ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Contributing to Financial Aid Administrators' Job Satisfaction: NASFAA 2008 Financial Aid Administrators' Job Satisfaction Survey Results
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid Officers,Administrators,Job Satisfaction,Work Environment,Surveys,Work Attitudes,Budgets,Salaries,Recognition (Achievement),Influences

In what kind of job environment are financial aid administrators (FAA) currently working? How satisfied are they with their jobs? What motivates them and what factors are considered morale dampers? How are financial aid (FA) functions viewed by campus' top administrators? Does FA get similar respect and appreciation from their campus peer offices in student services? Those are the main questions that prompted NASFAA's 2007 Institutional Program Management Committee (IPMC) and the 2007 Research Committee (RC) to conduct the 2008 Financial Aid Administrator Job Satisfaction Survey (FAAJSS). The 2008 Financial Aid Administrator Job Satisfaction Survey finds: (1) Over 98 percent of the respondents consider their work important to their students and the institutions; (2) Over 96 percent state that they are proud of their job in FA; (3) Over 86 percent report high personal satisfaction from their roles as FAA; (4) Over 80 percent are satisfied with their current position in FA; (5) About 77 percent consider that they are valued by their supervisors; (6) About 60 percent report that they thought the FA office is respected and valued by other offices on campus; (7) About 64 percent consider the level of stress experienced in a FA office is different from other offices; (8) Less than 50 percent felt that their campus senior administrators understand and appreciate the complexity of FA; (9) About 60 percent report that their offices are not adequately staffed; (10) About 63 percent consider their budgets are not adequate to provide needed services to their students; and (11) Proper workload outweighs salary, recognition, appreciation, and being valued in its importance to FAA job satisfaction. (Contains 11 figures.)
The Problem of Mathematics in Secondary Education. Bulletin, 1920, No. 1
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Advisory Committees,Secondary Education,Mathematics Instruction,Educational Change,Engineering,Trade and Industrial Education,Mathematics Education,Mathematics Skills

The Commission on the Reorganization of Secondary Education finds itself confronted with problems of great difficulty in recommending a reorganization of the mathematical studies of the secondary school. Antecedent to new courses, there should be an agreement among psychologists and educators such as has not yet been reached. It seems, therefore, that the best service that the commission can at this time render is to present an analysis of the situation. This report, therefore, is submitted primarily for the purpose of stimulating discussion. It is hoped that the practical suggestions will also serve to direct experimentation in planning new courses for secondary school students of the various types here recognized. Individual sections contain footnotes. [A Report of the Commission on the Reorganization of Secondary Education, appointed by the National Education Association. Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1920, No. 2
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-01-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,International Education,Professional Associations,Conferences (Gatherings),Biographies,Educational Environment,Educational Theories,Educational Practices,Educational Psychology,Child Development,Educational Testing,Teaching Methods,Elementary Schools,Scientific Research,Educational Research,Intellectual Disciplines,Curriculum,Kindergarten,Rural Education,Secondary Education,State Schools,Teacher Education,Postsecondary Education,Teacher Salaries,Teaching (Occupation),Higher Education,School Administration,Hygiene,Sanitation,Physical Education,Child Welfare,Agricultural Education,Educational Sociology,Religious Education,Values Education,Vocational Education,Home Economics Education,Business Education,Immigrants,Professional Education,Citizenship Education,Military Training,Veterans,Vocational Rehabilitation,Womens Education,Special Education,Special Needs Students,Extension Education,Libraries,Government Publications,School Health Services,Periodicals,Educational Finance,Educational Administration,Annotated Bibliographies

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 publication of each issue. This office can not supply the publications listed in this bulletin, other than those expressly designated as publications of the Bureau of Education. Books, pamphlets, and periodicals here 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. This bulletin contains the following: (1) Proceedings of associations; (2) Educational biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Educational tests and measurements; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Normal training; (13) Teachers' salaries and professional status; (14) Higher education; (15) Scientific research; (16) School administration; (17) School management; (18) School hygiene and sanitation; (19) Physical training; (20) Social aspects of education; (21) Child welfare; (22) Moral education; (23) Religious education; (24) Manual and vocational training; (25) Vocational guidance; (26) Agricultural education: Home economics; (27) Commercial education; (28) Professional education; (29) Civic education; (30) Americanization of Immigrants; (31) Military training; (32) Education of soldiers; (33) Re-education of war invalids; (34) Education of women; (35) Education of deaf; (36) Exceptional children; (37) Education extension; (38) Libraries and rending; and (39) Bureau of Education: Recent publications. [Compiled by the Library Division of the Bureau of Education. Best copy available has been provided.]
Private High Schools and Academies, 1917-18. Bulletin, 1920, No. 3
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Educational History,Private Schools,School Statistics,National Surveys,School Schedules,Secondary School Teachers,High School Students,Elementary School Students,Enrollment,Graduates,Military Training,Educational Facilities,Income,High Schools,Coeducation,Single Sex Schools,Males,Females,African American Education,Parochial Schools,College Bound Students,Noncollege Bound Students,Secondary School Curriculum,Academic Education,Vocational Education,Teacher Education

This bulletin presents the statistics of private high schools and academies from 1917-1918. This bulletin contains the following sections: (1) Schools; (2) Length of course and term; (3) Instructors; (4) Students; (5) Amount of schooling offered; (6) Graduates; (7) Military drill; (8) Property; (9) Income; (10) Four-year high schools; and (11) Statistical tables. (Contains 21 figures, 29 tables and 1 footnote.) [Prepared by the Statistical Division of the Bureau of Education. Best copy available has been provided.]
The Problem of Adult Education in Passaic, New Jersey. Bulletin, 1920, No. 4
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Adult Education,Illiteracy,Metropolitan Areas,Foreign Nationals,Census Figures,Evening Programs,Working Hours,Immigrants,Industry,English (Second Language),Second Language Learning,Social Problems,Place of Residence,Literacy Education,Employees

At the request of the Board of Education of the City of Passaic, New Jersey, the Bureau of Education recently made a comprehensive study of the problem of adult education in that city. The findings of this study are discussed in this bulletin. Since Passaic has a very large foreign population and a very large percentage of illiteracy, third among the cities of the United States in this respect according to the census of 1910, this report will be of value to all persons interested in the problems of Americanization and the teaching of illiterates. Individual sections contain footnotes. (Contains 1 map, 3 tables and 6 charts.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1920, No. 5
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-02-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Annotated Bibliographies,Biographies,Library Services,Educational Facilities Design,International Education,Educational Environment,Educational Theories,Educational Practices,Educational Psychology,Child Development,Educational Testing,Teaching Methods,Elementary Schools,Scientific Research,Educational Research,Intellectual Disciplines,Curriculum,Kindergarten,Rural Education,Secondary Education,State Schools,Teacher Education,Postsecondary Education,Teacher Salaries,Teaching (Occupation),Higher Education,School Administration,Hygiene,Sanitation,Physical Education,Child Welfare,Agricultural Education,Educational Sociology,Religious Education,Values Education,Vocational Education,Home Economics Education,Professional Education,Citizenship Education,Military Training,Womens Education,Special Education,Special Needs Students,Extension Education,Government Publications,School Health Services,Periodicals,Educational Administration

The bulletin comprises a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of publication of each issue. This office can not supply the publications listed in this bulletin, other than those expressly designated as publications of the Bureau of Education. Books, pamphlets, and periodicals here 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. This bulletin contains the following: (1) Educational biography; (2) Current educational conditions; (3) Educational theory and practice; (4) Educational psychology: Child study; (5) Educational tests and measurements; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Normal training; (12) Teachers' salaries and professional status; (13) Higher education; (14) Scientific research; (15) School administration; (16) School management; (17) School architecture; (18) School hygiene and sanitation; (19) Physical training; (20) Social aspects of education; (21) Moral education; (22) Religious education; (23) Manual and vocational training; (24) Agricultural education; (25) Home economics; (26) Professional education; (27) Civic education; (28) Military training; (29) Education of soldiers; (30) Education of women; (31) Exceptional children; (32) Education extension; (33) Libraries and rending; (34) Bureau of Education: Recent publications; and (35) New periodicals. [Compiled by the Library Division of the Bureau of Education. Best copy available has been provided.]
Agricultural and Mechanical Colleges Including Statistics for 1917-18. Bulletin, 1920, No. 8
Author: John, Walton C.
Date: 1920-00-00
Type: Historical Materials
Subjects: Land Grant Universities,Income,White Students,Home Economics,Exhibits,Military Training,Tuition,Agricultural Colleges,Statistical Data,War,Peace,Enrollment Trends,Academic Degrees,Federal Legislation,Vocational Education,Teacher Education,Expenditures,African American Students

The Report of Agricultural and Mechanical Colleges for 1917-18 exhibits certain deviations from the tendencies shown in previous reports. This is doubtless caused in some measure by the disturbed conditions of the country which have resulted from the war and the subsequent readjustments of peace. The teaching force in the land-grant colleges has increased considerably in number for the year 1917-18, and although many institutions have suffered serious losses from the higher ranks of the teaching personnel, these losses have been overcome in a measure by substitutes. The student enrollment shows a marked decline for the past year; 122,053 white students were enrolled in 1916-17; this number dropped to 114,913 in 1917-18, or a loss of 7,140. The enrollment of colored students was 9,340, or 2,012 less than in 1916-17. The divisions which suffered the most were those of agriculture and mechanic arts. The division of home economics showed a gain, likewise the special and the short courses. A striking decrease is apparent in the number of students who received first degrees. In 1916-17 those who received the bachelor's degree numbered 11,361; in 1917-18 only 7,741 were graduated. The most striking loss appears in the graduate  departments; 1,313 received advanced degrees in 1916-17; the number fell to 471 in 1917-18. Notwithstanding the decline in general attendance, the enrollment in the Reserve Officers' Training Corps courses was more than twice that of the year preceding. The total enrollment in the usual military training courses has not appreciably changed. The report shows little variation in the amount and the growth of income. This fact is significant, as it indicates that the land-grant institutions are on stable foundations, which enable them to pass through periods of crisis with much less harm than many institutions which rely primarily on private gifts and tuition fees. This report includes for the first time the income spent under the conditions of the Smith-Hughes Act for vocational teacher training. This money is not administered by the land-grant colleges, but inasmuch as the majority of teachers receiving this fund are stationed at the land-grant colleges, the fund has been included as a part of the total income of the land-grant institutions. (Contains 12 tables and 3 footnotes.) [Best copy available has been provided.]
The Feasibility of Consolidating the Schools of Mount Joy Township, Adams County, Pennsylvania. Bulletin, 1920, No. 9
Author: Cook, Katherine M.
Date: 1920-00-00
Type: Historical Materials
Subjects: Teaching Methods,Educational Facilities,Rural Areas,Counties,Educational Practices,Educational Objectives,Playgrounds,School Community Relationship,Consolidated Schools,Teacher Qualifications,Community Needs,Physical Education

Mount Joy Township is located in southeastern Pennsylvania, in Adams County. It is immediately adjacent to the historic battlefield and town of Gettysburg. Though irregular in shape, it averages about 5 miles from north to south and 41 miles from east to west, and contains approximately 36 square miles. The population of the township in 1910 was 1,178. For the school year 1918-19 the number of families having children enrolled is 126; the census enumeration of children of school age, 280; and the total enrollment, 240. The community shows every evidence of comfort and prosperity. The educational interests of the children of the community are served by seven schoolhouses of the one-room, one-teacher type. None of these is modern; the newest is 21 years old. The schools, with the exception of two, are fitted with jacketed stoves, providing comfortable heating and good ventilation. The desks, however, are of the old-fashioned double type, neither comfortable nor hygienic, and cross lights come from three directions from windows placed without regard for proper spacing. Physical education, either in the sense of imparting knowledge concerning it or of providing surroundings which instill this knowledge by example as well as by precept, is entirely neglected. None of the schools has grounds either ample for or adapted to play and games. There is no playground equipment in any of the school plants. Water is in all cases brought from the neighboring farms. The whole school plant is in no sense a credit to the community and is inferior in every way to the best farmhouses. The organization of schoolroom activities is no more in harmony with modern ideas of educational practice and method. In the matter of qualifications of teachers, grading of classes, division of time, content of the curriculum, and general community service, the facilities furnished are unequal to the demands of the new education for rural life and unadapted to the social and economic or the intellectual needs of the community. All the pioneer conditions in Mount Joy Township have passed away except the seven little schoolhouses which stand out as solitary landmarks of former days. This bulletin covers the following topics as they relate to the Mount Joy Township: (1) General and educational conditions in Mount Joy Township; (2) Some deficiencies of the school system; (3) Consolidation the obvious remedy; (4) Some results which may be expected if consolidation is adopted; and (5) Consolidation in Other States. A summary of recommendations concludes the bulletin. (Contains 7 tables and 2 footnotes.) [Note: Concluding section, &quot;Summary of Recommendations&quot; is not available in this copy of the bulletin. Best copy available has been provided.]
Correspondence Study in Universities and Colleges. Bulletin, 1920, No. 10
Author: Klein, Arthur J.
Date: 1920-00-00
Type: Historical Materials
Subjects: Educational History,Correspondence Study,Extension Education,College Programs,Access to Education,Adult Education,Program Descriptions,College Instruction,Secondary School Curriculum,College Preparation,Teacher Education,Continuing Education,Undergraduate Study,Graduate Study,Transfer Policy,Instructional Materials,Student Characteristics,Black Colleges,Womens Education,Males,Females,College Credits,Noncredit Courses,State Colleges,Private Colleges

A very large and important part of the extension work of universities, colleges, and departments of education is done through correspondence, thus giving to large numbers of  men and women who cannot go to college or attend set courses of lectures an opportunity to profit by well-directed reading and study and by scholarly criticism. The purpose of this bulletin is to report some of the facts concerning the extent of the use of correspondence study instruction by reputable institutions, to describe the educational service thus rendered, and to show how these institutions carry on the work in such a way that its educational value cannot be questioned. (Contain 3 footnotes.) [Best copy available has been provided.]
Statistics of State School Systems 1917-18. Bulletin, 1920, No. 11
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Attendance,Public Schools,Statistical Data,School Buildings,Elementary Secondary Education,State Schools,Enrollment Trends,High Schools,Educational Facilities,Expenditures,African American Education,Debt (Financial),Urban Schools,Rural Schools,Teachers

The statistics in this bulletin on State school systems relate solely to the public elementary and secondary schools. The information has been supplied by the various State offices of education. This bulletin contains the statistics of city, village, and rural schools combined. Statistics for the following topics are presented: (1) Schools represented; (2) School attendance; (3) Enrollment in high school; (4) Length of school term; (5) Enrollment of pupils; (6) School mortality; (7) Teachers; (8) School buildings; (9) Value of public school property; (10) The school debt; (11) Receipts; (12) Expenditures; and (13) Statistics of colored schools. (Contains 62 tables, 49 figures, and 2 footnotes.) [Prepared by the Statistical Division of the Bureau of Education under the supervision of H. R. Bonner. Best copy available has been provided.]
Training Teachers for Americanization: A Course of Study for Normal Schools and Teachers' Institutes with a Chapter on Industrial Classes by Frances K. Wetmore and on Home and Neighborhood Classes by Helen Winkler and Elsa Alsberg. Bulletin, 1920, No. 12
Author: Mahoney, John J.
Date: 1920-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Immigrants,Teacher Education Programs,Teacher Education Curriculum,Education Courses,Adult Education,Citizenship Education,Adult Educators,Nonschool Educational Programs,Inplant Programs,Workplace Learning,English (Second Language),Second Language Instruction,Community Education,Outreach Programs,Course Descriptions,Teaching Methods,Political Socialization,Immigration,Reading Lists,Public Education,Private Education,Ethnic Groups,Educational Legislation,Public School Adult Education,Bibliographies,Educational Resources

In the work of Americanization, which is, in the broad sense almost entirely educational, the teacher is of first importance. Not every person who can do good work as a teacher of a grade or of particular subjects in a school for children or youth can do equally good work as a teacher of classes of adult foreign-born persons. The preparation for the two tasks must be quite different. In the preparation of teachers of classes of children and youth in our public and private schools we have had much experience, and as a result are in possession of some well-understood and generally accepted principles and methods of procedure. For the preparation of teachers of classes of adult foreign-born persons who are unable to speak, read, and write English, and who know little or nothing of America or American ideals, history, manners, customs, and laws, we have had very little experience, and there are few established and accepted principles or methods of procedure. Any directions or suggestions, therefore, based on clear thinking and a reasonable amount of personal experience and observation can not fail to prove helpful to those who are engaged in this task of training teachers for this work, scores of thousands of whom will be needed as soon as the Federal Government and States make any adequate provision for its support. A report from the committee on teacher training in Americanization is appended. (Contains 1 footnote.) [Best copy available has been provided.]