ethanporcaro/eric-fulltext-meta huggingface dataset:
The Teaching of Science in Public High Schools: An Inquiry into Offerings, Enrollments, and Selected Teaching Conditions, 1947-48. Bulletin, 1950, No. 9
Author: Johnson, Philip G.
Date: 1950-00-00
Type: Historical Materials
Subjects: Student Placement,Science Instruction,Class Size,Teacher Attitudes,Teaching Conditions,High Schools,Enrollment,Chemistry,Biology,Physics,Public Schools,African American Students,White Students

This study reports enrollments in general science, biology, chemistry, and physics in public high schools, the additional science offerings, the number of teachers serving these pupils, class size, grade placement of science subjects, time allotments for recitation and laboratory, and troublesome problems related to the teaching of science. The findings are based on data collected for the school year 1947-48. These data were provided by teachers or administrators in a sampling of the Nation's public high schools. The sample, including 755, or 3.15 percent, of the 23,947 public high schools, Negro and white, was a stratified random sample in which the schools were selected according to size and type of school. Of the 755 public high schools, 715, or 94.7 percent, provided information which was used for the purposes of the study. These included 34 schools which provided information included in all but a few sections of the study. There were 18 schools, or 2.4 percent, reported as dropped from the list of high schools through consolidations or other administrative changes. Only 22 schools, or 2.9 percent, failed to respond. The 733 schools that responded constituted 3.06 percent of the public high schools of the United States, and the schools that reported usable data constituted 2.99 percent of the Nation's public high schools. (Contains 32 tables and 4 footnotes.) [Translation of data for this study was done in Research and Statistical Service under the supervision of Robert C. Story. Best copy available has been provided.]
Teachers Abroad: Exchange Program with the United Kingdom. Bulletin, 1950, No. 10
Author: Smith, Paul E.
Date: 1950-00-00
Type: Historical Materials
Subjects: Reading Lists,Foreign Countries,War,Exchange Programs,Educational Objectives,Teacher Exchange Programs,Cultural Awareness

During the past four years, the interchange of teachers between the United Kingdom and the United States has received great impetus, and has been a remarkably successful program in building international understanding. Though the program got under way successfully before the war, exchanges before 1945 were limited for the most part to students and professors. With the inclusion of teachers, the base of the exchange program was broadened. The key position of teachers in every community provides wide opportunities for contributing to international understanding. Since the teachers exchange identical positions for an academic year, the two-way flow of ideas is insured. During the year abroad the teachers represent their country in towns and villages of another country. There they become a significant part of the community, where they learn the ways of another people. Upon their return they are in constant demand to explain the life and culture of the people with whom they have lived. This bulletin recounts the experiences of this interchange of teachers between the United Kingdom and the United States since the close of World War II. A selected reading list is provided. (Contains 2 footnotes.) [Best copy available has been provided.]
Statistics of Land-Grant Colleges and Universities, Year Ended June 30, 1949. Bulletin, 1950, No. 11
Author: Farr, Maude
Date: 1950-00-00
Type: Historical Materials
Subjects: African American Students,Land Grant Universities,Foreign Countries,Grants,Presidents,Federal Government,Statistical Data,Enrollment,Academic Degrees,Educational Finance,Income,Reports,Federal Aid,Tables (Data)

This bulletin contains a report of 89 land-grant institutions for the year ended June 30, 1949. A preliminary report giving selected data from those institutions that had reported at that time was prepared and distributed at the meeting of the Association of Land-grant Colleges and Universities in Kansas City, Missouri, on October 25-27, 1949. The report included data from the annual reports on enrollments and degrees from 60 institutions, and on finances from 58 institutions. The land-grant colleges--so-called because public lands were granted to the States for their establishment or support--operate in each of the 48 States and in Alaska, Hawaii, and Puerto Rico. In States maintaining segregated school systems, separate land-grant colleges have been established for Negro students. The second Morrill Act (1890) requires that each land-grant college and university make two reports annually: (1) a detailed statement by the treasurer of Federal appropriations received and disbursed; and (2) a report by the president regarding the condition and progress of the institution. The detailed statement by the treasurer was requested and made in the same form that has been used by the Office of Education for the past 13 years. The report by the president is requested in two parts and a supplement. Part I gives the number of staff members, variously classified, students, and degrees, by level and by field. Part II shows financial transactions and condition of the institution. The supplement details the funds received from the Federal Government, the total of which is carried in part II, the report on educational and general income of the institution. (Contains 19 tables and 1 footnote.) [This bulletin was prepared under the direction of Robert C. Story and in consultation with Frederick J. Kelly. Best copy available has been provided.]
State Boards of Education and Chief State School Officers: Their Status and Legal Powers. Bulletin, 1950, No. 12
Author: Keesecker, Ward W.
Date: 1950-00-00
Type: Historical Materials
Subjects: School Administration,Elementary Secondary Education,State Departments of Education,State Boards of Education,State Schools,State Officials,Administrative Policy,Administrator Responsibility,Legal Responsibility,State Agencies,Agency Cooperation,Trend Analysis,Administrator Qualifications,Selection Criteria,Tenure,Occupational Information,Administrative Principles,Educational Practices,Educational Legislation,Institutional Characteristics,Administrator Role,Power Structure

The general purpose of this study is to show the legal organization of State school administration. More specifically, it has for its objectives: (1) To describe present legal provisions pertaining to State boards of education and chief State school officers; (2) to show legal relationships between these State agencies; (3) to show trends with respect to State education boards and officers--their qualifications, methods of selection, and terms of office; (4) to set forth the principal powers and duties vested by law in such boards and officers in the respective States; (5) to summarize educational legislative principles and practices, with respect to State school administration; and (6) to present information and conclusions which may be helpful in establishing sound and effective legal structure and organization for the improvement of State school administration. The study is limited chiefly to legal organization and functions of general State boards of education and the chief State school officers. Reference to other and separate State boards having special educational functions is included to indicate such areas of education as have been assigned to special boards or commissions. This study is also limited principally to legal organizations of State school administration for elementary and secondary education. Some information relating to higher education institutions has been included to show the scope of authority vested in the general State board of education and chief State school officer. The sources of information utilized in the compiling of this work were State constitutions, the latest published school codes or session laws of the States, publications of the United States Office of Education, other publications containing source materials, and information supplied by chief State school officers or members of their staffs in State departments of education. Individual sections contain footnotes. This bulletin is presented in 7 Parts, as follows: (1) Part I: Legal Developments Affecting State School Administration; (2) Part II: The State Board of Education; (3) Part III: The Chief State School Officer; (4) Part IV: Legal Relationships and Distribution of Functions; (5) Part V: Characteristic Features of State Educational Agencies and their Powers as Provided by Law; (6) Part VI: Summary of Functions and Duties of State Educational Agencies and Officials; and (7) Part VII; Observations and Conclusions. (Contains 16 tables.) [Best copy available has been provided.]
Toward Better College Teaching. Bulletin, 1950, No. 13
Author: Kelley, Fred J.
Date: 1950-00-00
Type: Historical Materials
Subjects: College Instruction,College Faculty,Educational Improvement,Teacher Education,Graduate Study,Undergraduate Study,Check Lists,Educational Practices,Educational Change,Social Influences,Economic Factors

There is a widespread demand in this country today for greater effectiveness in college teaching. Three facts help to account for this. The maturity and settled purposes of the veteran students is one. The rapid increase in the proportion of young people attending college is another. Finally, the cold war is highlighting the need for a change in both materials and methods of college education to prepare better for the social, economic, and civic problems of tomorrow. To help meet this demand for better college teaching, this publication is issued. It is based primarily upon returns from checklists dealing with certain devices which have as their purpose the improvement of college teaching. One checklist concerns practices in the graduate schools which prepare college teachers; the other, practices in the undergraduate colleges to strengthen the work of already employed college teachers. The checklist returns here reported are preliminary to later studies of how satisfactory the colleges and universities are finding the several devices to improve college teaching. The data are helpful also in planning and holding both Nation-wide and local conferences dealing with the various aspects of college teaching. The present report, one of many efforts emanating from various sources to swell the wave of interest in better college teaching, is divided into five chapters, as follows: (1) The Case for Improving the Preparation of College Teachers; (2) The Controversy between Graduate Schools and Undergraduate Colleges; (3) The Checklist Study of Graduate Schools; (4) Examples of Graduate School Practices; and (5) The Checklist Study of Undergraduate Colleges. The following are appended: (1) The University of Chicago Inquiry; (2) The Graduate School Checklist with Tabulation of Replies; and (3) A List of References to Bibliographies. [Best copy available has been provided.]
Better Living through Wise Use of Resources. Bulletin, 1950, No. 15
Author: Hatcher, Halene
Date: 1950-00-00
Type: Historical Materials
Subjects: Educational History,Public Opinion,Role of Education,Educational Practices,Annotated Bibliographies,Educational Resources,Program Development,Instructional Development,Natural Resources,Conservation (Environment),Conservation Education,National Security,Instructional Materials,Depleted Resources,Sustainable Development,World Problems,Politics of Education,Democracy,Program Implementation,Evaluation Criteria,Instructional Material Evaluation,Wastes,Scientific Concepts,Science and Society,Water Pollution,School Community Relationship,Adult Education,Guidelines

As never before, nations the world over are considering conservation a problem of vital concern to all peoples and an obligation which must be accepted by each person. It is becoming increasingly recognized that steps leading toward the establishment of harmonious relations between man and his environment will go a long way toward resolving the world's paramount problem--that of effecting continuing peace among peoples. The people of the United States have long expressed their concern for conservation through programs of education and action carried on by Federal and State governmental agencies and through programs outside the Government. This country also has actively cooperated in international programs to further conservation. The schools of America have contributed substantially to the achievement of conservation goals in this country. The ultimate success of any conservation program depends on public opinion, and public opinion can be created through education. In a democratic society, no approach to the problem of counteracting the destruction and impoverishment of natural resources can be effective that neglects education as a mean for developing an informed citizenry which understands conservation problems, policies, and practices. This bulletin seeks to provide school administrators, supervisors, and teachers with basic understandings related to the problems of resource use and the effects of resource impairment upon human welfare and national security. It suggests educational measures for vitalizing the teaching of conservation at all levels of learning. It also contains a major bibliography of materials for students and teachers. The bibliography includes annotations of books and articles, charts and maps, pamphlets, teaching units, and lists of references related to various aspects of conservation education. This bulletin is a resource upon which administrators and teachers may draw in developing conservation education programs which meet the needs of their schools and communities. (Contains 37 footnotes.) [Best copy available has been provided.]
School Buildings: Remodeling; Rehabilitation; Modernization; Repair. Bulletin, 1950, No. 17
Author: Yiles, Nelson E.
Date: 1950-00-00
Type: Historical Materials
Subjects: Educational History,School Buildings,Educational Facilities Improvement,Educational Facilities Design,Educational Facilities Planning,School Maintenance,School Construction,School Expansion,Facility Guidelines,Facility Requirements,School Safety,Heat,Ventilation,Structural Elements (Construction),Sanitary Facilities,Hygiene,Plumbing,Electronics,Lighting,Furniture,Acoustics,Playgrounds,Classroom Design,Bibliographies,Animals,Elementary Secondary Education

Adequate school plants are essential to a modern educational program. The school plant that is not properly maintained soon fails to provide the service for which it was intended. The total program of maintenance, including repairs, renovation, remodeling, rehabilitation, and modernization should be carefully planned. Some tasks will recur at regular intervals. A few tasks must be handled as the need arises. Other tasks, such as painting, can be scheduled. Many school districts cannot afford to replace all of their old school buildings. In order to be able to maintain utilization and service from these buildings, the districts find it necessary to rehabilitate and modernize the buildings. &quot;Remodeling&quot; is commonly thought of as a change in structure or a major structural improvement to the building. Some remodeling is usually done as a part of the rehabilitating and modernizing programs, but all remodeling is not necessarily rehabilitation or modernization. Remodeling might involve a change of partitions, a change in the roof structure, or a change in an exterior wall. &quot;Rehabilitation&quot; is usually thought of as a general overhauling of the complete building or a major section thereof in order to better adapt it to continued use for the school program. While remodeling may be limited to one section of the building, renovation generally covers a larger area or scope. &quot;Modernization&quot; programs may involve some remodeling and some rehabilitation. The modernization programs are designed primarily for the purpose of adapting existing facilities and spaces to meet the needs of changing educational programs. &quot;Repair&quot; programs are essentially what the name implies--the repairing or patching of a roof, the replacement of boiler tubes, or the adjustment of motors. The sections of this bulletin are planned to indicate some of the areas in school plants where remodeling, repairs, etc., are often needed. The listing does not indicate an order of priority, nor is the listing intended to be all-inclusive. Some suggestions on general procedures and on the results to be obtained have been included. However, these suggestions do not include detailed work plans for a specific remodeling, rehabilitation, or modernization task. The whole building maintenance program should be planned in advance and standards of service established. These standards should serve as partial goals in the plant care programs. A bibliography is provided. (Contains 4 footnotes.) [Best copy available has been provided.]
Know Your Capital City. Bulletin, 1950, No. 18
Author: Willcockson, Mary
Date: 1950-00-00
Type: Historical Materials
Subjects: Educational History,United States History,Federal Government,Vignettes,Diaries,Elementary Secondary Education,Annotated Bibliographies,Guides,Student Attitudes,Community Organizations,Urban Areas,City Government,Government (Administrative Body),Field Trips,Tourism,Local History,Heritage Education,Historic Sites,Urban Planning,Parks,Urban Population

Since any good citizen wants to know how his Government works, as an initial experience it is necessary to become acquainted with the setting--Washington, D. C. This bulletin serves as in introduction to the Capital. It provides an historical and a present-day background for appreciating the city. What kind of a community is Washington? Why does it exist? Was it planned or did it just happen? How large is it? Is there a relationship between its size and its purpose? Does it have the kind of government that exists in most home towns? Who are the people? What do they do to earn a living? How well does the community meet their needs? Why is Washington everyone's city? Are there historical evidences that show the past as a prologue to the present? A tour of the city will help to answer these questions and many others. Such a tour may be taken in person or through reading the story of a group of young people. This story is not an actual record of a particular group or tour, but it is a composite of many experiences. It is based upon diary records of tours taken by one person as a child, as a youth, and as an adult. To these impressions were added those of many elementary school children and high-school youth who have visited Washington recently. In writing about a subject on which authorities sometimes disagree, every effort has been made to secure accuracy. The Columbia Historical Society contributed the time of several members to review this manuscript. Children, young people, and adults were asked to read the story. They discussed the material that interested them most and how it helped them to understand Washington as the seat of the Federal Government. Their reactions contributed to the revision. As a result, this bulletin can be used by upper grades and high-school students, teachers, parents, and other citizens, as well as various kinds of community organizations. A bibliography is provided. [Best copy available has been provided.]
Behaviour Management--A Way to Develop Civic Consciousness Better
Author: Sumi, V. S.
Date: 2011-03-02
Type: Reports - Research
Subjects: Teacher Effectiveness,Classroom Techniques,Student Teachers,Citizenship Education,Teacher Role,Student Behavior,Behavior Modification,Student Attitudes,Civics,Foreign Countries

Teachers play various roles in a classroom, but surely one of the most important is that of classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful chaos becomes the norm. In these situations, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much less than they should. In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish. It takes a good deal of effort to create and the person who is most responsible for creating it is the teacher. Teachers need to feel that they are part of an empowering professionalism, in which their work has an affect on the abilities of students, and where they play a valuable role in shaping the direction of future society. The present investigation probes into the role of teachers' behavior management in developing civic consciousness. The study employed the survey method. 120 student teachers were selected by random sampling for the study. Behavior management scale and civic consciousness scale were used for the collection of data. Behavior management in the classroom and school yard is one of the most challenging aspects of teaching. The essence of behavior management is to enhance the learning ability and experience for all students. On the basis of the major findings of the study, some of the practical suggestions offered will be helpful to apply in practical situations and to improve the quality of education. Through this study teachers get an idea about how much they are responsible towards themselves and others and the importance of behavior management in developing civic consciousness. An appendix contains data and results of the test of significance of coefficient of correlation for the total sample.
Effective Classroom Management: Teacher Preparation and Professional Development. TQ Connection Issue Paper
Author: Oliver, Regina M.
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: Disabilities,Teacher Effectiveness,Outcomes of Education,Faculty Development,Classroom Techniques,Educational Objectives,Preservice Teachers,Teacher Education,Special Education,Poverty,Minority Group Students,Educational Innovation,Student Behavior

The purpose of this paper is to provide research and recommendations related to teacher quality and effectiveness, specifically addressing the area of classroom management to improve outcomes in general and special education. Focusing on classroom organization and behavior management is necessary as a preventive approach for students who are at-risk for poor educational outcomes due to poverty, language status, minority status, and disabilities. This focus also is relevant to the general education classroom, where increasing numbers of students with disabilities are receiving instruction. The paper begins with a discussion of teacher preparation and professional development in classroom organization and management. It provides a tool outlining effective classroom management strategies to highlight the specific content and level of training that should be addressed in preservice teacher preparation. Next, it presents research and recommendations for improving teacher preparation. Finally, it outlines recommendations for improving professional development efforts. Appendix includes: Classroom Organization and Behavior Management Innovation Configuration.