ethanporcaro/eric-fulltext-meta huggingface dataset:
High-School Credit and Diplomas through Examinations and Out-Of-School Experiences. Bulletin, 1946, No. 7
Author: Segel, David
Date: 1946-00-00
Type: Historical Materials
Subjects: Veterans,State Legislation,War,Adult Learning,High School Equivalency Programs,Educational Policy,State Departments of Education,Job Skills,Experience,Informal Education,Prior Learning

The impact of the war and its sudden ending has increased the need for educational readjustment work among veterans and industrial workers who desire more secondary education or need high-school credit or diplomas as prerequisites for entering various occupations or for further training. In an effort to ascertain what policies were being put into operation, in the fall of 1945 the Office of Education sent an inquiry to all State departments of public instruction asking them to submit data and literature concerning the plans which had been developed or which were being formulated for evaluation of training and experience secured in activities of out-of-school nature. Most materials submitted bear recent dates (1944-1946). Although many of the new regulations and recommendations for equivalency of high school credit noted in this bulletin are primarily intended for veterans, there is growing out of this experience a realization that for those who have passed secondary school age there must be set up a means for evaluating educational experiences and training which have not come about through attendance for 120 clock hours in a classroom. The problem is how to liberalize the basis for granting credit and still make certain that credit is granted only for equivalent competency. It is not a matter of replacing the Carnegie unit, but rather of finding defensible alternatives for it. Part I, General Considerations, provides an overview of the topic and a supplementary explanation of some items of state by state description of provisions for credit and diplomas for out-of-school experiences. Part II, Summary of Laws, Regulations and Recommendations, by States, covers the 48 States and District of Columbia. Appended is information pertaining to service records, and a brief reference list. (Contains 19 footnotes.) [Best copy available has been provided.]
A Curriculum Guide to Fire Safety for Elementary Schools. Bulletin, 1946, No. 8
Author: Federal Security Agency, US Office of Education (ED)
Date: 1946-00-00
Type: Historical Materials
Subjects: Safety Education,Fire Protection,Community Resources,Parent Participation,Elementary Schools,School Safety,Prevention,Guides,Family School Relationship,Integrated Curriculum,Learning Activities,Accident Prevention,Emergency Programs

When teachers as members of the community realize that every day in the United States 10 children of school age or under lose their lives by being burned to death, no effective effort should be considered too great to prevent such tragedies. Those who work constantly in the fire-prevention field say that adults are not easily educated to the need for action in seeing that fires do not occur. On the other hand, children of elementary school age especially will take responsibility for checking fire hazards at school, at home, and in the community, and for developing a plan of action. They are doers with ideas that have sparkle and the workability that is sometimes lacking in programs developed entirely by adults. This curriculum guide has been prepared with the purpose of giving a bird's-eye view of what can be done to help children of elementary school age acquire proper attitudes, correct information, and some skill in preventing and controlling fires. The material was prepared by members of a working conference held at the U. S. Office of Education in August 1945, in cooperation with Safety Research Institute, Inc. and the National Fire Protection Association. Its contents address the importance of teaching fire safety; that fire safety can be taught by integrating it within the curriculum with the cooperation of the home and utilization of community resources; the techniques and activities of a fire-safety education program; and how schools can measure results of teaching fire safety. This bulletin additionally includes suggested topics for the education program, such as the history of fire, how to extinguish fires, and community fire laws; a dictionary of fire-safety terms; and a brief bibliography of sources. (Contains 1 footnote.) [Best copy available has been provided.]
Engineering, Science, and Management: War Training. Final Report. Bulletin, 1946, No. 9
Author: Armsby, Henry H.
Date: 1946-00-00
Type: Historical Materials
Subjects: Armed Forces,Engineering Education,Institutional Autonomy,Engineering,War,Federal Government,Science Education,Technical Education,Industry,Higher Education,Costs,Management Development,Educational History,Program Development,Federal Legislation,Program Administration

More than 1.5 million men and women received special training during the period from October 9, 1940 to June 30, 1945 in short, intensive college-level courses designed to prepare for technical and scientific work in war industries. These courses were conducted by colleges and universities under the sponsorship of the U. S. Office of Education. The Federal Government expended nearly 60 million dollars to cover the actual costs incurred for the Engineering, Science, and Management War Training (ESMWT) program. It is the purpose of this history to present a brief factual outline of the origin, development, principal operating characteristics, and general results of this college-level war training program that was administered primarily by the participating institutions themselves, rather than by the Office of Education. The history consists of two main parts. Part I is a narrative account of the program, why and how it was developed, its general operating policies and procedures, its contribution to the war effort, and the permanent educational values resulting from its operations. Part II is a technical section setting forth in greater detail the authorizations of Congress, the organization established to operate the program, and the general methods of administration employed, and outlining the principal appraisals made of the program during its life. It is believed that the reading of Part I will result in a reasonably accurate conception of the chief characteristics of the program, its general methods of operation, and the results obtained. Part II is intended for the reader who wishes more detailed information concerning certain features of the program. It includes a bibliography of articles concerning the ESMWT program which have appeared in publications other than those published by participating institutions. (Contains 10 tables and 3 figures.) [Best copy available has been provided.]
Rural War Production Training Program. Final Report. Bulletin, 1946, No. 11
Author: Federal Security Agency, US Office of Education (ED)
Date: 1946-00-00
Type: Historical Materials
Subjects: Agricultural Occupations,Program Administration,Grants,Rural Youth,National Security,Rural Areas,Job Training,Skill Development,Job Skills,Civil Defense,Educational Administration,Administrative Organization,Planning,Enrollment,Eligibility,Time Factors (Learning),Industry,Housing,Equipment,Costs,Federal Legislation,Food Processing Occupations,Program Development,Sanitation,Safety,Teachers,Maintenance,Educational Finance,Agricultural Machinery

The Rural War Production Training Program was inaugurated at the beginning of the war primarily to provide training in elementary skills to farm youth not needed on farms, sufficient to enable them to secure employment in defense industries. Needs changed, however, and the production of food crops throughout the Nation adequate to feed ourselves, our armed services, and our allies became the major objective of this training program. More than 8,000 local departments of vocational agriculture throughout the United States, possessing the physical facilities and trained leadership necessary for the development and operation of intensive short-unit courses, were in a strategic position to make a vital contribution to the production of increased food commodities during the war period. They additionally made available to the Rural War Production Training program their facilities for farm shop instruction, and stimulated the production and conservation of food crops through specialized, intensive short-unit courses. Part I of this bulletin, The Program Under the National Defense Training Acts, October 9, 1940-June 30, 1945, documents: (1) Preliminary development; (2) Administration of the program; (3) Program operation; (4) Costs paid under the Acts; (5) Instructional materials made available; (6) Program appraisal; and (7) Liquidation of the program. Part II, Food Processing Program in the Public Schools under the Special Grant Funds, June 8, 1945-December 31, 1945, comprises: (1) Origin of the special grant; (2) Program administration; (3) Operation of the program; and (4) Outcomes of the program. Appended are: (1) A list of administrative personnel; (2) Forms used in the operation of the program; (3) A list of instructional materials made available; and (4) Additional tables regarding enrollment. (Contains 3 footnotes, 15 tables, and 3 graphs.) [This bulletin was written by the staff of the Rural War Production Training Program under the direction of W. T. Spanton, Director. Best copy available has been provided.]
Education in Venezuela. Bulletin, 1948, No. 14
Author: Goetz, Delia
Date: 1948-00-00
Type: Historical Materials
Subjects: Outcomes of Education,Cooperation,Latin Americans,Foreign Countries,Educational Development,Educational History,Governance,Educational Administration,Educational Finance,Budgets,Enrollment Trends,School Schedules,Physical Education,Tests,Student Evaluation,Supervision,School Buildings,Instructional Materials,Equipment,Textbooks,Preschool Education,Elementary Education,Rural Education,School Health Services,Child Welfare,Blindness,Deafness,Special Schools,Secondary Education,Private Schools,Curriculum,Industrial Education,Vocational Education,Special Education,Nursing Education,Social Services,Agricultural Education,Extension Education,Military Schools,Literacy Education,Teacher Education,Schools of Education,Teacher Improvement,Teacher Retirement,Teacher Associations,Higher Education,Colleges,Universities,College Admission,Selective Admission,College Faculty,Student Personnel Services,Philosophy,Science Education,Law Related Education,Social Sciences,Economics Education,Medical Education,Dental Schools,Pharmacy,Chemistry,Veterinary Medicine,Art Education,Music Education,Popular Culture,Musical Instruments,Libraries,Museums

The Office of Education has undertaken the preparation of a series of basic studies on education in a number of Central and South American countries under the sponsorship of the Interdepartmental Committee on Cultural and Scientific Cooperation. This series of studies is part of a program to promote understanding of educational conditions in the American countries and to encourage cooperation in the field of Inter-American education. The project, a part of a Government-wide program of cultural cooperation under the auspices of the Department of State, was begun in the fall of 1943. It involves travel by Office of Education specialists in the various countries for the purpose of gathering data first hand on their educational systems, and the preparation of reports from these data for publication. &quot;Education in Venezuela&quot; is based on data gathered by the author in Venezuela in 1946 and supplemented since then through documentation. A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]
With Liberty and Justice for All. Bulletin, 1948, No. 15
Author: McGuire, Edna
Date: 1949-00-00
Type: Historical Materials
Subjects: Democracy,Instructional Materials,Democratic Values,Land Settlement,Governance,United States History,Drama,Vignettes,Teaching Methods,Self Determination,Citizenship Responsibility,Social Studies

The story of how democratic government came about in this country is a thrilling story indeed. It starts when people arrived on the shores of this new land, and continues down to today. No one person, no one group of persons, thought up the idea and the forms and practices that make democratic government. Many persons have shared; there have been long and thoughtful discussions; many hard problems have been worked on, and many courageous and unselfish things have been done to try to make self-government a reality. To tell this story of people and events is the purpose of this bulletin. It is not an entirely new story to boys and girls. They know much of its factual background. The author has tried in a series of dramatic episodes to supplement what textbooks and reference books usually have space to present about the growth of democratic ideals. In these episodes, people live and work, argue and formulate opinions, plan and perfect their ideal of "government of the people, by the people, and for the people." At the end of the chapters, there are suggestions of how to apply the principles of responsible self-government to our everyday affairs. If boys and girls get a clearer idea of the responsibility of each of us for making democracy live and grow, the bulletin will be serving its purpose. (Contains 9 footnotes.) [Best copy available has been provided.]
Radio and Television Bibliography. Bulletin, 1948, No. 17
Author: Broderick, Gertrude G.
Date: 1949-00-00
Type: Historical Materials
Subjects: Careers,Audio Equipment,Television,Technology Education,Educational Change,Radio,Bibliographies,Teaching Methods,Engineering,Scripts,Books,Drama,Writing (Composition)

In its endeavor to provide essential services to radio education on all school levels the Office of Education has provided for some years past a comprehensive radio and television bibliography. The 1948 edition covers the general fields of radio and television, as well as many of their specific uses as mediums of education. This annotated list now covers a wide variety of books and contains a selection of published studies that have contributed largely to the advancement of radio and the electronic arts in the last decade. It is hoped that this new listing will be of much value as that previous editions and that it will be helpful to those teachers who are carrying on the work of radio and television in our schools and colleges. An index is included. [This bulletin was written with the assistance of Harry Moskowitz. Best copy available has been provided.]
A Report on the Technological Enhancements Project Evaluation: Deepening Early Learning Experiences through Technology
Author: Hupert, Naomi
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Public Television,Educational Television,Educational Technology,Technology Uses in Education,Early Childhood Education,Literacy,Program Evaluation,Outreach Programs,Summer Programs,Reading Programs,Educational Games,Computer Games,Curriculum,Experiential Learning,Books,Electronic Publishing,Instructional Materials,Instructional Effectiveness,Interviews,Surveys

As part of the &quot;Ready to Learn&quot; Initiative, Education Development Center, Inc. (EDC), was charged with addressing the evaluation of Technological Enhancements for the outreach efforts of three producers: Out of the Blue's Super WHY! Technology Add-On; Sesame Workshop's The Electric Company School's Initiative Curriculum; and WordWorld's eBook Library. The report presents information about each of the properties, provides logic models describing each program's component and expected outcomes, describes evaluation methods for data collection and analysis, discusses findings for individual properties, presents a discussion of findings across properties, and finally offers recommendations to further the use of technological enhancements to increase the reach of media products targeting early literacy skills. Researchers collected data from multiple sources to inform the evaluation, including print and Web-based documents; interviews with teachers, parents, and property producers; site visits that included observations of adults and children interacting with each evaluated property; and online surveys. The evaluation addressed three central research questions: (1) Do the supplemental materials or activities addresses a gap or missing link in the overall dissemination and communication plan of the product, filling a void that would otherwise go unmet by existing products and services?; (2) Do the supplemental materials meet the needs of the end user (caregiver, teacher, or child) in a way that provides a novel/innovative/valued experience?; and (3) Do the supplemental materials alter the interactions between caregivers and young children with respect to early literacy experiences? Appended are: (1) Document Prepared for GPRA Presentation; (2) Data collection protocols; (3) Observations at site visits and pilot eBook presentation; (4) Summary of Survey findings; (5) Interview summaries; and (6) Survey instruments. (Contains 25 figures.)
Study of Preschool Parents and Caregivers Use of Technology and PBS KIDS Transmedia Resources: A Report to the CPB-PBS &quot;Ready to Learn Initiative&quot;
Author: Pasnik, Shelley
Date: 2012-09-00
Type: Reports - Research
Subjects: Public Television,Educational Television,Educational Technology,Technology Uses in Education,Preschool Education,Pilot Projects,Mathematics,Literacy,Video Technology,Educational Games,Preschool Children,Parents,Parent Attitudes,Computer Use,Influence of Technology,Parent Role,Parent Surveys,Focus Groups,Program Effectiveness

Leaders of the CPB-PBS &quot;Ready To Learn&quot; Initiative understand the important role parents and caregivers play in ensuring young children's healthy development and academic learning. In order for young children, especially those living in traditionally underserved communities, to succeed at school and thrive outside of the classroom, educational involvement by the adults who care for them is essential. Therefore, like other respected public media programs that seek to support and educate families and their young children, &quot;Ready To Learn&quot; has made parents and home experiences an integral part of its work from the very beginning. The research reported in the Parents and Caregivers Study (Parents Study) builds on work that Education Development Center, Inc. (EDC), and SRI International (SRI) began in Year 1 of the Ready To Learn Initiative through the Context Studies and have continued through Year 2 with the Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content, infusing technology and transmedia into early childhood classrooms. The purpose of the Parents Study, especially when paired with the Context Study of the Use of Technology and PBS KIDS Transmedia in the Home Environment, is to make sense of what we are learning about transmedia in the classroom by considering and exploring connections to technology and media use at home. As the researchers discuss in detail, respondents to their parent survey and their focus group participants provided insight into and explanation of technology and media use in homes with young children. In particular, they learned that parents associate technology--and some devices more than others--with potential for learning. Researchers also discovered the varied and sometimes conflicting roles parents play when monitoring, limiting, or supporting technology use at home. Likewise, they attempted to uncover what it means for parents to find an experience with technology beneficial for learning and how they decide which activities are best for learning. These findings are only the beginning in understanding the truly complex and dynamic experience of families using technology and media at home, and how that use relates to in-school learning experiences. Individual sections contain footnotes. (Contains 10 figures.)
Year One Context Studies: A Report to the &quot;Ready to Learn Initiative&quot;
Author: Education Development Center, Inc.
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Public Television,Educational Television,Educational Technology,Technology Uses in Education,Preschool Education,Summer Programs,Program Evaluation,Summative Evaluation,Access to Computers,Technology Integration,Experience,Teacher Role,Faculty Development,Teacher Attitudes,Influence of Technology,Preschool Teachers,Mathematics,Literacy,Children

In knowing hands, public-media resources can help young children growing up in socially and economically disadvantaged circumstances become better prepared to succeed in school. This vision, which has held steady since the original authorizing legislation for the program was written, continues to guide the work of the Corporation for Public Broadcasting (CPB), PBS, and other partners as they continue their Ready to Learn work with support from the US Department of Education's most recent program grant. While the Initiative's overarching goal remains constant, the current project is unique in two important ways. First, the project has a sharp focus on early mathematics and literacy learning. Second, the Initiative is delivering resources on new and emerging digital platforms, such as tablet computers, interactive whiteboards, and smartphones, that complement better established technologies such as computers, video displays, and gaming consoles. This report presents findings from the first year of the summative evaluation of CPB's Ready to Learn Initiative. The summative evaluation team includes researchers from the Center for Children and Technology at Education Development Center (EDC), and researchers from the Center for Technology in Learning at SRI International conducted the research.
Rebuilding for Learning[TM]: Addressing Barriers to Learning and Teaching, and Re-Engaging Students. Case Study: Gainesville City Schools, Georgia
Author: Light, Daniel
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: School Districts,Disadvantaged,Capacity Building,Elementary Secondary Education,Charter Schools,Administrative Organization,Organizational Change,Program Implementation,Case Studies,Educational Resources,Intervention,Systems Approach,Integrated Services

Scholastic, American Association of School Administrators (AASA) and UCLA have formed a unique Lead District Collaborative aimed at expanding leaders' knowledge, capacity, and implementation of comprehensive systems of learning supports. The Lead District Collaborative brings districts together to undertake the creation of comprehensive systems of learning supports as part of a supportive professional community. Guided by the work of Drs. Howard Adelman and Linda Taylor, educators, researchers and national leaders from UCLA who have worked with numerous state departments, districts, and schools to design and implement comprehensive learning supports systems, the districts receive valuable supports and technical assistance to help them move forward in this process. The Lead District Collaborative seeks to help inform and engage education leaders and districts by building understanding about comprehensive systems of learning supports and how such systems transform public education; creating policy and practice framework documents that can be shared among critical stakeholder groups; and working to design and implement learning support systems. Researchers from the Education Development Center (EDC) were invited to document the experience of the participating districts and to develop case studies. This report presents that process and outlines the successes of Gainesville City Schools (Gainesville) as they created their own comprehensive system of learning supports. Over the last two years, Gainesville has created new policies and modified or expanded existing strategies, policies and practices to develop a system of student supports that enables learning. (Contains 1 table.)