ethanporcaro/eric-fulltext-meta huggingface dataset:
Clinical Organization for Child Guidance within the Schools. Bulletin, 1939, No. 15
Author: Martens, Elise H.
Date: 1939-00-00
Type: Historical Materials
Subjects: Guidance Programs,Guidance,School Counseling,State Departments of Education,Counties,Urban Schools,College School Cooperation,School Health Services,Mental Health,Access to Health Care,Psychiatry,School Size

In May 1938 the Commissioner of Education invited to Washington a group of specialists who were actively engaged in work of a clinical nature, with particular relation to child-guidance programs in school systems. The purposes and findings of that conference are presented in Chapter VI of this bulletin. Among the services which the conferees requested that the Office of Education take under consideration was the preparation of material for publication describing the types of clinical organization for child guidance under way in communities and schools systems of various sizes. Such a publication, it was thought, might stimulate school administrators and other civic leaders, in communities in which no definite form of clinical organization as yet exists, to seek possibilities for service in this field. Moreover, by showing trends of organization to date, one may point out the direction which future development is likely to take. This bulletin is an attempt to meet the request of the conference. It presents illustrative practices found in some of the States, counties, and cities in which the principles of child guidance have taken deep root. It reflects the deliberations of the conferees as well as the data assembled by the Office of Education through the use of inquiry forms. It shows, first, certain organization plans followed on a State-wide or a county-wide basis; then proceeds to the efforts being made in small communities; next, to programs in cities of moderate size; and finally, to a consideration of the opportunities of a large city. A Guide to States, Counties, Cities, and Clinical Agencies Referred to in This Bulletin is provided. (Contains 61 footnotes.) [Best copy available has been provided.]
A Review of Educational Legislation, 1937 and 1938. Bulletin, 1939, No. 16
Author: Keesecker, Ward W.
Date: 1939-00-00
Type: Historical Materials
Subjects: School Administration,Public Education,Private Schools,Federal Legislation,Federal Aid,Textbooks,Teacher Retirement,Teacher Employment,Disabilities,Special Education,Student Transportation,School Safety,Curriculum,Higher Education,Tuition,Educational History,School Law,Educational Legislation,State Legislation,School Attendance Legislation,State Agencies,Educational Policy,State Policy,Policy Formation,Policy Analysis,Access to Education,Standards,Public Schools,Educational Administration,Educational Trends,Educational Finance,School Support,Costs,State Aid,Taxes,Public School Teachers,Teacher Salaries,Teacher Education,Teacher Certification,Compulsory Education,Attendance,County School Districts,State Boards of Education,School Districts,Elementary Secondary Education,Health Education,Child Health,School Health Services,Consolidated Schools,Rural Schools,Average Daily Attendance,Educational Facilities,School Organization,School Schedules

No argument would seem to be needed to prove that knowledge of contemporary legislation affecting education is of a practical advantage to every educational worker and to all citizens of representative government. Under our system it is the prerogative of a State legislature to overcome legal obstacles, or to set up new legal instruments for improving the administration of education. The purpose of this bulletin is to show the most outstanding examples and tendencies in 1937 and 1938 legislation affecting education in the United States. During this period legislature of each State held one or more sessions and enacted approximately 1,500 measures relating to education. This review is limited principally to outstanding tendencies and examples. The purpose of the review is first to determine what new and significant legislative developments are in process, and in what way they may affect the course of public education; and, secondly, to make available to school officers, teachers, and the public in general, up-to-date information on legislation affecting respective phases of education. The method of this review is intended to be narrative and also interpretative as to trends insofar as trends may be discerned within a 2-year period. It is hoped that the information contained in this bulletin will be of service to those who seek to improve the legal organization and functioning of our educational system. Chapters in the bulletin include: (1) State School Administration, Organization, and Functions; (2) Local School Administration, Consolidation, etc.; (3) State-Aid Programs; (4) School Revenue; (5) Curriculum; (6) Textbooks; (7) School Attendance; (8) Higher Education; (9) Teacher Training and Certification; (10) Teachers' Salaries; (11) Teacher Tenure and Employment; (12) Teacher Retirement; (13) Handicapped Children; (14) School Health and Safety; (15) Transportation and Tuition; (16) Private Schools; (17) Vocational and Adult Education; and (18) Federal Legislation Relating to Education. [Best copy available has been provided.]
Breaking New Ground: The Texas Historically Black Colleges and Universities Default Management Consortium
Author: Texas Guaranteed Student Loan Corporation
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Black Colleges,Consortia,Loan Default,Prevention,Student Loan Programs,Student Financial Aid,Institutional Cooperation,Career Planning,Academic Persistence,School Holding Power,Federal Legislation,Educational Legislation,Best Practices

In enacting the 1998 Amendments to the Higher Education Act of 1965, as amended, the Congress changed Section 435(a)(5) of the act to lift the exemption for cohort default rates that were established for Historically Black Colleges and Universities (HBCUs) and Tribally Controlled Colleges and Navajo Colleges in 1990. The new provisions became effective July 1, 1999. To maintain Title IV eligibility, HBCUs were required to meet three conditions, per Department of Education regulations: (1) Submitting a default management plan to be approved by the Secretary of Education; (2) Hiring an Independent Third Party Consultant (ITPC); and (3) Demonstrating improvement in default rates and successful implementation of the approved default management plan. In June 1999, with the statutory deadline for submitting approved default management plans quickly approaching, it became apparent that not all Texas HBCUs would be able to meet the July deadline. Under the leadership of Huston-Tillotson College, the affected HBCUs agreed to meet in Austin to establish a formal Consortium, the purpose of which was to pool their collective resources and experiences to ensure that all affected HBCUs met the deadline. The founding members of the Consortium included the following affected HBCUs: Huston-Tillotson College, Texas College, Wiley College, Paul Quinn College, Jarvis Christian College, and Southwestern Christian College. These colleges are primarily liberal arts, faith-based, degree-granting institutions. At the onset, members of the Consortium discovered that they shared multiple challenges in their respective efforts to meet the new requirements. These challenges included: (1) A lack of full campus support; (2) Training needs; (3) Changes in Administration; and (4) Changing Focus. In the summer of 2001, having met its primary objective, the Consortium agreed to expand its membership to include the remaining Texas HBCUs and broaden its focus to include student retention and career planning components. The invitation was accepted by Prairie View A&amp;M University. Moreover, the Consortium created two subcommittees to focus specifically on student retention and career planning, and invited the appropriate campus offices to send representatives to Consortium meetings. Using this partnership and with the support of TG and the lending community, each participating HBCU successfully reduced its cohort rate.
The Role of Work and Loans in Paying for an Undergraduate Education: Observations from the 2003-2004 National Postsecondary Student Aid Study (NPSAS)
Author: McMillion, Robin
Date: 2005-11-00
Type: Numerical/Quantitative Data
Subjects: Educational Policy,Student Financial Aid,Federal Aid,Undergraduate Study,Income,Human Capital,Paying for College,Undergraduate Students,Costs,Federal Government,Student Employment,Student Loan Programs,Grants,Higher Education,Low Income Groups,Debt (Financial),Academic Persistence

The signing of the Higher Education Act (HEA) in 1965 by President Lyndon Johnson marked the beginning of the federal government's explicit commitment to equalizing college opportunities for needy students. Since then, however, two trends have developed which are running at cross purposes to each other. The first is the emergence, shortly after the signing of the HEA, of the human capital economy, in which human knowledge, skills, and abilities began to surpass physical labor in importance to the prosperity of both the individual and society. The second trend, which began to emerge in the early 1980s, is the decrease in affordability of higher education. As a result of an increase in costs, and a decrease in state and federal commitment to higher education, the cost of college has increasingly shifted from taxpayers to students and their families. Students from high-income families have been less adversely affected by this, but for students from low-income backgrounds, paying for college with family resources is not an option. For the expenses not covered by grants, their only recourse is work, loans, or some combination of the two. In celebration of the 40th anniversary of the signing of the HEA, and in keeping with our vision to be the premier source of information to help students and families realize their educational dreams, TG has studied the role of work and loans in paying for an undergraduate education today. Data from the U.S. Department of Education's 2004 National Postsecondary Student Aid Study (NPSAS) and other sources indicate that 78 percent of undergraduates in the U.S. work while enrolled in school and 34 percent work full-time, with an average of 30 hours worked per week by those who work. Yet working long hours is the least likely method to result in academic success. Compared to students who work fewer than 15 hours per week, students who work full-time are less likely to attend a four-year school (68 percent vs. 34 percent), less likely to attend full-time (63 percent vs. 22 percent), less likely to remain in school at least three years (77 percent vs. 34 percent), and less likely to receive a bachelor's degree in six years (57 percent vs. 8 percent). Loans also play a significant role in paying for college, but cannot be expected to cover the widening gap between costs and grant aid for low-income students without repercussions, especially for students who are unsure if they will succeed and who are therefore reluctant to take on large debts. A bibliography is included. (Contains 12 tables, 22 figures and 85 endnotes.)
Literacy and the Australian Curriculum: Mixed Messages, but Ones That Are Hard to Shake
Author: Lu, Weijia
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Change,Critical Literacy,Literacy,Curriculum Design,Curriculum Evaluation

The Australian Curriculum has extensive references to literacy. It appears as not only a core strand within English, but also as a General Capability for the Curriculum as a whole. Such considerable focus leads to the question of what literacy actually means within such a context, and this paper aims to better understand the conceptualising of literacy presented in the rhetoric of the Curriculum. Beginning with a discussion of conceptualisations of literacy within education systems, we then focus on approaches to understand curriculum as a foundation for examining the discourse of literacy within the Curriculum. We then conclude by interrogating inconsistencies between these claimed and suggested messages. We find that the &quot;claimed&quot; message of the Curriculum is one emphasising a functional approach to literacy, with less direct (but nevertheless clear) references to the importance of developing a critical perspective. An emphasis on basic literacy, however, becomes very evident in the &quot;suggested&quot; messages underlying literacy within the Curriculum. Such findings resonate with other literature on the retreat from critical and other forms of literacy within current curricular reforms. This is a trend that we see continuing within the Australian Curriculum, despite being an ostensibly progressive text.
Multivariate Analysis of Student Loan Defaulters at Prairie View A&amp;M University
Author: Barone, Sandra
Date: 2006-12-00
Type: Reports - Research
Subjects: Class Rank,Federal Programs,Student Loan Programs,Probability,Multivariate Analysis,Undergraduate Students,Family Characteristics,Family Income,Time to Degree,Predictor Variables,College Preparation,College Readiness,Student Financial Aid,Academic Advising,Educational Attainment,Academic Persistence,Regression (Statistics),Student Characteristics,Loan Default,Loan Repayment

This study examines the default behavior of 3,325 undergraduate student borrowers who attended Prairie View A&amp;M University (PVAMU) and entered repayment on their TG-guaranteed Federal Family Education Loan Program (FFELP) loans between October 1, 2000 and September 30, 2002 (fiscal years 2001-2002). Using the Department of Education's official cohort default rate formula, 624 borrowers, or 18.8 percent, were in default. The study uses a statistical technique called multiple logistic regression to analyze the effects of individual student and family characteristics on the probability of default, while controlling for the effects of the other variables in the analysis. For students at PVAMU, success in college is the key to preventing student loan defaults. The three measures of success included in the final model: 1) persisting in college beyond the freshman year, 2) performing well while at the university, and 3) obtaining a degree, are all extremely important in decreasing a student's likelihood of default. These results suggest that expanding or intensifying campus-wide efforts to increase retention rates and providing both financial aid and academic counseling to students who perform poorly academically may be the most effective default aversion strategy for PVAMU. These college success variables provide almost all of the predictive power in the final model. However, the study finds that even after controlling for a student's success at PVAMU, a student's high school preparation and family income also have significant relationships to a student's probability of default. The students who are the least prepared academically (as measured by high school class rank percentile) and those who have the fewest financial resources (as measured by expected family contribution) are the most likely to default on their student loans (and the least likely to obtain a college degree). These students may require additional assistance in order to successfully transition to college life and will continue to need counseling and support in order to remain in s and complete their degrees. Appended are: (1) Sample Definition and Variable Descriptions; and (2) Standard Errors and Confidence Intervals. A bibliography is included. (Contains 2 tables and 14 footnotes.)
Locating My Teaching of Gender in Early Childhood Education Teacher Education within the Wider Discourse of Feminist Pedagogy and Poststructuralist Theory
Author: Hogan, Vivienne
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Teacher Education,Early Childhood Education,Feminism,Student Teachers,Gender Issues,Teacher Education Programs,Teaching Methods,Social Theories,Sociology,Stereotypes,Social Justice

This article investigates how feminist pedagogy and poststructuralist theory can inform both teacher and student in the teaching and learning of gender in relation to teacher education. With reference to the author's own experience of teaching student teachers in early childhood education the article attempts to unravel the complex interface between learning and teaching when taking a deliberate feminist teaching position. The teaching of gender in this context is taught as part of a first year sociology paper which introduces students to feminist theory as a theoretical perspective on the family. The author's journeys reflects on how feminist and post-structuralist theory as a basis for teaching has both informed and unsettled the teaching/learning nexus in a teacher education programme.
First-Generation College Students: A Literature Review
Author: Tym, Carmen
Date: 2004-11-12
Type: Information Analyses
Subjects: First Generation College Students,Time to Degree,College Preparation,College Readiness,Intervention,Student Employment,Student Characteristics,Academic Persistence,Student Financial Aid,College Applicants

Research indicates that students whose parents did not attend college are more likely than their non first-generation counterparts to be less academically prepared for college, to have less knowledge of how to apply for college and for financial assistance, and to have more difficulty in acclimating themselves to college once they enroll. They are also more at risk for not completing a degree because they are more likely to delay enrollment after high school, to enroll in postsecondary education part-time, and to work full-time while enrolled. Targeted intervention efforts that reach out to first-generation students both before and during college can help mitigate the differences between first-generation and non first-generation students and can help colleges reach their goal of recruiting and retaining all students. A bibliography is included.
Dynamics of the Relationship between Student Teachers and Master Teachers within the Co-Teaching Model
Author: Grothe, Katherine
Date: 2013-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Master Teachers,Student Teachers,Interpersonal Relationship,Interaction,Experience,Team Teaching,Student Teaching,Urban Schools,High Schools,Secondary School Teachers,Phenomenology,Mixed Methods Research,Interviews,Observation,Surveys

Student teaching is a critical step in the process of becoming a teacher. Since its development over the past few decades, student teaching has become a requirement to attain a teaching credential in all fifty of the United States. Unfortunately, the relationship between student teachers and master teachers is frequently wrought with tension. This tension makes student teaching a frustrating experience for both parties, rather than an exciting time of shaping a novice teacher as he or she embarks upon a successful new teaching career. Recently, in an effort to improve upon traditional student teaching, the co-teaching model of teacher training has been developed. In this model, the student teacher and master teacher come alongside one another to plan, prepare, and teach classes together. The hope is that this new approach would help student teachers attain a higher level of success by providing them with more support as well as with opportunities to develop collaborative skills. However, the structure of co-teaching introduces a new interpersonal dynamic to the classroom. This dynamic contributes both strengths, such as heightened support for student teachers and their pupils, and weaknesses, such as increased planning requirements and decreased independence, to the student teacher-master teacher relationship. The following are appended to this document: (1) Monthly Survey; (2) Individual Interview Questions; (3) Group Interview Questions; (4) Research Information; and (5) Informed Consent Form. (Contains 12 tables.)
Indicators of Staff Efficacy in Seven Special Schools in the Sydney Region
Author: Vallance, Roger J.
Date: 2012-12-00
Type: Reports - Research
Subjects: Measures (Individuals),Catholic Schools,Special Schools,Foreign Countries,Self Efficacy,Prediction,Teacher Characteristics,Teacher Attitudes,Surveys,Special Needs Students,Teacher Motivation,Stress Variables,Job Satisfaction,Work Environment

Staff in Special Schools are seldom the focus of research, yet work with a student group some might consider demanding and stressful. Staff who work in Catholic special Schools are under-represented in the academic literature. The motivation and efficacy of Special School staff were studies in 7 Catholic Special Schools. These staff were observed to have high efficacy and high occupational commitment. Occupational commitment was highly predicted by affective domain variables and staff collective efficacy was predicted the scale variable Professional Vitality among staff and negatively associated with the scale variable Negative Staff Affect. (Contains 5 figures, 7 tables and 7 footnotes.)
Learning in Transformational Computer Games: Exploring Design Principles for a Nanotechnology Game
Author: Masek, Martin
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Social Environment,Video Technology,Computer Games,Scientific Principles,Design Preferences,Design Requirements,Educational Games,Educational Objectives,Instructional Design,Scientific Literacy,Computer Software,Game Theory

Transformational games are digital computer and video applications purposefully designed to create engaging and immersive learning environments for delivering specified learning goals, outcomes and experiences. The virtual world of a transformational game becomes the social environment within which learning occurs as an outcome of the complex interaction of persons and digital resources. Engaging individuals with learning in these societal situations means concepts and skills are connected to the context and remain a powerful tool for decision making and problem solving in the world. Yet, a range of barriers need to be overcome to make a game effective for its educational purpose. In this paper we discuss the learning and game design principles explored and used to develop a nanotechnology game. The game development experience is framed by a review of the educational theory informing our project and the questions that are driving our future research as we take the nanotechnology game into the classroom to investigate its impact on students' engagement with science. We propose that transformational will be an important component of the re-crafting of teaching and learning in the digital age and that the transformational potential of computer games can extend well beyond science and even schooling. (Contains 1 figure and 1 table.)