ethanporcaro/eric-fulltext-meta huggingface dataset:
Report on the Work of the Bureau of Education for the Natives of Alaska, 1913-14. Bulletin, 1915, No. 48
Author: Department of the Interior, Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Educational History,Alaska Natives,Eskimos,Federal Programs,Federal Government,Government Role,Medical Services,Elementary Secondary Education,Trust Responsibility (Government),American Indian Education,Federal Indian Relationship,Expenditures,School Districts,Public Health,Health Promotion,Natural Disasters,Economic Development,American Indian Reservations,American Indian History,Educational Policy,Transportation,Educational Environment,Agency Role,Diseases,School Role,School Community Relationship,Adult Education,Animal Husbandry,Health Needs,Access to Health Care,Educational Finance,Federal Aid,Federal Legislation,School Buildings,School Personnel,Health Personnel,Geographic Isolation,Rural Schools,Enrollment,Average Daily Attendance

During the fiscal year ended June 30, 1914, the field force of the Bureau of Education in Alaska consisted of 5 superintendents, 1 assistant superintendent, 106 teachers, 11 physicians, 11 nurses, and 3 hospital attendants. Seventy-one schools were maintained, with an enrollment of 3,666 and an average attendance of 1,991. The following recommendations were made for Alaskan natives: (1) The imperative necessity for adequate and special provision by congressional appropriation for the medical relief of the Eskimos, Indians, Aleuts, and other natives of Alaska can not be too strongly urged. Three school buildings have been remodeled for use as improvised hospitals, a few physicians and nurses have been employed, and the teachers have been supplied with simple remedies to enable them to treat minor ailments. This makeshift arrangement should be replaced by an adequate medical service such has been repeatedly recommended by the Bureau of Education in the estimates submitted to Congress; (2) One of the greatest difficulties with which those responsible for the work of the Bureau of Education have to contend is the fact that the congressional appropriation for the support of this work is usually not available until the end of August. With the exception of the southern coast, all of Alaska is icebound for eight months of the year. It is only during July, August, and September that supplies can be delivered at places in the interior of Alaska and on the shores of the Bering Sea and the Arctic Ocean. It is therefore recommended that the estimates for the support of the work of the Bureau of Education in Alaska be taken out of the sundry civil bill and included in the urgent deficiency bill; and lastly, (3) It is recommended that the appropriations for the support of the Alaska school service and of the Alaska reindeer service be made reimbursable, as is the case with regard to several of the appropriations for the support of the Indian service in the States. (Contains 17 plates and 1 footnote.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1915, No. 49
Author: Department of the Interior, Bureau of Education (ED)
Date: 1915-12-00
Type: Historical Materials
Subjects: Bibliographies,Educational History,Educational Sociology,Curriculum,Kindergarten,Elementary Secondary Education,Teacher Education,Rural Education,Hygiene,Sanitation,Physical Education,Social Development,Professional Recognition,Educational Administration,Professional Education,School Administration,Teaching Methods,Religious Education,Vocational Education,Career Guidance,Extension Education,Libraries,Military Training,Agricultural Education,Special Needs Students,Periodicals,Higher Education,Professional Associations,School Buildings,Architecture,Home Economics,Womens Education

This bulletin contains monthly record of current educational publications received by the Library Division of the Bureau of Education. Books, pamphlets, etc., intended for inclusion in this record should be sent to the library of the Bureau of Education, Washington, D.C. This bulletin contains the following: (1) Publications of associations; (2) Educational history; (3) Current educational conditions; (4) Pedagogics and didactics; (5) Educational psychology; Child study; (6) Special method of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School architecture; (16) School hygiene and sanitation; (17) Physical training; (18) Social aspects of education; (20) Moral and religious education; (21) Manual and vocational training; (22) Vocational guidance; (23) Agricultural education; (24) Home economics; (25) Commercial education; (26) Professional education; (27) Military education; (28) Education of women; (29) Exceptional children; (Educational extension; (30) Libraries and reading; and (31) Bureau of Education: Recent publications. [Compiled by the Library Division of the Bureau of Education. Best copy available has been provided.]
Bibliography of Secondary Education Research, 1920-1925. Bulletin, 1926, No. 2
Author: Windes, E. E.
Date: 1926-00-00
Type: Historical Materials
Subjects: Class Activities,Learning Activities,Secondary Education,Comparative Education,Fraternities,Bibliographies,Advisory Committees,Standards,Educational Policy,Educational Objectives,School Buildings,Educational Finance,Costs,Tests,Guidance,Library Services,Principals,School Community Relationship,Secondary School Teachers,School Supervision,Sororities,Secondary School Students

This bulletin, a Report of the National Committee on Research in Secondary Education is the first of a cooperative research series sponsored by the National Committee on Research in Secondary Education. This committee represents the important national and regional organizations concerned wholly or in part with secondary education. It includes in its personnel many of the recognized leaders in secondary education in the United States. The Bureau of Education feels that, in lending its facilities to this committee for research, it is insuring itself that reports carried to the public through its publications will prove a safe guide for the formulation of standards and policies of secondary education. The contents of this bulletin include: (1) National Committee on Research in Secondary Education; (2) Administration; (3) Aims and Objectives; (4) Buildings and Grounds; (5) Curriculum; (6) Directed Study; (7) Examinations; (8) Extra-Classroom Activities; (9) Finance and Costs; (10) General; (11) Guidance; (12) History of Secondary Education; (13) Instruction; (14) Legislation; (15) Library; (16) Principal; (17) Pupils; (18) Relation of Secondary and Higher Schools; (19) School and Community; (20) Schools; (21) Societies and Fraternities; (22) Statistics; (23) Supervision; (24 ) Surveys; (25) Teachers; and (26) Tests. [Best copy available has been provided.]
The Help! Kit: A Resource Guide for Secondary Teachers of Migrant English Language Learners
Author: Wrigley, Pamela
Date: 2001-00-00
Type: Guides - Classroom - Teacher
Subjects: Migrants,Migrant Education,English Language Learners,English (Second Language),Second Language Learning,Language Proficiency,Academic Records,Attendance,Credits,Graduation Requirements,Academic Standards,Continuing Education,Technology Uses in Education,Cultural Awareness,Mainstreaming,Educational Strategies,Comprehension,Language Arts,Mathematics,Social Studies,Sciences,Educational Assessment,Student Evaluation,Secondary School Teachers,Justice,Family School Relationship,Partnerships in Education,Postsecondary Education,College Readiness,Career Readiness,Technical Assistance,Limited English Speaking,Graduation,Teacher Role

The &quot;Help! Kit&quot; for elementary school teachers was produced in 1989 by a task force of Virginia migrant educators who were getting an increasing number of requests for information about and assistance with their English language learners (ELLs). This secondary version of the &quot;Help! Kit&quot; provides helpful information to busy mainstream teachers who are seeking practical, research-based advice on how they can more effectively teach, evaluate, and nurture their limited English proficient (LEP) migrant students. In addition to the goal of providing teachers with a resource that helps them to boost the achievement of their LEP students, the secondary &quot;Help! Kit&quot; includes sections that address issues that are particularly relevant to the needs of migrant secondary students. These issues include the following: (1) Focusing on Credit Accrual; (2) Meeting Graduation Requirements in an Era of Rising Standards; (3) Promoting Continuing Education Options; and (4) Suggesting Ways of Using Technology to Enhance Continuity of Instruction. This help kit contains the following chapters: (1) What is the Help! Kit?; (2) Migrant Students, Schools, and Culture; (3) Strategies for Involving LEP Students in the Mainstream Classroom; (4) Making Language Arts Comprehensible to the English Language Learner; (5) Making Math Comprehensible to the English Language Learner; (6) Making Social Studies Comprehensible to the English Language Learner; (7) Making Science Comprehensible to the English Language Learner; (8) Assessment and Evaluation: How Can We Be Fair and Demanding?; (9) Fostering Home-School Partnerships; (10) The Challenge of Meeting Graduation Requirements; (11) Postsecondary Options: How Can We Help?; and (12) Technical Assistance and Resources. A glossary is included. Individual chapters contain references. (Contains 46 resources.)
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2009-10 (Fiscal Year 2010): First Look. NCES 2013-307
Author: Cornman, Stephen Q.
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Expenditures,School Districts,Public Schools,School Statistics,State Departments of Education,Income,Federal Aid,Educational Finance,School District Size,Charter Schools,Tables (Data),Elementary Secondary Education,Expenditure per Student,Enrollment,Instruction,Pupil Personnel Services

This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2009-10, fiscal year 2010 (FY 10). The F-33 is a district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of the U.S. Census Bureau (Census Bureau) by state education agencies (SEAs) in the 50 states and the District of Columbia. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the F-33 component of CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This report presents findings on public education revenues and expenditures at the local education agency (LEA) level using FY 10 provisional data from the F-33 of the CCD survey system. This First Look provides users with an opportunity to access provisional F-33 data that have been fully reviewed, edited, and imputed. Final data, including revisions to the provisional data submitted by the SEAs after the close of data collection, will be available during the following collection year. Appended are: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; and (3) Reference Tables. (Contains 11 tables and 4 footnotes.)
Public Policies, Prices, and Productivity in American Higher Education. Stretching the Higher Education Dollar. Special Report 3
Author: Hauptman, Arthur M.
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,Costs,Tuition,State Policy,Public Policy,Productivity,Expenditure per Student,College Attendance,Government Role,Resource Allocation,Educational Policy,Educational Trends,Trend Analysis,Educational Change,Health Services,Health Care Costs,Federal Aid,Foreign Countries

Rapid increases in what colleges charge and what they spend per student have been and remain one of the most controversial aspects of American higher education. Tuition, fees, and other college charges have increased in both the public and private sectors at more than twice the rate of inflation for over a quarter century. Trends over time in what colleges and universities spend per student are harder to discern because recent changes in accounting conventions have made it difficult to compare spending patterns. This report seeks to examine the extent to which public policies at both the federal and state levels have shaped these trends in price and cost productivity (measured as spending per student). To accomplish this, the report is divided into the following four sections: (1) A theoretical consideration of how public and private providers meet the demand for higher education; (2) An examination of trends over the past 40 years in what colleges charge, how much they spend per student, and tuition as a percentage of educational costs; (3) A discussion of the various theories that have been put forth for why prices and spending per student have increased so rapidly in the past three decades; and (4) An analysis of the effects public policies may have had on pricing and productivity (measured as spending per student) and a series of suggestions for a series of federal and state policy reforms that could slow the future growth of what colleges charge and spend per student. This paper is one of three in a series on higher education costs. (Contains 11 figures, 3 tables, and 28 notes.) [For &quot;Addressing the Declining Productivity of Higher Education Using Cost-Effectiveness Analysis. Stretching the Higher Education Dollar. Special Report 2&quot; see ED541919.]
WWC Review of the Report &quot;Findings from a Randomized Experiment of Playworks: Selected Results from Cohort 1.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Outcome Measures,Principals,Effect Size,Experiments,Comparative Analysis,Elementary Schools,Program Implementation,Intervention,Statistical Significance,Grade 4,Grade 5,Elementary School Students,Athletic Coaches

The study reviewed in this paper examined whether &quot;Playworks,&quot; a program that utilizes full-time coaches to provide structured play opportunities during recess and class time, reduces the number of disciplinary referrals in low-income elementary schools. Study authors randomly assigned 25 schools in five US cities to either a &quot;Playworks&quot; group during the 2010-11 school year or to a comparison group that did not use the &quot;Playworks&quot; program but was eligible to implement the program during the following year. To estimate the effect of &quot;Playworks&quot; on disciplinary referrals, study authors compared the number of disciplinary referrals reported by school principals over the course of one week during the spring of 2011 in 12 intervention schools to the number of reported referrals in 10 comparison schools. The study did not find any statistically significant differences between the &quot;Playworks&quot; schools and comparison schools in the number of disciplinary referrals. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for the external behavior domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 4 endnotes.)
Cage-Busting Leadership and the &quot;Culture of Can&apos;t&quot;. Education Outlook No. 2
Author: Hess, Frederick M.
Date: 2013-02-11
Type: Reports - Descriptive
Subjects: Lawyers,Superintendents,Educational Change,Elementary Secondary Education,Instructional Leadership,Principals,Contracts,Educational Policy,Partnerships in Education,School Business Relationship,Philanthropic Foundations,Private Financial Support,Charter Schools,Collective Bargaining

When it comes to reforming American education, today's would-be reformers only get it half right. On the one hand, they correctly argue that statutes, rules, regulations, and contracts make it difficult for schools and school system leaders to drive improvement and lead. On the other hand, they wrongly overlook the fact that school officials have far more freedom to transform, reimagine, and invigorate teaching, learning, and schooling than is widely believed. This &quot;culture of can't&quot; in K-12 education threatens to undermine the success of hard-won reforms, and makes policy impediments appear more burdensome than they truly are. Reformers must help district superintendents and principals combat the culture of can't by encouraging these leaders to better understand teacher contracts, hire reform-minded lawyers, and partner with the advocacy, business, and philanthropic communities. (Contains 14 notes.)
Anticipating Innovation in Teacher Evaluation Systems: Lessons for Researchers and Policymakers. Teacher Quality 2.0. Special Report 4
Author: Hansen, Michael
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Instructional Leadership,Data Analysis,Teacher Evaluation,Measurement Techniques,Program Implementation,Academic Achievement,Data,Quality Control,Models,Innovation,Educational Research,Principals,Teachers

The growing prominence of value-added models for measuring teacher effectiveness has prompted a recent surge in policies that consider students' classroom performance part of a teacher's evaluation. Yet, in light of the criticism and limitations of the current models, whether and how evaluation systems will adapt over time is unclear. This paper considers how teacher evaluations may likely evolve in the near future, which will have implications for state and district policy adoption. The future shape of evaluation systems will be determined by who bears the cost of controlling the quality of the teacher workforce. Until now, teachers and students have largely born these costs. But if states and districts are serious about improving workforce quality, they must take on a greater share. Consequently, the current orientation of input- and output-based evaluations will be supplemented with more rigorous process-based evaluation. Heightened cost pressures for school leadership will likely lead to more automated, data-driven evaluation systems. Improvements in four specific areas will particularly influence teacher evaluations moving forward: (1) Small-scale measurement; (2) Implementation issues; (3) Workforce monitoring; and (4) Paradigm shifts in education research. Data analysis plays a key role across all four areas, and will be the necessary precursor to improvements in public-school-teacher evaluation systems. (Contains 1 figure and 32 notes.)
WWC Review of the Report &quot;The Effects of POWERSOURCE[C] Intervention on Student Understanding of Basic Mathematical Principles&quot;. What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Algebra,Grade 6,Program Implementation,Formative Evaluation,Instructional Materials,Faculty Development,Elementary School Teachers,Individual Instruction,Intervention,Program Evaluation,Effect Size,Mathematics Achievement,Program Effectiveness,Performance Based Assessment,Mathematics Tests,Outcome Measures,Elementary School Mathematics

The study examined the impact of &quot;POWERSOURCE&quot;[C], an intervention consisting of formative assessments, instructional resources, and professional development designed to help teachers provide individual instruction to their students in Algebra I. This study took place in seven districts in Arizona and California during the 2007-08 school year. Researchers assessed the effectiveness of &quot;POWERSOURCE&quot;[C] by comparing student performance on a mathematics achievement test. Results were presented for a composite score and for the three subscales that comprise the main achievement outcome. The outcomes assessed dimensions of student performance in algebra and were constructed from a range of national, state, and local assessments. The study reported that students of teachers who were assigned to use the &quot;POWERSOURCE&quot;[C] intervention performed better on questions about properties of arithmetic. The What Works Clearinghouse (WWC) did not confirm this finding to be statistically significant after adjusting for the clustering of students within teachers as the unit of assignment. The research described in this report for the sample that randomly assigned teachers to condition meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for the mathematics achievement domain; (3) Study findings for the mathematics achievement domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 1 endnote.)
E-Learning Works--Exactly How Well Depends on Its Unique Features and Barriers: CAHRS ResearchLink No. 1
Author: Bell, Bradford
Date: 2013-01-00
Type: Reports - Research
Subjects: Enrollment,Electronic Learning,Online Courses,Undergraduate Students,Online Systems,Integrated Learning Systems,Computer Simulation,Meta Analysis,Instructional Effectiveness,Program Effectiveness,Higher Education,Barriers

E-learning has grown at a considerable rate, and current projections show no slowdown in the near future. The National Center for Education Statistics estimates that between 2000 and 2008 the share of undergraduates enrolled in at least one online course grew from 8 percent to 20 percent. This study refers to e-learning as all forms of electronically-supported instruction, which range from videotaped lectures posted on the Internet; learning management systems such as Blackboard that distribute lecture notes, syllabi, and assignments; online collaborative simulations; and interactive systems that use artificial intelligence to deliver customized instruction. This study reviews four meta-analyses that have been conducted on e-learning research. By combining the results of multiple studies, researchers can find an overall estimate of a particular relationship. Although the methodology of the studies included varies significantly, these meta-analyses provide the most comprehensive assessment of the effectiveness of e-learning relative to other delivery media.