ethanporcaro/eric-fulltext-meta huggingface dataset:
Education in Turkey. Bulletin, 1952, No. 10
Author: Sassani, Abul H. K.
Date: 1952-00-00
Type: Historical Materials
Subjects: Higher Education,Foreign Countries,Comparative Education,World History,Educational History,Educational Administration,Public Education,Rural Schools,Urban Schools,Elementary Education,Elementary School Curriculum,Teaching Methods,Tests,Elementary School Teachers,School Buildings,Governance,Special Schools,Schools of Education,Secondary Education,Secondary School Teachers,Middle Schools,High Schools,Educational Development,Administrative Organization,Vocational Education,Industrial Education,Evening Programs,Budgets,Single Sex Schools,Womens Education,Colleges,College Faculty,College Administration,Educational Finance,College Admission,Medical Education,Dental Schools,Pharmacy,Law Related Education,Language Arts,Science Education,Economics Education,Forestry,College Libraries,Art Education,Fine Arts,Drama,Adult Education,Public Health,Social Justice,Textbooks,Engineering Education,College Preparation,Minority Groups,Foreign Students

The Office of Education has undertaken the preparation of a series of basic studies on education in a number of countries in Europe and Central and South America. This series of studies was made a part of a program to promote understanding of education conditions in those areas and also to furnish the American college registrars with data on foreign institutions which they so urgently need. &quot;Education in Turkey&quot; is the first one undertaken by this office in the Near and Far East area. It is based on data gathered by the author in Turkey in June 1951 and supplemented since then through documentation. While data include necessary information needed by the school officials who deal with student transfers, the scope of the material presented is wide enough to be useful to scholars in the field of comparative education, particularly those who are interested in knowing the role that education plays in the life of the New Republic. The reader will find that the new Turkish leaders have made provision for education to be an important part of their program for national unity and development. These modern Turks have lost no time in bringing together whatever educational institutions they inherited from the old Ottoman era, organizing them into one system of schools, improving them as much as means would permit, and adapting them to the new social and political conditions. This bulletin is divided into seven chapters, as follows: (1) Turkey and Her People; (2) Development of Education and Its Administration; (3) Elementary Education; (4) Secondary Education and Teacher Training; (5) Higher Education; (6) Adult Education and Other Cultural Activities; and (7) Foreign and Minority Schools. A bibliography is provided. (Contains 32 tables and 3 footnotes.) [Best copy available has been provided.]
Schools at Work in 48 States: A Study of Elementary School Practices. Bulletin, 1952, No. 13
Author: Bathurst, Effie, G.
Date: 1952-00-00
Type: Historical Materials
Subjects: School Activities,Elementary Schools,Inservice Teacher Education,Workshops,Meetings,Conferences (Gatherings),Communities of Practice,Publications,Teacher Collaboration,Peer Evaluation,Planning,Group Activities,Committees,Curriculum Development,Teacher Participation,Teacher Orientation,Beginning Teachers,Beginning Teacher Induction,Guides,Supervision,College School Cooperation,Cooperative Learning,Grouping (Instructional Purposes),Student Needs,Independent Study,Student Government,Clubs,Reading Skills,Reading Instruction,Writing Instruction,Spelling,Numbers,Mathematics Instruction,Elementary School Mathematics,Science Instruction,Wellness,Health Promotion,Recreational Activities,Social Development,Creativity,Art Education,Dramatics,Puppetry,Dance Education,Music Education,Parent Participation,Parent School Relationship,School Community Relationship,Parent Teacher Cooperation

&quot;Schools at Work in 48 States&quot; is a record of a cooperative study made over a period of two and a half years by nine staff members of the elementary school section of the Office of Education, with the advice and help of their co-workers. Such a study requires that the group of persons working together arrive at some commonly accepted principles of education in order that as they visit schools they may not only observe and record, but also be able to identify what they have seen and heard with these principles of good teaching and learning. Over a period of a year's time and preliminary visits, the Elementary Section staff discussed the contributions of each subject area to a total school program that is good for children. They continued such discussion as reports of visits were made in an attempt to relate principles and practices throughout the study. Information about ways of working to improve education for children needs to be shared on a broad basis, not to bring about undesirable uniformity, but rather to stimulate widespread discussion and evaluation of elementary school practices. It is hoped that the bulletin may help improve classroom teaching and bring about closer relationships between school and community. An index is provided. (Contains 2 footnotes.) [Visitors and reporters who contributed to this bulletin include: Effie G. Bathurst, Paul E. Blackwood, Glenn O. Bough, Mary Dabney Davis, Wilhelmina Hill, Gertrude M. Lewis, Helen K. Mackintosh, Arne W. Randall, and Elsa Schneider. Best copy available has been provided.]
Broadsheet English: Teaching English through Newspaper Articles
Author: Akdemir, Ahmet Selcuk
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quasiexperimental Design,English (Second Language),Second Language Learning,Newspapers,Primary Sources,Instructional Materials,Oral Language,Communicative Competence (Languages),Speech Communication,Vocational Schools,Tourism,Language Usage,Postsecondary Education

In this study it is aimed to debate whether newspaper articles can be used as speaking materials in foreign language courses as they include most actual and living language patterns by all means. A quasi-experimental study has been carried out at Vocational School of Tourism and Hotel Services of Erzincan University. Thirty-eight preparatory students took part in the study. Speaking courses have been constructed to include newspaper articles. The study has provided evidence to prove the hypothesis: &quot;Language should be taught by original materials and spoken language is best acquired when it is obtained from actual and authentic sources.&quot; (Contains 4 tables.)
Revealing the Effectivenesses of Communication Strategies
Author: Lin, Grace Hui Chin
Date: 2013-05-24
Type: Reports - Evaluative
Subjects: Program Effectiveness,Adult Learning,Adult Students,English (Second Language),Taxonomy,Communication Strategies,College Students,Language Fluency,Communicative Competence (Languages),Foreign Countries,Higher Education,Interviews,Qualitative Research,Interlanguage,Feedback (Response)

The purpose of this study is to report the history of communication strategy and highlight the importance of strategic competence. It provides the histories and characterizations of communication strategy. Besides, it presents from which perspectives these definitions of communication strategies were developed. Various earlier and latter taxonomies in the field of communication strategy are introduced. Moreover, ten examples of cultural terminologies provided by Taiwanese university students engaged with a long-term research project the researcher had conducted previously, will demonstrate the effectiveness and usages of communication strategies. This study should be valuable because contributed to assisting adult learners in approaching a short cut to fluent English communication. More importantly, this study not only proved the effectiveness of communication strategies, but also it contributed the typical examples to the field workers of strategic communication.
Education and Gender Discrimination
Author: Sumi, V. S.
Date: 2012-02-25
Type: Reports - Descriptive
Subjects: Females,Gender Bias,Gender Discrimination,Equal Education,Sex Fairness,Disproportionate Representation

This paper discusses the status of women education in present education system and some measures to overcome the lags existing. Discrimination against girls and women in the developing world is a devastating reality. It results in millions of individual tragedies, which add up to lost potential for entire countries. Gender bias in education is an insidious problem that causes very few people to stand up and take notice. The victims of this bias have been trained through years of schooling to be silent and passive, and are therefore unwilling to stand up and make noise about the unfair treatment they are receiving. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all pre-service teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom.
Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report. Updated
Author: What Works Clearinghouse (ED)
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Core Curriculum,Elementary School Mathematics,Elementary School Students,Mathematics Achievement,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Instructional Effectiveness,Educational Research

&quot;Scott Foresman-Addison Wesley Elementary Mathematics&quot; is a core mathematics curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The curriculum focuses on problem-solving skills, assessments, and exercises tailored to students of different ability levels. According to its developer, &quot;Scott Foresman-Addison Wesley Elementary Mathematics&quot; is aligned to the National Council of Teachers of Mathematics (NCTM) standards for the elementary grades. The What Works Clearinghouse (WWC) identified 13 studies that investigated the effects of &quot;Scott Foresman-Addison Wesley Elementary Mathematics&quot; on the math performance of elementary school students. The WWC reviewed seven of these studies against group design evidence standards. Three studies (Agodini, Harris, Thomas, Murphy, &amp; Gallagher, 2010; Resendez &amp; Azin, 2006; Resendez &amp; Manley, 2005) are randomized controlled trials that meet WWC evidence standards without reservations. These three studies are summarized in this report. Four studies do not meet WWC evidence standards. The remaining six studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Agodini et al. (2010); (2) Research details for Resendez &amp; Azin (2006); (3) Research details for Resendez &amp; Manley (2005); (4) Outcome measures for the mathematics achievement domain; and (5) Findings included in the rating for the mathematics achievement domain. A glossary of terms is included. (Contains 6 tables and 9 endnotes.)
Biennial Survey of Education in the United States, 1930-1932. Bulletin, 1933, No. 2. Preface: Statistical Summary of Education, 1931-32
Author: United States Department of the Interior, Office of Education (ED)
Date: 1933-00-00
Type: Historical Materials
Subjects: School Statistics,Higher Education,Elementary Education,Urban Schools,State Schools,Nursing Education,Private Schools,Public Schools,Special Needs Students,Educational Legislation,Educational History,Systems Analysis

This bulletin includes the Preface to the biennial survey covering State school systems' statistics. The Preface presents a summary that brings together data from the various statistical chapters of the Biennial Survey of Education, 1930-32, each of which deals with a segment only of the educational system. (Contains 8 tables, and 1 footnote.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1930-1932. Bulletin, 1933, No. 2. Chapter I: Statistics of State School Systems, 1931-32
Author: United States Department of the Interior, Office of Education (ED)
Date: 1933-00-00
Type: Historical Materials
Subjects: Public Schools,Urban Schools,Elementary Secondary Education,State Schools,School Statistics,Enrollment Rate,Enrollment Trends,School Schedules,Average Daily Attendance,Attendance Patterns,Income,Expenditures,Trend Analysis,Educational Trends,Educational Assessment,Educational Indicators,Educational Change,Educational History,Educational Finance,Systems Analysis,Institutional Characteristics

The statistics presented in Chapter I of this report relate entirely to the public elementary and secondary schools in State school systems, with a few figures included for kindergarten and private elementary and secondary schools. The information contained herein has been furnished by the State offices of education in 48 States, the District of Columbia, and the 8 outlying parts of the United States, in 1932. This chapter includes the combined statistics for all the school districts within each of the States. However, in one section of the report an attempt is made by subtracting from the totals the corresponding numbers found in Chapter II, Statistics of City School Systems, to obtain statistics for places having a population of less than 2,500 or for what is generally regarded as rural territory. The statistics in this chapter include both white and Negro pupils. In a few tables the schools wholly for Negro children have been treated separately. The text has been prepared to show changes in enrollments, length of school term, average attendance, income, expenditures, per capita costs, etc. during the biennium 1930-32 to indicate significant trends and the variations that exist among the States. (Contains 3 footnotes, 55 tables, and 13 figures.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1930-1932. Bulletin, 1933, No. 2. Chapter II: Statistics of City School Systems for the Year 1931-32
Author: Foster, Emery M.
Date: 1933-00-00
Type: Historical Materials
Subjects: Average Daily Attendance,Expenditures,Urban Schools,Teacher Student Ratio,Annual Reports,Educational Assessment,Educational Indicators,Student Surveys,Cluster Grouping,School Statistics,Enrollment Rate,Enrollment Trends,Attendance Patterns,School Schedules,Educational Facilities,Investment,Income,Educational Trends,Trend Analysis,Educational History,Systems Analysis,Institutional Characteristics

This bulletin provides the second chapter of the Biennial Survey of Education, 1930-32, which has been published in separate chapters dealing with a segment only of the educational system. The statistics presented in this report document city public schools for the school year 1931-32. The cities are divided into four population groups on the basis of the 1930 census: (1) 93 cities having a population of 100,000 or more; (2) 236 cities having a population of 30,000 to 99,999; (3) 672 cities with a population of 10,000 to 29,999; and (4) 2,157 cities with a population of 2,500 to 9,999. The 1930 census data for populations were not available at the time the tables were made for the statistics of city school systems, 1929-30; therefore, the present report is the first to be organized on the basis of city sizes as reported in the 1930 census. Gross figures for a group in 1931-32 are not exactly comparable with given figures for 1929-30. Therefore, comparisons with previous bienniums, especially those relating to expenditures, have been made on the basis of the number of pupils in average daily attendance. The text has been prepared to show changes in enrollments, average attendance, length of school term, pupil-teacher ratio, school facility and property investments, income, expenditures, per capita costs, etc. during the biennium 1931-32 to indicate significant trends and the variations that exist among the States. (Contains 2 footnotes, 40 tables, and 6 figures.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1930-1932. Bulletin, 1933, No. 2. Chapter IV: Statistics of Nurse-Training Schools, 1930-31
Author: Foster, Emery M.
Date: 1933-00-00
Type: Historical Materials
Subjects: Nursing Students,Statistical Data,Professional Associations,Nurses,Nursing Education,Graduates,Admission Criteria,Age,Admission (School),Students,Time to Degree,Hospitals,Tables (Data),Compensation (Remuneration)

There are nearly twice as many nurses in training now in the United States as there were 11 years ago, according to reports made to the Office of Education by the nurse-training schools for the year 1930-31. More than 100,000 student nurses were reported enrolled by a total of 1,844 schools. The Office of Education sent inquiry blanks to a total of 1,925 schools listed in the hospital number of the &quot;Journal of the American Medical Association&quot; and other sources. Statistics on training of nurses were last collected by the Office of Education for the year 1926-27. This chapter of the Biennial Survey of Education in the United States provides statistical data in the following categories as they relate to nurse training in the 1930-31 academic year: (1) Schools; (2) Students; (3) Graduates; (4) Length of course; (5) Educational requirements for admission to nurse-training courses; (6) Minimum age required for admission; (7) Number of hours of duty required daily; and (8) Remuneration. (Contains 8 tables.) [Prepared in the Division of Statistics. Best copy available has been provided.]
Biennial Survey of Education in the United States, 1930-1932. Bulletin, 1933, No. 2. Chapter V: Statistics of Private Elementary Schools for the Year 1930-31
Author: Kelley, Russell M.
Date: 1933-00-00
Type: Historical Materials
Subjects: Enrollment Trends,Age Differences,Gender Differences,Instructional Program Divisions,School Schedules,Elementary Schools,Catholic Schools,Catholics,Private Schools,State Departments of Education,Questionnaires,Governance,Teachers

Reports made to the Office of Education by State departments of education show an enrollment of 21,278,593 children in elementary schools during 1929-30. Between two and three million other children attend private elementary schools. Estimates for the year 1929-30 put the total private elementary school enrollment at 2,255,430. The Department of Education of the National Catholic Welfare Conference reports 2,222,598 pupils enrolled in the elementary schools that are affiliated with the Roman Catholic Church. Evidently about 1 elementary school child in every 10 in this country goes to a private school. This study was made with a view to securing actual enrollments and additional information concerning the education of these more than two million children who attend private elementary schools. A questionnaire was sent by the Office of Education to more than 9,000 private elementary schools for which names and addresses could be obtained. Replies were received from 6,815 schools, including 592 nonsectarian schools, 269 affiliated with Protestant denominations, and 5,954 Roman Catholic schools. In these replies the actual enrollment by individual schools totals 1,802,947 pupils, or 79.5 per cent of the number estimated by this office from various reports. Whereas the estimates previously reported by this office gave only enrollments, this inquiry secured such information as the types of administrative control of private elementary schools, the number of teachers employed in them, the enrollments by grade and sex, and the length of school term. (Contains 7 tables.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1930-1932. Bulletin, 1933, No. 2. Chapter VI: The Education of Exceptional Children
Author: Foster, Emery M.
Date: 1933-00-00
Type: Historical Materials
Subjects: Day Schools,Residential Schools,Disabilities,Special Schools,Special Needs Students,Special Education,Delinquency,Educational Legislation,State Schools,Mental Retardation,Blindness,Deafness,Supervision,Teacher Education,Curriculum Development,Behavior Problems,Research,Academically Gifted,Urban Schools,Physical Disabilities,Chronic Illness

This bulletin provides the sixth chapter of the Biennial Survey of Education, 1930-32, which has been published in separate chapters dealing with specific segments of the educational system. This document explores the impact of the economic depression on the education of exceptional children. Special day schools and classes for exceptional children are thus far holding their own and in some aspects even making significant progress. Curtailments have been made in a number of cities, but so also have additions been made in other cities, while the large majority of school systems are holding their programs steady. The situation as it has developed within the past 2 years in various phases of special education is more specifically described in this report under three main topics: (1) general considerations; (2) city day schools and classes; and (3) residential schools. Under the first of these, some of the significant developments in the field will be pointed out. The two remaining sections present statistical data, with brief discussion of the same. (Contains 20 footnotes, and 17 tables.) [Best copy available has been provided.]