ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching English to the Foreign Born: A Teacher's Handbook. Bulletin, 1919, No. 80
Author: Goldberger, Henry H.
Date: 1920-00-00
Type: Historical Materials
Subjects: Foreign Countries,Immigrants,Units of Study,Conferences (Gatherings),Educational History,English (Second Language),Second Language Instruction,Guides,Educational Principles,Citizenship Education,Politics of Education,Bibliographies,Lesson Plans,Course Descriptions,Administrative Organization,English Language Learners,Teaching Methods,Socialization,Teacher Education,Instructional Materials,Dialogs (Language),Relevance (Education)

The process of transforming the mind of a man who speaks and thinks in one language so that an entirely different language can be used easily and naturally, is a difficult one. Only within the past few years has this process been given the general study it deserves. Recently a number of colleges and universities have been making investigations of the subject, and it is now commencing to take definite form as a science. At the National Conference on Methods of Americanization, held under the auspices of the Department of the Interior in May, 1919, three session were devoted to the methods of teaching English to the foreign born. At the close of the conference a committee of leading teachers of immigrants was appointed and asked to submit to this division a report which would embody the underlying principles of this problem. Based upon the report of this committee as well as upon the best thought of the country as it was brought out at the 1919 conference this division asked Dr. Henry H. Goldberger of New York, to prepare a simple and concise handbook for teachers upon the subject of teaching English to the foreign born. This book is not intended as a text but rather as a suggestive outline upon which the teacher can build to suit the needs of the particular peoples whom she is to teach, and their various degrees of literacy. Contents include: (1) General principles; (2) Organization and administration; and (3) Detailed lesson units. A bibliography is included. [Best copy available has been provided.]
Statistics of Normal Schools, 1917-18. Bulletin, 1919, No. 81
Author: Blauch, L. E.
Date: 1920-00-00
Type: Historical Materials
Subjects: Student Teaching,Educational Facilities,Urban Schools,Counties,Public Schools,Private Schools,Teacher Education Programs,Institutional Characteristics,Enrollment Trends,Graduates,School Libraries,Income,Costs,Educational Finance,Summer Schools,Schools of Education

This report includes data on public and private normal schools. The normal schools have been classified chiefly on the basis of control. A city normal school is one under the control of the city board of education. The definition of a county normal school varies somewhat in the different States. Wisconsin has the only true county normal schools. They are separate from the regular public schools in control, school plant, and all other respects. Private schools are under private control. On this basis several schools formerly included under public normal schools have been included with the private schools for the purposes of this study. Topics covered in this paper include: (1) Types of schools represented; (2) Number of schools reporting; (3) Length of sessions; (4) Number of Instructors; (5) Number of students enrolled; (6) Graduates from normal courses; (7) Practice teaching and facilities for It; (8) Libraries; (9) Property; (10) Income; (11) Expenditures; (12) Accuracy; (13) Summer sessions in 1917; (14) Changes in the normal-school list; and (15) General summary. (Contains 17 figures, 49 tables, and 3 footnotes.) [Best copy available has been provided.]
Motion Pictures and Motion-Picture Equipment: A Handbook of General Information. Bulletin, 1919, No. 82
Author: Reynolds, F. W.
Date: 1920-00-00
Type: Historical Materials
Subjects: Educational History,Instructional Films,Audiovisual Instruction,Educational Technology,Guides,Elementary Secondary Education,Higher Education,Informal Education,Adult Education,Projection Equipment,Instructional Materials,Multimedia Materials,Safety,Federal Regulation,Glossaries,Standards

Motion-picture films have come to be recognized quite generally as a valuable and practical means of instruction in schools, college, and universities and for clubs and societies organized for educational purposes. The number of persons making such use of them is now very large and constantly becoming larger. To all these, a handbook of general information on motion-picture equipment, installation, handling, and repair, prepared with special reference to their needs, will be very helpful. A part of the problem will, from the nature of motion pictures, be mechanical--relative to equipment and its installation and use and to the handling of motion-picture films. It is with the hope of assisting users of motion pictures in the mechanical part of the problem that this pamphlet has been prepared. (Contains 1 footnote.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1919, No. 83
Author: Department of the Interior, Bureau of Education (ED)
Date: 1919-12-00
Type: Historical Materials
Subjects: School Administration,Bibliographies,Periodicals,Books,Professional Associations,Educational History,Teacher Education,Biographies,Educational Trends,Educational Theories,Teaching Methods,Educational Psychology,Child Psychology,Educational Testing,Tests,Curriculum,Kindergarten,Elementary Education,Rural Education,Secondary Education,Teacher Salaries,Higher Education,Governance,Hygiene,Sanitation,Physical Education,Play,Recreational Activities,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Home Economics,Professional Education,Civics,Citizenship Education,Military Personnel,Womens Education,African American Education,Disabilities,Extension Education,Libraries,Reading,Immigrants,Acculturation,Deafness,Architecture,Scientific Research

This bulletin comprises a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of its publication. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational 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) Teachers: Training 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) Child welfare; (22) Moral education; (23) Religious education; (24) Manual and vocational training; (25) Vocational guidance; (26) Home economics; (27) Professional education; (28) Civic education; (29) Americanization of immigrants; (30) Education of soldiers; (31) Education of women; (32) Negro education; (33) Education of deaf; (34) Exceptional children; (35) Libraries and reading; and (36) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
The University Extension Movement. Bulletin, 1919, No. 84
Author: Bittner, W. S.
Date: 1920-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Extension Education,Agricultural Colleges,International Education,Educational Principles,Educational Philosophy,Educational Trends,Lifelong Learning,Continuing Education,Adult Education,Role of Education,Definitions,War,Federal Programs,Universities,Program Descriptions,Directories,Public Colleges,Publications,African American Education,Audiovisual Aids,Instructional Films,College Instruction,Courses,Program Administration,Scheduling,Enrollment,Tuition,College Faculty,College Credits,Minicourses,State Policy,State Regulation,Government School Relationship,Educational Policy,Educational Facilities,Off Campus Facilities,Outreach Programs,Evening Programs,Correspondence Study,Vocational Education,Nontraditional Education,Adult Students,National Organizations,Teacher Education,High School Equivalency Programs,Immigrants

Of the liberal movements dominating the thought of the world today, the greatest of all is the sweep of education. No phrase or dissertation can compass the entire scope or catch all the essential elements of the newer education that is shaping itself. But everywhere one direction is apparent: The trend of education is toward the people in mass and group without regard to condition, class, or circumstance; toward men, women, and children as human beings having without distinction full claim on equal opportunity to enjoy the benefits of art and science. Literature, history, philosophy, all of the subjects that were once studied by a privileged few, are now being sought by a rapidly increasing number who have but recently acquired some leisure. The people are calling for knowledge, for that education which opens the door to complete living. "Educational extension" is one of the terms that has been applied to the movement. It has come into use in the United States to describe the numerous ventures designed to meet the demand for knowledge and training. Educational extension includes many devices and instruments of instruction. The purpose of this bulletin is to give information on a subject of the university extension movement. Contents include: (1) University extension--development and definition; (2) History of university extension; (3) Relation between the English and American movements; (4) The war and educational extension; (5) Federal division of educational extension established; (6) National association incorporated; (7) Essential elements of university extension; (8) Institutions pursuing several activities; (9) The content of extension; (10) The extent of extension service; (11) Directory of general extension services; (12) Notes in State university divisions; (13) General extension in agricultural colleges; (14) The organization of extension work; and (15) List of extension publications. An index is included. Individual sections contain footnotes. [Best copy available has been provided.]
Public Evening Schools for Adults. Bulletin, 1927, No. 21
Author: Alderman, L. R.
Date: 1927-00-00
Type: Historical Materials
Subjects: School Activities,Government Role,Financial Support,Public Schools,Evening Programs,Adult Education,Teacher Competencies,Educational Finance,Fees,Urban Schools,Enrollment Trends,High Schools,Day Schools

The growing consciousness on the part of adults that they should continue their education is revealing itself by a general and growing interest in the public evening schools. There are those who think that this movement is one of the most important for race betterment that the world has ever known. It is but natural that taxpayers who have provided schoolhouses and trained teachers in every section of the country, should look to the public schools for help in this movement for adult education. For the purpose of this bulletin the term &quot;evening school&quot; will be used in connections with any session of the public school which is conducted for those beyond compulsory school age and is held outside of regular school hours. To develop a successful evening-school program is not an easy task. There must be trained, tactful teachers; the proper &quot;esprit de corps&quot; among the faculty; students must develop the habit of attending schools; and they must learn to budget their time. One of the most discouraging phases of the evening-school problem is the uncertain financial support provided this type of school, owing to the lack of understanding on the part of the general public of the importance of the work such schools should and can perform. This bulletin looks at the growth of, and varying levels of support for, evening schools nationwide, with highlights provided for four cities (Los Angeles, CA; Buffalo, NY; Gary, IN; and Ithaca, NY); student fees and length of the school term; and some suggestions for a successful evening school. (Contains 4 tables and 2 footnotes.) [Best copy available has been provided.]
Laboratory Layouts for the High-School Sciences. Bulletin, 1927, No. 22
Author: Monahan, A. C.
Date: 1927-00-00
Type: Historical Materials
Subjects: Science Education,Secondary School Science,Science Laboratories,High Schools,Space Utilization,Laboratory Equipment,Small Schools,Furniture

This bulletin responds to frequent requests for practical information relating to equipment and supplies for teaching science in small high schools. Laboratories for science courses have been for several decades necessary parts of every high school teaching the sciences. This bulletin is a brief survey of the necessary equipment to teach the high-school sciences according to generally accepted standards. It seems safe to say that four subjects now dominate, and that the majority of high schools with four years of sciences are now giving general science in the first year, biology in the second, and physics and chemistry in either order in the third and fourth. For the purpose of this publication, laboratory and equipment for these four universal subjects are included. The lists of furniture, equipment, apparatus, and supplies are modest and contain much less than is usually supplied in large city high schools, but they are sufficiently inclusive to cover the requirements of all the States which have fixed definite standards of laboratories and equipment for accrediting science courses. (Contains 13 figures and 3 footnotes.) [Best copy available has been provided.]
Pension Systems for Public School Teachers. Bulletin, 1927, No. 23
Author: Palmer, Nida Pearl
Date: 1927-00-00
Type: Historical Materials
Subjects: Criteria,Public School Teachers,Financial Support,Retirement Benefits,Educational Administration,Educational Finance,Teacher Role,Teacher Retirement,Compensation (Remuneration),Personnel Policy

The development of pension systems for public-school teachers in the United States has been both recent and rapid. A beginning of their establishment was made in the latter part of the nineteenth century, and today, after 30 years, very few States are without some form of a teachers' pension system. The purpose of the present study of pension systems for public-school teachers in the United States is twofold: (1) To discover the tendencies in the development of teachers' pension systems in the United States; and (2) in so far as possible, to formulate criteria by which to evaluate any particular teacher pension system. This bulletin is organized in five chapters, covering: (1) Introduction, including the problem of the thesis, plan of treatment, and sources of data; (2) Classification and administration of local and state-wide public-school teachers' pension systems, administration of pension systems, pensions systems from the standpoint of contribution, tendencies in organization and administration, and criteria for evaluating any particular teacher pension system with regard to organization and administration; (3) The financing of teachers' pension systems, including sources of funds, methods of pension financing, actuarial investigation, accrued liabilities, tendencies in pension financing, and the criteria for evaluating the pension system with respect to pension financing; (4) The teacher's contribution--policies and tendencies, 1894-1924, including optional versus compulsory membership, methods of assessing the teacher's contribution, the amount of the teacher's contribution, the management and administration of teachers' contributory funds, summary of tendencies with respect to the teacher's contribution, and the criteria for evaluating a system with respect to the teacher's contribution; (5) The benefits of teachers' pension systems--superannuation benefits, disability benefits, withdrawal benefits, refunds in case death occurs before retirement, summary of tendencies with respect to the benefits of teachers' pension systems and the criteria for evaluating a pension system's benefits; and (6) Conclusion, being a summary of tendencies and criteria. Includes four appendices and a bibliography. (Contains 29 tables and 38 footnotes. Tables also contain footnotes.) [Best copy available has been provided.]
Trends in the Development of Secondary Education. Bulletin, 1927, No. 26
Author: Windes, Eustace E.
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational History,Secondary Education,High Schools,Junior High Schools,Secondary School Students,Secondary School Curriculum,Urban Schools,Rural Schools,Public Schools,Private Schools,Educational Trends,Educational Philosophy,Educational Environment,Educational Finance,School Organization,School Administration,Administrative Organization,Professional Personnel,Principals,Secondary School Teachers,Enrollment,Enrollment Trends,Student Promotion,Academic Failure,Educational Testing,Standards,Educational Research,Educational Psychology,Socioeconomic Status,Age Grade Placement,Mental Age,Grouping (Instructional Purposes),Accreditation (Institutions),Organizations (Groups),Reports,Regional Characteristics

This bulletin includes: (1) a general statement of present thoughts and trends, covering the accepted philosophy of purpose, influence of modern educational psychology, trends in enrollment, and the nature and trends of the present social order; (2) secondary pupil population, addressing enrollment, chronological age representation in secondary schools, pupil failure, educational and mental age representation, social and occupational group representation, and organization of non four-year schools by years;  (3) functional organization of the professional staff, reviewing studies of high-school principalship; (4) promotion plans; (5) curriculum; (6) financial programs; and (7) standardization of secondary education. Regarding the latter topic, reports from two regional accrediting bodies are included, illustrating the tendency to base standards for accrediting on research: (1) Secondary schools of the North Central Association of Colleges and Secondary Schools (J. B. Edmonson); and (2) Secondary schools of the Association of Colleges and Secondary Schools of the Southern States (Joseph Roemer). (Contains 16 tables, 3 figures, and 29 footnotes.) [Best copy available has been provided.]
Bibliography of Studies in Secondary Education. Bulletin, 1927, No. 27
Author: Windes, Eustace E.
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational History,Annotated Bibliographies,Research Reports,Fine Arts,Extracurricular Activities,Principals,Religious Education,Home Economics,Grading,Grades (Scholastic),Educational Objectives,Role of Education,Educational Facilities,Vocational Education,Intellectual Disciplines,Values Education,Physical Education,Teaching Methods,Educational Legislation,School Libraries,Academic Achievement,Academic Persistence,Student Characteristics,College Preparation,Two Year Colleges,Teacher Education,Small Schools,School Statistics,Vocational Schools,Surveys,Tests,School Schedules,Supervision,Secondary Education,High Schools,Junior High Schools,Secondary School Students,Secondary School Curriculum,Urban Schools,Rural Schools,Public Schools,Private Schools,Educational Trends,Educational Philosophy,Educational Environment,Educational Finance,School Organization,School Administration,Secondary School Teachers,Academic Failure,Educational Testing,Educational Research,Grouping (Instructional Purposes),Accreditation (Institutions)

This bibliography of 287 studies was completed during the period September 1925--March 1927. The sources of information used in the compilation of this bibliography were reports from schools of education, State departments of education, educational organizations and foundations, and publications received by the United States Bureau of Education. The completeness of the bibliography and the definiteness of notation are dependent upon the cooperation of reporting agencies in reporting and furnishing copies of the studies made available during the period. Documents are classified in the following categories: (1) General; (2) Administration, including (a) general, (b) finance and costs, (c) marks and marking, (d) pupil grouping, (e) aims and objectives, and (f) buildings and equipment; (3) Curriculum, covering the subject areas (a) general, (b) agriculture, (c) commercial, (d) construction, (e) English, (f) fine arts, (g) foreign language, (h) home economics, (i) mathematics, (j) moral and religious education, (k) physical education, (l) science, (m) social studies, and (n) vocational; (4) Examinations; (5) Extracurricular activities; (6) Instruction; (7) Legislation; (8) Library; (9) The high-school principal; (10) Pupils, in the topics of (a) achievement, (b) failure, (c) intelligence, (d) miscellaneous, (e) persistence, (f) physical traits, (g) progress, (h) social traits, and (i) vocation; (11) Relations between secondary and higher schools; (12) Research; (13) Schools, according to the types of (a) all-year, (b) junior colleges, (c) junior high schools, (d) normal-training high schools, (e) private schools, (f) small and rural schools, (g) summer schools, and (h) vocational schools; (14) Societies and fraternities; (15) Statistics; (16) Pupil study; (17) Supervision; (18) Surveys; (19) Teachers; and (20) Tests. A separate index of authors is included. [Best copy available has been provided.]
Nursery-Kindergarten-Primary Education in 1924-1926. Bulletin, 1927, No. 28
Author: Davis, Mary Dabney
Date: 1927-00-00
Type: Historical Materials
Subjects: Primary Education,Kindergarten,Nursery Schools,Elementary School Teachers,Preschool Education,Urban Schools,Educational Legislation,Federal Legislation,Instructional Program Divisions,Grade 1,Early Childhood Education,Teacher Salaries,Teacher Education,Programs,Teacher Certification,Preschool Teachers,Supervision,Teacher Associations

This is the first report since the 1925 reorganization of the Bureau of Education's section of kindergarten education in the city schools division into a section of nursery-kindergarten-primary education, in keeping with the general movement to unify the work for all ages of young children. Data have been assembled to offer facts concerning present practices in nursery-school, kindergarten, and primary education to provide bases from which future progress may be reckoned, as well as to show the need for more complete and accurate information in many lines of educational work with children of these younger ages. Both specific and general problems are waiting for solution. This report is presented in these sections: (1) Introduction; (2) Nursery school education (programs and staffs, workers' conference, education of parents as part of the nursery-school program); (3) Kindergarten-primary grades (increase in number of kindergartens, legislation to aid kindergarten education, curriculum construction and revision, &quot;setting&quot; for new types of curricula, report cards, promotions of kindergarten and first-grade children, teachers' salaries, training for teachers of kindergarten-primary grades, certification for kindergarten-primary teachers, general supervision for kindergarten and primary grades, teachers' professional organizations); and (4) Summary. Some portions include lists of some recent publications in the field. (Contains 9 tables, and 10 footnotes.) [Best copy available has been provided.]