ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. Department of Education Chapter of Blacks In Government's Reaction to the EEOC African American Workgroup Report
Author: Gill, Wanda E.
Date: 2013-04-08
Type: Reports - Evaluative
Subjects: Equal Opportunities (Jobs),Minority Groups,Racial Discrimination,Public Agencies,Federal Government,African American Employment,Racial Composition,Position Papers,Change Strategies,Barriers,Employment Opportunities,Employment Patterns,Employment Practices,Employment Statistics,Social Justice,African American Organizations,Research Reports

The U.S. Department of Education Chapter of Blacks in Government (BIG) reviewed and responded to the EEOC [Equal Employment Opportunity Commission Office] African American Workgroup Report. The BIG ED Chapter considered whether: There is any evidence indicating that the number and percentage of African Americans employed by any federal government agency is a variable in the barriers described in the Report. Articulated another way, do barriers still exist in agencies with large numbers and percentages of African Americans relative to the total number of employees in an agency? Do barriers exist in those agencies with small numbers and percentages of African Americans? The recommendations were timely and strategic, given: (1) The Obama Administration; and (2) The increasing numbers of other groups of people of color along with the lower number of Blacks employed by some agencies in the federal government. While the Report included unconscious bias as a barrier, the ED Chapter recommendations urge monitoring out and out racial discrimination and subtle forms of intentional racism. Recommendations include tracking and monitoring the furloughs, layoffs and other adverse actions for Black employees in all agencies, given sequestration. An appendix presents: EEOC African American Workgroup Report. (Contains 7 tables, 38 endnotes, and 9 notes.)
Education in France in 1916-1918. Bulletin, 1919, No. 43
Author: Kandel, I.L.
Date: 1919-00-00
Type: Historical Materials
Subjects: Educational Administration,Elementary Secondary Education,Foreign Countries,Educational Change,War,School Role,Social Change,Females,Males,Physical Health,Child Welfare

The war has affected the conduct of education in France perhaps more than in either England or Germany. For the first two years the demands at the front tended to subordinate all other thought and activities to the one great purpose. More recently the educational literature of France indicates that the war has had the effect of provoking considerable questioning and dissatisfaction with the existing systems of education. Radical changes have not yet taken place in educational administration or organization, but the ground is being prepared by discussions and conferences, by public and private commissions of inquiry, by articles in the daily press for the reforms that it is now generally felt must come after the war. The schools will be called upon to play an important part in the restoration of the country and must, in the opinion of many, be improved to meet the new demands. The contents of this bulletin present the following: (1) Administration; (2) Physical Welfare; (3) Elementary Education; (4) Secondary Education of Girls; and (5) Secondary Education of Boys. [Best copy available has been provided.]
Modern Education in China. Bulletin, 1919, No. 44
Author: Edmunds, Charles K.
Date: 1919-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational Change,Social Control,Educational Needs,Asian Culture,Religion,Educational History,Social Influences,Politics of Education,Colleges,Public Education,Government Role

The Chinese conception of life's values is so different from that of western peoples that they have failed to develop modern technique and scientific knowledge. Now that they have come to see the value of these, rapid and fundamental changes are taking place. When modern scientific knowledge is added to the skill which the Chinese already have in agriculture, commerce, industry, government, and military affairs, results will be achieved which will astonish, the western world. Religion, government, and reverence for antiquity have been the dominant influences in shaping the course of Chinese education. Confucianism, Buddhism, Taoism, and for the last century Christianity, have directly and considerably influenced the development of the educational system. Unfamiliarity with the law of progress has led to undue respect for the ancient sages and has prevented radical reforms until they were imposed by the necessities of modern intercourse with the rest of the world. While the Chinese have been highly conservative, and their  educational system has reflected this, their conservatism has its limits. Slow in making a departure, once the truth strikes home and its practicability is demonstrated, they do not hesitate at radical changes, nor are they discouraged by difficulties and obstructions. The people of China have long been democratic in spirit and so has been their educational system. To develop the individual into a man of virtue and culture and to secure social control through raising up leaders with ability and character to influence the lives of others have been the main motives of Chinese education throughout many centuries, and may well continue. Even with altered content of the curricula, China today is more in need of true men than she is of merely modern methods. Contained in the table of contents are the following: (1) The Change from the Old to the New; (2) The Present Status of Government Education; (3) Educational Needs Affected by Internal Condition and International Situation; (4) Causes of Backwardness; and (5) Mission Schools. Appended are: (1) Canton Christian College; (2) Peking Union Medical College; (3) Missionary Education in China; and (4) China's Educational Progress.
The Accredited Secondary Schools of the North Central Association. Bulletin, 1919, No. 45
Author: Davis, Calvin O.
Date: 1920-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),Comparative Analysis,High Schools,Public Schools,Private Schools,Educational Research,Data Analysis,Institutional Evaluation

At the time of the twenty-second annual meeting of the North Central Association of Colleges and Secondary Schools, held in St. Louis, Missouri, March 23-24, 1917, authority was given the Commission on Secondary Schools to make a detailed comparative study of the data gathered that year from the accredited secondary schools. The commission has for some time felt that the extensive and varied data thus gathered constitute a body of educational material too valuable to be utilized temporarily for the purpose of accrediting schools and then be filed away in dingy archives never perchance to be examined again. It has, therefore, on two previous occasions authorized the utilization of the annual report blanks for studies of a comparative kind. The first of these, &quot;North Central High Schools,&quot; was compiled and edited by Professor Walter A. Jessup, of the State University of Iowa, and Professor Lotus D. Coffman, at that time connected with the University of Illinois. This study appeared in 1914. The second comparative analysis was directed by Professor Charles H. Judd and M. George S. Counts, of the University of Chicago. This study was published in 1915 and bears the title: &quot;A Study of the Colleges and High Schools in the North Central Association.&quot; The present study seeks to follow the same general plan employed in the two earlier analyses. In certain particular details it, of course, departs entirely from the procedure followed there. Moreover, in addition to the comparisons made in reference to the situation as it existed in 1916-17, the present study seeks to place its findings in juxtaposition with similar findings presented in the earlier reports, and thus to reveal conspicuous changes or tendencies which have occurred since 1911-12, the year in which the data used in the Jessup-Coffman study were gathered. Contents include: (1) Introduction and general information; (2) Accredited public schools; (3) Nonpublic schools; and (4) General Summary. An index is included. (Contains 137 tables and 54 charts.) [Best copy available has been provided.
Bibliography of Home Economics. Bulletin, 1919, No. 46
Author: Lyford, Carrie Alberta
Date: 1919-00-00
Type: Historical Materials
Subjects: Parent Child Relationship,Child Rearing,Home Economics,Bibliographies,Course Descriptions,Periodicals,Classification,State Departments of Education,Clothing,Textiles Instruction,Family (Sociological Unit),Food,Cooking Instruction,Housework,Charts,School Districts

This bulletin is a revision of Bureau of Education, Bulletin, 1914, No. 39, Education for the Home, by Dr. Benjamin R. Andrews, with the addition of books published since that date. The bibliography has been made as exhaustive as limitations of time and facilities permit. It is not offered as a suggestive home economics library for schools. Such a library should be chosen with careful consideration of the special needs of the school, and in most cases need not be all inclusive. For the convenience of students the bibliography has been classified into general groups. Contents include: (1) Bibliographies; (2) Bulletins; (3) Syllabuses and circulars (State and city departments of education, associations, and school); (4) Charts for reference study; (5) Periodicals; (6) Teaching; (7) Clothing and textiles; (8) The family; (9) Foods and cooking; (10) The house and household activities; and (11) Sciences related to home economics. (Contains 2 footnotes.) [Best copy available has been provided.]
Private Commercial and Business Schools, 1917-18. Bulletin, 1919, No. 47
Author: Bonner, H.R. Comp.
Date: 1920-00-00
Type: Historical Materials
Subjects: Statistical Data,Religious Organizations,Private Schools,Business Administration Education,Educational History,Tuition,Classification,Graduates,Enrollment,School Size,Attendance,Class Size,Scheduling,National Surveys

Throughout this bulletin it will be observed that no historical statistics are given for the school year 1916-17. After the statistical report for the scholastic year 1915-16 had been compiled the Bureau of Education adopted the plan of collecting statistical reports biennially instead of annually as had been done the preceding years. The changes in the totals of corresponding items for consecutive years are very slight, and for most purposes biennial statistics will suffice. In corresponding preceding reports certain statistics of commercial departments of public high schools have been included in the chapter on private commercial and business schools. This paper contains statistics of two types of schools hitherto tabulated together in alphabetical order: First, the purely private commercial and business schools not connected or affiliated with any religious organization and, second, the Y. M. C. A. commercial departments and schools conducted by religious organizations. Contents include: (1) Biennial statistics; (2) Schools included; (3) Classification of schools; (4) Graduates; (5) Number of schools reporting; (6) Size of schools; (7) Enrollment; (8) The moving average of index numbers; (9) Average attendance in day and night schools; (10) Enrollment by course of study; (11) Instructors; (12) Average number of students per instructor; (13) Length of daily session; (14) Tuition fees; and (15) Shorthand systems taught. (Contains 21 tables and 25 figures.) [Prepared in the Statistical Division of the Bureau of Education under the supervision of H. R. Bonner, Collector and Compiler of Statistics. Best copy available has been provided.]
Educational Hygiene. Bulletin, 1919, No. 48
Author: Small, Willard S.
Date: 1919-00-00
Type: Historical Materials
Subjects: Physical Education,Hygiene,State Legislation,Military Training,Elementary School Students,Teacher Responsibility,Teacher Education Programs,Teacher Competencies,Standards,Physical Health,Graduation Requirements,Public Health,Exercise,Nutrition Instruction,Health Promotion,Dental Health,State Standards,Educational Needs

Effective physical education of the children of the elementary schools will always be conditioned largely upon the regular classroom teachers. Obviously physical education must have a large place in the preparation of teachers if they are to play well their part in the conservation of the physical resources of childhood. It must be recognized that this part of the preparation of teachers is fundamental and vital not an accessory to the formularies of mental training and discipline. The first striking fact is the relative neglect of physical standards for teachers. Less than one-third require a health certificate for entrance; less than one-half require a medical (or physical) examination at any time; just one-sixth require a health certificate for graduation. It may be noted in passing that the health certificate required is rather a certificate of freedom from disease than a certificate of vigorous health. The encouraging things in this report are the number requiring physical exercise of all students, the emphasis upon games, both in required exercise and in practice teaching, and the number having gymnasiums. There is a distinct gain in these respects in the last 10 years. Contents of this bulletin include: (1) Physical education in the preparation of teachers; (2) Malnutrition and the nutrition class; (3) Health supervision; (4) Closing school as a measure for controlling epidemics; (5) Eye hygiene; (6) Oral hygiene; (7) State legislation for physical education; (8) The Nation's need of physical education; and (9) Physical education and military training. (Contains 10 footnotes.) [Best copy available has been provided.]
The Public School System of Memphis, Tennessee. Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1919, No. 50. Part 1: I. An Industrial and Social Study of Memphis; II. School Organization, Supervision, and Finance; III. The Building Problem
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: School Organization,Educational Facilities,Public Schools,Educational Change,School Construction,Surveys,Educational Policy,Industry,Social Influences,Population Trends,Urban Areas,Social Environment,Educational Needs,Educational Administration,Supervision,Educational Finance,Boards of Education,Superintendents,Teacher Qualifications,Salaries,Grade Repetition,Financial Support,School Buildings,Elementary Schools,Educational Facilities Design,School Schedules,Space Utilization,Lighting

In April, 1919, at the request of the Board of Education of Memphis, Tennessee, the United States Commissioner of Education submitted the conditions on which the Bureau of Education would make a survey of the public school system of that city. This study of the Memphis schools is intended to be a study of policies and practices; not of persons. The report is issued in seven separate parts for general circulation. Part I is divided into three distinct chapters. Chapter I, An industrial and social study of Memphis, contains the following sections: (1) Introduction; (2) Strategic position for trade; (3) Population and nativity; (4) Memphis a distributing center; (5) Industries of Memphis; (7) Social consciousness of Memphis; (8) Memphis on the threshold of a new era; and (9) Educational needs of Memphis. Chapter II, School organization, supervision, and finance covers: (1) Politics, the board of education and the superintendent; (2) Qualifications of teachers; (3) Salaries of school employees; (4) Pupil promotions and failures; (5) Ability of Memphis to finance proposed program; and (6) Summary of conclusions and recommendations. Chapter III, The building program, concludes the bulletin with: (1) A far-sighted building program needed in Memphis; (2) Congestion greatest in 13 elementary buildings; (3) One method of relieving school congestion; (4) A second method--the work-study-play plan; (5) The principle of multiple use of school facilities; (6) A building program for Memphis based on the work-study-play plan; (7) Summary; (8) General recommendations--selection of sites, lighting, cloakrooms; and (9) Suggestions regarding individual buildings. Individual sections contain footnotes. (Contains 88 tables.) [For Parts 2-7, see ED541285-ED541290. Best copy available has been provided.]
The Public School System of Memphis, Tennessee. Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1919, No. 50. Part 2: I. The Elementary Schools; II. The High Schools
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Elementary School Teachers,School Administration,Elementary Schools,Public Schools,Physical Environment,Educational Change,Kindergarten,Urban Areas,Primary Education,Intermediate Grades,Curriculum Development,Social Development,Intelligence,Educational Environment,Instructional Materials,Teaching Methods,Student Participation,Correlation,Teacher Collaboration,High Schools,Secondary School Teachers,Measurement Techniques,Evaluation Methods,Self Control,Student Behavior,Equipment

In April, 1919, at the request of the Board of Education of Memphis, Tennessee, the United States Commissioner of Education submitted the conditions on which the Bureau of Education would make a survey of the public school system of that city. This study of the Memphis schools is intended to be a study of policies and practices; not of persons. The report is issued in seven separate parts for general circulation. Part 2 is divided into two distinct chapters. Chapter I, The Elementary Schools, covers: (1) The kindergarten; (2) The primary grades; and (3) The grammar grades. Recommendations include: (1) The material of the course of study should be based upon the social, intellectual, and physical environment; (2) The course should be flexible enough to admit new material, as it proves its value for the child's growth; (3) All the teaching should employ the fundamental principles of self-activity of the children, concreteness, correlation, and apperception; and (4) Teachers' meetings should be held at regular intervals, with definite program of work laid down for such meetings. Chapter II, The High Schools, is divided into five parts: (1) Introduction; (2) The high school curriculums; (3) High-school teachers; (4) High-school administration; and (5) Summary of conclusions and recommendations. Recommendations include: (1) Teachers should be encouraged to make experiments in methods and use educational measurements for testing the results of their work; (2) The supervised study feature should be continued, but should be made more efficient; and probably the time schedule should be remodeled; (3) Other modern features of administration known as the socialized recitation, and pupil participation in self-government, which are in operation to a very limited extent, should be further developed, expanded, and perfected; and (4) The school needs more equipment of various sorts; and better and more frequent use-should be made of that which it already possesses. [For Part 1, see ED541284. For Parts 3-7, see ED541286-ED541290. Best copy available has been provided.]
The Public School System of Memphis, Tennessee. Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1919, No. 50. Part 3: Civic Education
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Community Action,Public Schools,Citizenship,Community Relations,Community Needs,Public Education,Urban Areas,Citizenship Education,Civics,Elementary Schools,High Schools,Social Development,Agency Cooperation,Role of Education

In April, 1919, at the request of the Board of Education of Memphis, Tennessee, the United States Commissioner of Education submitted the conditions on which the Bureau of Education would make a survey of the public school system of that city. This study of the Memphis schools is intended to be a study of policies and practices; not of persons. The report is issued in seven separate parts for general circulation. Good citizenship has always been recognized as an aim of public education. The efficiency of the work of the public schools in all lines must be measured by the degree to which it meets community needs. How well the schools of Memphis are functioning with respect to these particular aims, all of which are contributory to the larger social or civic aim, is discussed in other chapters. But, in addition to these other recognized elements of an education, the good citizen must somehow acquire an intelligent and wholesome attitude toward, as well as an, understanding of, his community relations and the agencies of community action. He must be conscious of a community of purpose, of the interdependence of individuals and groups and interests within the community, of the necessity and means of community teamwork. He must be possessed of high civic ideals and well-grounded habits of social conduct. In a word, he must realize his membership in the community, which is merely another name for his citizenship. It is the purpose of this chapter to discuss what the schools of Memphis are doing, and what they may be expected to do, to provide for this essential factor in good citizenship. Contents of this bulletin include: (1) Aims and need of civic education; (2) In the elementary schools; (3) Civic education in high schools; and (4) A summary of recommendations. Individual sections contain footnotes. [For Parts 1 and 2, see ED541284 and ED541285. For Parts 4-7, see ED541287-ED541290. Best copy available has been provided.]
The Public School System of Memphis, Tennessee. Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1919, No. 50. Part 4: Science
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Public Schools,Supervision,Science Equipment,Science Education,Elementary School Science,Secondary School Science,High Schools,Elementary Schools,Science Curriculum,Vocational Education,Educational Quality,African American Education

In April, 1919, at the request of the Board of Education of Memphis, Tennessee, the United States Commissioner of Education submitted the conditions on which the Bureau of Education would make a survey of the public school system of that city. This study of the Memphis schools is intended to be a study of policies and practices; not of persons. The report is issued in seven separate parts for general circulation. A summary of conclusions and recommendations will be found at the end of each chapter. Topics covered in Part 4 include: (1) Science in the elementary schools (science related to other subjects; supervision needed); (2) Science in the Central High School (in the curriculums; pupils taking science; sequence of courses; quality of teaching; more teachers needed; the science equipment); (3) Science in the Vocational High School (quality of teaching; a plan of science work needed); and (4) Science in the Kortrecht High School (Colored). (Contains 4 tables.) [For Parts 1-3, see ED541284-ED541286. For Parts 5-7, see ED541288-ED541290. Best copy available has been provided.]