ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Education and Development Study in Mathematics (TEDS-M): Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics. Conceptual Framework
Author: Tatto, Maria Teresa
Date: 2008-00-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Teacher Educators,Teacher Education Programs,Research Projects,Educational Research,Research Design,Educational Policy,Teacher Education Curriculum,Student Costs,Outcomes of Education,Questionnaires,Beliefs,Educational Opportunities,Pedagogical Content Knowledge,Readiness,Data Analysis,Information Dissemination,Foreign Countries

Over the last 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has conducted more than 23 large-scale comparative studies of student achievement. The work associated with teacher preparation as well as experience gained in many of IEA's studies, such as TIMSS, led to a request from members of the organization for an in-depth investigation of teacher preparation and training, particularly in terms of the subject area of mathematics. This document provides the framework and specifications for the first IEA study of teacher preparation and training of primary and lower secondary mathematics teachers. The framework outlines a comprehensive approach to investigating and understanding teacher preparation around the world and includes an attempt to understand how national policies and institutional practices influence the outcomes of beginning teachers. This focus on what beginning teachers know and can do makes this study the first of its kind. The overall study has three overlapping components: (1) Component I: Studies of teacher education policy, schooling, and social contexts at the national level; (2) Component II: Studies of primary and lower secondary mathematics teacher education routes, institutions, programs, standards, and expectations for teacher learning; and (3) Component III: Studies of the mathematics and related teaching knowledge of future primary and lower secondary school mathematics teachers. The key research questions for the study focus on the relationships between these components, such as relationships between teacher education policies, institutional practices, and future teacher outcomes. Appended are: (1) Study Design and Data Sources; (2) Item Samples; (3) Expert Panel Meetings; and (4) List of National Research Centers Participating in TEDS-M. (Contains 1 figure, 17 tables, 4 boxes, and 14 footnotes.) [This paper was written with contributions from William Schmidt, Kiril Bankov, Michael Rodriguez, Martin Carnoy, Richard Houang, Lee Cogan, Lynn Paine, and Eduardo Rodrigues.]
Educational Directory, 1936. Bulletin, 1936, No. 1
Author: United States Department of the Interior, Office of Education (ED)
Date: 1936-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Directories,Administrators,Public Officials,Federal Government,Educational Administration,State Government,State Departments of Education,State Officials,Research Directors,School Administration,Public Schools,County School Districts,Central Office Administrators,School Districts,Urban Schools,School Business Officials,School Health Services,Superintendents,Elementary Secondary Education,Early Childhood Education,Private Education,Catholic Schools,Higher Education,Two Year Colleges,Accreditation (Institutions),College Administration,College Presidents,Deans,Departments,Professional Education,Teacher Education,Schools of Education,State Schools,Summer Schools,Evening Programs,Special Education,Vocational Education,Extension Education,Adult Education,Womens Education,African American Education,Black Colleges,American Indian Education,Libraries,Library Associations,Library Education,Organizations (Groups),Philanthropic Foundations,Governing Boards,Religious Organizations,Jews,International Organizations,International Education,Parent Associations,Teacher Associations,Educational Research

This 1936 educational directory published by the Office of Education contains four parts. Part I, &quot;State and County School Officers,&quot; contains: (1) Principal State school officers; and (2) County and other local superintendents of schools. Part II, &quot;Principal City School Officers and Catholic Parochial School Superintendents,&quot; contains: (1) Principal city school officers; and (2) Superintendents of Catholic parochial schools. Part III contains: &quot;Colleges and Universities, Including all Institutions of Higher Education.&quot; Part IV, &quot;Educational Associations and Directories,&quot; contains: (1) American associations--Educational, civic, and learned; (2) Educational boards and foundations; (3) Jewish educational organizations; (4) Church educational boards; (5) International educational associations and foundations; (6) National Congress of Parents and Teachers; (7) Executive officers of State library commissions; (8) State library associations; and (9) Educational directories. Individual sections contain footnotes. [Best copy available has been provided.]
Junior Colleges. Bulletin, 1936, No. 3
Author: Greenleaf, Walter J.
Date: 1936-00-00
Type: Historical Materials
Subjects: Educational Finance,Educational Administration,Public Colleges,Secondary Schools,Two Year Colleges,Curriculum,Private Colleges,Church Related Colleges,Educational History,Institutional Characteristics,College Faculty,Enrollment Trends,College Graduates,Dormitories,Academic Degrees,Summer Programs,Tuition,Fees,Costs

The purpose of this study is to provide in readily accessible, compact form information concerning the junior colleges as they now exist; to record some of the important changes that have taken place in the status of these institutions since their creation; and to furnish data on each of the junior colleges that will be helpful to students who are selecting a 2-year college and who may or may not plan further work in higher education. For convenience, the study is arranged in two parts. General considerations and observations about the junior colleges are collected and discussed under part I, in an effort to prepare a background for the more detailed analysis in part II. In this section material is gathered together to answer such questions as: What is a junior college? What are publicly controlled junior colleges? What are privately controlled junior colleges? What former junior colleges have closed, merged, or have increased their offerings? What other institutions might be included in a junior-college study? What universities have created junior-college divisions with a dean in charge? To assist in answering some of these questions, data have been borrowed from part II. In part II, information is detailed for individual institutions and summarized by States, sections, and types of institutions. The data were obtained through a brief survey made during the fall of 1934 by the Office of Education, and concern in part establishment, control, student enrollments, graduates, and expenses for each junior college. A list of selected bibliography is included. Individual sections contain footnotes. (Contains 5 tables and 1 chart.) [Best copy available has been provided.]
State Provisions for Equalizing the Cost of Public Education. Bulletin, 1936, No. 4
Author: Covert, Timon
Date: 1936-00-00
Type: Historical Materials
Subjects: Educational Finance,Public Education,School Support,State Government,Costs,State Aid,Taxes,School Districts,Local Government,Resource Allocation,Educational Equity (Finance),Income,Grants

This study calls attention to the consistent manner in which State legal documents classify public education as a function of the State government and to the inconsistency between such legal classifications and the many cases of neglect on the part of States to provide adequately for public-school support. The data show that for the country as a whole State governments supply about a fourth of the fund used by public schools. Since 1900 the part supplied by the State governments has varied considerably, decreasing from 20.3 percent at that time rather regularly during each 5-year period to 16 percent in 1925. Since then it has been increasing, with a significant increase since 1930. As would be expected, there is a much wider range of variation in the percent of public-school revenue provided by individual States than in the percent provided by all States combined during the last 34 years. Two-thirds of the States provided a smaller percent in 1930 than they did in 1900; in 1934, however, the percentage was greater in three-fourths of the States than it was in 1930. This bulletin contains the following chapters: (1) Introduction; (2) Public Education Chiefly at State Expense; (3) Significance of Apportionment Methods; (4) Recent Increase in State Funds for Education and Methods of Apportioning the Increase; (5) States which Provide for School Support Chiefly by Local Taxation; (6) State and for Special Education Projects; and (7) Summary. (Contains 4 tables.) Individual chapters contain footnotes. [Best copy available has been provided.]
Bibliography of Research Studies in Education, 1934-1935. Bulletin, 1936, No. 5
Author: Gray, Ruth A.
Date: 1936-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Educational Research,Research Reports,Bibliographies,Doctoral Dissertations,Masters Theses,Teacher Researchers,College Faculty,Educational Environment,International Education,Teaching Methods,Curriculum Research,Curriculum Development,Intellectual Disciplines,Preschool Education,Kindergarten,Elementary Education,Secondary Education,Higher Education,Teacher Education,Teaching (Occupation),School Administration,Educational Administration,Special Needs Students,Special Education,Delinquency,Ethnic Groups,Libraries,Library Services,Reading Interests,Reading Materials,Biographies,Educational Theories,Educational Principles,School Organization,Educational Psychology,Child Development,Educational Testing,Psychological Testing,Gender Differences,Adult Education,Educational Finance,Educational Legislation,School Buildings,Educational Equipment,Educational Sociology,Urban Schools,African American Education,American Indian Education,Womens Education,Rural Education,Vocational Education

The Bibliography of Research Studies in Education covering the school year September 1934 through August 1935 is the ninth in the series. It lists 2,971 studies reported by 145 institutions, a number of which had not reported before. It contains a total of 384 doctors' dissertations, 2,368 masters' thesis, and 219 studies reported as faculty research. Two mimeographed bibliographies listing the research and investigations carried on by State departments of education and State educational associations, and research and investigations carried on by city school systems have been issued recently. The bibliography includes the several fields of education: Current educational conditions in the United States and in foreign countries, history of education, educational research, the building of the curriculum, the subjects of the Curriculum, education from preschool days through higher education, the training and status of teachers, school administration and management, the education of racial and exceptional groups, and various types of libraries and their use. Indexes of authors, subjects, and institutions and organizations are included. [Prepared in the Library Division of the Office of Education. Best copy available has been provided.]
Safeguarding Democracy through Adult Civic Education. Bulletin, 1936, No. 6
Author: Studebaker, J. W.
Date: 1936-00-00
Type: Historical Materials
Subjects: Citizenship Education,Democracy,Adult Education,Educational Development,Democratic Values,Educational Methods,Academic Freedom,Educational Change,Public Education

This bulletin is a compilation of a few recent addresses and papers presented by the United States Commissioner of Education. The Commissioner material pertains particularly to the public affairs forum movement. The publication is issued in order to further meet the many requests for information in this field. Included in this bulletin are the following addresses and papers: (1) Does Our Educational System Need Reorganizing?; (2) Education for Democracy; and (3) Making America Safe for Democracy. Individual sections contain footnote. [Best copy available has been provided.]
Instruction in Hygiene in Institutions of Higher Education. Bulletin, 1936, No. 7
Author: Rogers, James Frederick
Date: 1936-00-00
Type: Historical Materials
Subjects: Colleges,Hygiene,Health Education,College Students,Curriculum,Course Selection (Students),Required Courses,Schools of Education,Two Year Colleges,African American Students,School Segregation,Liberal Arts,Professional Education,Technical Education

The material offered in this publication furnishes a general picture of present practices in the presentation of information in hygiene to students in colleges and universities. At college age we are not done with problems of health and even if the subject were taught thorough in high school (which is rarely the case) there is much yet to be learned about personal hygiene and concerning our obligations for the health of others. This publication should be of interest to officials who have general direction of the curricula of colleges and universities and to  those in personal charge of instruction in hygiene in such institutions. The following contents are included: (1) Foreword; (2) Beginnings of health instruction; (3) Earlier surveys; (4) Health instruction in 1935-36; and (5) Review and comments. An appendix presenting a copy of the questionnaire used in this study is included. (Contains 9 footnotes.) [Best copy available has been provided.]
Testing Practices of High-School Teachers. Bulletin, 1936, No. 9
Author: Lee, J. Murray
Date: 1936-00-00
Type: Historical Materials
Subjects: Testing,Teachers,Standardized Tests,Principals,Evaluation Methods,Secondary School Teachers,High Schools,Test Construction,Test Items,Test Length,Teacher Attitudes,Teacher Role,Textbooks,Intelligence Tests

In order to make an intelligent advance in any school practice a knowledge of what schools are doing in that practice is almost indispensable, since a transition in procedures must be a growth from the one to the other. This bulletin gives this background of facts concerning the use of tests and examinations by the different subject departments in high schools. It considers these facts and makes suggestions for the improvement of the procedures found. The variations in testing practices among different departments are considerable, reflecting the types of standardized tests available in the different subjects, and the ability and interest of teachers in constructing and using different types of tests. This bulletin should be of value, first of all, to high-school principals, heads of departments, and progressive high-school teachers, since it describes testing practices in schools and makes suggestions for their improvement. It is hoped that it will be of use also to curriculum workers, to persons interested in devising tests for the secondary field, and to instructors in teacher-training institutions. Two appendices are included: (1) Selected references on testing on the secondary level; and (2) List of publishers of standardized tests on the secondary level. (Contains 19 tables and 2 footnotes.) [Best copy available has been provided.]
Scholarships and Fellowships Available at Institutions of Higher Education. Bulletin, 1936, No. 10
Author: Ratcliffe, Ella B.
Date: 1936-00-00
Type: Historical Materials
Subjects: Foreign Countries,National Surveys,School Statistics,Public Colleges,Private Colleges,Educational History,Student Financial Aid,Access to Education,Paying for College,Scholarship Funds,Student Costs,State Aid,Fellowships,Scholarships,Higher Education,Questionnaires,Urban Education,Urban Universities,Intellectual Disciplines,Veterans Education,Two Year Colleges,Undergraduate Students,Graduate Students,African American Students,Males,Females,Foreign Students,Study Abroad,Guides,Bibliographies,Student Loan Programs

This compilation of scholarships and fellowships is the second which has been made by the United States Office of Education. The first compilation was published in 1931 and treated the subject in a manner similar to that used in the present bulletin. Information of this type, however, needs frequent revision, as changes are constantly taking place in the form of student aid represented by scholarships and fellowships, existing funds undergoing modification, and new funds being created. This bulletin indicates institutions at which scholarships and fellowships are available and gives brief statistical data concerning them, except in the case of State scholarships for which there is given a brief resume of the legal provisions and institutional requirements for their award. The data for individual institutions contained in the tables in this bulletin were obtained by means of a questionnaire, a copy of which was sent to all the institutions of higher learning--1,662--listed in the Educational Directory (part III), 1935, of the Office of Education. Practically all of the larger institutions, both publicly and privately supported, answered the questionnaire. The bulletin is divided into six parts, as follows: (I) Summary of the statistical data contained in Parts II, III, IV, and V; (II) State Scholarships; (III) Scholarships and fellowships available at State-supported higher educational institutions, 1934-35; (IV) Scholarships and fellowships available at municipally supported institutions, 1934-35; and (V) Scholarships and fellowships available at privately endowed institutions, 1934-35. A copy of the questionnaire is appended. Individual sections contain footnotes. (Contains 14 tables.) [Best copy available has been provided.]
A Guide to Curriculum Adjustment for Mentally Retarded Children. Bulletin, 1936, No. 11
Author: Beaman, Florence N.
Date: 1936-00-00
Type: Guides - Non-Classroom
Subjects: Mental Retardation,Cognitive Development,Educational History,Curriculum Development,Individualized Instruction,Physical Health,Mental Health,Social Development,Academic Education,Science Education,Art Education,Vocational Education,Residential Schools,Special Schools,State Government,Government Role,Learning Activities,Mental Age

This handbook is a cooperative project, the outcome of a conference called by the United States Office of Education to consider the problems of curriculum adjustment for mentally retarded children. The members of the conference are the joint authors of this bulletin. In October 1934, 13 leaders in the education of retarded children, working in various parts of the country, were invited by the United States Commissioner of Education to come to Washington for a 3-day conference. The result of 3 days' work was a general outline of procedure, looking toward the publication of a handbook that might be helpful to all who are concerned with the adaptation of the curriculum needs of mentally retarded children. Each member of the conference accepted responsibility for the tentative development of one topic into a section which might ultimately be used as a chapter or part of a chapter. In May 1935 the group gathered again in Washington and for 2 days discussed their production. Numerous recommendations for revision were made, and editorial responsibility was assigned to the specialist in the education of exceptional children in the Office of Education. This bulletin represents, therefore, the best thinking of selected educators, psychologists, and psychiatrists who are deeply concerned for the welfare of children seriously below normal in intellectual capacity. The purpose of this bulletin is to present the fundamental principles involved, to point out desirable bases for the selection of curriculum content, to suggest a variety of activities in keeping with these bases of selection, and to illustrate how such activities can be coordinated into a unit of experience. Each chapter concludes with a list of suggested reading. Two appendixes present: (1) Suggested activities for unit on the home, outlined for children of preprimary mental development; and (2) An example of junior high school provisions for retarded pupils. Individual chapters contain footnotes. [Compiled and edited by Elise H. Martens. Best copy available has been provided.]
Public Education in Alaska. Bulletin, 1936, No. 12
Author: United States Department of the Interior, Office of Education (ED)
Date: 1936-00-00
Type: Historical Materials
Subjects: Minority Groups,American Indian Education,Scientific Research,School Districts,Public Education,Federal Government,Alaska Natives,United States History,Climate,Geographic Location,Cultural Influences,Whites,Indigenous Populations,Government Role,Educational Development,Schools,Foreign Countries,World History,Educational History,Wildlife,Business,Medical Services,Access to Education

Among areas governed by the United States, Alaska is unique in a number of ways; one of special interest to education officials and students is concerned with the maintenance within its borders of two publicly supported school systems--one by the Federal Government and one by the Territory. It was chiefly in the interest of the former that the author visited the Territory in the spring of 1931 to study and report on its condition and progress. For a period of more than 40 years preceding 1931, the Bureau of Education, now the Office of Education, was responsible for the education of the natives of Alaska. During 1930, plans were under consideration by the Commissioner of Education for certain reorganizations and adjustments in the school system, particularly curricular adjustments, and a personal visit of the staff member directly in charge was, therefore, arranged. Before their consummation, however, transfer of administrative functions concerned with the native schools was recommended by the Commissioner of Education and effected by the Secretary of the Interior. Administration of the schools under the auspices of the Office of Indian Affairs is now well under way. The time seems opportune, therefore, for this brief review of the initiation and development of the Federal school system under the direction of the Bureau of Education. The chief sources drawn upon in the compilation of this report are personal observation and a series of reports of the Commissioner of Education on education in Alaska and the development of the reindeer industry in that Territory. As the report of a unique development in education in the United States, this bulletin should be of interest to educators in general, but especially to that growing group of students engaged in scientific research and experimentation in the specialized problems, racial and educational, of native and minority groups the world over. A bibliography is included. (Contains 3 tables and 4 footnotes.) [Best copy available has been provided.]
A Step Forward for Adult Civic Education. Bulletin, 1936, No. 16
Author: United States Department of the Interior, Office of Education (ED)
Date: 1936-00-00
Type: Guides - General
Subjects: Citizenship Education,Public Education,State Universities,Adult Education,Civics,Democratic Values,Social Influences,Citizen Role,Leadership Responsibility,Advisory Committees,Community Involvement

The conviction that democratic government rests on an informed electorate was the basis for establishing a free public-school system and State universities. The swift changes in our social and economic life and the complex nature of modern problems require educational  facilities beyond the usual programs for children and youth. The agencies of public education now have the responsibility of assisting adult citizens in an organized quest for understanding of public affairs. The forum programs described in this publication offer a pattern by which the function of adult civic education may be developed. (Contains 9 footnotes.) [Best copy available has been provided.]