ethanporcaro/eric-fulltext-meta huggingface dataset:
Curricula in Mathematics: A Comparison of Courses in the Countries Represented in the International Commission on the Teaching of Mathematics. Bulletin, 1914, No. 45. Whole Number 619
Author: Brown, J. C.
Date: 1915-00-00
Type: Historical Materials
Subjects: Foreign Countries,Mathematics Education,Mathematics Curriculum,Elementary School Mathematics,Secondary School Mathematics,Cross Cultural Studies,Cultural Differences,Instructional Program Divisions,Educational Administration,Governance,Educational Methods

The International Commission on the Teaching of Mathematics created by the International Congress of Mathematics at Rome, Italy, in 1908, submitted a large body of reports to the congress at Cambridge, England, in 1912. Those for the United States have been published as bulletins for the Bureau of Education. The material in this bulletin shows that the types of school organization and curricula in mathematics of the leading nations of Europe have much more in common with each other than with those in the United States. All of the statements of fact in this bulletin are based upon reports of the international commission to the congress at Cambridge. Unless otherwise stated, it is to be understood that the European schools are for boys only. Relatively little as yet done in most of the European schools for the mathematical education of girls beyond the fundamentals of arithmetic. Following an introduction, the following contents are included: (1) General arrangement of the courses in typical schools of the various countries (Austria, Belgium, Denmark, Finland, France, Germany, Holland, Hungary, Italy, Japan, Romania, Russia, Sweden, Switzerland, and United States; (2) The work in mathematics in the first school year; (3) The work in mathematics in the second school year; (4) The work in mathematics in the third school year; (5) The work in mathematics of the fourth school year; (6) The work in mathematics in the fifth school year; (7) The work in mathematics in the sixth school year; (8) The work in mathematics in the seventh school year; (9) The work in mathematics in the eighth school year; (10) The work in mathematics in the ninth school year; (11) The work in mathematics in the tenth school year; (12) The work in mathematics in the eleventh school year; (13) The work in mathematics in the twelfth school year; (14) Graphic representation of work in mathematics; (15) Certain important points of difference between the work in mathematics abroad and in the United States; and (16) Bibliography. (Contains 6 tables and 1 footnote.) [Written with the Editorial cooperation of David Eugene Smith, William F. Osgood, and J. W. A. Young. Best copy available has been provided.]
School Savings Banks. Bulletin, 1914, No. 46. Whole Number 620
Author: Oberholtzer, Sara Louisa
Date: 1915-00-00
Type: Historical Materials
Subjects: Banking,Child Development,Money Management,Foreign Countries,Statistical Data,Teaching Methods,Educational Environment,Economics Education,Individual Development,Self Management,Skill Development

The value of school savings banks is widely recognized. School saving develops the child's individuality and self-responsibility, causing them to consider the earning value of money, and to understand it as a comfort factor and a power for good. The following topics relating to school savings banks are discussed in this bulletin: (1) Introduction--The value of school savings banks; (2) The school savings movement in foreign countries; (3) The school savings movement in the United States; (4) Statistics of school savings banks; and (5) The methods of school savings banks. (Contains 3 footnotes.) [Best copy available has been provided.]
City Training Schools for Teachers. Bulletin, 1914, No. 47. Whole Number 621
Author: Manny, Frank A.
Date: 1915-00-00
Type: Historical Materials
Subjects: State Departments of Education,Schools of Education,Teacher Education Programs,Urban Schools,Curriculum,Student Teaching,Substitute Teachers,Educational Attainment,Teacher Certification,Higher Education,African American Education,Males,Females,Marital Status,Alumni,Socioeconomic Status,Admission (School)

Analysis shows the character of city normal or training schools determines to a very large extent the character of the schools in which the children of the cities are taught. Recognizing the need of a comprehensive account of the organization, management, and work of the city normal or training schools, the author has made a careful study of them and prepared a report of the results obtained. This bulletin presents those results. The following chapters are included: (1) Present problems; (2) Function of the city training school; (3) Development of the city training school; (4) Entrance into training schools; (5) Courses of study; (6) Practice teaching and observation work; (7) Transition from training school to city service; (8) Substitutes; (9) The proportion of trained and untrained teachers; (10) "Home" teachers and "outside" teachers--"Inbreeding"; (11) Training of teachers in service; (12) The corps of the training school; (13) University credit for training school work; (14) Municipal higher education; (15) State normal schools and State departments of education; (16) Training classes; (17) Training schools for colored teachers; (18) Training of male teachers; (19) Married women and widows as teachers; (20) Alumni and alumnae associations; and (21) Social and economic status of 1,776 training school students. A bibliography and index are included. Five appendices present: (1) List of cities with over 100,000 population having city training schools; (2) List of cities with over 100,000 population where State normal schools are located; (3) The normal arts and gymnasium building of the Chicago Normal School; (4) Observation and participation in the Boston Normal School; and (5) Statistical tables of training schools for teachers. Individual sections contain footnotes. (Contains 8 tables.) [Best copy available has been provided.]
The Educational Museum of the St. Louis Public Schools. Bulletin, 1914, No. 48. Whole Number 622
Author: Rathmann, Carl G.
Date: 1915-00-00
Type: Historical Materials
Subjects: Public Schools,Museums,Geography,Geography Instruction,Maps,Exhibits,Animals,Foreign Countries,Food,Clothing,Housing,Cultural Education,Photography,Study Centers

In St. Louis, Missouri, the teachers are given excellent opportunities to put their pupils in touch with the world around them. Entering a school-room during a geography lesson, the visitor may find that the children, after a thorough study of the relief map, are transported into the country which is the subject of their lesson. They have before them the typical representatives of the animal world, the minerals, the soil and the industrial products, which they observe, study, and discuss; or they view through the stereoscope on the screen the surface features, the natural advantages, the scenery, the large cities and their institutions, the people, their occupations, their homes, and their manner of life. Surrounded by carefully selected objects characteristic of the country, viewing all that is interesting in it through lifelike pictorial illustrations, living as it were, in the country while studying it, the children receive vivid and permanent impressions of what is taught. The use of such illustrative material satisfies the child's desire for the concrete; it lends life and reality to the work and makes the geography lessons interesting and enjoyable. The objects and pictures for the illustration of the work in geography, as well as for the lessons in nature study, history, reading, and art, are furnished by the Educational Museum of the St. Louis Public Schools. This bulletin describing this museum covers the following topics: (1) A traveling museum; (2) A museum on wheels; (3) What the museum contains; (4) A few typical groups and collections; (5) How the material is used; (6) The teacher's library; (7) The museum in its new home; (8) Study exhibits; (9) Care of the material; (10) Number of collections; (11) Annual increase in orders; (12) Extent to which different groups of materials are used; (13) The working staff of the museum; (14) Visitors; (15) How can a school museum be established; and (16) Opinions of men and women in the St. Louis schools. (Contains 34 figures and 1 footnote.) [Best copy available has been provided.]
Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools. Executive Summary
Author: Losen, Daniel J.
Date: 2013-04-08
Type: Reports - Research
Subjects: Suspension,Secondary School Students,Disadvantaged Youth,Dress Codes,High Schools,Graduation Rate,Discipline,Middle Schools,Student Behavior,Delinquency,Crime,School Safety,Behavior Problems,Attendance,Student Rights,Disproportionate Representation

In this first of a kind breakdown of data from over 26,000 U.S. middle and high schools, the authors estimate that well over two million students were suspended during the 2009-2010 academic year. This means that one out of every nine secondary school students was suspended at least once during that year. As other studies demonstrate, the vast majority of suspensions are for minor infractions of school rules, such as disrupting class, tardiness, and dress code violations, rather than for serious violent or criminal behavior. The authors are publishing this report because of the serious academic implications these statistics have for students who attend schools with high suspension rates. They believe greater awareness will help produce more effective approaches that create safe, healthy, and productive learning environments, which research indicates is best accomplished without resorting to frequent out-of-school suspensions. Done well, efforts to reduce suspensions should also improve graduation rates, achievement scores, and life outcomes, while also decreasing the rate of incarceration for juveniles and adults. The findings of this report also highlight critical civil rights concerns related to the high frequency of secondary school suspensions. They focus on secondary schools because children of color and students from other historically disadvantaged groups are far more likely than other students to be suspended out of school at this level. (Contains 1 figure and 6 endnotes.) [For the full report, &quot;Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools,&quot; see ED541735.]
Group 9: Library Media Specialists. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Libraries,Librarians,Personnel Evaluation,Standards,Professional Development,Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believe that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 9 which consists of all library media specialists (LMS). It discusses the three IMPACT components for members of Group 9 and offers guidance on how to be more effective in their work.
The Nation's Report Card: Economics 2012. National Assessment of Educational Progress at Grade 12. NCES 2013-453
Author: National Center for Education Statistics (ED)
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Economics Education,High School Seniors,Grade 12,Student Evaluation,Basic Business Education,Money Management,Free Enterprise System,National Norms,International Trade,Economic Factors,Economic Impact,Scores,National Competency Tests,Test Results,Private Schools,Public Schools,Economics,Achievement Gap,Achievement Gains,Ethnic Groups,African American Students,Hispanic American Students,Pacific Americans,Alaska Natives,Asian American Students,American Indians,White Students

Economic literacy is vital for functioning effectively in today's society. Consumers need to manage their finances, investors need to plan for their future, and voters need to choose among competing economic plans. As students move on to college or enter the workforce, their understanding of the economy will help them become financially responsible citizens. The National Assessment of Educational Progress (NAEP) monitors students' attainment of these skills and knowledge with its twelfth-grade economics assessment. First administered in 2006, the NAEP economics assessment measures twelfth-graders' understanding of a wide range of topics in three main content areas: market economy, national economy, and international economy. This report provides results of the economics assessment in 2012 based on a nationally representative sample of nearly 11,000 twelfth-graders. Results from 2012 are compared with those from 2006 to investigate whether the nation's high school seniors are becoming increasingly literate in economics. Percentage of students and average scores in NAEP economics at grade 12, by selected characteristics: 2006 and 2012 are appended. Technical notes are included. (Contains 17 figures and 4 tables.)
Group 12: Related Service Providers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Related Services (Special Education),School Personnel,Personnel Evaluation,Standards,Job Performance,Professional Development,Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believe that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 12 which consists of all related service providers. It discusses the three IMPACT components for members of Group 12 and offers guidance on how to be more effective in their work.
Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools
Author: Losen, Daniel J.
Date: 2013-04-08
Type: Numerical/Quantitative Data
Subjects: Suspension,Dress Codes,Student Behavior,School Buildings,High Schools,Graduation Rate,Middle Schools,High School Students,Middle School Students,Discipline,Civil Rights,Disadvantaged Youth,Minority Group Students,School Districts,Racial Differences,Racial Bias,Gender Differences,Disabilities,English (Second Language),White Students,American Indian Students,African American Students,Hispanic American Students,Asian American Students,At Risk Students,Adolescents,Age Differences

In this first of a kind breakdown of data from over 26,000 U.S. middle and high schools, the authors estimate that well over two million students were suspended during the 2009-2010 academic year. This means that one out of every nine secondary school students was suspended at least once during that year. As other studies demonstrate, the vast majority of suspensions are for minor infractions of school rules, such as disrupting class, tardiness, and dress code violations, rather than for serious violent or criminal behavior. The authors are publishing this report because of the serious academic implications these statistics have for students who attend schools with high suspension rates. They believe greater awareness will help produce more effective approaches that create safe, healthy, and productive learning environments, which research indicates is best accomplished without resorting to frequent out-of-school suspensions. Done well, efforts to reduce suspensions should also improve graduation rates, achievement scores, and life outcomes, while also decreasing the rate of incarceration for juveniles and adults. The findings of this report also highlight critical civil rights concerns related to the high frequency of secondary school suspensions. They focus on secondary schools because children of color and students from other historically disadvantaged groups are far more likely than other students to be suspended out of school at this level. Appended are: (1) Data Omissions; (2) Methods and Treatment of Errors; and (3) School District Reports. Individual sections contain tables, figures and footnotes. [For "Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools. Executive Summary," see ED541731.]
Group 17: Educational Aides. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Aides,Personnel Evaluation,Standards,Job Performance,Professional Development,Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believe that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 17 which consists of all educational aides. It discusses the three IMPACT components for members of Group 17 and offers guidance on how to be more effective in their work.
Group 14: Program Coordinators and Deans. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Coordinators,Deans,School Personnel,Administrator Evaluation,Administrator Effectiveness,Standards,Job Performance,Administrator Behavior,Professional Development,Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believe that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 14 which consists of all program coordinators and deans except for special education coordinators. It discusses the three IMPACT components for members of Group 14 and offers guidance on how to be more effective in their work.