results are presented in the following parts: (1) Introduction; (2) Graphs; (3) Frequency Distributions; (4) Native American YRBS Results; (5) Trend Report (1993-2011); and (6) Other Frequency Distributions and Trend Reports. [Funding for this paper was provided by the Montana Board of Crime Control, the Montana Department of Public Health and Human Services, the Billings Area Indian Health Service, and the Montana Department of Transportation.]
A Study in Content Language Acquisition
Author: Broer, Kathleen
Date: 2003-00-00
Type: Reports - Research
Subjects: Academic Discourse,English (Second Language),Second Language Learning,Second Languages,Elementary School Students,Nonfiction,Writing (Composition),Metacognition,Native Language,Writing Strategies,Connected Discourse,Referral,Profiles,Recall (Psychology),Content Area Writing,Second Language Instruction

This study examines how young second language learners acquire academic language. Among the main language groups represented were Punjabi, Hindi, Tamil,  Estonian, Serbian, Arabic as well as 23 other language groups. I monitored over 75  students, in grades 1, 2 and 4. I was interested in exploring what strategies best  promoted coherence in non-fiction writing of the students referred to me by classroom teachers. The focus of this study is on the effect of metacognitive awareness strategies and direct text form-focussed instruction on student non-fiction writing. (Contains 4 footnotes.) [Abstract modified to meet ERIC guidelines.]
Travelers Edge: A Model on the Cutting Edge of Corporate College Access and Success Support
Author: Pell Institute for the Study of Opportunity in Higher Education
Date: 2012-00-00
Type: Reports - Research
Subjects: Corporations,School Business Relationship,Partnerships in Education,Human Capital,Corporate Support,Educational Finance,Economically Disadvantaged,Low Income Groups,Special Needs Students,Student Financial Aid,Internship Programs,Business,Community Colleges,First Generation College Students,Scholarships,Work Experience,Access to Education,Social Support Groups

It is intuitive for businesses and corporations to be worried about the nation's economic competitiveness in the globalized marketplace. To help close this income-based degree attainment gap, models of college access and success programs continue to emerge among the corporate sector. For years, many corporations have established internship and/or scholarship programs to help students attend college by providing some financial support as well as practical work experience, so they can succeed in college then re-populate the workforce and stimulate the economy. However, little is still known about how American businesses are making the strategic connection between stimulating and maintaining the economy through programmatic efforts to support the nation's education reform movement. In order to ascertain the viability and scalability of corporate college access and success support initiatives, a close study is needed of their program mission and goals, the structuring of their practices, the implementation of their activities, the utilization of their resources (including their financial and human capital), and finally their process for measuring, evaluating and reporting the outcomes of their efforts to impact postsecondary education. The Pell Institute embarked upon this study of Travelers EDGE precisely to conduct a close assessment of their corporate college access and success program and to get some answers to these concerns. Ultimately, its goal is to contribute to a small yet growing and needed body of literature on effective practices that rely on private funding to increase low-income, first-generation student success. (Contains 6 figures and 3 footnotes.) [Contributors include Marlene Ibsen, Mike Newman, Joelle Hayes, Carlos Figueroa, Tara Spain, Ivelisse Maldonado, Cindy Garten, Tara Pollard, Nicole Hughey, Elyse Steiner, Deb Morris and Rose D'Onofrio. Funding for this paper was provided by the Travelers.]
Suicide Report: A Health Risk Behavior Comparison of Montana High School Students Based on Attempted Suicide. 2011 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: At Risk Students,Adolescents,High School Students,Suicide,Social Problems,State Surveys,Incidence,Health Behavior,Student Characteristics,Comparative Analysis,Statistical Data

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey on a volunteer basis, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data to be used in other national YRBS reports. The 2011 YRBS was conducted in February 2011. Schools administering the survey were provided with detailed written instructions on conducting a random survey in their schools. According to the 2011 YRBS, seven percent of Montana high school students reported attempting suicide during the past 12 months. Six percent of males and seven percent of females had attempted suicide. Among Montana high school students who had attempted suicide, eight percent were ninth graders, six percent were tenth graders, seven percent were eleventh graders and five percent were twelfth grade students.
Special Education Report to the 63rd Legislature
Author: Montana Office of Public Instruction
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Special Education,Educational Quality,Educational Finance,Financial Support,Transitional Programs,Disabilities,Enrollment Trends,Public Education,Inclusion,Children,Adolescents,Speech Therapy,Physical Therapy,Block Grants,State Aid,Student Needs,Occupational Therapy,Accountability,Educational Needs,Federal Legislation,Educational Legislation,Disability Identification,Expulsion,Suspension,Educational Environment,Preschool Education,Disproportionate Representation,Parent Participation,Outcomes of Education

The Special Education Division of the Office of Public Instruction (OPI) provides many services to Montana schools to assist them in providing a quality education to all students. The programs managed through this division are all aligned with Superintendent Juneau's Graduation Matters Montana initiative. The special education division is organized into four work units that provide professional development, funding, data collection and analysis, and general supervision to local school districts. These efforts are supported by an excellent group of administrative assistants that keep the division functioning smoothly. This document is divided into the following parts: (1) Special Education Division; (2) Students Served; (3) Funding; and (4) State Performance Plan/Annual Performance Report. Special Education Acronym Dictionary is appended. (Contains 11 figures and 36 tables.)
Sealing the Gaps: Supporting Low-Income, First-Generation Students at Four-Year Institutions in Texas Post-Transfer
Author: Miller, Abby
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: First Generation College Students,Low Income Groups,Economically Disadvantaged,College Transfer Students,Student Characteristics,Outcomes of Education,Graduation,School Holding Power,Student Personnel Services,Community Colleges,Partnerships in Education,Intercollegiate Cooperation,State Policy,Case Studies,Mixed Methods Research,Academic Advising,School Orientation,Student Financial Aid,Academic Support Services,Housing,Transfer Policy

The objectives of this research were to identify: 1) promising institutional practices for retaining and graduating low-income, first-generation community college transfer students at four-year institutions, including any transfer-specific support systems; 2) outcomes of transfer students (i.e., graduation rates) at four-year institutions in comparison with &quot;native&quot; peers who began their postsecondary education at the four-year institution; and 3) specific academic, personal or financial challenges faced by community college transfer students that impede greater success. This research builds on The Pell Institute's recent study which documented promising practices at six community colleges in Texas that performed &quot;better than expected&quot; in transferring low-income college students to four-year institutions, based on institutional characteristics such as percentage of low-socioeconomic status (SES) students. Institutionalized academic and social support systems as well as effective articulation agreements with local four-year institutions were the keys to the success of the college-transfer cultures at these Texas community colleges. However, while the two-year campuses the authors visited were successful at achieving the transfer mission to four-year institutions, the authors felt that success did not end there. Rather, success culminates when a student completes his or her end-goal, which in most cases is a bachelor's degree. This examination of community college transfer student support, experiences, and outcomes at four-year institutions in Texas aims to inform: 1) practitioners in programs and on campuses who work with community college transfer students, particularly with historically underrepresented populations; 2) institutional decision-makers who are concerned with improving their performance in terms of transfer graduation rates; and 3) policymakers, particularly at the state level, who are interested in promoting transfer as a means for improving the baccalaureate degree attainment rate among their residents in order to ensure a more educated workforce. Ultimately, the authors' goal is that low-income and first-generation students benefit from this research by getting the support they need to ensure success through bachelor's degree completion. Appended are: (1) Case Study Institutional Characteristics; and (2) References. (Contains 20 figures, 2 tables and 5 footnotes.) [This report was written with Adolfo Bermeo and Chandra Taylor Smith.]
American Indian Student Achievement Data Report, Fall 2012
Author: Montana Office of Public Instruction
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Achievement Gap,American Indians,American Indian Students,Data Collection,Data Analysis,State Legislation,Financial Support,State Aid,Criterion Referenced Tests,Reading Achievement,Mathematics Achievement,Science Achievement,Scores,White Students,Racial Differences,Reservation American Indians,Nonreservation American Indians,Graduation Rate,Dropout Rate,Advanced Placement,Suspension,Expulsion,Substance Abuse

Schools and communities across Montana are working hard to ensure that students receive the best education and graduate ready for college and careers. One of the most important components in this effort involves understanding where students are and how schools and communities can best help them achieve at the highest levels. Data is an invaluable tool and its use is necessary in ensuring student success. This report is intended to support that effort and to ensure that the work of closing the achievement gap for American Indian students in Montana continues. Understanding this information can assist schools and communities in striving to engage students in learning environments that are both rigorous and meaningful to their lives and their futures. In 2007, the Montana State Legislature passed Montana Code Annotated 20-9-330, appropriating $200 per American Indian child, totaling over $3 million dollars per year, to provide funding to school districts for the purpose of closing the educational achievement gap that exists between American Indian students and non-Indian students. This report is provided to track the American Indian achievement gap and provide data on the Montana American Indian student population. (Contains 23 figures.)