ethanporcaro/eric-fulltext-meta huggingface dataset:
Collegiate Accreditation by Agencies within States. Bulletin, 1940, No. 3
Author: Kelly, Fred J.
Date: 1940-00-00
Type: Historical Materials
Subjects: Educational History,Accreditation (Institutions),Higher Education,State Agencies,Teacher Education,College Administration,Evaluation Criteria,State Standards,National Standards,Public Colleges,Private Colleges,Secondary Education,National Organizations,Professional Education,Two Year Colleges,State Departments of Education,Agency Role,Educational Finance,State Regulation,Black Colleges

It is the purpose of this study to analyze some of the phases of accreditation of higher educational institutions, especially from the viewpoint of the responsibilities of the States. An account of the historical development of accreditation by State, regional, and Nation-wide agencies will be given. The existing practices of agencies within States accrediting teacher education and general, collegiate institutions will be described for a selected list of 30 States. In addition, there will be presented an appraisal of the issues and problems involved in the accreditation movement. Selection of the States in which the existing accrediting practices are described was made with the specific objective of showing representative variations of State accreditation. A certain number of States were selected from each of the geographical sections of the country so as to present a picture for the Nation as a whole. Among the States were those with large populations and with small populations. Furthermore the selection included States having many higher educational institutions under either public or private control and States having only a few institutions. More than 75 percent of all the institutions in the country are located in the States comprising the study. Of necessity only brief treatment has been given in the study to the relationship of State accreditation to other State regulatory or supervisory functions over higher education. Among the latter is State regulation or supervision of the chartering and establishing of new institutions, the granting of degrees or diplomas by institutions, the certification of public-school teachers, the licensing of professional practitioners, and similar activities. Accreditation also has relationships to collegiate admission practices, graduation requirements, and other phases of the internal administration of higher educational institutions. It has been possible to treat such relationships only a limited way. Individual sections contain footnotes. (Contains 11 tables.) [Best copy available has been provided.]
Elementary Education: What Is It? Part I. Bulletin, 1940, No. 4
Author: Mackintosh, Helen K.
Date: 1940-00-00
Type: Historical Materials
Subjects: General Education,Educational Principles,Elementary Education,Community Needs,Educational Responsibility,Role of Education,Child Development,Developmental Stages

The school years which cover grades known as 1 through 8, bring together all the children of the community more nearly than the junior or senior high school, or the college level. In fact, many people think of education as the kind of experience which they had in elementary school as they learned to read, write, figure, and speak. Any attempt to tell what elementary education is or does depends upon an understanding of what general education is as a lifelong process, for the principles of learning are the same for young and old. Teachers, principals, supervisors, superintendents, parents, and other citizens in the community need to decide together how these principles are to be worked out in their schools. Many people as individuals and as groups have expressed their ideas of the nature and purpose of general education, in a wide variety of ways. The present attempt to state the purpose of general education in the form of principles, is based upon many available materials in print. For each guiding principle, the responsibility of elementary education is suggested. [Parts 2 through 4 of this bulletin were never produced. Best copy available has been provided.]
Bibliography of Research Studies in Education, 1938-1939. Bulletin, 1940, No. 5
Author: Gray, Ruth A.
Date: 1940-00-00
Type: Historical Materials
Subjects: Doctoral Dissertations,College Faculty,Library Services,State Aid,Foreign Countries,Leisure Time,Bibliographies,Educational Research,Masters Theses,Music,Theological Education,Graduate Study,Teacher Education,Educational Environment,Federal Aid,Educational Finance,Curriculum,Race,Special Needs Students,International Education,Educational Theories,Educational Principles,Educational Testing,Educational Psychology,Teaching Methods

The Bibliography of Research Studies in Education, 1938-39, covers the school year September 1938 through August 1939 and lists 3,570 theses and studies reported by 174 institutions, several of which had not reported previously. The thirteenth bibliography in the series includes 460 doctors' dissertations; 2,840 masters' theses, and 269 studies reported as faculty research. Colleges and universities granting graduate degrees in education, institutions carrying on graduate work in music and theology, and some institutions in which only faculty members conduct research in education, have reported the studies listed. The entries give the author, title, degree, and date when the thesis was completed, the name of the institution granting the degree, number of pages, and a brief descriptive note. The bibliography covers many timely topics in the several fields of education: Current educational conditions in the United States and in foreign countries, Federal and State aid for education, Civilian Conservation Corps, training for the use of leisure time, curriculum making and subjects of the curriculum, the effect of current educational and social conditions on education, the training and status of teachers, the education of racial and exceptional groups, and the various types of libraries and their use. Indexes of institutions, authors, and subjects are included. [Prepared in the Library Division of the Office of Education. Best copy available has been provided.]
Laws Affecting School Libraries. Bulletin, 1940, No. 7
Author: Lathrop, Edith A.
Date: 1941-00-00
Type: Historical Materials
Subjects: Financial Support,School Law,School Libraries,State Departments of Education,Librarians,Educational Legislation,Library Administration,Supervision,Books,Library Materials,Legal Responsibility,Public Libraries,School Community Relationship

This study is limited strictly to a consideration of express legislation; and administrative regulations or practice have been excluded from its scope, except in a few cases where their inclusion as a note has been necessary for clarification of a point. Moreover, no attempt has been made to evaluate the laws affecting libraries, but to present them as found in the statuses. The purpose of this study is to aid school boards, administrators, teachers, librarians, and planning boards who may wish to know what specific legislation affecting school libraries is in force, which States have enacted it, and what are the main points covered by the laws. What are the legal specifications regarding the establishment of school libraries? What legal provisions are in force regarding financial support, certification of librarians, approval of books, and the relationships with other agencies? These are some of the questions, frequently asked of the United States Office of Education, which this bulletin may help to answer. For the study, the sources of data have been the consolidated statutes of the various States, the session laws, the school laws, reports and other publications of State departments of education, and correspondence with State school officials. This bulletin is in two parts: The first part consists of summary tables which show the express legal provisions affecting school libraries and also the States in which they are in effect. Part II contains the digests for each State as verified by the State officers. In using these digests, it is well to remember that school library legislation must be considered in the light of laws affecting the whole school program. Individual sections contain footnotes. (Contains 7 tables.) [Best copy available has been provided.]
Fiscal Control over State Higher Education. Bulletin, 1940, No. 8
Author: McNeely, John H.
Date: 1940-00-00
Type: Historical Materials
Subjects: Higher Education,Educational Finance,Audits (Verification),Educational Administration,State Government,Public Officials,State Aid,State Legislation

It is the purpose of this study to conduct a detailed inquiry into the reorganization of the governmental machinery for administering State financial affairs as it effects State higher education in each of the 48 States. Among the pertinent questions to be answered are the following: (1) In which of the States has the centralized fiscal control been made applicable to State higher educational institutions?; and (2) What are the specific fiscal powers conferred on the Governor or some State central executive agency over the institutions and what procedures are prescribed for enforcing them? The material comprising the inquiry will be presented under three general topics representing the main phases of fiscal control vested in the Governor or some other State executive agency. These topics are: (1) Control over the appropriations of the institutions before made by the State legislature; (2) Control over the appropriations of the institutions after made by the State legislature; and (3) Control over the post-auditing of the financial accounts of the institutions. The principal source of the material upon which the study is based was the sections of the legal codes of the several States relating the reorganization of State fiscal machinery. Individual sections contain footnotes. (Contains 12 tables.) [Best copy available has been provided.]
The Cooperative System of Education an Account of Cooperative Education as Developed in the College of Engineering University of Cincinnati. Bulletin, 1916, No. 37
Author: Park, William Clyde,
Date: 1916-00-00
Type: Historical Materials
Subjects: Cooperative Education,Engineering Education,Engineering,Departments,Universities,Work Environment,Education Work Relationship,Theory Practice Relationship,Educational Change,Males,Bibliographies,Definitions,High Schools,School Business Relationship,Manufacturing

This bulletin provides a comprehensive account of the establishment of the cooperative system of education in the Department of Engineering at the University of Cincinnati, from conceptualization to implementation. The cooperative course was not the product of an academic laboratory of pedagogical research, but rather an investigation of the actual working conditions of commercial engineering practice. The old apprentice system had broken down under the strain of a complex industrial organization, and it seemed that the engineering colleges were making little effective effort to link theory and practice. The bulletin comprises four parts: (1) The cooperative idea; (2) The experimental idea, including the first class of cooperative students, details of the course, the attitude of the cooperative manufacturers, the growth of the cooperative plan, and lessons of the experimental period; (3) The reorganized system, including adaptability to various kinds of business, business organization, shop schedule, shop visits, coordination of school and shopwork, revision of the course, selection of men, and the necessity for changes in the cooperative course; and (4) Other applications of the cooperative plan, such as the definition of cooperative education, cooperation in high schools, the possible extension of cooperative education, and the requisites for a successful cooperative system. Appendix A provides typical instruction sheets and outlines, and inspection trip reports. Appendix B presents a bibliography of the cooperative system. (Contains 4 footnotes.) [Best copy available has been provided.]
Negro Education: A Study of the Private and Higher Schools for Colored People in the United States, Volume I. Bulletin, 1916, No. 38
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Educational Policy,African American Education,Educational Facilities,United States History,Educational History,African American History,Private Schools,Racial Segregation,Educational Finance,Costs,Financial Support,Industrial Education,Higher Education,Educational Development,Educational Administration,Government Role,Churches,Parochial Schools,Educational Change,Activism,Cooperation,Attendance,Public Schools,School Buildings,School Schedules,Supervision,High Schools,Secondary Education,Adjustment (to Environment),Teaching Methods,Equipment,Testing,Academic Standards,Colleges,African American Teachers,Teacher Education,Industry,Vocational Education,Rural Education,Agriculture,Gardening,Science Education,Agricultural Education,Attendance Patterns,Teachers,Income,Land Grant Universities,Church Related Colleges,Religion,Catholics,Christianity,Whites,School Libraries,Public Libraries,Educational Facilities Design,Trustees

The effective education of the Negroes of the United States is essential to the welfare of the entire Nation, and especially of the Southern States. In view of this fact, the information contained in this bulletin has immediate and practical value of a very high degree. Noteworthy elements in the preparation of this report on Negro education are: (1) Collection of the facts through personal visitation to the institutions described; (2) Cooperation of public and private authorities; and (3) The constructive purpose involved in the study and in the presentation of the information. Every school reported upon was visited by one of more of the Bureau's agents, and the larger schools were studied by specialists in different types of education. This report on Negro education is published in two volumes. This, the first volume, is a discussion of the various phases of Negro education. The first chapter provides a summary of Negro education in the United States. Each subsequent chapter seeks, first, to present conditions as they are, and then to outline &quot;means and methods&quot; for the increase of educational facilities and the betterment of the particular type of educational activity under construction. An index is included, and tables presenting &quot;Statistics of Negro schools&quot; is appended. Individual sections contain footnotes. (Contains 8 table, 3 maps, and 40 plates.) [Prepared in cooperation with the Phelps-Stokes Fund under the direction of Thomas Jesse Jones, Specialist in the Education of Racial Groups, Bureau of Education. For &quot;Negro Education: A Study of the Private and Higher Schools for Colored People in the United States, Volume II,&quot; see ED542635. Best copy available has been provided.]
Negro Education: A Study of the Private and Higher Schools for Colored People in the United States, Volume II. Bulletin, 1916, No. 39
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Educational Policy,African American Education,Educational Facilities,United States History,Educational History,African American History,Private Schools,Racial Segregation,Educational Finance,Costs,Socioeconomic Status,Financial Support,Elementary Schools,Secondary Schools,Colleges,Professional Education,Industrial Education,Agricultural Education,Supervision,Governance,Expenditure per Student

The effective education of the Negroes of the United States is essential to the welfare of the entire Nation, and especially of the Southern States. In view of this fact, the information contained in this bulletin has immediate and practical value of a very high degree. Noteworthy elements in the preparation of this report on Negro education are: (1) Collection of the facts through personal visitation to the institutions described; (2) Cooperation of public and private authorities; and (3) The constructive purpose involved in the study and in the presentation of the information. Every school reported upon was visited by one of more of the Bureau's agents, and the larger schools were studied by specialists in different types of education. This report on Negro education is published in two volumes. This, the second volume, sets forth the methods and scope of the study and a summary of educational facilities. It also presents a detailed statement, on the basis of a geographical arrangement, of the facts pertaining to colored schools. Every private and higher school for which any information was available is separately described in this volume. Each of the Southern States is represented by a separate chapter, the private colored schools of the Northern States being grouped together in the last chapter of the volume. An index is included, and copies of the cards used in this study are presented in the appendix. Individual sections contain footnotes. (Contains 31 maps and 1 diagram.) [Prepared in cooperation with the Phelps-Stokes Fund under the direction of Thomas Jesse Jones, Specialist in the Education of Racial Groups, Bureau of Education. For &quot;Negro Education: A Study of the Private and Higher Schools for Colored People in the United States, Volume I,&quot; see ED542634. Best copy available has been provided.]
Gardening in Elementary City Schools. Bulletin, 1916, No. 40
Author: Jarvis, C. D.
Date: 1916-00-00
Type: Historical Materials
Subjects: Gardening,Career Guidance,Suburbs,Urban Schools,Democracy,Vocational Education,Industry,Child Labor,Family School Relationship,Recreational Activities,Health Promotion,Physical Health,Life Satisfaction,Children,Supervision,Financial Support,Surveys,Outdoor Education

The widespread interest in gardening directed by the schools, especially in cities, suburban communities, and manufacturing districts, stimulated by the activities of the Bureau of Education, has created a demand for some comprehensive statement of the best means of organizing and directing this work, to the end that the largest possible educational and economic results may be obtained. This bulletin was prepared for the benefit of school officials and others who are interested in the promotion of gardening in the elementary schools of towns and cities. It attempts to show briefly: (1) Why gardening should be introduced into the schools, including vocational guidance, uniting home and school, recreation, and other topics; (2) How gardening may be introduced into the schools, addressing who should control children's gardens, kinds of gardens, instruction and supervision, and financing the work; and (3) How gardening may be promoted by the schools, covering procuring land, selection of crops, keeping records, and other issues. While the study is based more upon expressed opinions than upon a statistical inquiry, an attempt, nevertheless, was made to gather some information regarding the status of gardening in the schools. A letter of inquiry was directed to superintendents of all cities having a population of 5,000 or more. Replies received from 820 superintendents helped inform the development of this document. (Contains 3 plates, 7 figures, and 10 footnotes.) [Best copy available has been provided.]
Agricultural and Rural Extension Schools in Ireland. Bulletin, 1916, No. 41
Author: Monahan, A. C.
Date: 1916-00-00
Type: Historical Materials
Subjects: Educational Policy,Access to Education,Agricultural Education,Rural Education,Extension Education,Rural Extension,Foreign Countries,Public Education,Family Income,Colleges,Males,Females,Home Economics,Teacher Education,Itinerant Teachers

Public education in Ireland is under the control of three different boards--the Commissioners of National Education, established in 1845 and which has charge of the elementary public school system; the Intermediate Board of Commissioners, established in 1878 and which controls a large number of secondary schools; and the Department of Agriculture and Technical Instruction, established in 1900 to control a group of special technical or agricultural schools, either by itself or in cooperation with local authorities. This bulletin provides a general background on the first two boards, and details the organization and function of the third. The document further explores: (1) Agricultural instruction in colleges and schools, giving a brief description of the principal types of agricultural schools, both for males and females; (2) Itinerant instruction in agriculture through county instructors or agricultural agents, supported in part by department funds; (3) Rural extension schools in agriculture, poultry, and butter making, also funded in part by the department; (4) Rural extension schools in household arts and home industries to help women provide for the home itself what the home needs and aid in increasing family income, and farm carpentry; and (5) The history of the establishment of the department of agriculture and technical instruction. An appendix contains a description of the Estates Commission and Congested District Board. (Contains 8 plates and 4 footnotes.) [Best copy available has been provided.]
Minimum School-Term Regulations. Bulletin, 1916, No. 42
Author: Muerman, J. C.
Date: 1916-00-00
Type: Historical Materials
Subjects: Educational History,Educational Policy,Compulsory Education,Attendance,State Policy,State Regulation,School Schedules,School Organization,School Administration,School Attendance Legislation,School Law,Rural Schools,Urban Schools,Rural Urban Differences,Educational Trends,Public Schools,Educational Finance,State Aid,State School District Relationship

The efforts of county, State, and National officials and of States in all parts of the country to provide opportunities of education for children outside the cities and larger towns have stimulated a general interest in the required length of the school term, and the desire for the requirement of a minimum school term sufficient to enable all children in all communities to acquire at least a good elementary education. Forty-four States have established by law a minimum term of from 60 to 180 days' schooling for each organized school district. Four States have no minimum requirement laws, but one of these has maintained the longest average term in the United States for over ten years. Within the past three years, 12 States have added from 10 to 60 days to the legal requirement of a minimum school term. Some of the factors that have operated in favor of a longer school term are the phenomenal growth of the public high schools, the development of State financial aid for weak districts, equalization funds, and penalties for not maintaining a minimum term required by law. This bulletin presents the general condition in the States, including the length of session in days and the minimum-term regulations in the various States. [Best copy available has been provided.]