ethanporcaro/eric-fulltext-meta huggingface dataset:
Methods of Teaching Adult Aliens and Native Illiterates. For Use in Colleges, Universities and Normal Schools, and for Teachers of Adults. Bulletin, 1927, No. 7
Author: Department of the Interior, Bureau of Education (ED)
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational Administration,Immigrants,Illiteracy,Publicity,Novices,Special Classes,Literacy Education,Adult Basic Education,Teacher Aides,Teaching Methods,Cooperation,Adult Educators,Advanced Students,Citizenship Education,Womens Education,Inplant Programs

This bulletin was prepared by a committee composed of teachers who have had extensive experience in teaching both aliens and native illiterates. The material may be of assistance to colleges, universities, and normal schools in giving instruction to those who are to teach elementary subjects to men and women; also that it may be found useful to teachers who cannot attend an institution of higher learning before beginning to teach adults. The manual is prepared in five parts, any one of which might constitute a 30- to 45-hour course, each containing two or more chapters. Part I--Introductory subjects--contains the following: (1) Americanization movement--analysis of the meaning of Americanism; and (2) Helpful suggestions on racial background study. Part II--Organization and administration--covers the following topics: (1) Publicity and cooperation for organizing and carrying on immigrant classes; and (2) Organization of Americanization activities in adult alien classes. Part III--Methods of teaching--includes the following chapters: (1) Beginners; (2) Intermediates; (3) Advanced; and (4) Aids to teachers in immigrant classes. Part IV--Special classes--contains the following: (1) Naturalization and citizenship classes; (2) Factory classes; and (3) Women's classes. Part V--Helps in teaching native-born illiterates--covers the following topics: (1) Illiteracy movement in America; (2) Background of illiteracy; (3) Methods of teaching native-born illiterates; and (4) Publicity and cooperation for organizing and carrying on classes with native-born illiterates. [Individual chapters contain references.] [Best copy available has been provided.]
Recent Movements in City School Systems. Bulletin, 1927, No. 8
Author: Deffenbaugh, W. S.
Date: 1927-00-00
Type: Historical Materials
Subjects: Publicity,Curriculum Development,Individual Instruction,Play,School Buildings,Urban Schools,Teacher Improvement,Teacher Salaries,Educational Administration,School Administration,Outdoor Education,Efficiency,Cost Effectiveness,Inservice Teacher Education,Itinerant Teachers,Technological Advancement,Year Round Schools,Junior High Schools,Urban Education,Urban Environment,Urban Problems,Rural to Urban Migration,Economic Factors,Economic Impact

The growth of cities has created many new social, economic, and educational problems in the United States, for within a half century the country has become not predominantly rural but predominantly urban. The cities of the country have become the centers of political, industrial, and commercial power, as well as of wealth, education, and culture. But they are also centers of poverty, ignorance, and crime. Since the city of today is the problem of society, the kind of education given city children is vitally important, not only for the present generation but for the whole future of the country. Work, play, and contact with nature--are fundamental in the education of children, and unless the cities provide these fundamentals, the city child will receive only an artificial education--what he reads in books. The administration of city schools has become a complicated matter. In this bulletin attention is given to the following problems and movements in city schools: (1) Administration; (2) School buildings; (3) Work-study-play or platoon schools; (4) Economy and efficiency; (5) Teachers' salaries; (6) Improvement of teachers in service; (7) Teachers' councils; (8) The visiting teacher; (9) School publicity; (10) The all-year school; (11) Individual instruction; (12) Curriculum revision; and (13) The junior high school. (Contains 6 footnotes.) [Best copy available has been provided.]
Medical Education, 1924-1926. Bulletin, 1927, No. 9
Author: Colwell, N. P.
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Medical Education,Hospitals,Medical Schools,Educational Change,Educational Improvement,School Buildings,Educational History,Physicians,Supply and Demand,College Faculty,Teacher Competencies,Teaching Methods,Medical Services,Graduation Requirements,Curriculum Development,Graduate Students,Medical Students

During the past two years, changes made in medical schools in the United States have been chiefly in the erection of new buildings, improvement of teaching staffs, the rearrangement of subjects in the curriculum, and closer affiliations with hospitals, with increased opportunities for students personally to study diseases at the bedside in dispensaries and hospitals. The number of medical students increased in both years, but the number of graduates increased in 1924 and decreased slightly in 1926. This bulletin describes the changes in medical education during the biennium at the medical school and in the hospital, compares the current state with that of 1906, accounts medical progress in the past fifty years, and looks forward to changes in medical practice. (Contains 2 tables, 2 figures, and 5 footnotes.) [Advance Sheets from the Biennial Survey of Education in the United States, 1924-1926. Best copy available has been provided.]
Educational Boards and Foundations, 1924-1926. Bulletin, 1927, No. 10
Author: Evans, Henry R.
Date: 1927-00-00
Type: Historical Materials
Subjects: Philanthropic Foundations,Income,Boards of Education,Institutional Characteristics,Profiles,Presidents,Paraprofessional Personnel,Professional Personnel,International Organizations,Organizational Objectives,Foreign Countries

The document reports on the income and disbursements of the following organizations; (1) General Education Board; (2) Rockefeller Foundation; (3) Carnegie Corporation of New York; (4) Laura Spelman Rockefeller Memorial; (5) Carnegie Foundation for the Advancement of Teaching; (6) John F. Slater Fund; (7) Jeanes Fund; (8) Phelps-Stokes Fund; (9) American Field Service Fellowships for French Universities; (10) Commission for Relief in Belgium Educational Foundation (Inc.) and the Foundation Universitaire; (11) Julius Rosenwald Fund; (12) Baron de Hirsch Fund; (13) Kahn Foundation for the Foreign Travel of American Teachers, and (14) Commonwealth Fund. Includes the names and addresses of presidents and secretaries for each organization. (Contains 3 footnotes.) [Best copy available has been provided.]
An Evaluation of Social Adaptation Skills of Children with and without Preschool Education Background Based on Their Mothers' Views
Author: Gunindi, Yunus
Date: 2013-02-00
Type: Journal Articles
Subjects: Preschool Education,Statistical Analysis,Interpersonal Competence,Mothers,Preschool Children,Social Adjustment,Mother Attitudes,Foreign Countries,Parent Surveys

This study was designed to discover if preschool teaching affects children's development of social skills and behaviours. Mothers of 50 children from middle socio-economic class families attending preschools and mothers of 50 children from the same socio-economic class families not attending preschools were included in the study. &quot;Social adaptation and skills scale&quot; which was tested for reliability and validity was utilized in data collection. &quot;T-test&quot; was used in the analysis of the data. Moreover, SPSS 15.0 (Statistical Package for the Social Sciences) software was used to conduct statistical analysis. The study revealed that there was a significant difference in social skill behaviours between the two groups. (Contains 5 tables.)
Women Empowerment through Access to Information: The Strategic Roles of Non-Governmental Organizations in Nigeria
Author: Oyelude, Adetoun A.
Date: 2013-02-00
Type: Journal Articles
Subjects: Females,Access to Information,Information Needs,Womens Education,Foreign Countries,Nongovernmental Organizations,Economic Status,Socioeconomic Status,Information Centers,Resource Centers,Empowerment,Case Studies,Financial Support,Technological Advancement,Libraries,Information Technology

In the last few decades, there has been steady increasing awareness of the need to empower women in order to improve their socioeconomic status to be able to cope and also contribute effectively in this period of economic crisis. ATI (access to information) provision is a vital factor in empowerment, thus, many organizations, such as library, resource centres, and NGOs (non-governmental organizations), have been involved in empowering women in Nigeria. The paper examines the various programmes/services of the libraries, resource centres, and NGOs in meeting the socio-economic and political information needs of women. It ascertains how women actually access the information provided by the NGOs (especially those that have information or documentation centres) and its impact on their socio-economic status. It also identifies the challenges of the NGOs face in providing information to empower the women. The case study research method was adopted and data for the study collected from the women (users) and management and staff of the NGO centres through questionnaire and interview, while qualitative data gathered were reported. Majority of the women using the centres had to be taught how to use new technologies like computers, laptops, ipads, and smart phones. The most used means of accessing information by the women was the radio and television, and person-to-person communication either by word of mouth or by telephone. The NGOs were discovered to be slowly but steadily gaining ground in educating the women and creating awareness among them of their potentials to do better, to be empowered, and to stand up for their rights and themselves anywhere. Constraints faced by the NGOs were mostly funding and getting enough materials, equipment, and other media needed to further empower women. They were found to be a great source of inspiration to the women especially in the rural or less urban parts of the country. Gendered information was provided in the documentation units of the NGOs and efforts were ongoing in a few of them to translate some relevant materials to local languages. (Contains 3 figures.)
Science Education and Challenges of Globalization in Igbo Nation
Author: Ezeudu, F. O.
Date: 2013-02-00
Type: Journal Articles
Subjects: Science Education,Ethnic Groups,Foreign Countries,Cultural Activities,Global Approach,African Culture,Mythology

This paper reviewed the scientific contents in Igbo culture. Description of the Igbos who constitutes an ethnic group occupying southeastern Nigeria was made. It x-rayed the pre-colonial, colonial, and post-colonial culture of Igbo people and identified the scientific cultural activities, which can be harnessed to meet the challenges of modern day globalization. The advent of science and science education in Igbo culture and its applications in various cultural activities of the Igbos both in the pre-literate and post-literate era were discussed. The implications of these for the development of Igbo nation were examined and recommendations were made on how the scientific cultural activities can be improved to enhance the integration of the Igbo culture into the modern-day globalization. (Contains 1 table.)
School Extension Statistics. Bulletin, 1917, No. 30
Author: Perry, Clarence Arthur
Date: 1917-00-00
Type: Historical Materials
Subjects: Statistical Surveys,Questionnaires,Urban Schools,Income,Employees,Public Schools,Municipalities,Educational History,School Districts,Educational Policy,School Statistics,National Surveys,School Surveys,Comparative Analysis,Urban Extension,Evening Programs,Group Activities,Learning Activities,Physical Activities,Recreational Activities,Meetings,School Community Relationship,School Space,School Buildings,Voting,School Role

This bulletin contains the first data upon after-class activities in American public schools gathered under the new school-extension record system of the United States Bureau of Education. The tabulations presented in this paper are based upon the returns made to the Bureau of Education on its school extension blanks for the scholastic year ended June 1916. These blanks were sent out to all municipalities of 5,000 population and over, and the number of cities that returned filled-in schedules was 554. Of these, 52 presented no school extension figures, and 27 gave data only upon night schools, while a few returns were so incomplete or so manifestly inaccurate that it was not possible to use them in compiling the present report. The 463 cities reported in this paper obviously do not comprise all in the country which are doing important extension work. A considerable number of school systems which are active in this field have not yet adopted the uniform record blank recommended in Bulletin No. 41, and without that recording system it is difficult to assemble the information required by the bureau's school extension questionnaire. Inquiry Blank Used is appended. (Contains 1 figure, 6 tables, and 1 footnote.) [Best copy available has been provided.]
Rural-Teacher Preparation in County Training Schools and High Schools. Bulletin, 1917, No. 31
Author: Foght, H. W.
Date: 1917-00-00
Type: Historical Materials
Subjects: Barriers,Counties,High Schools,Rural Schools,Teacher Education,Academic Standards,Institutes (Training Programs),Secondary Schools,State Surveys

There is considerable difference of opinion among educators in regard to the wisdom of preparing rural teachers in academic institutions of secondary rank. Many fear that this may result in lower standard of academic work, while others insist that such teacher preparation will add dignity and a now sense of responsibility to the tasks of the secondary schools. The question as to the wisdom of this instruction is of little concern to the present study. The real thing of concern is tile expediency of teacher training in secondary schools. It is well to bear in mind, as has been shown in a previous study made by the Bureau of Education that one-third of the great army of 350,000 rural teachers now in the service have little or no professional preparation for their work. According to the same study, it appears that the average rural teacher remains in the teaching profession less than four school years of 140 days each. This means that a number of teachers equal to the entire personnel must be brought into schools every four years or that about 87,500 new teachers must be provided annually. The present study aims neither to encourage nor to discourage the establishment of county training schools and teacher-training departments in high schools. The study was made to let the public at large see what has been accomplished for rural-teacher training in this kind of institution and particularly to offer suggestions in the hope of making the schools now operation more effective, as well as to assist the States that are now contemplating the organization of rural-teacher training in secondary schools. (Contains 2 footnotes.) [Best copy available has been provided.]
Report on the Work of the Bureau of Education for the Natives of Alaska, 1915-16. Bulletin, 1917, No. 32
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Alaska Natives,Eskimos,Migration,Public Officials,Animal Husbandry,Superintendents,Teachers,Physicians,Reports,Industry,Medical Services,Expenditures,American Indians,Education,Statistical Data

In August 1887, William Duncan, an independent missionary working among the Tsimpsean Indians of British Columbia, brought to Annette Islands, in the southeastern part of Alaska, a colony of between 800 and 1,000 of Indians from the old town of Metlakatla in British Columbia. Under the leadership of Mr. Duncan, this colony made rapid progress. In 1911 the natives of two villages in southeast Alaska migrated to a site selected on account of its advantages with regard to hunting and fishing, where they founded a village named Hydaburg. Within less than a generation the Eskimos throughout northern and western Alaska have been advanced through one entire stage of civilization, from making their living by the precarious method of hunting and fishing to the pastoral stage in which by their own industry they provided against want. This bulletin presents report on the work of the Bureau of Education for the natives of Alaska from 1915 to 1916. Contents include: (1) General Summary; (2) Detailed Reports; and (3) Extracts from the Report of the Governor of Alaska, 1916. (Contains 1 footnote and 18 plates.) [Best copy available has been provided.]
A Comparison of the Salaries of Rural and Urban Superintendents of Schools. Bulletin, 1917, No. 33
Author: Monahan, A. C., Comp.
Date: 1917-00-00
Type: Numerical/Quantitative Data
Subjects: Superintendents,Counties,State Departments of Education,Public Schools,Salaries,Administrator Qualifications,Tables (Data),Rural Schools,Urban Schools,Comparative Analysis

This bulletin shows how inadequate are the salaries of county superintendents in most States, if persons properly qualified for the position are to be obtained. It provides tables showing the salaries of county and other rural superintendents and of city superintendents in the 48 States. The salaries are those paid in January, 1917. Those of the county superintendents in the 39 States with such officers, the division superintendents of Virginia, the deputy State superintendents of Nevada, the district superintendents of New York, and the union district superintendents of New England were furnished by the State departments of education, or, when fixed by statute, were obtained from the State school laws. The list is complete except for 25 county superintendents in Mississippi and 4 in Idaho, where the State departments of education were unable to give salaries for 122 probate judges serving ex officio as county superintendents in Texas, and for the rural superintendents in Connecticut. (Contains 6 tables.) [Best copy available has been provided.]
Institutions in the United States Giving Instruction in Agriculture, 1915-16. Bulletin, 1917, No. 34
Author: Monahan, A. C., Comp.
Date: 1917-00-00
Type: Historical Materials
Subjects: Educational History,Agricultural Education,Agricultural Colleges,Teacher Education Programs,Vocational Education,Public Schools,Private Schools,High Schools,Curriculum,National Surveys,Land Grant Universities,African American Education,Black Colleges,Federal Legislation,Educational Legislation,State Schools,Enrollment,Delinquency,Correctional Education,Adult Education,Gardening,Educational Policy

This bulletin contains lists of institutions, colleges, normal schools, private secondary schools, special agricultural schools, and public high schools giving instructions in agriculture. While every precaution has been taken to make the information complete, it is by no means certain that every institution properly belonging in the lists is included. The lists include all schools that reported to the bureau that they had students actually studying agriculture during the school year 1915-1916. Others that reported &quot;courses offered,&quot; but no students, are not included. Still others that reported they were &quot;teaching agriculture&quot; indirectly through &quot;agricultural botany,&quot; &quot;agricultural zoology,&quot; and agricultural biology,&quot; etc., are not included. (Contains 16 tables.) [Best copy available has been provided.]
The Township and Community High School Movement in Illinois. Bulletin, 1917, No. 35
Author: Hollister, Horace A.
Date: 1917-00-00
Type: Historical Materials
Subjects: High Schools,Educational Change,Secondary Education,High School Students,Community Schools,Rural Schools,Urban Schools,Educational History,Educational Legislation,Counties,Educational Finance,Agricultural Education,Home Economics,School Schedules,School Buildings

The most remarkable feature in the progress of education in the United States within the past decade and a half has been the unprecedented increase of interest in secondary education, the multiplication of high schools and the large increase in the number of high-school students. Until about the beginning of this century interest in the public high school was confined almost wholly to cities and larger towns. Since that time it has extended more and more to the smaller towns, villages, and open country, until there is now free and easy access to good public high schools for a large portion of the rural population, and the tendency is toward universal high-school education for children, both urban and rural. This is a tendency which should be strengthened and encouraged in every possible way. Probably in no State has there been greater progress in the establishment of high schools than in the State of Illinois. This bulletin presents the account of the township and community high-school movement in Illinois. (Contains 14 plates and 4 footnotes.) [Best copy available has been provided.]
Demand for Vocational Education in the Countries at War. Bulletin, 1917, No. 36
Author: Smith, Anna Tolman
Date: 1917-00-00
Type: Historical Materials
Subjects: Vocational Education,Voluntary Agencies,Foreign Countries,Citizenship,War,Surveys,Laws,Citizenship Responsibility,Educational Legislation,Employers,Educational Attainment

The Bureau of Education is frequently asked for information as to current activities in regard to vocational education in the principal European countries engaged in the present war. This manuscript summarizes the current information on this subject for the following countries: (1) Germany; (2) France; and (3) England. Results of the survey indicate that France and England have reached the same stage in their progress toward a national system of continued education. In both countries, voluntary agencies have been very active in this respect, but they can not meet the national need. The demand is imperative for a compulsory law, applicable to the entire population and enforced by national authority. The proposed law for France places stress upon vocational training in the first division of the continuation period, and upon instruction in civic duties and responsibilities in the second division. The draft regulations for continuation schools in England leave the details of their programs to local authorities, but require in every case provision &quot;for disinterested studies making for wise living and good citizenship.&quot; In Germany, employers are forced by imperial law to bear their part in securing the continued education of juvenile workers; the schemes proposed for England include the same provision; complaint is made that the French measure is faulty in this respect, but its amendment at this point is earnestly demanded. [Best copy available has been provided.]