ethanporcaro/eric-fulltext-meta huggingface dataset:
Conservation in the Education Program. Bulletin, 1937, No. 4
Author: Bristow, William H.
Date: 1937-00-00
Type: Historical Materials
Subjects: Teaching Methods,Learning Activities,Forestry,Conservation Education,Public Education,Conservation (Environment),Natural Resources,School Role,Role of Education,Curriculum,Social Studies,Science Instruction,Elementary Education,Secondary Education,Teacher Education Programs,Nongovernmental Organizations,Public Agencies,Environmental Education

A number of voluntary organizations such as the Wildlife Institute, Educational Conservation Society, American Forestry Association, American Nature Association, etc., are devoting their efforts to stimulation of a more nearly adequate appreciation of the place conservation holds in our national life. It is more and more generally realized that we need intelligent action toward a Nation-wide, effective, permanent program in conservation. Organized public education offers the best, if not the only, means of ultimately and fully accomplishing this purpose. The schools throughout the country have made progress in introducing conservation into the curricular program and in adapting the technical knowledge now available to classroom use. The purposes of this bulletin on "Conservation Education" are first to provide school officials and others interested with information concerning progress so far made in introducing conservation into the school program, and, second, to stimulate further progress through a description of instructional practices which have been successfully followed in a number of school systems. A bibliography is included. (Contains 23 footnotes.) [Best copy available has been provided.]
Insurance and Annuity Plans for College Staffs. Bulletin, 1937, No. 5
Author: Flanagan, Sherman E.
Date: 1937-00-00
Type: Historical Materials
Subjects: Disabilities,College Faculty,Comprehensive Programs,Health Insurance,Efficiency,Economic Factors,Risk,Retirement Benefits,State Legislation,Questionnaires,History,Insurance,Teacher Salaries

The efficiency and moral of members of college faculties are dependent in a large measure on an assurance of economic security. In order, that they may render a high standard of service in teaching youth and in discovering knowledge for the benefit of society, protection for them and their families against the risks and anxieties of the future is essential. The generally low pay of college staffs makes it difficult for the individual teacher to provide this protection. A recognized solution of the problem is the establishment by the colleges of retirement or disability systems by which insurance annuities or old-age pensions will be provided for faculty members. In the case of publicly controlled institutions, such systems are instituted principally through State legislatures while privately controlled institutions must depend on their own initiative. The establishment of insurance and annuity systems by colleges is a complex and intricate undertaking beset with difficulties. One of the chief obstacles is the general lack of available and reliable information regarding the subject. The present publication is intended primarily to meet in part this deficiency. It is also intended to encourage or promote the movement for greater economic security for college faculty members. The Office of Education through its division of higher education was responsible for the collection of a large part of the data contained in the publication. The data were gathered through questionnaires sent to the institutions. The following chapters are included: (1) Introduction; (2) History of pensions and group life insurance; (3) Group life-insurance and retirement systems; and (4) Fundamental principles of a comprehensive program of insurance and annuities for college staffs. A bibliography is included. (Contains 7 tables.) [Best copy available has been provided.]
Bibliography of Research Studies in Education, 1935-1936. Bulletin, 1937, No. 6
Author: Gray, Ruth A.
Date: 1937-00-00
Type: Historical Materials
Subjects: Doctoral Dissertations,Federal Aid,Foreign Countries,Leisure Time,Educational Practices,Bibliographies,Educational Research,Masters Theses,Disabilities,Rehabilitation,Teacher Education,Professional Recognition,Special Education,Minority Group Students,Libraries,Curriculum,Educational Environment

The tenth Bibliography of Research Studies in Education covers the school year September 1935 through August 1936, and lists 3,182 studies reported by 148 institutions, several of which had not reported previously. The list includes 355 doctors' dissertations, 2,569 masters' theses, and 258 studies reported as faculty research. The bibliography covers many timely topics in the several fields of education: Current educational conditions in the United States and in foreign countries; Federal aid to education; leisure-time activities; the building and subjects of the curriculum, orientation courses; youth education; rehabilitation of the disabled; the training and status of teachers; the education of racial and exceptional groups; and the various types of libraries and their use. (Contains 1 footnote.) [Best copy available has been provided.]
Student Health Services in Institutions of Higher Education. Bulletin, 1937, No. 7
Author: Rogers, James Frederick
Date: 1937-00-00
Type: Historical Materials
Subjects: Higher Education,School Health Services,Physical Health,Community Colleges,Citations (References),Schools of Education,Physicians,Coeducation,Single Sex Colleges,Enrollment,Colleges,African American Education,Black Colleges,Two Year Colleges,Military Schools,Mental Health,Technical Education,Sanitation,Residential Programs

Originating 75 years ago as a means of safeguarding students from excesses in physical activities, the student-health service has had a phenomenal development. From an examination, by the methods then at hand, of heart, lungs, and spine and the prescription of gymnastic exercises according to the findings, this examination has developed, with the development of means and methods, to the present-day thorough going looking over from head to foot, outside and in, with appropriate advice and treatment, or references to sources of treatment. From one college the establishment of such a service has extended, in some degree, to practically all institutions of higher education, especially those which have the responsibility of parental care for youth far removed from the home. These services, however, represent all degrees of development. From the crude picture painted by the statistics, the author's findings are as follows: (1) Of co-educational colleges and universities having an enrollment of fewer than 500, 10 percent employ full-time and 55 percent part-time physicians; (2) In co-educational institutions with 500 to 1,000 students there is a rise in the number having full-time physicians to at least 40 percent, while some 35 percent more have part-time doctors; (3) Of colleges for men, those with an enrollment of fewer than 500 have a high percentage with well-equipped services; (4) Of colleges for women with fewer than 500 students, roughly 25 percent employ full-time and 45 percent part-time physicians; (5) All of the colleges and universities for Negroes which furnished information employ a physician; (6) Although the junior colleges are of recent origin, a health service does not seem to have been considered essential by most of them; (7) The teachers colleges seem as a rule to take the matter of health preservation and promotion seriously, as 20 percent employ full-time and 55 percent part-time physicians; (8) Of the technical and professional schools, the polytechnic schools and schools of mines seem most interested in the health of their students; and (9) Above all, it is the United States Military and Naval Academies that place the physical condition of their students on a par with their mental condition, although it is not at all clear that the health of the soldier or sailor is of more consequence than that of the civilian. (Contains 11 footnotes.) [Best copy available has been provided.]
Education of Negroes: A 5-Year Bibliography, 1931-1935. Bulletin, 1937, No. 8
Author: Caliver, Ambrose
Date: 1937-00-00
Type: Historical Materials
Subjects: United States History,Bibliographies,African American Education,Access to Education,Educational Administration,Supervision,Conferences (Gatherings),Special Schools,Elementary Education,Rural Schools,Elementary School Teachers,Kindergarten,Elementary School Curriculum,Secondary Education,Higher Education,College Faculty,Teacher Education,College Students,Graduate Study,College Curriculum,Vocational Education,Employment Level,Guidance,Job Training,Academic Achievement,Student Evaluation,Mental Health,Physical Health,Personality Traits,Physical Education,Health Education,Socioeconomic Influences,Racial Relations,Legal Responsibility,Philanthropic Foundations,Religious Education,Federal Government,Adult Education,Minority Groups

In response to many requests for information and references on the education of Negroes, a selected bibliography covering a 3-year period, 1928 to 1930, was issued by the Office of Education in 1931. Since that time similar requests have been so numerous that it seemed appropriate to bring the bibliography up to date, which is the purpose of the present volume. Covering a 5-year period, 1931 to 1935, this bibliography, like the first, attempts to present a selected list of titles which may be of assistance to students, research workers, and others interested in the subject. The purpose is to give a brief description that will suggest the worth of the resources and value for further and more extended study. This bibliography represents a cooperative enterprise between the Office of Education and workers in the educational field, including college and high-school teachers and administrators, and graduate students. A list of general source materials is included. [Best copy available has been provided.]
College Salaries, 1936. Bulletin, 1937, No. 9
Author: Greenleaf, Walter J.
Date: 1937-00-00
Type: Historical Materials
Subjects: College Faculty,Land Grant Universities,Teacher Salaries,Deans,Adjunct Faculty,African American Teachers,Black Colleges,State Colleges,State Universities,Private Colleges,Single Sex Schools,Males,Females,College Presidents

Different labor groups and agencies have made intensive studies periodically of the movement of salaries and wages in the trades and industries. To a lesser extent the income of certain professional groups, including physicians, dentists, and engineers, have been studied, but few analyses have been published concerning the compensation received by college professors and other faculty members in the institutions of higher education in the United States. To supply this need, this study was made to determine the present status of college salaries paid to members of various faculty ranks, to compare the situation in different types of colleges, and to show for the land-grant institutions only, salary trends over a period of years before and during the depression. Sufficient summaries are made to show salary scales in publicly and privately controlled colleges and universities, both large and small, but no individual institution may be identified. This study presents an analysis of the salaries that full-time faculty members receive in the colleges and universities in the United States. For convenience and in order to show certain trends, the study is divided into two parts. Part I includes an analysis of the salaries of 25,530 full-time faculty members in 252 colleges and universities for the college year 1935-36. Part II includes comparable salary data for 51 land-grant colleges and universities over a period of years-1928-29, 1929-30, 1930-31, and 1934-35. (Contains 16 tables and 3 footnotes.) [Best copy available has been provided.]
Project in Research in Universities: Economic Status of College Alumni. Bulletin, 1937, No. 10
Author: Greenleaf, Walter J.
Date: 1939-00-00
Type: Historical Materials
Subjects: Alumni,Questionnaires,Age Differences,Place of Residence,Marital Status,Neighborhoods,Housing,Occupations,Fathers,Majors (Students),Undergraduate Study,Unemployment,Employment Level,Self Determination,Graduate Study,Extension Education,Academic Degrees,Social Services,Employers,Salaries,Income,Investment,African Americans,Divorce,Family Structure,Migration Patterns

The study of the &quot;Economic Status of College Alumni&quot; carried out on a uniform basis in 31 universities in 20 States is reported in this bulletin. These institutions are considered representative of universities for the country as a whole. Nearly 50,000 graduates, both men and women; contributed to the study by returning usable questionnaires. Each of the 31 institutions finished the study of its own alumni, and because uniform procedures were used it was possible to consolidate the findings into a single study. The plan used in this study was very simple. Each question, as stated in the questionnaire, was repeated at the head of the corresponding section of the study. The summary of the replies then follows, with any explanation necessary to make clear the meaning of the summary table. The detailed, consolidated table or tables from which the summary is drawn are found in the appendix. Along with the detailed consolidated tables, there is also given in the appendix the complete instructions used by the institutions in interpreting the questionnaires and in compiling their own reports. It is hoped that with the detailed tables and with these instructions, it will be possible for additional institutions to compile data concerning their own alumni and compare them with the 31 institutions cooperating in this study. The following topics are covered in this bulletin: (1) Ages of alumni; (2) Migration and residence; (3) Marital status; (4) Home communities; (5) Living conditions; (6) Occupations of fathers; (7) Undergraduate majors; (8) Unemployment and majors; (9) Self-help in college; (10) Graduate study; (11) Graduate majors; (12) Extension work; (13) Degree earned; (14) Scholastic honors; (15) First jobs; (16) Unemployment; (17) Relief; (18) Employment status; (19) Owners and employers; (20) Salaries; (21) Investment income; (22) Earned investments; (23) Occupations; (24) Salaries by occupation; and (25) Negro alumni. An appendix presents: (1) Consolidated tables for 30 universities; (2) Covering letter to college alumni; (3) Questionnaire to college alumni for gathering material for alumni study; and (4) Manual of Procedure for conducting the alumni study. An index and a selected bibliography are also included. Individual sections contain footnotes. (Contains 72 tables and 9 charts.) [Best copy available has been provided.]
Project in Research in Universities: Some Factors in the Adjustment of College Students. Bulletin, 1937, No. 12
Author: Segel, David
Date: 1938-00-00
Type: Historical Materials
Subjects: School Holding Power,College Programs,College Students,Investigations,Performance Factors,Student Adjustment,Research Projects,Institutional Characteristics,Articulation (Education),Intellectual Disciplines,Extracurricular Activities,Age Differences,Self Supporting Students,Achievement Tests,Aptitude Tests,Post High School Guidance

This bulletin is one of a series of publications reporting the findings of investigations undertaken during 1936-37 under the research project in universities of the Office of Education. The project was financed under the Emergency Relief Appropriation Act of 1935, and conducted in accordance with administrative regulations of the Works Progress Administration. Study findings in addition to those reported in this bulletin will be made available in other Office of Education or institutional publications. This particular study is a report of investigations in different colleges or universities of the adjustment values of certain facts which are usually known about entering college students. Because of the large numbers of cases and the geographical distribution of the participating institutions, the findings can be interpreted with considerable assurance. Because of the extensiveness of the data they may also be of value to others in making further interpretations and comparisons. Guidance workers in secondary schools and colleges, and also college administrators and curriculum consultants who are concerned with improving the college program, will find in the report much suggestive material. (Contains 16 footnotes and 30 tables.) [Best copy available has been provided.]
Project in Research in Universities: Economic Status of Rural Teachers. Bulletin, 1937, No. 13
Author: Gaumnitz, Walter H.
Date: 1939-00-00
Type: Historical Materials
Subjects: Teacher Qualifications,Living Standards,Teacher Characteristics,Income,Rural Schools,Economic Status,Instructional Leadership,Debt (Financial),Correlation,Educational Background,Teaching Experience,Expenditures,Statistical Data

This bulletin is one of a series reporting the findings of investigations undertaken during 1936-37 under the Project in Research in Universities of the Office of Education. The project was financed under the Emergency Relief Appropriation Act of 1935, and conducted in accordance with administrative regulations of the Works Progress Administration. Study findings in addition to those reported in this series will be made available in other Office of Education or institutional publications. This bulletin presents the results of a study of the economic status of rural teachers. The incomes of these teachers have recently been lower than in many years. Rising living standards, increased demands for higher educational qualifications, growing needs for genuine and stable leadership in the rural schools, all point to the necessity of giving more attention to the problem of making this field of teaching attractive economically. The study, therefore, concerns itself with the whole question of the income of rural teachers, with the ways in which these teachers use their incomes, and with their assets and debts. Data are presented also to show the relationship of such factors as types of school taught, age of teachers, years in the profession, extent of education, number and types of dependents, etc., upon income and expenditures of teachers. In short, the whole purpose of this study was to bring together some basic statistics which would be helpful to those interested in the improvement of the status of the rural teacher. The questionnaire used in this study is appended. (Contains 17 tables and 4 footnotes.) [Best copy available has been provided.]
Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance--A Critical Literature Review
Author: Farrington, Camille A.
Date: 2012-06-00
Type: Information Analyses
Subjects: Educational Policy,Grade Point Average,Evidence,Outcomes of Education,Educational Attainment,Adolescents,Educational Objectives,Career Readiness,College Readiness,Student Attitudes,Academic Achievement,Researchers,Academic Persistence,Learning Strategies,Interpersonal Competence,Educational Attitudes,Student Behavior

President Obama's first address to Congress signaled a shift in educational priorities. He committed his administration to ending the dropout crisis in the nation's public high schools and ensuring that by 2020 America would once again lead the world in the proportion of its population with college degrees. What has not been talked about is that a shift to making high school and college completion the national educational goal requires a corresponding shift in educational policy and practice, &quot;away from a focus on test scores&quot; and toward a new emphasis on developing the cognitive and noncognitive factors that lead students to earn high course grades. The emerging recognition of the importance of noncognitive factors to young people's long-term success raises new challenges for teachers seeking to prepare their students for college and careers. To make this shift, educators need to understand how best to help adolescents develop as learners in their classes. By helping students develop the noncognitive skills, strategies, attitudes, and behaviors that are the hallmarks of effective learners, teachers can improve student learning and course performance while also increasing the likelihood that students will be successful in college. This report grew out of the understanding that it is not enough to know that noncognitive factors matter for learning. Researchers from a range of disciplines have provided evidence that such factors are important to students' grades and long-term educational outcomes. However, little work has been done to bring clarity to this wide-ranging evidence, to examine its relevance for practice, or to review actionable strategies for classroom use. The authors' goal was to develop a coherent and evidence-based framework for considering the role of noncognitive factors in academic performance. They conclude by summarizing the most promising levers for change as well as critical gaps in the knowledge base and in the link between research and practice. Appendix: Educational Attainment by Gender, Race, and Ethnicity is Driven by Differences in GPA is included. (Contains 5 figures, 1 table, 3 boxes, and 12 endnotes.) [Additional funding for this paper was provided by the Raikes Foundation.]
Transition Education as Critical Practice
Author: Tobias, Robert
Date: 2006-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Postsecondary Education,Remedial Instruction,Educational Theories,Educational Research,Critical Theory,Adult Education,Discourse Analysis,Expectation,Educational Environment,Teacher Role,Educational Objectives,Educational Principles,Social Influences,College Curriculum,Educational Policy

This paper explores the nature and role of those forms of tertiary education that have been variously described as &quot;transition&quot;, &quot;foundation&quot; and &quot;bridging&quot; education. It argues that much of the relevant literature is grounded implicitly or explicitly in technicist and liberal functionalist discourses. It then reviews and critiques some of this literature and explores aspects of critical educational discourse with reference to transition education. Drawing on relevant literature, the paper makes a number of suggestions that need to be considered if transition and foundation education is to move beyond amelioration and become an important form of emancipatory and transformative critical practice. Themes addressed include the roles of transition educators in supporting learners, the clarification of expectations of learners and educators, key aspects of the learning environment, the need for critical educators to address issues arising from the wider social context, specifically those concerning the control of the curriculum, and finally the need to develop policies and practices which are consistent with principles and aims of critical transformative education. [This essay was published in: Robert Tobias, Liz Tully, Philipa Beckman, and Lorraine Petelo (Editors), &quot;Learning Transitions,&quot; UC Opportunity, University of Canterbury, Christchurch, New Zealand, May 2006: pp106.]