ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Schools the Model for Healthier Environments Toolkit: What It Is
Author: Robert Wood Johnson Foundation
Date: 2012-05-01
Type: Guides - Non-Classroom
Subjects: Health Promotion,Physical Activities,Self Esteem,Student Behavior,Child Health,Nutrition,Eating Habits,Life Style,Food,Guides,Obesity,Lunch Programs,Breakfast Programs,Wellness,Federal Government,Prevention

Healthy students perform better. Poor nutrition and inadequate physical activity can affect not only academic achievement, but also other factors such as absenteeism, classroom behavior, ability to concentrate, self-esteem, cognitive performance, and test scores. This toolkit provides information to help make schools the model for healthier environments, and will provide tools and resources to help ensure that school environments become the standard for healthy eating and active living. The information provided will offer promising solutions to problems that schools face in providing healthy food and opportunities for physical activity. (Contains 11 endnotes.)
Increasing Physical Activity through Recess. Research Brief
Author: Beighle, Aaron
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Exercise,Elementary School Students,Obesity,Physical Activity Level,Physical Activities,Recess Breaks,Child Health,Health Promotion,School Schedules

Regular physical activity promotes important health benefits, reduces risk for obesity and is linked with enhanced academic performance among students. The U.S. Surgeon General recommends that children engage in at least 60 minutes of moderate physical activity most days of the week, yet fewer than half of children ages 6 to 11 meet that recommendation. Recess is scheduled outside of class time and allows students to engage in physical and social activities of their choice. The National Association for Sport & Physical Exercise (NASPE) recommends that all elementary school students have at least 20 minutes of recess each day. Short physical activity breaks, such as those offered during recess, have been shown to enhance cognitive performance and improve learning. This brief summarizes the growing body of research examining recess, which shows that providing recess during the school day is an effective and efficient way to increase physical activity and improve academic performance among children. Key research results include: (1) Providing recess breaks throughout the day can improve students' classroom behavior and attentiveness; (2) Children can accumulate up to 40 percent of their total daily physical activity during recess; and (3) There are many effective strategies for increasing children's levels of physical activity during recess. (Contains 1 figure and 33 endnotes.)
Education in Germany. Bulletin, 1919, No. 21
Author: Kandel, I. L.
Date: 1919-00-00
Type: Historical Materials
Subjects: Foreign Countries,State Church Separation,Educational Development,Secondary School Teachers,Teacher Education,Elementary Secondary Education,Educational Change,Educational Philosophy,Social Change

The development of education in Germany during the past two years must necessarily remain obscure until the sources of direct information are again opened up. From extracts and references here and there the educational situation does not appear to have been very happy, and, if reports such as the ones cited in this bulletin may be trusted, the machinery so carefully built up seems to have failed at the crisis. This bulletin discusses education in Germany. The contents include: (1) General tendencies; (2) Secondary education; (3) Training of secondary school-teachers; and (4) Separation of church and State. (Contains 7 footnotes.) [Best copy available has been provided.]
A Survey of Higher Education, 1916-1918. Bulletin, 1919, No. 22
Author: Capen, Samuel P.
Date: 1919-00-00
Type: Historical Materials
Subjects: Higher Education,Academic Freedom,Freedom of Speech,Engineering Education,Land Grant Universities,Two Year Colleges,Scholarships,National Security,Educational History,War,Standards,Accounting,Professional Associations,Surveys,Courts,Retirement Benefits,Health Insurance,Federal Legislation,Armed Forces,Military Service,Advisory Committees,Technology,College Faculty

The year 1916-17 undoubtedly marks the close of an important epoch in the history of higher education in the United States. It is impossible to foretell as yet what changes will be wrought in the purposes, methods, and control of higher institutions by the war. But the events mentioned in the closing sections in this review have interrupted the old order, have to such an extent broken up the mold of academic thought, that the calm resumption of the processes and ideas of the past decade is unthinkable. It may therefore be worth while to consider very briefly what have been the main tendencies and achievements in the field of higher education during the past 25 years. This bulletin reviews the higher education from 1916 to 1918. The contents are divided into two parts. Part 1 contains: (1) Higher education in the period preceding the war: Standardizing agencies; (2) The junior college; (3) Fifty years of the land-grant colleges; (4) A new association, the American Association of University Instructors in Accounting; (5) University surveys and the survey movement; (6) The Supreme Court of Massachusetts sets aside the Harvard-Technology agreement; (7) The Rhodes scholarships; (8) The Carnegie pension and insurance schemes; (9) Academic freedom of speech; (10) Two State institutions attacked; (11) Special legislation touching higher education; and (12) Americanization. Part II contains: (1) The college and the war: Problems raised by the war; (2) Training and the effective organization of training agencies for national service; (3) University committee of the advisory commission of the Council of National Defense; (4) Independent action by colleges in preparation for war service; (5) Students and the draft; (6) Further efforts to secure Federal direction of civilian training agencies; (7) Committee on the relation of engineering schools to the Government; (8) Emergency (American) Council on Education; and (9) Committee on education and special training of the War Department. (Individual sections contain footnotes.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1919, No. 23
Author: Department of the Interior, Bureau of Education (ED)
Date: 1919-04-00
Type: Historical Materials
Subjects: Business Education,Immigrants,Professional Education,Child Welfare,Agricultural Education,Teaching Methods,Elementary Secondary Education,Kindergarten,Rural Education,Professional Recognition,Educational Change,Teacher Education,Periodicals,Educational Psychology,Professional Associations,Educational Practices,Educational Theories,Social Development,Architecture,School Buildings,Civics,Acculturation,Career Guidance,Vocational Education,Veterans,Military Personnel,Womens Education,Deafness,Disabilities,Special Needs Students,Extension Education,Special Education,Physical Education,Religious Education,Libraries,Higher Education,National Surveys,Educational Testing,Hygiene,Sanitation,Gardening

This bulletin comprises a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of its publication. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational reconstruction; (5) Educational theory and practice; (6) Educational psychology: Child study; (7) Educational tests and measurements; (8) Special methods of instruction; (9) Special subjects of curriculum; (10) Kindergarten and primary school; (11) Rural education; (12) Secondary education; (13) Teachers: Training and professional status; (14) Higher education; (15) School administration; (16) School management; (17) School hygiene and sanitation; (18) Physical training; (19) Social aspects of education; (20) Child welfare; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Agricultural education; (25) School gardens; (26) Commercial education; (27) Civic education; (28) Americanization of immigrants; (29) Reeducation of war invalids; (30) Education of soldiers; (31) Education of women; (32) Education of deaf; (33) Exceptional children; (34) Education extension; (35) Libraries and reading; and (36) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Educational Work of the Boy Scouts. Bulletin, 1919, No. 24
Author: Barclay, Lorne W.
Date: 1919-00-00
Type: Historical Materials
Subjects: Altruism,Males,Delinquency,Youth Programs,Clubs,Child Development,Values Education,Democratic Values,Leadership,Public Schools,Elementary Secondary Education,Higher Education,Federal Government,Guides,Libraries,Films,War,Military Training

Scouting has been described as the process of making real boys into real men by a real program that works. This program is adapted to the boy's leisure hours, but its principles are the kind that permeate every phase of his life, becoming part and parcel of himself. Character development is the keynote of scouting. By precept and practice it instills ideals of courage and honor, cheerfulness and kindness, loyalty and obedience, cleanliness of mind and body, faithfulness to duty, devotion to country, reverence to God. By his oath the scout pledges himself to "help other people at all times," to keep himself "physically strong, mentally awake, morally straight." Contents of this bulletin include: (1) The scout movement; (2) Democratic character of the movement; (3) Nonsectarian and nonpartisan; (4) Scout leaders; (5) The plastic age; (6) Growth and extent of the movement; (7) Scouting and education; (8) The scout program; (9) Scouting and the public schools; (10) Scouting courses in colleges and universities; (11) The department of education; (12) Scout handbooks, etc.; (13) The library department; (14) Scouting and the movies; (15) Scouting and war service; (16) Scouting and juvenile delinquency; and (17) Scouting and soldier making. [Best copy available has been provided.]
Vocational Education. Bulletin, 1919, No. 25
Author: Bawden, William T.
Date: 1919-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Vocational Education,Educational Trends,Federal Legislation,Educational Legislation,Public Agencies,Military Training,Allied Health Occupations Education,Junior High Schools,Secondary Education,Criticism,Conferences (Gatherings),Adult Vocational Education,Vocational Education Teachers,Federal Programs,Educational Policy,State Policy,Politics of Education,Standards,Teacher Education,Teacher Certification,Guidelines,Agricultural Education,Federal Aid,Prevocational Education,Hospitals,Educational Change,Industrial Training,Labor Force Development,Manufacturing Industry,Veterans Education,Vocational Rehabilitation,Continuation Students,Dropout Programs,Cooperative Education

The two years under review constitute a period of unprecedented progress in vocational education, since it is probably conservative to say that the tangible results accomplished equal those of any decade preceding. There are important factors in this development. To mention a few, they include: (1) Most important of all has been the culmination of a 10 years campaign for securing Federal aid for vocational education; (2) Second in importance only to the activities under the Smith-Hughes Act has been the gigantic experiment in industrial education; (3) The Emergency Fleet Corporation of the United States Shipping Board developed a unique and comprehensive plan for greatly increasing the available supply of skilled mechanics for the shipyards; (4) Important contributions were also made by a number of other government and other agencies; (5) During the past two years there has been an unprecedented reliance upon the machinery of popular education for the accomplishment of undertakings of the gravest importance, not to this Nation only but to the world; (6) There has been an observable increase in both the amount and the proportion of attention given to the problems of vocational education in public discussion; and (7) This widespread popular interest in educational matters has been accompanied by a new and more critical appraisement of school programs. Topics covered in this bulletin include: (1) Important factors of progress; (2) The Federal Board for Vocational Education; (3) The Students' Army Training Corps; (4) Vocational training in Army hospitals; (5) Special training in the shipbuilding industry; (6) Vocational education in the Navy; (7) Conferences on special phases of Industrial education; (8) The continuation school; (9) Prevocational education the junior high school; (10) Manual training in secondary schools receives new impetus; and (11) Criticism examined. (Contains 10 footnotes.) [Best copy available has been provided.]
The United States School Garden Army. Bulletin, 1919, No. 26
Author: Francis, J. H.
Date: 1919-00-00
Type: Historical Materials
Subjects: Educational History,War,Educational Environment,School Activities,Agricultural Production,Federal Aid,School Community Relationship,Federal Programs,Gardening,Food,Nutrition Instruction,Agricultural Skills,Program Descriptions,Financial Support,After School Programs,Citizen Participation,Elementary Secondary Education,Parent Participation,Community Involvement

The name of the United States School Garden Army was adopted in March, 1918. The work of the organization is an expansion of work undertaken by the Bureau of Education in 1914. The scale upon which it was done was limited by the finances that could be secured for it. The acute demand for food production growing out of the war conditions made expansion possible. Commissioner of Education P. P. Claxton sent a letter to Honorable Franklin K. Lane, Secretary of the Interior. He stated that for several years the Bureau of Education has been developing slowly, with a small appropriation, a plan of school-directed home gardening in cities, towns, villages, and suburban communities which has proved so effective, both for education and for food production, that he feels it to be almost imperative that it be put into operation at once in all parts of the country as one means of meeting the food emergency which now exists and will probably continue to exist for two or three years at least. The plan consists in enlisting boys and girls between the ages of 9 or 10 and 14 or 15 in systematic garden work for food production on such plats of ground as can be bad for this purpose near their homes, on back yards, side yards, and vacant lots and then providing teacher-directors for them at the rate of one teacher-director for each group of from 100 to 150 garden workers. Parents and older brothers and sisters are induced to cooperate with the children whenever this is possible. Following this letter, and upon the request of Secretary Lane, President Wilson appropriated $50,000 from the National Security and Defense Fund to promote school and school-supervised home gardening among the school children of America residing in cities, towns, and villages. Up to this time the field had been practically untouched by any governmental agency. In a few cities throughout the country, garden work had been undertaken by the schools and by civic organizations, but these instances were few in number. [Best copy available has been provided.]
Recent Progress in Negro Education. Bulletin, 1919, No. 27
Author: Jones, Thomas Jesse
Date: 1919-00-00
Type: Historical Materials
Subjects: Educational Policy,African American Education,State Departments of Education,Trade and Industrial Teachers,State Supervisors,Teacher Salaries,Educational History,Educational Environment,Educational Facilities,Public Schools,Conferences (Gatherings),Philanthropic Foundations,Private Financial Support,Private Schools,Religious Organizations,Vocational Education,African American Teachers,Publications,Racial Segregation,School Segregation,Disadvantaged Schools,Rural Schools,State Policy,Politics of Education,War,County School Districts,Teacher Education,Vocational Education Teachers,Itinerant Teachers,Adult Education,Rural Education,Whites,Educational Finance,School Buildings,School Construction,Small Schools,One Teacher Schools,School Administration,Federal Programs,Enrollment,Attendance,Migration Patterns,Land Grant Universities,African American History

The past year has witnessed considerable progress in the field of Negro education, despite adverse conditions brought about by the war. Probably the most significant event of the year was the appointment in Texas of a State supervisor of rural Negro schools, whose salary and expenses are paid entirely by the State. Short terms, poor schoolhouses, and low salaries continue to hamper the works of the public schools, but the problem of Negro education has been called to the attention of the white South by the recent exodus of Negroes from that section, and some improvement has already been made. While there has been a considerable increase in the actual amounts appropriated by the Southern States for salaries of colored teachers, the Negroes still receive no greater proportion of the sums expended for teachers' salaries. The official reports of State superintendents of public instruction show that these officials are trying to increase the school facilities for Negroes and are calling the attention of the public to the matter. During the year, bulletins and leaflets dealing with various phases of Negro education have been published by State departments of education. Following an introductory statement, this bulletin covers the following topics: (1) State supervisors; (2) Jeanes industrial teachers; (3) County training schools; (4) Rosenwald schools; (5) Phelps-Stokes fund; (6) Public school facilities; (7) Recent publications; (8) Educational meetings; (9) Church boards; and (10) Private and denominational schools. [Best copy available has been provided.]
Educational Periodicals during the Nineteenth Century. Bulletin, 1919, No. 28
Author: Davis, Sheldon Emmor
Date: 1919-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Periodicals,Public Schools,Educational Research,Teaching Methods,Educational Strategies,Educational Practices,Teacher Improvement,Teacher Education,Annotated Bibliographies,Local Issues,Intellectual Disciplines,Educational Trends,Financial Support,Authors,Publishing Industry,Educational Resources,Educational Policy,Teaching (Occupation),State Policy,Educational Legislation,State Programs,Teacher Associations,Conferences (Gatherings),Higher Education,Journalism,Educational Administration,Educational Finance,Educational Facilities,United States History,European History,Role of Education,Public Education,Womens Education

This study includes consideration of periodicals for the promotion of public school education, those which deal with the history or scientific study of education, or the technique of schoolroom work, improvement of teachers and general school news. The principal source of information, fully indicated in the bibliography, has been the periodicals themselves, of which about 1,400 volumes have been examined, two-thirds of this number being studied in detail. Following an introduction, the following chapters are included: (1) Antecedents and beginnings; (2) The function of educational periodicals; (3) School journals specialized to meet local needs; (4) Editors and contributors; (5) Specialization of content; (6) A study of content; (7) A study of circulation; (8) Sources and character of support; and (9) Summary and present tendencies. A list of educational periodicals, a Bibliography, and a list of educational periodicals published in May, 1917 are included. (Contains 14 tables. Individual chapters contain footnotes.) [Best copy available has been provided.]
Schools of Scandinavia, Finland and Holland. Bulletin, 1919, No. 29
Author: Pearson, Peter H.
Date: 1919-00-00
Type: Historical Materials
Subjects: Foreign Countries,Elementary Secondary Education,Middle Schools,Adult Education,Higher Education,War,Gardening,Welfare Services,Retirement Benefits,Folk Schools,Teacher Education,Teacher Salaries,Religious Education,Health,Educational Trends,Educational Philosophy,Trend Analysis,Social Status

This bulletin on the schools of Scandinavia, Finland, and Holland covers the following topics: (1) The war in its effects on the schools of Scandinavia; (2) Norway: General characteristics of the school system; School gardens; School welfare activities: Speech forms in the schools; Teachers' pensions; War conditions and the schools; Present trend in educational thought and school legislation; (3) Sweden: General view of the educational system; Care of the pupils' health; Religious instruction in the elementary schools; Studies of the home locality; Development of the communal middle school; Obligatory continuation school; Educational activities apart from the schools; (4) Denmark: General survey of the educational system; National Polytechnic Institute; The people's high school; School  excursions; Teachers' training, salaries, and status; Articulation between primary and secondary schools; (5) Holland; (6) The schools of Finland; (7) Education in Iceland (by Holmfridur Armadottir). Individual sections contain references. (Contains 17 footnotes.) [Best copy available has been provided.]
The American Spirit in Education. Bulletin, 1919, No. 30
Author: Mann, C. R.
Date: 1919-00-00
Type: Historical Materials
Subjects: Technical Education,United States History,Foreign Countries,Educational History,Educational Philosophy,Industrial Education,Apprenticeships,Industry,Vocational Education,Transportation,Agricultural Education,Federal Aid,Engineering Education,Land Grant Universities,Military Service,Military Training,Reading,Clubs

America inherited most of the content, form, and spirit of the education of its schools from Europe; but from Colonial times until now there has been an ever-increasing tendency to adapt these more closely to the needs of life in America and to the American spirit of service. This tendency has been given unusual impetus by the exigencies of war through which the United States has just passed and of readjustment through which its citizens are now passing. The present and the immediate future therefore seem to offer an opportunity,which should not be neglected, to unify the life and work and education of America more completely and more vitally than has ever before been possible. The results of a study of the American spirit in education, embodied in this bulletin, covers the following topics: (1) Benjamin Franklin, the prophet of American education; (2) The apprentice days; (3) Journeyman's estate; (4) Industrial reorganization; (5) The foundation of technical education; (6) The development of technical education; and (7) The future of American education. [Best copy available has been provided.]