ethanporcaro/eric-fulltext-meta huggingface dataset:
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 18: Procedures in Curriculum Making
Author: Lide, Edwin S.
Date: 1933-00-00
Type: Historical Materials
Subjects: Educational History,Secondary School Curriculum,Curriculum Development,Curriculum Design,Urban Schools,School Districts,State Programs,State Policy,County School Districts,Rural Schools,Educational Policy,Program Effectiveness,Superintendents,Expenditures,State Supervisors,School Administration,School Supervision,Educational Practices,Specialists,National Surveys,Program Descriptions,State Agencies,Teacher Associations,Curriculum Implementation,Questionnaires,Public Schools,High Schools,Junior High Schools

This manuscript reports a study that was made of procedures in curriculum building. The author discovered that there were three general types of curriculum revision aside from revision in a very few independent schools. These types were a city-wide type, a county-wide type, and a state-wide type. The first was found in a great many of our cities varying in size and location. The county-wide type was found best exemplified in the State of Maryland where county revision secures the assistance of a State supervisor. The state-wide type was found in approximately a third of the States and varied greatly in effectiveness. When the cost of curriculum revision was investigated it was discovered that very few schools keep an exact record; some superintendents do not attempt to keep any sort of account of expenditures for curriculum revision. The range of expenditures reported varied from nothing to twenty-five or thirty thousand dollars per year with an average of less than four hundred dollars per year. In nearly all cases the revision of the curriculum is made part of the work of supervision. This means that superintendents, principals, and supervisors are the most important directing officers. Specialists from without the system are, however, employed in about one-fourth of the programs. This manuscript is concerned with detailed minutia of curriculum making. The concrete reporting of practices will, it is believed, be very helpful to those who are now attempting reconstruction of the curriculum. (Contains 43 tables, 2 figures, and 6 footnotes.) [Best copy available has been provided.]
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 19: The Program of Studies
Author: Loomis, A. K.
Date: 1933-00-00
Type: Historical Materials
Subjects: School Organization,High Schools,Private Schools,Junior High Schools,National Surveys,Secondary Schools,Trend Analysis,Educational Trends,Comparative Analysis,Curriculum Development

This manuscript in two parts is one of the larger ones of the National Survey of Secondary Education. Part I was prepared by A. K. Loomis and Edwin S. Lide. It deals with the program of studies in junior and senior high schools; the purpose, principally, is to trace the trends. For instance, the programs of studies in 60 junior high schools were studied for a 10-year period. The 14 programs investigated by the Commonwealth Fund in 1923 were also investigated in 1930-31. Certain trends revealed in recent revisions of the curriculum and the comparison of programs before and after junior high school reorganization were studied. A comparison was made of the programs of studies in reorganized and unreorganized schools. Similarly the programs of studies in 152 senior high schools were studied through a 6-year period, in 54 schools through a 16-year period, and in 35 schools over a 25-year period. The programs investigated by the Commonwealth Fund in 1924 were likewise brought up to date. The trends revealed through recent revisions and the trends in private school curriculums recently revised were also studied. In Part II of this manuscript B. Lamar Johnson gives attention to registration and schedule making. The importance of a pupil making a good start through a clean-cut registration each fall is emphasized, and the schedules adopted for the use of pupils and teachers together with the best time of opening and closing the school day are given attention. Individual chapters contains footnotes. (Part I contains 19 figures and 103 tables. Part II contains 37 tables.) [Best copy available has been provided.]
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 20: Instruction in English
Author: Smith, Dora V.
Date: 1933-00-00
Type: Historical Materials
Subjects: English Instruction,National Surveys,Secondary Education,Educational Change,Grammar,Gifted,Literature,College Entrance Examinations,Educational Objectives,Writing Instruction,Writing (Composition),Cooperation,Correlation,Time Management,Reading Instruction,Individual Differences

This manuscript on instruction in English shows the changes that have come over this subject during the past 40 years particularly, describes the condition in which it now is, and makes suggestions for further study. It finds a good deal of uncertainty in the matter of formal study of grammar. Emphasis varies. Some courses of study enumerate 45 principles which should receive attention; others name as many as 149. There appears to be no agreement as to what grammar is functional. A modern attitude is shown toward literature. In the West more freedom is allowed in choice of readings than in the East. Courses in free reading are being offered in many schools and are enjoyed especially by the gifted pupils. Only 57 of 156 courses examined agree upon any one classic which should be studied by all the children. Where teachers are still insisting upon some classic, they are offering as an excuse that the colleges require it; however, studies of college-entrance requirements fail to show any individual college insisting upon any one classic; nor does the College-Entrance Examination Board place such a requirement. This bulletin discusses the following topic areas as they relate to instruction in English: (1) Administrative set-up for curriculum making in English; (2) Relation to the general objectives of education; (3) Time allotments in secondary-school English; (4) The teaching of composition; (5) The teaching of grammar; (6) The teaching of reading and literature; (7) Cooperation and correlation; (8) College-entrance requirements in English; and (9) Provision for individual differences. (Contains 37 footnotes, 8 tables, and 7 figures.) [Best copy available has been provided.]
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 21: Instruction in the Social Studies
Author: Kimmel, William G.
Date: 1933-00-00
Type: Historical Materials
Subjects: Teaching Methods,Ethics,Social Studies,Secondary Education,High Schools,Junior High Schools,National Surveys,Advisory Committees,Urban Areas,Educational Objectives,Individual Differences,Testing,Course Content,Student Evaluation

The social studies, as defined by the Committee on Social Studies of the Commission on the Reorganization of Secondary Education, "are understood to be those whose subject matter relates directly to the organization and development of human society and to man as a member of social groups." More specifically, the social studies in the secondary school comprise a group of subjects including history, civics, economics, and sociology, with certain relatively undefined boundaries and ramifications in the subject matter of geography, vocations, ethics, and home-making. The study presented in this manuscript gives an outline of what constitutes the social studies in the junior high schools in some 55 cities and in the senior high schools in some 43 cities. After an enumeration which shows 22 differently named subjects in the junior high school and 27 in the senior high school, a careful analysis is made of these courses from the standpoint of statements of objectives of the social sciences, characteristics of the courses in most important subjects, selection and arrangement of curriculum materials, provisions for indicating individual differences of pupils, teaching methods, and testing. The study is divided into the following 10 parts: (1) The Social Studies in Secondary Education; (2) Objectives in the Social Studies; (3) Social Studies Programs in Junior and Senior High Schools; (4) Analysis of Junior High School Courses; (5) Analysis of Senior High School Courses; (6) Principles for Selection and Organization of Content; (7) Adaptation of Materials to Meet Pupil Needs; (8) Methods and Procedures in Teaching; (9) Measuring the Learning Product; and (10) Summary and Conclusions. (Contains 13 tables and 43 footnotes.) [Best copy available has been provided.]
Executive Summary of the NRCLD Topical Forum Applying Responsiveness to Intervention to Specific Learning Disability Determination Decisions (Kansas City, Missouri, September 29-30, 2005)
Author: Tollefson, Julie M.
Date: 2006-01-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Learning Disabilities,Response to Intervention,Researchers,Control Groups,Intervention,Case Studies

In September 2005, the National Research Center on Learning Disabilities (NRCLD) sponsored an invitation-only forum to look closely at applying responsiveness to intervention (RTI) to specific learning disabilities (SLD) determination decisions. Thus far, research and school-based practices have perceived RTI as a prevention model focused on accelerating students' academic progress. Little attention has been given to technical questions and issues concerning the identification, eligibility, and classification of children with learning disabilities. Specifically, (1) What screening procedures and measures are effective?; (2) What monitoring methods are efficacious?; (3) How do you define which students are at risk?; (4) How do you determine whether a student is responding to instruction?; and (5) How much information (data) is needed to make these decisions? In all, 12 researchers participated in the discussion with five research groups presenting data during the forum. NRCLD developed a set of questions, which served as a common framework for all researchers as they re-examined their study results in light of forum goals. Not all research groups were able to address every question. The relevant findings are summarized in this report.
How Can You Be Involved in School Improvement? Parent Page. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Educational Change,Educational Improvement,Federal Legislation,Educational Legislation,Children,Learning Disabilities

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), signed into law in December 2004, cited low expectations for student success and a lack of solid research practices in teaching and learning for children with disabilities as roadblocks in fulfilling the hopes expressed in previous IDEA legislation. Important changes have been made in IDEA 2004 that can help your child's success in school. It's important to know how you can be involved. This brief was developed to help you determine how you can be involved in efforts to improve education at your son's or daughter's school.
How Can You Evaluate Whether a Program Is Research Based? Parent Page. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Medicine,Scientific Research,Research Methodology,Daughters,Sons,Scientific Principles,Evaluation,Predictor Variables,Intervention

The benefit of selecting educational programs based on proven research is that they can deliver what is promised if they are implemented as intended. These research-based educational programs are like the medicine that your physician prescribes. Improvement in the medical condition requires that the medicine be taken as prescribed. These educational programs have been tested, have produced desirable results, and then have been retested to make sure the same results happen again. The term "research-based" appears in connection with many practices and programs. The questions that have to be asked about these "research-based" claims are, first, "Are they really based on scientific principles?" and, second, "How well were these studies done?" To better equip yourself to answer these questions, you will need to understand some of the terminology associated with scientific research. Research studies vary widely in how scientifically they were conducted. You need to understand research methodology before giving support and making any commitment to instructional changes. This brief was developed to help you understand the terms used in your son's or daughter's school. This understanding, in turn, can help you determine whether to support instructional changes proposed for your son or daughter.
How Can Early Intervening Services and Responsiveness to Intervention Work Together? Parent Page. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Disabilities,At Risk Students,Special Education,Response to Intervention,School Districts,Elementary Secondary Education,Intervention,Federal Legislation,Educational Legislation,Regular and Special Education Relationship,Progress Monitoring

One of the hallmark changes in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), which was signed into law in December 2004, allows for the use of special education funds (Part B) for at-risk students. These are students who may need additional academic or behavioral support but who do not qualify for special education services. This change is referred to as early intervening services. IDEA 2004 Section 613(f)(1) states: &quot;A local educational agency (LEA) may not use more than 15% of the amount such agency receives under this part (Part B)... to develop and implement coordinated, early intervening services... for students in kindergarten through grade 12 (with particular emphasis on students in kindergarten through grade 3) who do not meet the definition of a child with a disability... but who need additional academic and behavioral support to succeed in a general education environment.&quot; These funds, which cannot exceed 15 percent of the Part B funds, have a restriction: They have to be used to deliver scientifically based academic and behavioral interventions within the general education environment. This brief was developed to help readers understand a provision in the Individuals with Disabilities Education Act of 2004 referred to as early intervening services and how these services are related to the responsiveness to intervention approach to education.
A Short Study of Effective Science Instruction for ELL Junior Students
Author: Broer, Kathleen
Date: 2013-00-00
Type: Reports - Research
Subjects: Second Language Learning,English Language Learners,Scientific Concepts,Science Instruction,Mathematics Instruction,Teaching Methods,Vocabulary Development,Units of Study,Secondary School Students,Foreign Countries,Science Tests,Scores,Recall (Psychology),Metacognition,Student Motivation,Questionnaires

This study was the result of classroom action-based research class in a mainstreamed class of 26; 6 students were special ed and 2 students were English Language Learners. Because it was a split grade, I had double the amount of science topics from which to choose. This study examined quality experiments for junior students and optimal strategies to teach math and science vocabulary and science text forms to present outcomes. (Contains 12 tables and 1 figure.)
What Is Responsiveness to Intervention? Parent Page. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Learning Problems,Learning Disabilities,Response to Intervention,Reading Difficulties,Federal Legislation,Outcomes of Treatment,Program Effectiveness,At Risk Students,Disability Identification,Intervention

Responsiveness to intervention (RTI) is addressed through federal law and refers to a tiered approach to instruction. Students who do not make adequate academic progress and who are at risk for reading and other learning disabilities receive increasingly intensive instructional services. This brief was developed to help you understand responsiveness to intervention, an education model that promotes early identification of students who may be at risk for learning difficulties.
What Is Progress Monitoring? Parent Page. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Mastery Tests,Mathematics Tests,Spelling,Test Results,Evaluation Methods,Progress Monitoring,Achievement Gains

On Monday, the teacher assigns her class a list of 20 spelling words to learn. On Friday, she tests the students on how well they learned to spell these words. This "mastery measurement" is the traditional way of determining student progress. The next spelling mastery test will indicate mastery of the next week's 20 new words, a new skill. Throughout the year, the teacher will test for different skills in different academic areas. When a math test in November covers one set of skills and a math test the next May covers a different set of skills, these test scores can't be compared. Thus, teachers and parents may be uncertain whether students have maintained the skills taught earlier in the year, and the student's rate of progress can't be described. Another method of determining student progress, more recently researched, checks how well students are doing through a process called "progress monitoring." Teachers do this monitoring regularly--weekly or monthly--for two reasons. One is to determine whether the students are learning what is being taught. And two, if the students are not learning, then test results will show what instruction is needed to pinpoint and address problem areas. This brief was developed to help you understand progress monitoring--a scientifically based process of assessing students' performance on a regular basis--and how progress monitoring may be used in your son's or daughter's school.
Responsiveness to Intervention: An SLD Determination Resource. Information Digest. Winter 2007
Author: Tollefson, Julie M.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Identification,Learning Disabilities,Early Intervention,Response to Intervention,Educational Change,Federal Legislation,Educational Legislation,Intervention,Regular and Special Education Relationship

The 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (P.L. 108-446) (IDEA 2004) has brought the issue of specific learning disabilities (SLD) identification procedures and criteria to the forefront. Calls for reform are not new and are based on decades of various policy, implementation, and research agendas. The U.S. Department of Education's Office of Special Education Programs (OSEP) has actively addressed both the scientific aspects and broader political nature of SLD identification through its efforts to advance understanding of SLD issues. Longstanding concerns among teachers and researchers involved with SLD determination center on aptitude-achievement discrepancy: teacher referral that employs local norms and student assessment that employs national norms (MacMillan &amp; Siperstein, 2002). Some of the most pressing concerns facing SLD determination are focused on early intervention, the provision of appropriate learning experiences, and the non-categorical nature of identification implicit in some responsiveness to intervention (RTI) models. One component that can be used in the SLD determination process is RTI, which addresses the concerns of early intervention through a tiered model while simultaneously providing appropriate learning experiences through school-wide progress monitoring. Administrators can determine whether an entire class is progressing versus an individual student by focusing on the use of standard protocols for general education instruction and interventions.
Model Site Research Overview: NRCLD Report. Fall 2006
Author: National Research Center on Learning Disabilities
Date: 2006-00-00
Type: Reports - Research
Subjects: Learning Disabilities,Reading Instruction,Resource Centers,Principals,Response to Intervention,Interviews,Professional Development,Intervention,Special Education

A significant commitment of the National Research Center on Learning Disabilities (NRCLD) has been to work with school sites that are implementing responsiveness to intervention (RTI) models. The work with these schools began in November 2002 after the U.S. Department of Education requested that NRCLD identify, describe, and evaluate the implementation of RTI in elementary schools throughout the United States. In conjunction with the six Regional Resource Centers (RRCs), NRCLD staff identified and solicited the participation of schools that had developed RTI models. Toward the goal of identifying sites with commendable RTI practices, NRCLD staff reviewed data and information from 41 of the 60 sites initially considered and determined that 19 of those sites were successfully implementing one or more RTI practices. They examined six RTI components: schoolwide screening, research-based reading instruction, research-based progress monitoring, data-based decision making, staff development, and parent involvement. Data from these schools have given them insight into how RTI works in the early grades and with reading. As part of this NRCLD-school site work, RRCs conducted and audiotaped 45 individual interviews with staff members and parents from five RTI school sites. NRCLD staff then transcribed the audiotapes, which included interviews with six principals (two principals were at one of the schools), 13 general education teachers, three special education teachers, one school counselor, five reading teachers/specialists, one resource room intervention specialist, two school psychologists, one English language coordinator, and 13 parents. Based on these interviews, the researchers report on improved instruction, reduction of inappropriate identification of students with specific learning disabilities, professional development, administrative involvement, establishing RTI practices, advice to schools wanting to adopt an RTI model, and practices that schools would do differently if they were to start the RTI process today.
NRCLD Update on Responsiveness to Intervention: Research to Practice. Winter 2007
Author: Fuchs, Lynn S.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Response to Intervention,Reading,Reading Material Selection,Intervention,Intelligence Quotient,Grade 1,Control Groups,Elementary School Students,Mathematics

The National Research Center on Learning Disabilities (NRCLD) has completed two large studies to look at how responsiveness to intervention (RTI) works at the first-grade level for preventing and identifying specific learning disabilities (SLD) in reading and math. The purpose of this report is to help professionals and parents understand what RTI is, to explain how NRCLD's findings are helping schools use RTI, and to answer questions often asked about how RTI can be used in the SLD determination process.