ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Accounting for School Activities. Bulletin, 1959, No. 21
Author: Samuelson, Everett V., Comp.
Date: 1959-00-00
Type: Guides - Non-Classroom
Subjects: Educational History,Income,Administrative Policy,Standards,Classification,Expenditures,Definitions,Guides,School Accounting,Educational Finance,Educational Administration,School Districts,Elementary Secondary Education,Educational Facilities,Educational Equipment,School Buildings,Vocabulary,Recordkeeping,Records (Forms),Data Collection,School Funds,Glossaries,Worksheets

This handbook is a guide to accounting for school activity funds. It is designed for use by individual schools and school systems throughout the United States. The project was undertaken to meet the increasing concern of State and local school officials and the general public for safe ands economical handling of school activity money which amounts to millions of dollars annually. "Financial Accounting for School Activities" contains a standard classification and definitions of accounts for handling receipts and expenditures for school activities and presents a system of accounting to illustrate how these accounts may be used. This bulletin is divided into four parts: Part I. Classification and Definitions of Regular Receipt, which contains the following chapters: (1) Classification and Definitions of regular receipt accounts; (2) Classification and Definitions of regular expenditure accounts; and (3) Classification and Definitions of clearing accounts. Part II. Fund Accounting, contains: (4) Fund accounting. Part III. A Financial Accounting System, contains: (5) Financial accounting system. Part IV. Financial accounting terminology, contains: (6) A Guide to recording receipts and expenditures; and (7) Glossary of terms. Individual chapters contain footnotes. (Contains 11 tables and 14 illustrations.) [Best copy available has been provided.]
Property Accounting for State and Local School Systems. Bulletin, 1959, No. 22
Author: Reason, Paul L., Comp.
Date: 1959-00-00
Type: Guides - Non-Classroom
Subjects: Educational History,Guides,School Accounting,Educational Finance,Educational Administration,Real Estate,School Districts,Elementary Secondary Education,Community Colleges,State Schools,Educational Facilities,Educational Equipment,School Buildings,Classification,Definitions,Vocabulary,Recordkeeping,Records (Forms),Data Collection,School Funds,Reports,Glossaries,Measurement,Worksheets

This handbook is a guide to property accounting for local and State school systems. It classifies and defines the specific items of information about land, buildings, and equipment that need to be comparable among local school systems and among States, and presents additional terminology essential to their effective use. As such, it is concerned primarily with the elementary, secondary, and community college levels of education. The items of information are called property accounts. They have been developed for use on records forms to be kept by local school districts or other units operating schools. Together with their standard definitions, these property accounts form the basis for accurate recording, reporting and interpreting of property information. Designed for use  by all concerned with school property, they provide the basis for maintaining essential information about school property, and for making reports to agencies concerned and to the public. The recommended accounts are adaptable to any school system regardless of size or program. They are comprehensive in order to cover the great variety of conditions to be found throughout the country. Yet, they are arranged so that any school system can easily select those that are applicable to the kinds and amount of property under its jurisdiction and control. An index is included. Individual chapters contain footnotes. [Best copy available has been provided.]
School Insurance: Managing the Local Program. Bulletin, 1959, No. 23
Author: Finchum, R. N.
Date: 1959-00-00
Type: Historical Materials
Subjects: Educational Finance,Insurance,Periodicals,Guides,Records (Forms),Information Sources,State Departments of Education,School Districts,Program Administration,Program Improvement,Program Development,School Buildings,Crime,Safety,Transportation,Injuries,Legal Responsibility,Educational Facilities

This study is the second in a series of publications by the Office of Education on school insurance. Data for this study were adapted from many sources. Among these sources were books of a technical nature, professional magazine articles, State insurance  guides, research studies, insurance rating schedules, insurance company bulletins, and insurance contracts and policy forms. Although insurance is a highly technical subject, this publication avoids technical language except where required. This bulletin deals primarily with school insurance management problems at the local level. It is designed to assist local school officials and State department of education insurance consultants in planning, organizing, and administering the local school district insurance program. It is hoped that this series of studies will be useful t those concerned with improving programs of school insurance. A bibliography is included. Individual chapters contain footnotes. [Best copy available has been provided.]
Creative Writing, Problem-Based Learning, and Game-Based Learning Principles
Author: Trekles, Anastasia M.
Date: 2012-06-25
Type: Reports - Descriptive
Subjects: Creative Writing,Problem Based Learning,Video Games,Critical Thinking,Creativity,English Instruction,Language Arts,Writing Instruction,Computer Simulation,Computer Uses in Education,High Schools,Undergraduate Study

This paper examines how virtual worlds and other advanced social media can be married with problem-based learning to encourage creativity and critical thinking in the English/Language Arts classroom, particularly for middle school, high school, and undergraduate college education. Virtual world experiences such as "Second Life," Jumpstart.com, and the Stonehenge and Valley of the Kings simulations developed by the Heritage Key historical foundation (http://heritage-key.com) can be used to spark creative thought and excitement, especially for those students who respond favorable to games and game-based learning opportunities. Even other video games, such as the popular "Minecraft," can help students become excited about learning, and engage them in real-world problem-solving skills and behaviors, as well as in stories that are meaningful and exciting. With problem-based curriculum designed to capitalize on creative writing and response, working within such environments can help students bridge the gap between literature, history, and other subjects and their own experiences. This article provides insight into how such activities can be adapted for the classroom, and provides suggestions for implementation and assessment. The following are appended: (1) Web Resources; (2) Common Core Standards Application; and (3) Sample Rubric.
U.S. Department of Education Chapter of Blacks In Government (BIG): Analysis of the Federal Employee Viewpoint Survey (EVS)
Author: Gill, Wanda E.
Date: 2013-06-00
Type: Numerical/Quantitative Data
Subjects: Government Employees,Federal Government,African Americans,Multiracial Persons,Whites,Employee Attitudes,Work Attitudes,Work Environment,Comparative Analysis,Surveys

The "Analysis of the Federal Employee Viewpoint Survey" compares Black and multiracial employees with White employees on responses to each question in the survey. The purpose was to highlight differences in perceptions between Whites and Blacks and those who self identify as belonging to more than one racial group to better inform federal policymakers of areas for improvement so that all employees will feel acceptance in the federal workplace. The overview identifies specific findings and highlights issues for the U.S. Department of Education, generally. Many of the significantly different perceptions of the workplace involve employee perceptions of fairness, equity, and promotions. The recommendations demonstrate the need for agency and offer specific feedback based on race and gender, so that policymakers, managers, and supervisors have the benefit of a more holistic and inclusive approach to management, evaluation, and career ladder issues. (Contains 84 tables and 16 figures.)
Higher Education: The Online Teaching and Learning Experience
Author: Barr, Betty A.
Date: 2013-05-22
Type: Reports - Evaluative
Subjects: Higher Education,Educational Technology,Teaching Methods,Electronic Learning,Online Courses,Best Practices,Learning Experience,College Students

Globally, higher education, as well as K-12, utilizes online teaching to ensure that a wide array of learning opportunities are available for students in a highly competitive technological arena. The most significant influence in education in recent years is the increase and recognition of private for-profit adult distance and online education programs as legitimate institutions for quality learning. Online learning focuses on a wide range of technological based learning platforms, delivery methods, and the integration of educational technology components into the learning environment. The emergence of modern technology has allowed students at all levels, young and mature, the opportunity to participate in advancing their education in an environment that is diversified, rich in best practices, yet progressive enough to allow students to proceed in a self-paced manner. This article will address online education, its strengths, limitations, online teaching tools, professional development, best practices, and an evaluation of a personal online experience.
University Instructional Designers: Everyday Leadership in the Age of Accountability
Author: Trekles, Anastasia M.
Date: 2011-12-01
Type: Reports - Descriptive
Subjects: Accountability,Leadership,Instructional Design,Expertise,Leadership Role,Transformational Leadership,Higher Education,Mentors

Accountability metrics and measures are becoming the norm in the university, but as policies are molded, adopted, and modified, many administrators, faculty, and students continue to seek answers and a sense of ease in increasingly difficult times. Instructional designers at the university level can and should adopt theories of transformational, shared, and distributed leadership to help create the lasting change that is needed within many universities today. As experts in instruction and understanding how students learn best, instructional designers are in the unique position to build consensus and solve disconnects between faculty and administrative interests in times of uncertainty. This article examines practical applications of leadership theory, including encouraging collaboration, clear communication, and the establishment of strong goals and visions, in order to help university instructional designers navigate the difficult situations they may face. Through such actions, they can effect more lasting change, find buy-in and consensus amongst diverse groups, and in turn take on stronger leadership roles at their institutions.
State Boards of Education and Chief State School Officers: Their Status and Legal Powers. Bulletin, 1940, No. 6. Monograph No. 1
Author: Deffenbaugh, W. S.
Date: 1941-00-00
Type: Historical Materials
Subjects: Educational History,State Boards of Education,Administrators,Administrator Responsibility,Administrator Role,Educational Administration,Comparative Analysis,Administrative Policy,State Policy,Administrative Organization,Educational Legislation,Agency Role,Board Administrator Relationship,Board of Education Policy,Board of Education Role,Educational Policy,State Agencies,State Officials,Public Education,State School District Relationship,Educational Finance,State Aid,Elementary Secondary Education,Higher Education

Because of the individual authority of each State for its own educational program, practices and policies differ widely among them in many respects. Yet in the midst of differences there are also common elements of development. The U. S. Office of Education, in presenting this series of monographs, has attempted to point out those common elements, to analyze the differences, and to present significant factors in State educational structure. In so doing, it accedes to the requests of a large number of correspondents who are students of State school administration and who have experienced the need for the type of material offered in this series. The report included in the present monograph deals with the study of State boards of education and of chief State school officers. It describes present practices pertaining to such boards and such officers: Method of selection, term and tenure of office, powers and duties, and other matters. In order that tendencies may be noted, the study also includes data to show practices over a number of years. The sources of information were the State constitutions, the latest published school or session laws, publications of the United States Office of Education, other publications containing source material, and information supplied by chief State school officers or members of their staffs to representatives of the Office when they visited the State departments of education. Individual sections contain footnotes. (Contains 30 tables.) [Best copy available has been provided.]
Financing of Schools as a Function of State Departments of Education. Bulletin, 1940, No. 6. Monograph No. 3
Author: Covert, Timon
Date: 1941-00-00
Type: Historical Materials
Subjects: Educational Finance,Public Schools,Financial Support,School Taxes,State Government,State Departments of Education,Budgets,Supervision,Teacher Salaries,Teacher Retirement,Audits (Verification),Expenditures

Because of the individual authority of each State for its own educational program, practices and policies differ widely among them in many respects. Yet in the midst of differences there are also common elements of development. The U. S. Office of Education, in presenting this series of monographs, has attempted to point out those common elements, to analyze the differences, and to present significant factors in State educational structure. In so doing, it accedes to the requests of a large number of correspondents who are students of State school administration and who have experienced the need for the type of material offered in this series. The present monograph is concerned with the very important work of State departments of education which has to do with the financing of the public schools. Since public education is a function of the State governments, State departments of education have many responsibilities regarding public-school finance. Among these responsibilities, the following are some/of the most important: Supervision of public-school budgeting and accounting, establishment and administration of teachers' salary schedules, apportionment of State school moneys, administering teacher retirement systems, and auditing public-school business transactions. This study analyzes these responsibilities of State departments of education in considerable detail. A bibliography is included. (Contains 3 figures, 5 tables, and 9 footnotes.) [Best copy available has been provided.]
Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations
Author: Sato, Edynn
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Disabilities,Accountability,Guidelines,English (Second Language),Second Language Learning,English Language Learners,Federal Legislation,Educational Legislation,Student Evaluation,Program Implementation,Validity,Reliability,Test Bias,Academic Accommodations (Disabilities),Testing Accommodations

These guidelines, prepared by the Special Populations Strand of the Assessment and Accountability Comprehensive Center (AACC), focus on the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). This document is an evolving document that will periodically be updated to incorporate new information. This document is intended to provide information to Regional Comprehensive Centers (RCCs) and states as they work to comply with the regulations of No Child Left Behind (NCLB) affecting their special student populations (i.e., SWDs, ELLs). These guidelines also are intended to help RCCs and states: (1) gauge where a state is with regard to meeting federal requirements relevant to the assessment and accountability of special student populations; (2) focus attention on priority issues related to implementing practices and systems that are in compliance with federal regulations; and (3) select implementation strategies that have evidence of effectiveness, given the particular needs and conditions of the state. A list of resources is included. (Contains 17 tables and 5 footnotes.)
Evaluation of the Technical Evidence of Assessments for Special Student Populations
Author: Sato, Edynn
Date: 2007-09-00
Type: Reports - Evaluative
Subjects: Evidence,Criteria,English (Second Language),Second Language Learning,English Language Learners,Language Proficiency,Student Evaluation,Disabilities,Validity,Reliability,Test Bias,Educational Legislation,Federal Legislation

Recent research has shown that the technical adequacy of assessments for special student populations is relatively undeveloped compared to their general education counterparts; that is, the technical evidence provided and the methods by which this evidence is established do not necessarily account for the unique characteristics of special needs populations (i.e., ELLs, SWDs) or the assessed domains (e.g., English language proficiency) (Rabinowitz &amp; Sato, 2005). While there is substantial overlap between the procedures and criteria found appropriate and essential for determining the technical adequacy of special population assessments versus their general education counterparts, there is not complete overlap. Some technical criteria do not transfer directly or are less critical when applied to a technical review of assessments for special student populations (Rabinowitz &amp; Sato, 2005). This document presents an ongoing evaluation conducted by the Special Populations Strand of the Assessment and Accountability Comprehensive Center (AACC) and is intended to inform developers and consumers of assessments for special student populations (ELLs and SWDs). The evaluation focuses on the technical adequacy (i.e., validity, reliability, freedom from bias) of evidence related to assessments used to meet relevant Title I and Title III requirements under NCLB. The technical criteria used in this evaluation are validated and are sensitive to the unique characteristics of special student populations, the particular purposes of the assessments, and the stage of development and maturity of the assessments. Appended are: (1) Assessments for English Language Learners: Technical Adequacy Criteria--Tiers; and (2) Assessments for English Language Learners: Technical Adequacy Criteria--Operational Definitions. (Contains 3 footnotes.)
Evaluation of the Technical Adequacy of Evidence of Assessments of English Language Proficiency: Body of Evidence Summary
Author: Assessment and Accountability Comprehensive Center
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Evidence,Validity,Language Acquisition,Language Proficiency,English,Reliability,Construct Validity,Test Bias

This body of evidence summary reports the results of the evaluation of technical evidence in support of the California English Language Development Test (CELDT), as analyzed against a validated list of technical adequacy criteria. The table presented in this paper outlines the types of validity, reliability, and bias and sensitivity evidence associated with various phases of test development in the order they are discussed in the summary. The detailed text following this table explains which quality elements met or exceeded quality expectations. It also provides recommendations for additional types of evidence that would provide support for the technical quality of the assessment. Elements of evidence are divided into Tier 1 and Tier 2. Tier 1 elements ought to be parts of a test's body of evidence, considering both phase and type of development. Tier 2 elements are important, but may include elements that are specific to a particular test.
Massachusetts Primer on Special Education and Charter Schools. Section I: General Information
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,Special Education,Compliance (Legal),Educational Legislation,Federal Legislation,Accessibility (for Disabled),Federal Programs,Legal Responsibility,Information Sources,Federal Regulation,Educational Practices

This paper presents part I of the &quot;Massachusetts Primer on Special Education and Charter Schools.&quot; It provides an explanation of a charter school's legal status within the Massachusetts public education system and a synopsis of federal laws that are most relevant to special education in charter schools. The information is intended for those who may not fully understand the legal status of charter schools within the Massachusetts public education system, or may not have a working knowledge of, or need a brief update on, federal special education laws and regulations. [This document was developed with the assistance of the TA Customizer Project. For other sections, see Section II (ED543920) and Section III (ED543928).]
Massachusetts Primer on Special Education and Charter Schools. Section II: Information for State Officials and Others
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,Special Education,State Agencies,State Officials,Information Sources,Institutional Characteristics,Educational Policy,Administrative Policy,Administrator Guides,Administrator Responsibility,Educational Practices,Quality Assurance,Program Implementation,Educational Finance,Transportation,Student Transportation,Financial Policy,Enrollment,Educational Resources

This paper presents the second part of &quot;Massachusetts Primer on Special Education and Charter Schools.&quot; This section is an introduction for new staff members of state agencies and others who need an overview of topics related to Massachusetts students with disabilities enrolled in Massachusetts charter schools. The information focuses on the primary issues related to policies and procedures that govern special education in all stages of implementation for Massachusetts charter schools. (Contains 9 resources.) [This document has been developed with the assistance of the TA Customizer Project. For other sections, see Section I (ED543919) and Section III (ED543928).]