ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of Kindergarten Primary Courses of Study in Teacher-Training Institutions. Bulletin, 1924, No. 3
Author: Vandewalker, Nina C.
Date: 1924-00-00
Type: Historical Materials
Subjects: Kindergarten,Program Evaluation,Teacher Education,Preschool Teachers,Teacher Supply and Demand,Standards,Educational Improvement,Private Colleges,Course Descriptions,State Universities,Educational Theories,Special Education,Disabilities

The varied courses of study that teacher-training  institutions now offer show that these institutions are actively cooperating in the movement to place school work on a more scientific basis. The modern school has accepted the principle that education is effective only as it is organized to meet children's needs and interests. The increasing specialization in the work of the school which the acceptance of this principle calls for has made the training of teachers for specific lines of service necessary. The lack of adequate adjustment on the part of the training school to meet the demand for such teachers has been one of their weaknesses. The present effort to raise the standards of work are largely directed to making more adequate adjustments possible. (Due to poor print quality footnote numbers are illegible, and could not be counted.) [Best copy available has been provided.]
A Type Rural High School: Mount Vernon Union High School, Skagit County, Washington. Bulletin, 1924, No. 4
Author: Nelson, C. A.
Date: 1924-00-00
Type: Historical Materials
Subjects: High School Students,Secondary Education,High Schools,Rural Schools,School Districts,Transportation,School Buildings,Equipment,Institutional Characteristics,Secondary School Curriculum,Student Characteristics,Teacher Characteristics,Administrator Characteristics,Vocational Education,Career Choice,Costs,Administrative Organization,Superintendents

This leaflet presents the essential details of the organization of the district, transportation of pupils, buildings and equipment organization of the school, student body, administration, teaching, staff, curricula, and vocational courses of study in a typical rural union high school of the state of Washington. It is felt that such a presentation of the details relative to a particular school, which is worthy of emulation in many respects, will have high value for those engaged in rural secondary education. The school offers a concrete illustration of the way in which problems of this type of school have been met. Many desirable features of secondary education are presented. The term rural high school is used to designate a high school enrolling 50 percent or more of its total from farm homes. Where more than 50 per cent of the pupils enrolled are from farm homes, it is safe to say that all the major problems of rural secondary education are to be found. (Contains 8 tables. ) [Best  copy available has been provided.]
The Chief State School Official. Bulletin, 1924, No. 5
Author: Reeder, Ward G
Date: 1924-00-00
Type: Historical Materials
Subjects: Educational History,Superintendents,Comparative Education,Administrators,Administrator Role,School Law,State Legislation,Educational Administration,Educational Trends,Higher Education,Postsecondary Education,Public Education,Public Schools,Elementary Secondary Education,Teacher Certification,Educational Legislation,Educational Policy,State Policy,Educational Finance,National Surveys,State Boards of Education,State Departments of Education,State Government,State Officials,State Agencies,Administrator Qualifications,Administrator Responsibility

In its educational progress, a state is helped by a comparison of the features of its school system with the same features in other states. Such comparisons serve to set in clear perspective likenesses and differences; and since our state educational systems have been developed not only according to the experience of the individual state, but also according to that of other States, the facts thus established may be used as one worth-while basis for any needed reorganization of the features of the school system. At present, one of the most important and also one of the most common features of the school systems of the several states is the office of Chief State School Official. This office is studied in this report, which seeks to show the conditions pertaining to the office, and particularly to present these conditions as reflected by the current legislation on the office. This study is chiefly descriptive and interpretative. It describes and interprets the present practices and tendencies pertaining to the office of Chief State School Official. Enough of the historical treatment is needed, however, to give a genetic view; and, similarly, enough of the quantitative treatment is needed to show exactly the present situation and tendencies; for these purposes, accordingly, the quantitative and the historical types of treatment are utilized. (Contains 11 tables. Due to poor print quality, footnote numbers are illegible, and cannot be accurately counted.) [Best copy available has been provided.]
Statistics of Land-Grant Colleges, Year Ended June 30, 1922. Bulletin, 1924, No. 6
Author: Blauch, L. E.
Date: 1924-00-00
Type: Historical Materials
Subjects: Land Grant Universities,Statistical Surveys,Males,Females,Agricultural Colleges,Agricultural Education,Vocational Education,Engineering Education,Military Training,Home Economics,Teacher Education,Extension Education,College Curriculum,Correspondence Study,Adult Education,Academic Degrees,Rural Education,Vocational Education Teachers,Majors (Students),Comparative Education,National Organizations,Libraries,College Faculty,School Personnel,Summer Schools,Federal Programs,Racial Segregation,School Segregation,Black Colleges,African American Students,African American Education,White Students,Enrollment,Graduates,Secondary School Students,College Students,Educational History,Educational Legislation,Educational Policy,Educational Finance,Income,Private Financial Support,State Policy,Federal Aid,Federal Legislation,State Aid,Educational Facilities,Budgets,School Statistics,School Surveys,National Surveys,Annual Reports,Financial Audits,On Campus Students

This report is made in accordance with the provisions of the land-grant act of 1862 and the Morrill-Nelson Acts of 1890 and 1907. To assure the proper usage of these funds, the specialist in charge of land-grant college statistics makes, from reports submitted by the treasurers of the land-grant colleges, an audit of disbursements from the funds. In order that the Government may be fully informed on the work of the institutions which it subsidizes, the presidents of the land-grant colleges are required to submit annual detailed reports. These reports form the basis of this annual report on the land-grant colleges, which has been prepared by and under the supervision of Dr. L. E. Blauch, the specialist in charge of land-grant college statistics. This document is divided into two parts: Part I--General discussion on the administration of the federal land-grant appropriations; and Part II--Statistical tables. (Contains 8 footnotes and 18 tables.) [Best copy available has been provided.]
Statistics of Public High Schools 1921-1922. Bulletin, 1924, No. 7
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: High School Students,High Schools,Statistical Data,Public Schools,Enrollment Trends,Tables (Data),Minority Group Students,Gender Differences,Teacher Characteristics,Educational Facilities,High School Graduates

This report includes data from 14,056 public high schools for the school year ending in 1922. Of this number, 387 are junior high schools, 1,088 are junior-senior, and 91 are three-year senior high schools. An increase in enrollment of 372,287 pupils is reported, bringing the total to 2,229,442; of this number 35,731 are colored, this group making an increase of 8,100 over 1920. The statistics gathered this year include enrollment by subject. The total number of teachers reported is 113,680, an increase of 16,030 over 1920. The greater increase is in the number of men teachers. Contents include: (1) Introduction; (2) Enrollment; (3) Teachers; (4) Survivals; (5) Statistical tables. (Contains 34 tables.) [Best copy available has been provided.]
Graduate School or Not? Engineering Students Consider Continuing Their Educations in Co-Terminal Programs. Research Brief
Author: Jackson, Kristyn
Date: 2008-06-00
Type: Reports - Research
Subjects: Engineering Education,Engineering,Academic Aspiration,Undergraduate Study,Graduate Study,Dual Enrollment,Decision Making,Interviews,Educational Attainment,Influences,Student Reaction,Classification

The paths students follow after completing a bachelor's degree in an engineering field are varied and expectations about the numbers of students who will pursue engineering work or graduate school are supported by various studies. This study explores how decisions to do graduate work in engineering are made. Among the questions examined are: (1) What factors do students consider?; (2) How do students decide where to apply for graduate work and in what field?; and (3) Who is involved in the decision? Preliminary answers to these questions for one particular group--those choosing to pursue a dual degree in engineering--are discussed in this paper. The authors conclude that there is still much more to understand about the undergraduate-to-graduate decision process and transition. This is becoming increasingly important as more students undertake graduate education, and as national leadership calls for a debate on the relationship between undergraduate and graduate education and the practice of engineering.
The Role of Doggedness in the Completion of an Undergraduate Degree in Engineering. Research Brief
Author: McCain, Janice
Date: 2007-08-00
Type: Reports - Research
Subjects: Student Interests,Engineering Education,Engineering,Bachelors Degrees,Predictor Variables,Personality Traits,Persistence,Graduate Study,Student Recruitment,Structured Interviews

Research in engineering education over the past 15 years has shown that the interest in pursuing undergraduate degrees in engineering has declined among graduating high school students. A large portion of this engineering education research focuses on factors used to predict the likelihood that a student will successfully complete an undergraduate degree in engineering. However, there is lack of research and discussion pertaining to the significance of personal motivation that can be described as "doggedness" relative to successful completion of graduation requirements. A small but identifiable group of dogged engineering students was found in the structured interview segment of the study. A dogged student may or may not enjoy his/her studies, but innately feels it is their responsibility to proceed with the academic program they started. Since the most dogged students persevere without a high level of satisfaction they are perhaps the most likely to make non-engineering post-baccalaureate career choices even if they are able to complete the undergraduate degree. Continued effort needs to be made to promote graduate education among engineering degree recipients. To increase the number of engineering students entering graduate school, undergraduate program coordinators need to address some of the aspects of the program that students dislike.
Demystifying the GMAT: Four Faces of Fairness
Author: Rudner, Lawrence M.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Culture Fair Tests,Test Bias,Adaptive Testing,Computer Assisted Testing,Justice,Cheating,Information Security,Opportunities

To articulate a guiding principle at the Graduate Management Admission Council (GMAC), CEO Dave Wilson often quotes Harry Bosch, the protagonist of several Michael Connelly novels, who said, "Everybody matters, or no one matters." With management education now a global field, and with 52 percent of the GMAT (Graduate Management Admission Test) exams taken by non-US citizens, GMAC makes special efforts to assure that every GMAT exam is fair and appropriate for every single test taker. But what is fairness, and what steps does GMAC take to assure fairness for each test taker? This paper discusses the four faces of fairness: (1) Fairness as lack of bias; (2) Fairness as equitable treatment; (3) Fairness as equitable outcomes; and (4) Fairness as equitable opportunities.
Conceptualizing Engagement: Contributions of Faculty to Student Engagement in Engineering. Research Brief
Author: Chen, Helen L.
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: Engineering Education,Engineering,Undergraduate Study,College Faculty,Teacher Role,Educational Environment,Learner Engagement,Teacher Student Relationship,Teacher Attitudes,Teacher Behavior,Teacher Characteristics,Research and Development,Educational Experience

The concept of student engagement, now prominent in the engineering education and higher education communities, has a long intellectual history. Yet only recently has attention focused on the role that faculty play as designers of educational environments to support student engagement. The authors seek to show in this article that whether referring to specific components of undergraduate education or to the full experience, faculty members play a critical role in creating conditions conducive to student engagement. This role can be referred to as "faculty engagement." The authors have focused on the critical role that faculty have in designing and implementing educational experiences that fully engage students simply because student engagement is a joint responsibility which relies on the attitudes and behaviors of both students and faculty. Given recent concerns about the ability of the engineering field to attract and retain students, particularly underrepresented and women students, encouraging engineering faculty to take on this responsibility should be a high priority. [Source: "Journal of Engineering Education" v97 n3 p339-353 July 2008.]
Demystifying the GMAT: Computer-Based Testing Terms
Author: Rudner, Lawrence M.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Computer Assisted Testing,Testing,Vocabulary,Definitions,Graduate Study,Business Administration Education

Computer-based testing can be a powerful means to make all aspects of test administration not only faster and more efficient, but also more accurate and more secure. While the Graduate Management Admission Test (GMAT) exam is a computer adaptive test, there are other approaches. This installment presents a primer of computer-based testing terms.
Corporate Recruiters Survey: 2011 General Data Report
Author: Graduate Management Admission Council (GMAC)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Employer Attitudes,Administrator Education,Personnel Selection,Student Attitudes,Recruitment,College Graduates,Labor Market,Business Administration Education,Employment Opportunities,Expectation,Job Placement,Salary Wage Differentials,Institutional Characteristics,Employers,Surveys,Graduate Students,Compensation (Remuneration),College Faculty,Labor Turnover,Tables (Data)

In this report, the Graduate Management Admission Council[R] (GMAC[R]), in cooperation with MBA Career Services Council and EFMD, presents the results of the 2011 Corporate Recruiters Survey, the tenth annual survey of business graduates' employers. The primary purposes of this study are to examine the job market for graduates from MBA and other specialized master-level programs in business and management, to identify employer needs and expectations and their evolution over time, and to provide employers with useful statistics on recruitment methods, compensation packages, and retention rates. The survey results, which are based on responses from 1,509 employers in 51 countries, can be used by: (1) Individuals in the graduate management education community, including business school professionals, graduate business students, and prospective students, to gauge the job market and better understand employer expectations; (2) Employers of business graduates to develop their hiring plans and benchmark their practices against hiring practices of similar organizations; and (3) Career management professionals at business schools to better manage student expectations and employer relationships. This "Comprehensive Data Report", which is available exclusively to participating schools and employers, is part of the 2011 Corporate Recruiters Survey report set. The content of this report consists primarily of tables presenting survey responses by company characteristics that determine recruitment practices. The text that accompanies each major section of the report highlights key findings. The tables, however, are not comprehensively discussed. The reader should note that where there is a reference to 2010 and 2011, 2010 refers to actual hiring data and 2011 to anticipated hiring data. Survey Participants Participating Schools are appended. (Contains 47 tables and 3 footnotes.)
Same Courses, Different Outcomes? Variations in Confidence, Experience, and Preparation in Engineering Design. Research Brief
Author: Morozov, Andrew
Date: 2008-06-00
Type: Reports - Research
Subjects: Females,Self Efficacy,Mathematics Achievement,Science Achievement,Engineering,Gender Differences,Skills,Knowledge Level,Minority Groups,Disproportionate Representation,Pattern Recognition,Undergraduate Students,Student Attitudes,Design,Course Content,Instructional Effectiveness

There is evidence in the literature that women have lower confidence in their skills and knowledge than men, particularly in areas considered crucial for engineering, like math and science. This difference has been linked to gender gaps in engineering enrollment and persistence. This study of engineering students extends research on gender differences by examining how confidence with design interacts with academic preparation and the frequency of design experiences in engineering coursework. Patterns of gender differences within the racial/ethnic majority and minority groups are also examined. Overall, the analysis by gender and by majority vs. underrepresented minority (URM) status undertaken in this study provides insights into students' confidence to engage design activities, and their perceptions of the quantity and quality of design education they receive in their coursework. While corroborating some findings from earlier studies, this analysis has also uncovered longitudinal differences in the development of student attitudes during undergraduate study. This study explored confidence to do design with respect to gender and URM status. This line of inquiry directly addresses differences between women and URMs as categories of students. Students' beliefs about the design education they received were also explored. This line of inquiry is important because it addresses a potential source of confidence--the perceived quantity and quality of the coursework itself.
Students' Changing Images of Engineering and Engineers. Research Brief
Author: Jocuns, Andrew
Date: 2008-06-00
Type: Reports - Research
Subjects: Engineering Education,Student Attitudes,Engineering,Student Development,Undergraduate Study,Self Concept,Professional Identity,Course Content,Internship Programs,Attitude Change

This study analyzes the images of engineers and engineering that students construct over the course of their undergraduate engineering educations. Students in their first year of study to become engineers knew very little about the work they would be doing as an engineer and their expectations were more specific, hopeful, and high status than reported in subsequent years. This may not be surprising, but it was found that even after four years studying engineering, participating in co-ops and internships, working as undergraduate researchers, and being involved in engineering organizations, some students' images of their lives as engineers and their engineering work, remained virtually unchanged.
Being and Becoming: Gender and Identity Formation of Engineering Students. Research Brief
Author: Chachra, Debbie
Date: 2008-06-00
Type: Reports - Research
Subjects: Engineering Education,Engineering,Undergraduate Students,School Culture,Student Development,Professional Identity,Outcomes of Education,Labeling (of Persons),Cohort Analysis,Longitudinal Studies,Student Surveys,Self Concept,Student Attitudes,Value Judgment,Females,Males

For undergraduate engineering students, development of an engineering identity is an important outcome of their education as they progress towards their professional selves. This process is reflected in engineering colleges' frequent practice of referring to engineering students as "engineers" (even in the earliest days following matriculation) in contrast to students in other disciplines. Results of this study showed that there was little difference in the degree of identification as an engineer between men and women, at least in the first- and sophomore year. The development of an engineering identity is strongly fostered by the culture of the engineering school and is considered to be an essential part of the educational progress of students towards a professional engineering identity. However, data presented in this paper suggest that the interaction of gender with the development of engineering identity is complex and multilayered, requiring: (1) a consideration of how men and women develop an understanding of what constitutes an engineering identity; and (2) an understanding of how students of both genders develop their own identities and how this relates to engineering identity.
Alumni Perspectives Survey, 2010. Survey Report
Author: Sheikh, Sabeen
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Administrator Education,Business Administration Education,Ethics,Alumni,Graduate Surveys,Graduation,Annual Reports,Compensation (Remuneration),Educational Attitudes,Employment Opportunities,Employment Potential,Job Satisfaction,Longitudinal Studies,Masters Programs,Salary Wage Differentials,Educational Benefits,Employment Level,Occupational Information,Promotion (Occupational),Communication Skills,College Graduates,Higher Education

During the months of April and September of 2009, the Graduate Management Admission Council[R] (GMAC[R]) conducted the Alumni Perspectives Survey, a longitudinal study of prior respondents to the Global Management Education Graduate Survey of management students nearing graduation. A total of 3,708 alumni responded to the April 2009 survey, representing graduates from the classes of 2000 through 2008. The September 2009 survey sample also included the newly graduated class of 2009. A total of 3,966 alumni responded to the September survey. This report combines data from both of the Alumni Perspectives Surveys conducted in 2009. Since this survey's inception 10 years ago, its research objectives have been to document job characteristics for both the first jobs alumni held after graduation and their current jobs; to track changes in career progression and salary over time; to assess the benefits of graduate management education from a retrospective point of view; and to monitor alumni's educational and communication needs. This report is organized into four sections: the first provides a portrait of the class of 2009 and their employment prospects; the second offers alumni perspectives on job and career progression, salaries, and skills needed for professional success; the third gives voice to alumni opinions on business ethics in the workplace and its role as a part of management curriculum; and the last section presents alumni perspectives on communications with their graduate business school and their ongoing relationship with their alma mater. (Contains 2 tables, 22 figures and 36 footnotes.)