ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers' Perceptions of the Presentation of Language Skills in a Course Book
Author: Aydin, Selami
Date: 2012-00-00
Type: Journal Articles
Subjects: Measures (Individuals),English (Second Language),Language Skills,Speech Skills,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Questionnaires,Textbook Evaluation,Textbook Content,Textbook Research,Intermode Differences,Foreign Countries

The studies on English as a Foreign Language (EFL) course books have mainly focused on the presentation of language and communicative skills rather than teachers' perceptions of the presentation of those skills. Thus, this study aims to investigate how teachers perceive the presentation of main language skills in a course book. The sample group in the study consisted of 48 pre-service teachers of English, and a questionnaire aimed at measuring their perceptions of the presentation of language skills in the course book,&quot; Spot on 8.&quot; The data were used to provide a descriptive analysis to address the research question. The results indicated that pre-service teachers have largely positive perceptions of the presentation of main skills, whereas there exists some problems in terms of speaking skills. Appended to this document is a questionnaire of the perceptions of the presentation of language skills. (Contains 5 tables.)
It Can Be Done! Achieving a Healthy School Environment for Students
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Educational Environment,Physical Education,Physical Activities,Obesity

Childhood obesity is a major epidemic in this country and changes are not only wanted, but needed to ensure the healthy future of children. Overweight and obesity are the result of energy imbalance. That is, too few calories expended for the amount of calories consumed. Overweight and obesity can be influenced by modifiable behaviors, including physical activity and diet. The National Association for Sport and Physical Education (NASPE) and the American Beverage Association (ABA) are working hard to ensure that America's schoolchildren are learning about the importance of balancing &quot;calories in&quot; with &quot;calories out.&quot; This paper describes the following: (1) Components of a quality physical education program; (2) School beverage guidelines; and (3) Anti-obesity programs implemented by Hortonville Elementary, Middle and High Schools and Lower Purvis Elementary School. [This paper was co-created with the American Beverage Association.]
Instructional Framework for Fitness Education in Physical Education. Guidance Document
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: Physical Education,Physical Activities,Physical Fitness,Standards,Curriculum Development,Life Style,Nutrition,Benchmarking

The National Association for Sport and Physical Education's (NASPE) Fitness Education Project team gathered insights from professionals across the country who have worked on national and state physical education standards and district curriculum materials; from content and pedagogy specialists; and from current literature to provide what follows: a comprehensive Instructional Framework for Fitness Education in Physical Education (IFFEPE). The purpose of IFFEPE is to suggest what students should understand and be able to do at specific grade levels, focusing on helping students adopt a healthy lifestyle during the PreK to 16th years of education. The development of the IFFEPE assumes that a health-enhancing level of physical fitness is attainable for all students through regular engagement in moderate to vigorous physical activity, regardless of gender, age, ethnicity or cultural background. The IFFEPE is designed for all students. The content included in the IFFEPE was developed holistically; all areas are important and should be included in fitness education. Overall, this proposed IFFEPE should be integrated into an existing physical education curriculum with full or partial lessons that address the identified fitness content at individual grade levels.
The Scope & Sequence of Fitness Education for PreK-16 Programs: NASPE Fitness Education Project
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Physical Education,Physical Activities,Technical Assistance,Expertise,Physical Fitness,Elementary Secondary Education,Professional Development,Higher Education,Benchmarking,Nutrition,Nutrition Instruction,Health Education

In May 2006, the National Association for Sport and Physical Education (NASPE) received funding from the Centers for Disease Control and Prevention's (CDC) Division of Adolescent and School Health to improve the quality and quantity of physical education and physical activity programs across the United States. The cooperative agreement project provides professional development, technical assistance and resources to state and local education organizations to assist them in improving their physical education and physical activity programs. In 2009, after a competitive process, NASPE awarded funding to a team of content experts to develop a scope and sequence publication delineating what should be taught in fitness education to students in grades K-16. After an exhaustive analysis of existing resources and standards, the research team has completed this scope and sequence document. A glossary is included.
Eye Safety At-A-Glance: Protecting Your Child's Vision in Sports
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Safety,Safety Equipment,Injuries,Children,Human Body,Athletics,Vision,Child Health,Adults,Child Safety,Accident Prevention

Sports-related eye injuries are quite common, yet the number of children who use protective eyewear (safety glasses or goggles) is extremely low. More than 600,000 eye injuries related to sports occur each year, and approximately one-third of these injuries occur in children. When children participate in sports they not only increase their physical fitness and self esteem but they also learn about teamwork and self-discipline. However, not taking the proper safety precautions can be hazardous to a child's health. Only 15 percent of children reported wearing eye protection "always" or "most of the time" when participating in sports, hobbies, or other activities that could cause eye injuries. Yet, the majority of the eye injuries that occur in school-aged children are sports-related. This issue brief, published by The Vision Council, offers information on sports activities that have the potential for eye injury as well as helpful tips on how to protect children's eyes and adults'. (Contains 11 endnotes.) [This paper was co-created with The Vision Council.]
Through a Child's Eyes: A Parents' Guide to Improving Youth Sports
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Athletics,Parents,Parent Role,Questionnaires,Parent Attitudes,Models,Child Behavior

Parents are the key to improving youth sports for everyone. This self-test is provided to see if they are doing all they can to keep their children active in sports and receiving the benefits of sports participation. A list of resources is included.
Quality Physical Education. NASPE Resource Brief
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Physical Education,Program Evaluation,Student Evaluation,Instruction,Course Content,Academic Achievement,Resources,Educational Legislation,Federal Legislation

A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content, and student and program assessment. In addition, a quality physical education improves mental alertness, academic performance, and readiness and enthusiasm for learning in the nation's youth. This brief provides a list of resources for quality physical education.
Present Status of Music Instruction in Colleges and High Schools, 1919-20. Bulletin, 1921, No. 9
Author: Osbourne, McConathy
Date: 1921-00-00
Type: Historical Materials
Subjects: College Credits,Music Education,Questionnaires,Music,Music Teachers,National Surveys,Institutional Characteristics,Higher Education,High Schools,Singing,Music Activities,Musical Instruments,Admission Criteria

Early in the year 1919 a questionnaire was sent by the Bureau of Education to all the universities and colleges in the United States. A large proportion of replies was received, as 419 out of 585 institutions returned answered questionnaires. Most of the important institutions of learning are represented in the replies and in most cases we may assume that failure to reply meant that no music credits were given. Among the colleges which made no reply are a number which treat special subjects where music would have no place. A list of these institutions is given and shows that out of the 166 colleges failing to reply, at least 43 are colleges for special subjects. On the other hand, it is interesting to note that out of a total of 120 colleges for special subjects 33 replied that music was recognized. The questionnaire asks data on two special subjects, namely: (1) Data regarding entrance credit; and (2) Data regarding college credits. The results of the questionnaire justify the conclusion that the colleges and universities of the United States are taking an ever-increasing interest in the development of music as a social, cultural, and professional subject. (Contains 10 tables.) [Report of a study made under the direction of the United States Bureau of Education by a joint committee of the National Education Association, Music Teachers' National Association, and Music Supervisors' National Conference. Best copy available has been provided.]
The Visiting Teacher. Bulletin, 1921, No. 10
Author: Gleim, Sophia C.
Date: 1921-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Child Welfare,Social Services,Bibliographies,International Education,Educational Trends,Educational Policy,Child Neglect,Family Life,Pupil Personnel Services,Home Visits,Itinerant Teachers,Urban Areas,Disadvantaged,Private Sector,Case Records,Interviews,Surveys,Agency Cooperation,Family School Relationship,Rural Areas,Teacher Role,Special Needs Students,Immigrants,Teacher Education,Teacher Qualifications

One of the first attempts to provide education for neglected children was made in Germany in 1695 in a school founded by August Hermann Francke.  A century later a like effort was made in England, when "ragged" schools, supported by voluntary contributions of private organizations, were founded. These earlier schools were conducted by persons who had an intimate knowledge of the home life of the children and were prepared to adapt or supplement the classroom work so that their educational efforts would meet the needs of neglected children. English educators recognized the necessity of continuing this personal care after the education of children of all classes was provided at public expense. Children's care committees composed of public-spirited men and women were organized for cooperation with school officials in giving personal attention to children whose wholesome development was endangered by the ignorance, neglect, or destitution of their parents or guardians. Similar activities were undertaken by residents of social settlements in the United States. These volunteer workers have shown the need of such supplementary care and have developed methods and standards of work. Like other pioneer efforts of private associations for furthering the ideals of the schools, the work is now winning the support which promises to result in its general adoption as a part of the public-school system. The present investigation was undertaken for the purpose of discovering the extent of this tendency and for the gathering of information, which would show the functions and methods of work of this new school official. "Visiting Teacher and Home School Bibliography" is included in this bulletin. (Contains 58 footnotes.) [Best copy available has been provided.]
Pharmaceutical Education. Bulletin, 1921, No. 11
Author: Rudd,  Wortley F.
Date: 1921-00-00
Type: Historical Materials
Subjects: Organizations (Groups),Pharmaceutical Education,Pharmacy,Educational History,Educational Legislation,Conferences (Gatherings),College Faculty,Professional Associations,Periodicals,Social Attitudes,Courses

Any history of pharmaceutical education during the two years 1918 to 1920 would be wholly incomplete without a review of the influences, which have brought about the conditions during the period under consideration. In pharmacy, as in medicine and law, the preceptorial system largely prevailed for the first century of pharmacy in the United States. Previous to 1851 there were but 3 teaching schools of pharmacy in existence; and only one, the Philadelphia College of Pharmacy, had sufficient life to maintain itself as a bona fide educational institution. In 1873 there were 11 teaching institutions in active operation, located in Philadelphia, New York, Cincinnati, Baltimore, St. Louis, Boston, Chicago, Louisville, Washington, Nashville, and San Francisco, with an attendance of approximately 600 students. The organization of these schools was due largely to the educational stimulus disseminated by the American Pharmaceutical Association, which had been organized in 1852, and to the various State pharmaceutical associations which at that time were beginning to exert considerable influence. This paper covers the following topics: (1) The beginnings of pharmaceutical education; (2) The birth of prerequisite legislation; (3) Classes of pharmacy schools; (4) The American conference of pharmaceutical faculties; (5) The United States Pharmacopoeia and the National Formulary; (6) Journal of the American Pharmaceutical Association; (7) The Period of 1918-1920; (8) Attitude of the trade journals toward progress in pharmaceutical education; and (9) The 1920 United States Pharmacopoeial convention. (Contains 22 footnotes.)  [This paper was written in collaboration with P. F. Fackenthall. Best copy available has been provided.]
The Housing and Equipment of Kindergartens. Bulletin, 1921, No. 13
Author: Department of the Interior, Bureau of Education (ED)
Date: 1921-00-00
Type: Historical Materials
Subjects: Educational History,Kindergarten,Educational Facilities Design,School Buildings,Classroom Environment,Educational Equipment,Educational Trends,Guides,Guidelines,Structural Elements (Construction),Classroom Design,Educational Facilities Planning,Design Requirements,Furniture,Instructional Materials,Visual Aids,Playgrounds,Sanitation,Hygiene,Ventilation

In the last 8 or 10 years there has been unusual progress in the establishment of kindergartens in most of the cities and States, but still the kindergarten is a phase of school work less known than the work of the grades in the elementary schools. Many school officers and school architects lack information as to the character of rooms and buildings best suited for the use of the kindergarten and many of the kindergartners have need more complete information in regard to modern kindergarten equipment. To supply these needs, this bulletin has been prepared. This bulletin provides descriptions and illustrations of some kindergarten rooms and buildings of the best types and lists equipment used in some of the best kindergartens. (Contains 5 plates and 1 footnote.) [Best copy available has been provided.]
Education of the Deaf. Bulletin, 1921, No. 14
Author: Hall, Percival
Date: 1921-00-00
Type: Historical Materials
Subjects: Industrial Training,Compulsory Education,Day Schools,Deafness,Residential Schools,Hearing Impairments,Special Schools,Public Schools,Institutional Characteristics,Attendance Patterns,Class Size,Oral Communication Method,Teaching Methods,Vocational Education,School Buildings,Salaries,Retirement Benefits,Teacher Education,Financial Support,Communication Strategies,Adults,Military Personnel,Higher Education,Tests

Since the publication of Dr. E. A. Fay's article on the Progress of Education of the deaf in the Report of the Commissioner of Education for 1913 the number of public residential schools has not increased remaining at 64. The number of pupils however, has risen in this time from 10,837 to 11,103, the former number being 82 per cent of the pupils in 1912 and the latter numbers representing 80 per cent of all the deaf pupils under instruction in the United States in October 1919. The States of Delaware. New Hampshire, Wyoming and Nevada have not yet established special schools for deaf children but continue to provide for the education of their deaf children at public expense in other near-by States. The public residential schools continue to offer excellent care and supervision over the pupils both in and out of school. As a rule, they provide free tuition, laundry, and necessary medical attention to all the children throughout the school team of about nine months. They also provide industrial training of high grade in many cases and continue to offer from officers of the institution moral and religious instruction to all the pupils whose parents do not arrange for their children to have special sectarian religious instruction. The number of day schools for the deaf has now risen to 78, an increase of 8 since Dr. Fay's report. The number of pupils taught in these schools has increased from 1,773 to 2,010 or nearly 15 per cent of the total number under instruction. Progress is slowly being made in the classification of schools for the deaf as strictly educational institutions. This paper contains the following: (1) Number of schools and their forms of organization; (2) Status of the schools for the deaf; (3) Compulsory education; (4) School age; (5) Size of classes; (6) Oral teaching and the combined system; (7) Auricular instruction; (8) Industrial training; (9) Salaries; (10) Pensions; (11) Preparation of teachers; (12) New school plants; (13) Dual schools; (14) Methods of support; (15) Lip reading for the adult deaf; (16) Education of deaf soldiers and sailors; (17) Matters of special interest; (18) Meetings of educational organizations; (19) Higher education of the deaf; and (20) Mental and educational tests. (Contains 1 footnote.) [Best copy available has been provided.]
Medical Education 1918-1920. Bulletin, 1921, No. 15
Author: Colwell, N. P.
Date: 1921-00-00
Type: Historical Materials
Subjects: Medical Education,Medical Schools,Physicians,Educational History,War,Medicine,Educational Improvement,College Faculty,Enrollment,School Schedules,Hospitals,Internship Programs,Graduate Study,Specialization,Legal Responsibility,Knowledge Level,Sciences,Individual Characteristics

This bulletin on the status of medical education during 1918-1920 addresses the following topics: (1) Cooperation of the medical schools in war work; (2) Status of medical education in 1917; (3) Needs in medicine as revealed by the war; (4) Recent progress in medical education; (5) Medical teachers; (6) Limitation of enrollments; (7) Continuous sessions in medical schools; (8) Hospital internships (9) No dearth of physicians; (10) Graduate courses for the training of specialists; (11) Graduate courses for physicians; (12) Better legal control of the healing art; (13) Thousands of remedial agents; (14) Knowledge of fundamental sciences essential; (15) Essentials for those who treat the sick; (16) The universal requirement; and (17) A square deal for all. (Contains 2 tables and 2 footnotes.) [Best copy available has been provided.]
Special Features in the Education of the Blind during the Biennium, 1918-1920. Bulletin, 1921, No. 16
Author: Allen, Edward E.
Date: 1921-00-00
Type: Historical Materials
Subjects: Library Services,Psychological Studies,Blindness,Special Schools,War,Veterans,Braille,Educational Finance,Libraries,Books,Attendance Patterns,Day Schools,Visual Impairments,Evaluation Methods,Colleges,Labor Supply,Supply and Demand,Federal Legislation,Rehabilitation

The most notable events affecting the status of the blind within this biennium are: The arousing of the attention of society to the existence and needs of the handicapped; the labor shortage, which created many and new openings for their employment; and the Federal law providing, under certain conditions, for the rehabilitation of people injured in industry or otherwise. Other arresting events in the special field of the blind are: The final adoption of Braille as the uniform type to be used in their schools, and along with this the fivefold increase in the Government subsidy to the American Printing House for the Blind; the successful growth of the new movement for teaching certain partially seeing children by themselves, which is one of the outcomes of continued labors for preventing blindness; the widening interest in psychological research among school pupils, destined to lead to their reclassification and a modification of curricula; and finally the successful beginning of a college course of lectures and demonstrations for teachers and workers among the blind and the semisighted. The contents of this bulletin are as follows: (1) New interest in the blind; (2) The war blinded; (3) Uniform type and the increased subsidy for printing it; (4) Libraries for the blind; (5) Books about the blind; (6) Statistics of attendance; (7) Day schools for blind and for semisighted children; (8) Mental measurement and research; (9) The Harvard course in the education of the blind; and (10) Bibliography. [Best copy available has been provided.]
Educational Boards and Foundations, 1918-20. Bulletin, 1921, No. 17
Author: Evans, Henry R.
Date: 1921-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Philanthropic Foundations,Educational Research,Surveys,Whites,African American Education,Expenditures,Private Financial Support,Rural Schools,Medical Education,Public Health,Social Services,American Indian Education,Economically Disadvantaged,Nonprofit Organizations,Elementary Secondary Education,Higher Education,Retirement Benefits,Teacher Retirement,Insurance

The activities of the educational boards and foundations of the United States from July 1, 1918, to June 30, 1920, were varied and interesting. A number of important studies and surveys were made that throw light on educational problems of the highest importance to the Nation and State, which are briefly set forth in this bulletin. The following contents are included: (1) General Education Board; (2) Rockefeller Foundation; (3) Carnegie Foundation for the Advancement of Teaching; (4) Phelps-Stokes Fund; and (5) John F. Slater Fund. [Best copy available has been provided.]