ethanporcaro/eric-fulltext-meta huggingface dataset:
A Manual of Educational Legislation for the Guidance of Committees on Education in the State Legislatures. Bulletin, 1924, No. 36
Author: Department of the Interior, Bureau of Education (ED)
Date: 1925-00-00
Type: Historical Materials
Subjects: Attendance,Physical Education,School Support,Compulsory Education,Textbooks,Guides,Guidelines,Costs,Teacher Certification,Educational Resources,Public Education,Elementary Secondary Education,Educational Legislation,School Funds,School Law,State Legislation,Educational Policy,State Policy,Policy Formation,Public Schools,Educational History,School Organization,Educational Finance,Educational Administration,Educational Trends,Public School Teachers,Teacher Education,Educational Facilities,Consolidated Schools,State Programs,School Schedules,Educational Principles,Illiteracy,Enrollment,Whites,African Americans,American Indians,Immigrants,Superintendents,Counties,State Boards of Education,School Districts,Health Education,Child Health,School Health Services,State Surveys,Administrators

School legislation should be passed in the light of what has been proved effective in other States and with the knowledge before one of what has been tried and discarded and of the reasons influencing success or failure. This bulletin is a brief resume of what has been found desirable and acceptable. It aims to show the trend in educational systems and legislation adopted after experience and study. It gives references to more complete information on the subjects discussed. The following chapters are included: (1) Purpose and scope; (2) General analysis of school organization and administration; (3) School costs and school support; (4) School attendance and compulsory attendance laws; (5) Physical education; (6) School grounds and buildings; (7) The teaching staff; (8) Certification of teachers; and (9) School textbooks. (Contains 14 tables and 2 figures. Individual chapters contain footnotes.) [Best copy available has been provided.]
Land-Grant College Education 1910 to 1920. Part II: The Liberal Arts and Sciences Including Miscellaneous Subjects and Activities. Bulletin, 1924, No. 37
Author: John, Walton C., Ed.
Date: 1925-00-00
Type: Collected Works - General
Subjects: Sciences,Physical Education,Extension Education,Agricultural Education,Engineering Education,Land Grant Universities,Liberal Arts,Science Education,Undergraduate Study,Graduate Study,Art Education,Home Economics,Economics,Journalism,Industry,War,Military Service,Hygiene,African American Students,Black Colleges

This survey of land-grant college education is divided into five sections, published separately as follows: Part I: History and Educational Objectives of Land-Grant College Education; Part II: The Liberal Arts and Sciences and Miscellaneous Subjects in Land-Grant Colleges; Part III: Agricultural Education in Land-Grant Colleges; Part IV: Engineering and Mechanic Arts in Land-Grant Colleges; and Part V: Home Economics in Land-Grant Colleges. In this section (Part II) such subjects have been brought together as could not be as readily classified under agriculture, engineering, or home economics. In addition to the study of the liberal arts and sciences, in relation to the technical fields, there is also included a treatment of the subjects of agricultural economics, rural sociology, industrial journalism, military training, physical education, general educational extension, and education in the negro land-grant colleges. The following 13 chapters are included: (1) The liberal arts in relation to the land-grant colleges (George F. Zook); (2) The sciences in relation to undergraduate land-grant college curricula (Charles E. Marshall); (3) The sciences in relation to graduate work in agriculture (A. R. Mann); (4) The sciences in relation to engineering education (Richard G. Dukes); (5) The arts and sciences in relation to home economics education (Emeline S. Whitcomb); (6) Agricultural economies and allied subjects (H. C. Taylor); (7) Rural sociology (C. J. Galpin); (8) Industrial journalism (N. A. Crawford); (9) The War Department and military training in the land-grant colleges (C. R. Mann and F. J. Morrow); (10) Military training in land-grant colleges (William Bennett Bizzell); (11) Physical education and hygiene (Thomas E. Jones); (12) Education in the negro land-grant colleges (R. S. Wilkinson); and (13) University extension in land-grant colleges (Louis E. Reber). An index is included. (Individual chapters contain footnotes and figures.) [Best copy available has been provided.]
Statistical Survey of Education 1921-1922. Bulletin, 1924, No. 38
Author: Phillips, Frank M.
Date: 1925-00-00
Type: Historical Materials
Subjects: American Indian Education,Schools of Education,Special Education,Special Schools,Attendance,Curriculum,Delinquency,Comparative Analysis,Private Financial Support,Enrollment Trends,Educational Trends,Teacher Distribution,Graphs,Statistical Surveys,State Programs,Urban Schools,Higher Education,Postsecondary Education,Public Education,Private Schools,Public Schools,School Districts,Urban Education,Teacher Education,Elementary Schools,Kindergarten,High Schools,Business Education,Professional Education,Correspondence Study,School Schedules,Evening Programs,Adult Education,Vocational Education,Public School Teachers,Enrollment,Males,Females,Educational Facilities,Budgets,Expenditures,School Statistics,African American Education,White Students,Educational History,Educational Policy,State Policy,Educational Finance,Extension Education,National Surveys

The statistical survey in this bulletin includes a general summary of the statistics showing the enrollment in public and private schools and institutions of various types, the estimated expenditures for those schools in 1921-22, the distribution of teachers among those schools, and certain combined statistics of public and private high schools reported separately to the bureau by the high schools. Also included are tables showing the total enrollment by States, distributed in public and private elementary, secondary, and higher educational institutions. Graphs have been added to portray certain statistical material from several bulletins.(Contains 7 figures and 21 tables.)  [Best copy available has been provided.]
Visual Education and the St. Louis School Museum. Bulletin, 1924, No. 39
Author: Rathmann, Carl G.
Date: 1925-00-00
Type: Historical Materials
Subjects: Public Schools,Museums,Teaching Methods,Experiential Learning,Visual Stimuli,Instructional Materials,Principals,Administrator Attitudes,Exhibits,Libraries,Photography

Not long ago, children were passive recipients of what teachers and textbooks gave them. they read and heard about the earth, about the great changes produced on its surface through the activity of nature and man, about their people, their life and work and their adjustment to their environment, but no concrete experiences helped them to understand and digest what they were expected to learn. To get children acquainted with the world in which they live, they must be brought into personal contact with the world. To give children vivid and lasting impressions of materials and processes which they are to learn, and to awaken in them the desire and the ability to do their own exploring and discovering, educators must take them into the world, or bring the world to them. Visual instruction has become the most popular and the most efficient method of disseminating information and knowledge. In order to make visual education function successfully, three factors must be considered: (1) Careful selection of the material; (2) Proper presentation and discussion; and (3) Judicious organization of pupil experiences and of thought development. In larger cities, some of the best material for visual instruction is supplied by the large museums. For example, the Educational Museum of the St. Louis (Missouri) Public Schools supplies all of the schools of the city with objects and pictures for the illustration of all features of school work. Topics covered in this bulletin include: (1) Why visual education?; (2) Visual instruction in many fields; (3) Successful functioning of visual education; (4) Materials for visual education; (5) Take the children into the world; (6) Bring the world to the children; (7) The educational museum of the St. Louis public schools; (8) Establishment of a school museum; and (9) Opinions of principals in the St. Louis public schools. (Contains 1 footnote.) [Best copy available has been provided.]
Legal Provisions for Rural High Schools. Bulletin, 1924, No. 40
Author: Hood, William R.
Date: 1925-00-00
Type: Historical Materials
Subjects: Educational Finance,Transportation,Rural Schools,Secondary Education,School Maintenance,State Departments of Education,Legal Responsibility,High Schools,Rural Areas,Corporations,Educational Legislation,School Districts,Counties,Boards of Education,Tuition,Transfer Students

The development of secondary education in the United States since the beginning of the present century has been truly remarkable. Public high-school enrollment increased by 257 per cent in the 20 years between 1900 and 1920. An increase of 53 per cent was reported in only six years (from 1916 to 1922). Legal provisions now exist for the establishment and maintenance of schools of secondary grade in rural communities in every State of the Union. the material presented in this bulletin was compiled from the pamphlets of school laws published by State departments of education and from the published acts of State legislatures. The study is designed to treat only the external organization and general administration of secondary education; little or no attention is given to internal organization and curriculum arrangement. The main facts shown here relate to: (1) What kind of school corporation may establish a high school; (2) The nature of the board or body having administrative control; and (3) What means of support are provided in the law. Primarily, the study seeks to determine, in so far as practicable in a legal study, whether rural children are adequately provided with high-school opportunity. This bulletin also presents summaries of laws relating to the payment of tuition fees for high school pupils attending elsewhere than in their home districts. Following an Introduction this bulletin covers the following topics: (1) Recent high-school growth; (2) Purpose of the study; (3) Existing high-school laws; (4) High-school districts; (5) the county and the high school; (6) Boards of control; (7) High-school maintenance; (8) Tuition, transfers, transportation; (9) Observation and suggestions; (10) The county as a unit for high-school purposes; (11) Maintenance; (12) Tabular digest of laws; and (13) Summary of laws relating to tuition, transfers, and transportation. (Contains 2 footnotes.) [Best copy available has been provided.]
The Effectiveness of Writing Conferences and Peer Response Groups Strategies on the EFL Secondary Students' Writing Performance and Their Self Efficacy (A Comparative Study)
Author: Hussein, Mohamed Abdel Hadi
Date: 2013-00-00
Type: Reports - Research
Subjects: Instructional Effectiveness,Self Efficacy,Writing Tests,Writing Skills,Measures (Individuals),Scoring Rubrics,Foreign Countries,Control Groups,Experimental Groups,English (Second Language),Second Language Learning,Academic Achievement,Secondary School Students,Language Teachers,Second Language Instruction,Peer Evaluation,Writing Instruction,Essays,Student Attitudes

The present study aimed at identifying the necessary writing performance skills for the first year secondary stage students. These skills are necessary for writing the compositions. In this study, the writing conferences and peer response groups strategies were used to develop the students' writing skills, improve their achievement and performance in and enhance their self efficacy. To achieve these purposes, the study designed activities based on writing conferences and peer response groups strategies. In addition, a teacher's guides were prepared to help English language teachers handle writing compositions. The study made use of a performance writing test to measure the students' development in the writing skills, a self efficacy scale and a holistic scoring rubric. The researchers adopted the experimental design. Two classes were assigned to be the experimental groups, studying writing through the &quot;Writing Conferences&quot; Strategy and Peer Response &quot;Groups Strategy.&quot; Another class was assigned to be the control group, studying through the steps suggested by the ministry of education in hello! 7 Teacher's Guide. Results of the present study showed that writing conferences and peer response groups strategies improved students' writing skills and self efficacy. Thus, it was observed that the students who were the sample of the study enjoyed writing the compositions. In addition, the writing conferences and peer response groups strategies were effective in developing the writing performance and self efficacy of the students. The following are appended: (1) The steps of a teacher writing conference; (2) A student self-efficacy scale; and (3) A holistic scoring rubric. (Contains 1 tables.) [This study was a part of the Egyptian National Program Zero for Education Quality.]
The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery
Author: Webster-Stratton, Carolyn
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Classroom Techniques,Coaching (Performance),Fidelity,Teacher Education,Program Effectiveness,Mentors,Training,Consultants,Faculty Development,Teaching Skills,Student Diversity,Elementary School Teachers,Preschool Teachers,Behavior Modification,Teaching Methods,Teacher Student Relationship,Parent Teacher Cooperation,Developmentally Appropriate Practices,Problem Solving,Interpersonal Competence,Skill Development,Program Implementation,Cultural Influences,Social Development,Cognitive Development,Role Playing,Experiential Learning

This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention as an example of an evidence-based program that embeds fidelity and adaptation within its design. First, the core features of the IY TCM program along with the methods, processes, and principles that make the intervention effective are described. The importance of fidelity and methods for effectively measuring fidelity are discussed. In addition, support mechanisms (training, mentoring, consultation, and coaching) necessary to facilitate high fidelity of implementation of IY TCM are highlighted. The goal is to clarify the underlying principles and supports needed to effectively allow IY group leaders to disseminate the IY TCM among teachers with diverse backgrounds and skills, who work with students with varying developmental, academic, and social-emotional needs. Often fidelity and adaptation are thought of as mutually exclusive, but in the IY model they are considered both complementary and necessary. Implications for school psychologists and prevention science are discussed. (Contains 1 table and 3 figures.)
Teachers' Characteristics and Ratings for Evidence-Based Behavioral Interventions
Author: Stormont, Melissa
Date: 2011-11-00
Type: Journal Articles
Subjects: Evidence,Social Behavior,Teacher Characteristics,Preschool Children,Special Education Teachers,Intervention,Behavior Modification,Preschool Teachers,Elementary School Teachers,Best Practices,General Education,Self Esteem,Educational Attainment

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers' agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators' ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed. (Contains 3 tables.)
Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement
Author: Reinke, Wendy M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Behavior Problems,Teachers,Classroom Techniques,Fidelity,Positive Reinforcement,Behavior Modification,Classroom Environment,Observation,Program Effectiveness,Elementary School Teachers,Elementary School Students,Self Efficacy,Teacher Attitudes,Interaction,Emotional Response,Teacher Burnout,Check Lists

This study evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). Direct observations of universal classroom management strategies were conducted across 33 elementary classrooms in elementary schools implementing SW-PBIS with high fidelity. Findings indicate that classrooms had posted positively stated classroom rules at high rates, whereas teacher use of specific praise and the ratio of positive to negative interactions were less than optimal. Furthermore, classroom teachers with higher rates of general praise were found to report being more efficacious with regard to classroom management. In turn, teachers in classrooms with higher rates of disruptive behavior reported feeling less efficacious. In addition, teachers with lower rates of positive to negative interaction, who used higher rates of harsh reprimands and had higher rates of disruptions, reported higher levels of emotional exhaustion. Implications for developing supports to assist teachers struggling with universal classroom management strategies are described. (Contains 5 tables.)
Integrating Social Emotional Learning into Secondary Curriculum
Author: Lindsay, Marilyn
Date: 2013-03-00
Type: Reports - Research
Subjects: Academic Achievement,Program Effectiveness,Emotional Development,Learning Strategies,Secondary Education,Secondary School Curriculum,Social Development,Social Cognition,Metacognition,Integrated Curriculum,Unified Studies Curriculum,Educational Policy,Social Change,Social Behavior,Essays,Interviews,Achievement Gains,Curriculum Implementation,Improvement Programs

When students are able to cope with, manage and maneuver the social and emotional landscapes of their lives, their ability to learn on all levels improves. Teaching Social / Emotional Learning (SEL), as a component of secondary education, not only increases academic performance, but prepares students to meet the challenges of lifelong learning in a changing global society. Currently, students are so busy passing tests that measure their capacity for logical, analytical and objective reasoning, it leaves little time for developing self-awareness, social awareness, and the ability to cope with ambiguous situations, to adapt, to learn how to learn and to manage stress. The purpose of this study is to determine how best to integrate social emotional learning into secondary curriculum to improve the overall learning environment. A literature review of established SEL programs consistently points to overall improvement in student behavior and learning.  In addition, daily mindfulness sessions - a common component of SEL - incorporated into secondary education, consistently results in the decrease of violence and truancy rates while improving student relations, focus and academic performance. Based on these findings, the addition of SEL standards into secondary education and teacher credential programs is recommended.
The Incredible Years Teacher Classroom Management Program: Using Coaching to Support Generalization to Real-World Classroom Settings
Author: Reinke, Wendy M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teachers,Generalization,Classroom Techniques,Coaching (Performance),Fidelity,Faculty Development,Teacher Improvement,Diversity (Faculty),Student Diversity,Elementary School Teachers,Preschool Teachers,Student Behavior,Behavior Problems,Cooperation,Interpersonal Relationship

This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of implementation of IY TCM by classroom teachers are highlighted. The goal is to demonstrate the use of coaching as a support system toward effective generalization of the IY TCM strategies among teachers with diverse backgrounds and skills who work with students with varying developmental, academic, and social-emotional needs. Implications for school psychologists, researchers, and implementation science are discussed. (Contains 1 figure.)
Using Coaching to Support Classroom-Level Adoption and Use of Interventions within School-Wide Positive Behavioral Interventions and Support Systems
Author: Stormont, Melissa
Date: 2012-00-00
Type: Journal Articles
Subjects: At Risk Students,Coaching (Performance),Behavior Problems,Social Behavior,Behavior Modification,Classroom Environment,Intervention,Teacher Expectations of Students,Capacity Building,Evidence,Educational Practices,Student Behavior

To increase the capacity of schools to serve more children within the context of prevention tiers of support, finding resources and building the infrastructure to support the use of coaching teachers in the area of social behavior supports are vital. Increasingly, teachers are expected to know how to implement strategies to support all children, including those at risk. However, without either the background for why such strategies would be important to implement or the skills needed to implement the strategies, teachers are not likely to use them. The purpose of this article was to provide examples of how coaching can be used to support universal and Tier 2 supports within the classroom setting. (Contains 3 figures.)