ethanporcaro/eric-fulltext-meta huggingface dataset:
Leadership Training Module on Enable Others to Act (Kouzes & Posner)
Author: Sharma, Ananya
Date: 2013-03-09
Type: Reports - Descriptive
Subjects: Leadership Effectiveness,Leadership Training,Training Methods,Facilitators (Individuals),Group Activities

Everyone has either come in contact with a leader or played the role of a leader. Everyone has also worked with effective leaders and ineffective leaders. And all of us want to work with leaders who can share a vision with us and empower and enable us to meet our goals. One can say that leaders play a crucial role in the success or failure of a task and achievement of goals. This training unit is based on one of the five exemplary practices of effective leaders as proposed by Kouzes and Posner. A combination of different training methods (power point presentation, group activities, visual clips, etc.) have been compiled together to communicate the content that has been selected after conducting a need analysis.
Inside a Blended Learning Environment
Author: Chubb, John
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Blended Learning,Influence of Technology,Educational Technology,Economic Factors,Public Education,Educational Change,Educational Policy,Charter Schools,Virtual Classrooms,Web Based Instruction,Resistance to Change,Politics of Education

The long awaited and hotly debated &quot;disruption&quot; of public education may finally have begun. Technology, the force that has transformed one industry after another, from the industrial revolution through the information age, is on the cusp of reshaping schools fundamentally. This is heady talk. Historically, schools have been quite adept at absorbing new technologies--television, computers, the Internet--without changing how they provide instruction, use teachers, or cost taxpayers. Schools have proven one futurist after another dead wrong. The United States has been working to raise student achievement since at least 1983 when &quot;A Nation at Risk&quot; first sounded the alarm. Progress has been modest at best. A greater advance may well require more fundamental changes in how the country conducts schooling. In other industries, fundamental changes have often been driven by advances in technology. Reducing labor costs, raising the productivity of those in the industry going forward, providing better service for consumers--these historically familiar developments may now be coming to public education. At a time when the US economy and burdened taxpayers are looking for efficient public services as well as effective ones, blended learning may provide an answer with something for everyone.
Implementation of Common Core State Standards: Roles for Advocates
Author: Haycock, Kati
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Stakeholders,Parents,Instructional Materials,Second Language Learning,English Language Learners,Secondary School Curriculum,Graduation Requirements,Teacher Education,Communication (Thought Transfer),Alignment (Education),Program Implementation,Transitional Programs,Technology Uses in Education,Role,Advocacy

Forty-six states and the District of Columbia have committed to fully implement the Common Core State Standards (CCSS) by the fall of 2013, and members of the two CCSS-aligned assessment consortia have committed to roll out an aligned assessment the following year. With less than a year until the CCSS must be in place in all classrooms, most states have at least some implementation activities already underway. But if these standards are to provide true game-changing leverage, advocates need to step up their involvement on at least two fronts. They need to make sure that the standards are implemented in effective and equitable ways. And they need to help parents and other stakeholders understand and support the standards. This brief guide is designed to help advocates who are new to standards work. It provides basic information on matters that are critical to common core implementation, including: (1) Transition Planning; (2) Communication; (3) Educator Training and Instructional Materials; (4) High School Curriculum and Graduation Policies; (5) Catch-Up Strategies; (6) English Language Learners; (7) Technology; and (8) Policy Alignment.
Leveraging Quality Charters
Author: Young, Caprice
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Charter Schools,Traditional Schools,Educational Change,Public Education,Educational Legislation,State Legislation,Governance,Capacity Building,Educational Innovation,Competition,Educational Quality

Charter public schools serve a variety of roles in education reform: innovation labs, havens from failing traditional schools; and competitors for pubic resources. Education leaders have the opportunity to use high quality charter schooling to innovate not only in developing transformative schools but, more importantly, in creating great public education systems.
Doing More with Less: Advice for State Policymakers
Author: Petrilli, Mike J.
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Educational Finance,Baby Boomers,Elementary Secondary Education,Budgets,Public Officials,Funding Formulas,State Policy,Teacher Salaries

Education spending cuts are upon us. After years of non-stop increases--national k-12 per-pupil spending is up by one-third in inflation-adjusted dollars since 1995--schools now face the near certainty of repeated annual budget cuts for the first time since the Great Depression. In some states and districts, reductions will be dramatic--well into the double digits. And these new revenue-trend levels are likely to be semi-permanent, what with increased pressure on the public purse from the retirement of Baby Boomers, Medicaid and Medicare costs, debt payments, and other demands. The challenge for education policymakers is not only to cut carefully so as not to harm student learning, but, better yet, to transform these fiscal woes into reform opportunities: to cut smartly and thereby help schools and students emerge stronger than ever. This paper offers some ideas on how to do that.
Accredited Higher Institutions. Bulletin, 1922, No. 30
Author: Zook, George F.
Date: 1922-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),Classification,Boards of Education,Educational History,State Departments of Education,State Universities,Reputation,Standards,Colleges,Professional Associations,Churches,Two Year Colleges

The impression prevails that there exists some authoritative classification of higher institutions, a classification which has behind it the sanction of the Government. However, there is no comprehensive classification of collegiate institutions by any national governmental agency. Various agencies in the United States maintain lists of collegiate institutions whose graduates are given certain academic or professional privileges, but very few of these lists have received widespread publicity. The criteria in accordance with which the lists are made up vary. Consequently, there is great and growing uncertainty as to what is meant by the term "recognized" or "approved" or "accredited" college. In 1917, the Bureau of Education issued a bulletin entitled "Accredited Higher Institutions," which contained the standards used by various nonsectarian agencies, such as State departments of education, State universities, educational foundations, and voluntary educational associations. To these standards were added the list of institutions approved by the several accrediting agencies. So useful have these lists proved and so rapid has been the advance of the standardizing movement during the past 10 years, that it seemed wise to revise the former bulletin. The same general plan has been followed as in the first bulletin, except that the standards and lists of institutions of a number of church boards of education have been added. The bulletin is divided into four parts. Part I contains lists of institutions accredited by State universities. At the head of each list, the purpose for which the institutions included in it are accredited and the basis of approval are clearly stated. Part II contains lists of institutions accredited by State departments of education. Each list is headed by an outline of the purpose and basis for accrediting adopted by the department in question. Part III contains lists of recognized or approved institutions prepared by the influential voluntary organizations of secondary and higher institutions referred to above and by the Carnegie Foundation for the Advancement of Teaching. Part IV contains lists of accredited and classified colleges prepared by a number of the church boards of education which have been active in this field of work. A secondary purpose of this bulletin is to show the extent to which junior colleges have been established in various parts of the country and recognized by accrediting agencies. An index is also included. (Individual sections contain footnotes.) [Best copy available has been provided.]
University Summer Schools. Bulletin, 1922, No. 31
Author: Egbert, James C.
Date: 1922-00-00
Type: Historical Materials
Subjects: College Faculty,Summer Schools,School Schedules,College Administration,Classification,Teacher Salaries,Costs,Summer Programs,Tuition,Higher Education,Postsecondary Education,Continuing Education,Teacher Education,Enrollment,Budgets,School Statistics,College Instruction,Educational Trends,Educational History,Educational Policy,Educational Finance,National Surveys,School Surveys

During the past 25 years a very significant change has taken place in the attitude of those in control of educational institutions toward the so-called summer season--specifically the months of July and August--as deserving a place in the academic year or calendar. Formerly, the extreme heat so common in many parts of the country was regarded as sufficient interference with study to justify the suspension of the activities familiar to other periods of the year. Beyond this there certainly existed a prevalent and widespread opinion that both pupils and teachers needed the relaxation which an interruption of academic duties furnished, and that this period should cover the two months of the warm season. In all probability this custom arose from the fact that the summer months were the busy time for the countryside and a period when young people were needed on the farm. The winter could readily be given over to educational work. This bulletin covers the following topics: (1) Origin of the summer school; (2) Classification of summer schools; (3) Registration; (4) Length of session; (5) Financial conduct and fees; (6) Salaries of professors and selection of staff; (7) Administration and studies; (8) Recreational work; and (9) Appreciation of summer schools. [Best copy available has been provided.]
A Program of Education in Accident Prevention, with Methods and Results. Bulletin, 1922, No. 32
Author: Payne, E. George
Date: 1922-00-00
Type: Historical Materials
Subjects: Accident Prevention,Safety Education,Accidents,Laborers,Industry,Employees,Health Promotion,Occupational Safety and Health,Educational History,Educational Methods,Educational Needs,Teaching Methods

No movement in education in recent years has taken hold of the imagination and emotions of the American business man more effectively than education in accident prevention. This appeal to the business man is perhaps due more than anything else to the fact that when the educator begins to talk of education in terms of saving human lives he is using a language that is comprehensible to the man outside of the profession. Furthermore, the business man has become thoroughly acquainted with the possibilities of educational endeavor in the reduction of accidents in the industry of the country. Early in the twentieth century, employers in the steel industry conceived the idea of the necessity of conserving the lives of their employees and the elimination of deaths and serious injuries to the laborers. They conceived the problem originally as a matter of guarding machinery so that it would be made as nearly as possible accident proof against carelessness on the part of the employees. Those interested in the reduction of accidents in the steel industry soon discovered, however that little progress could be made through mechanical means and changed the emphasis from the introduction of mechanical devices to guard machinery to the instruction of the employees in methods of work that would guard the workers against unnecessary accidents. The upshot of the matter was that the number and seriousness of the accidents decreased in a very marked way. The result of the remarkable reduction of accidents in the steel industry led to the creation, in 1912, of the National Society for the Reduction of Industrial Accidents which later became the National Safety Council. From the time of the organization of the society, its leaders felt that the fundamental way of eliminating accidents was through education and that this education should be carried on in the schools. Many efforts were made to induce educators to undertake safety instruction and some progress was made along this line. Topics covered in this bulletin include: (1) History of education in accident prevention; (2) The need of education in accident prevention; (3) Method of procedure in accident prevention and its jurisdiction; (4) The necessity for analysis of the accident situation in each community as a basis for school instruction; (5) The method of education in accident prevention; and (6) The results of education in accident prevention. A bibliography with reference to its value in assisting the teacher in the method of instruction is included. (Contains 27 tables, 10 footnotes, and 8 figures. )[Best copy available has been provided.]
Statistics of Land-Grant Colleges Year Ended June 30, 1921. Bulletin, 1922, No. 34
Author: Blauch, L. E.
Date: 1923-00-00
Type: Historical Materials
Subjects: Land Grant Universities,Grants,Income,Expenditures,Private Financial Support,Federal State Relationship,Directories,College Graduates,College Role,College Curriculum,Graduate Study,Undergraduate Study,Enrollment Trends,Educational Trends,Males,Females,Agricultural Colleges,Agricultural Education,Vocational Education,Engineering Education,Military Training,Home Economics,Teacher Education,Extension Education,Rural Education,Vocational Education Teachers,Majors (Students),National Organizations,Libraries,College Faculty,Summer Schools,Federal Programs,Black Colleges,African American Students,African American Education,White Students,Enrollment,College Students,Educational History,Educational Legislation,Educational Policy,Educational Finance,State Policy,Federal Aid,Federal Legislation,State Aid,Educational Facilities,Budgets,School Statistics,School Surveys,National Surveys,Administrative Organization,Research and Development Centers,Research and Development,Admission Criteria,College Admission

The land-grant colleges have grown to be very complicated institutions, performing a wide variety of services. Each State has organized these services in its own way and to its own purposes, which accounts for the great diversity existing among the different colleges. It is hoped, however, that the data in this bulletin will serve a useful purpose by the institutions participating in the endowments under the land-grant college legislation. This document is divided into three parts, the first consisting of general information, the second containing a statistical historical survey and several summary tables, and the third being made up of the detailed tables for the year ended June 30, 1921. (Contains 27 tables.) [Best copy available has been provided.]
First National Conference on the Work-Study-Play or Platoon Plan. Bulletin, 1922, No. 35
Author: Barrows, Alice
Date: 1922-00-00
Type: Historical Materials
Subjects: Educational Philosophy,Superintendents,Educational Change,Play,Planning,Conferences (Gatherings),Elementary Schools,School Size,Learning Activities,Classrooms,Space Utilization,School Organization,School Schedules,Program Development,Program Effectiveness

In February, 1922, the United States Commissioner of Education, John J. Tigert, called the First National Conference on the Work-Study-Play, or Platoon. One result of this conference was that the superintendents who attended asked the United States Bureau of Education to serve as a clearing house of information in regard to the work-study-play plan. Consequently, during the past few months the Bureau of Education has not only been assisting individual superintendents by providing them with information which they desire in regard to this subject, but it has also been collecting from all over the country all available data on the subject. Since cities are adopting the plan almost every month, the data received by the Bureau of Education are constantly being added to, so that what is printed one month will no longer be news by the end of the next month. A point has now been reached, however, where data of a sufficiently comprehensive character to release for publication have been secured. In preparing this bulletin, attention was given particularly to the  two groups who asked that this information be gathered, i.e., superintendents who are now operating their schools on the work-study-play plan and those who wish to find out how to organize their schools on the plan, and consequently it has been the aim to present the data which would be of practical assistance to them. This material, however, should be of use to anyone interested in the subject of the development of the work-study-play, or platoon, plan.  The topics to be covered in this bulletin are as follows: (1) Educational philosophy of the plan; (2) How the plan works; (3) Forty-five cities now organized on work-study-play, or platoon, plan; (4) Reasons for calling a national conference on the work-study-play, or platoon, plan; (5) Program of the conference; (6) Features of the plan emphasized by all speakers; (7) Educating the public; (8) Problem of organizing a work-study-play school; (9) Pittsburgh has voted to all of its elementary schools on the platoon plan; (10) Housing capacity of buildings increased by work-study-play plan; (11) Special activities and departmentalization; (12) Function of the auditorium in the work-study-play, or platoon, school; and (13) Some results obtained in the work-study-play, or platoon, schools, as stated by superintendents in charge of such schools. (Contains 4 footnotes.) [Best copy available has been provided.]
Report of a Survey of the University of Arizona. Bulletin, 1922, No. 36
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: Criticism,Specialists,Governing Boards,Administrator Education,Best Practices,Teaching Load,Surveys,Universities,Questionnaires,Classification,Budgets,College Faculty,Faculty Workload,Faculty Publishing,Expenditures,Enrollment Trends,Departments,Statistical Data,College Administration,College Planning

On February 4, 1922, a request came from the State Superintendent of Public  Instruction of Arizona, The Hon. Elsie Toles, to the Commissioner of Education asking that the Bureau of Education make a survey of the University of Arizona. The invitation was accepted by the Commissioner of Education, who designated E. Parke, R. Kilbe, president of the Municipal University of Akron, and Mr. L.E. Blauch, specialist in charge of land-grant college statistics of the Bureau of Education, as a committee to conduct the survey with the advice of Dr. George F. Zook, specialist in higher education of the Bureau of Education. The survey committee spent from February 20 to March 8 at the university. Data were obtained through personal investigation, questionnaires, and extended conferences with various officers of the university. A preliminary report of its findings was made by the survey committee to the board of regents on March 8. The extensive data collected were then carefully studied, and the report was written. The method of study was to apply the technique which the Bureau of Education had developed in earlier surveys, with such modifications as the circumstances demanded and as seemed wise. The committee has tried to analyze the conditions and methods in use in the light of the best practice followed by standard institutions of higher learning. This report was read and criticized by Dr. William T. Bawden, assistant to the Commissioner of Education, and by Dr. George F. Zook. The final report is submitted herewith. Appended are: (1) Plan of administration approved by the board of regents; (2) Proposed budget classification of expenditures; (3) Training, experience and publications of administrative officers; (4) Training, experience, and publications of teaching faculty; (5) Teaching load of faculty; (6) Class enrollments by departments (1921-22); and (7) Enrollments (1912-13, 1921-22). (Contains 31 tables.) [Best copy available has been provided.]
Statistics of Public High Schools, 1919-1920. Bulletin, 1922, No. 37
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: Boards of Education,High Schools,High School Students,Secondary School Teachers,Military Training,High School Graduates,Urban Schools,Rural Schools,Junior High School Students,Males,Females,Postsecondary Education,Public School Teachers,Enrollment,School Statistics,African American Students,African American Education,White Students,Educational History,Educational Policy,State Policy,National Surveys,School Surveys,Municipalities,School Organization,Instructional Program Divisions,African American Teachers,Single Sex Schools,Coeducation,College Bound Students,Noncollege Bound Students,Private Schools,Public Schools

Statistics of public high schools for 1920, contained in this bulletin, include statistics of secondary schools which are controlled by publicly elected or appointed boards of education. Contents include: (1) Preliminary survey; (2) Summary of statistics of public high schools from 1890-1920 (Table 1); (3) Summary of statistics of public high schools from 1907-1920 (Table 2); (4) Teachers in public high schools (Tables 3-8); (5) Pupils enrolled (Tables 9-21); (6) Pupils in military drill (Table 22); and (7) Graduates (Tables 23-28). (Contains 28 tables.) [Best copy available has been provided.]
Educational Boards and Foundations, 1920-1922. Bulletin, 1922, No. 38
Author: Evans, Henry R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Foreign Countries,Higher Education,Postsecondary Education,Income,Philanthropic Foundations,Private Financial Support,Religious Education,Disadvantaged,Role of Religion,Rural Schools,Elementary Secondary Education,Vocational Education,Teacher Education,Educational Facilities,Budgets,Expenditures,Black Colleges,African American Students,African American Education,White Students,American Indian Education,International Education,Educational History,Educational Policy,Educational Finance,Program Descriptions,Educational Research,Legal Education (Professions),Medical Education

The General Education Board has, since its foundation in 1902, to July 1, 1921, appropriated $88,125,444.56 for various phases of educational work, $80,408,344.99 of this having been paid to or set aside for colleges and other institutions for whites, $5,806,205.62 for institutions for Negroes, and $1,910,893.95 for miscellaneous objects. This bulletin contains a statement of appropriations of the General Education Board for the year ended June 30, 1921. Also contained, are income receipts for the  period beginning July 1,1920, and ended June 30, 1921, and a statement of disbursements of income for educational purposes. Included in the contents are: (1) General Education Board; (2) Rockefeller Foundation; (3) Carnegie Foundation for the Advancement of Teaching; (4) Jeanes Fund; (5) John F. Slater Fund; and (6) Ohekos-Stokes Fund. [Best copy available has been provided.]