ethanporcaro/eric-fulltext-meta huggingface dataset:
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 21
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-05-00
Type: Historical Materials
Subjects: Professional Associations,Periodicals,Books,Educational Research,Educational History,Educational Theories,Educational Testing,Curriculum,Kindergarten,Elementary Education,Rural Schools,Secondary Education,Teachers,Professional Development,Professional Training,Teacher Education,Higher Education,Educational Administration,Governance,Architecture,Physical Education,Play,Playgrounds,Social Influences,Social Development,Moral Development,Values Education,Religious Education,Vocational Education,Agricultural Education,Gardening,Home Economics,Civics,Military Schools,Womens Education,African American Education,Special Needs Students,Disabilities,Extension Education,Libraries,Deafness

This document contains a list of current educational publications received by the Bureau of Education. 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; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational tests and measurements; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Rural education; (9) Secondary education; (10) Teachers: Training and professional status; (11) higher education; (12) School administration; (13) School management; (14) School architecture; (15) School hygiene and sanitation; (16) Physical training; (17) Play and playgrounds; (18) Social aspects of education; (19) Moral education; (20) Religious education: (21) Manual and vocational training; (22) Vocational guidance; (23) Agricultural education, School gardens; (24) Home economics; (25) Commercial education; (26) Professional education; (27) Civic education; (28) Military and naval education; (29) Education of women; (30) Negro education; (31) Training of the injured; (32) Education of the deaf; (33) Exceptional children; (34) Education extension; (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 Money Value of Education. Bulletin, 1917, No. 22
Author: Ellis, A. Caswell
Date: 1917-00-00
Type: Historical Materials
Subjects: Foreign Countries,College Graduates,Educational History,Outcomes of Education,Cost Effectiveness,Educational Policy,Role of Education,Economic Development,Economic Progress,Salaries,Outcome Measures,Educational Benefits,Education Work Relationship,International Education,Comparative Education,Educational Finance,Financial Support,Educational Environment,Politics of Education,Vocational Education,Higher Education,Evening Programs,Elementary Secondary Education,Bibliographies,School Statistics,Educational Status Comparison

The most valuable result of right education is the broadening, deepening, and refining of human life. This result can no more be measured by dollars and cents than truth, self-sacrifice, and love can be made out of pork and potatoes. While the higher things of the soul are priceless rewards which true education brings, they are not its only result. The material and measurable rewards of education should be made plain to those whose votes must determine the support of our educational system. Those who desire better support of that system should point out in terms that the people can understand and definite ways in which education promotes industrial efficiency and increases material wealth. That is the purpose of this bulletin. Contents of this bulletin include: (1) Letter of transmittal; (2) National wealth and power determined by education; (3) Education and individual success; (4) Salaries of college graduates; and (5) List of references on the money value of education. (Contains 15 figures.) [Best copy available has been provided.]
Three Short Courses in Home Making. Bulletin, 1917, No. 23
Author: Lyford, Carrie Alberta
Date: 1917-00-00
Type: Historical Materials
Subjects: Rural Schools,Home Economics Education,Home Economics Skills,Home Economics Teachers,Homemaking Skills,Elementary School Students,Females,Daily Living Skills,Food Service,Housework,Needle Trades,Cooking Instruction

The three brief courses in home making outlined in this bulletin have been especially prepared for use in the elementary rural schools. They are in no sense a complete outline of the subjects with which they deal; rather, they indicate a few of the important phases of food study, sewing, and care of the home with which the girl in the elementary school should become familiar. Twenty lessons in each of the 3 topics are presented. The lessons are purposefully made simple. (Contains 21 figures; individual sections contain footnotes and suggested reading material.) [Best copy available has been provided.]
GED Preparation through Distance Learning in Rural Pennsylvania
Author: Prins, Esther
Date: 2011-05-00
Type: Reports - Research
Subjects: Program Effectiveness,High School Equivalency Programs,Adult Learning,Adult Students,Rural Education,Test Wiseness,Distance Education,Educational Technology,Conventional Instruction,Costs,Test Preparation

This study investigated the types, use, and effectiveness of distance learning (DL) for General Education Development (GED) candidates in rural Pennsylvania. The research goal was to provide information for enhancing DL GED study options. Specifically, the study, which was conducted in 2009-2010, sought to: identify the types and use of GED distance education in rural Pennsylvania; describe the demographic characteristics and participation patterns of rural GED students in DL and face-to-face classes; determine the effectiveness of DL in preparing rural students to pass the GED tests; assess the cost of DL provision; and examine the advantages and disadvantages of DL for GED study. The results indicated that, from July 1, 2004 to December 31, 2008, 4 percent (975) of rural students in ABLE-funded GED classes participated in DL, with 47 percent of their instructional hours in DL. About 75 percent of these students participated in DL and face-to-face instruction. The research identified only four non-ABLE funded organizations that provided GED DL classes for rural students. The research found that DL is as effective as face-to-face classes in preparing students to pass the GED tests. The pass rate for rural DL students was 75 percent, compared to the national rate of 73 percent in 2008. The effectiveness of DL, coupled with the limited number of DL providers and students using these services, indicates great potential for the expansion of DL in rural regions. The estimated average cost of DL provision for Pennsylvania adult learners is comparable to other states. (Contains 7 tables and 13 footnotes.)
School Nurses on the Front Line: Challenges in Meeting the Diverse Health Needs of Rural Pennsylvania School Children
Author: Hillemeier, Marianne M.
Date: 2007-09-00
Type: Reports - Evaluative
Subjects: Health Needs,Health Promotion,Rural Schools,School Districts,Child Health,Urban Schools,Social Characteristics,School Nurses,State Policy,Student Needs,State Standards,Institutional Characteristics

School nurses are the health professionals most consistently involved with the health needs of children, particularly in rural areas where primary care providers are less likely to be located. To understand the scope and effectiveness of nursing services for school districts throughout Pennsylvania, the researchers conducted a study in 2005 to: (1) identify and evaluate state policy standards for nurses in Pennsylvania schools; (2) identify current school nurse-student staffing levels in Pennsylvania school districts, including demographic, economic, and social characteristics of the school districts that are served; (3) quantify the health care services provided by nurses in rural and urban schools; (4) evaluate the effectiveness of school nurses in meeting students' health care needs; and (5) formulate policy considerations that facilitate effective health promotion among children in rural Pennsylvania schools. This project provides information about the scope and effectiveness of nursing services for school districts throughout Pennsylvania. Special emphasis is placed on rural areas, where school nurses are likely to function with more limited resources, more severe time constraints due to lower staffing levels, and fewer health professional colleagues in the community with whom to collaborate. (Contains 11 figures and 4 footnotes.)
Growing the Links between Farms and Schools: A How-To Guidebook for Pennsylvania Farmers, Schools and Communities
Author: Hinrichs, Clare
Date: 2008-11-00
Type: Guides - Non-Classroom
Subjects: Food Service,Guides,School Community Relationship,Agricultural Occupations,Agricultural Production,Lunch Programs,School Health Services,Nutrition,Guidelines,School Business Relationship,Agribusiness,Program Descriptions,Case Studies,School Administration,Instructional Materials,Educational Resources,Grants,Financial Support,Organizations (Groups),Gardening,School Activities,Science Education,Federal Programs,Safety,Purchasing,State Programs,Rural Areas

This guidebook has been developed to support and coordinate efforts across Pennsylvania to increase the connections between farms and schools. It is written for schools and school districts--and especially for food service directors, teachers, administrators, school nurses, and school health and wellness committees. It is also written for farmers and suppliers who are interested in participating but still unsure about when or how to develop relationships with local schools. This guidebook recognizes that both schools and farmers need to work together to make farm to school programs work effectively. This guidebook describes various farm to school efforts and activities and shows how they work best when they connect to the needs and capacities of schools and communities. Real-life case studies demonstrate how schools and producers are working together in Pennsylvania to build effective farm to school programs. This guidebook also offers suggestions to both schools and farmers to help avoid common pitfalls. Appended are: (1) Seasonal Availability of Pennsylvania Produce; (2) Curricular and Classroom Resources to Support Farm to School; (3) Organizations and Resources to Support Farm to School; and (4) Grants and Funding Ideas. (Contains 1 footnote.)
Farm to School Programs in Pennsylvania
Author: Hinrichs, Clare
Date: 2008-11-00
Type: Reports - Research
Subjects: Stakeholders,School Activities,Agriculture,Food Service,Purchasing,School Districts,Nutrition,Case Studies,Elementary Secondary Education,Consumer Education,Nutrition Instruction,Agricultural Education,Experiential Learning,State Surveys,Statistical Analysis,Administrators,Rural Areas,Urban Areas,Educational Policy,State Policy,State Legislation,Federal Legislation,Barriers,School Community Relationship,Agricultural Occupations,Agricultural Production,Lunch Programs,School Health Services,Guidelines,School Business Relationship,Agribusiness,Program Descriptions,School Administration,Educational Resources,Financial Support,State Programs,Federal Programs

Farm to school (FTS) programs have been getting more and more attention these days. FTS programs aim to increase the supply of fresh, locally grown farm products served for meals and snacks in K-12 school environments, and tend to incorporate educational and experiential components designed to increase students' understanding of and engagement with agriculture, nutrition, and health. The rising interest in and exploration of farm to school programs in the U.S., and Pennsylvania, is directly related to the convergence of recent trends facing agricultural producers and food consumers. This report summarizes research conducted in 2007, including a survey of food service directors at the 501 public school districts in Pennsylvania, and a follow-up set of mini case studies conducted in seven school districts in rural and urban regions of the state. Findings indicate that many food service directors engage in local food purchasing and support educational efforts focused on health and nutrition, agriculture and the food system. However, many were not aware that these activities are considered components of a farm to school program. Furthermore, there is evidence that food service directors are interested in expanding local food procurement and educational efforts. Case study data further show how school districts' FTS efforts reflect local needs, resources and constraints. This suggests that FTS may be better thought of, not as a relatively coherent and prescriptive set of activities, but as a broad and flexible portfolio of possible efforts from which school district and community stakeholders may draw to best meet local needs. This report concludes with specific policy considerations that may both directly and indirectly enhance institutional conditions favorable to local level FTS activity, both procurement based and educationally based. (Contains 11 tables and 2 footnotes.)
Rural Youth Education Project: Second Wave
Author: McLaughlin, Diane K.
Date: 2009-07-00
Type: Reports - Research
Subjects: Academic Aspiration,Adolescents,Rural Areas,Data Collection,Rural Youth,Grade 9,High School Graduates,Career Choice,Longitudinal Studies,Place of Residence,Rural Education,Cohort Analysis,Educational Attainment,Occupational Aspiration,Student Surveys

In 2004, the Center for Rural Pennsylvania contracted with Pennsylvania State University to begin a longitudinal study of rural Pennsylvania school students to understand their educational and career aspirations and the factors influencing their aspirations, whether their plans change as they age and if they attain their goals. In its entirety, this study is designed to include four waves of data collection, conducted every other year, beginning in 2004 and continuing through 2010. This report briefly describes the procedures used for the second wave of data collection, completed in 2006-2007, and the results from a sample of Pennsylvania's rural 9th grade youth and youth who are 1 year out of high school. As this is only the second wave of data collection, key findings for Waves 1 and 2 only are addressed in this document. Results from this study will contribute to the understanding of the educational, career and residential choices of rural youth, how these are related, and how they are influenced by family, schools and communities. This information may be used in developing effective state and local policies that aim to promote youth educational aspirations and achievement, and, at the same time, promote viable rural communities where youth want to live as adults. (Contains 2 tables.)
A Statewide Investigation into Meeting the Mandates of No Child Left Behind
Author: Smeaton, Patricia
Date: 2008-02-00
Type: Reports - Research
Subjects: Principals,Educational Change,Politics of Education,Urban Schools,Elementary Secondary Education,Rural Schools,Federal Legislation,Focus Groups,Online Surveys,Educational Legislation,Educational Policy,Data,Interviews,Educational Improvement,Academic Achievement,Educational Indicators,Federal Programs,Comparative Analysis,Accountability,Teacher Qualifications

The federal No Child Left Behind (NCLB) legislation was designed to strengthen the achievement of K-12 students across the United States. To help schools improve, their progress must be ascertained and then initiatives implemented that will support improvement efforts. This study, which was conducted in 2005-2006, provides a comprehensive, data-driven picture of the progress Pennsylvania's rural and urban schools are making in meeting the NCLB mandates and offers considerations for additional program and policy support for all schools, with particular emphasis on the needs of rural schools. This study used four data sources: reports from the Pennsylvania Department of Education (PDE); two online surveys, one for principals and one for superintendents throughout Pennsylvania; focus group discussions and interviews with survey respondents; and a summary of interviews of principals of high performing rural schools. The data provide a thorough picture of how Pennsylvania's schools are succeeding in meeting the NCLB mandates, and the analyses of the data provide a picture of the continuing needs of schools. (Contains 6 tables.)
Survey and Analysis of Alternative Education Programs II
Author: Hosley, Nathaniel S.
Date: 2009-09-00
Type: Reports - Research
Subjects: Attendance,At Risk Students,Nontraditional Education,School Districts,Financial Support,Researchers,Federal Legislation,Educational Legislation,Educational Practices,Program Effectiveness,Academic Achievement,Student Improvement,Administrator Attitudes,Teacher Attitudes,School Surveys,Behavior Change,Dropout Prevention,Truancy,Behavior Problems,Rural Urban Differences,Rural Schools,Secondary School Curriculum,Curriculum Design,Graduation Rate,Dropout Rate,School Safety,Violence,Outcomes of Education,Faculty Development,Comparative Analysis

This research is a follow up to a similar study published by the Center for Rural Pennsylvania in 2003 in which researchers examined alternative education policies and practices among Pennsylvania school districts. The current study extended the previous research to include information on the perceptions of administrators and teachers on the progress made by alternative schools to meet the federal requirements of No Child Left Behind (NCLB). It also included a financial analysis of the Alternative Education for Disruptive Youth (AEDY) funding process in Pennsylvania. To complete the study, the researchers surveyed school administrators and teachers to describe and analyze alternative education practices in the state and to report the impact of NCLB on alternative education practices. The researchers used data from the Pennsylvania Department of Education to complete the financial analysis. According to the study results, administrators and teachers viewed alternative education programs as moderately effective in improving academic performance and school attendance, changing target behaviors, assisting students in the development of academic goals, and reducing dropout, truancy, and disruptive behavior. The research also indicated the potential for sizeable economic costs over time of having to support students who do not graduate dramatic over time. The study also emphasized the need for financial support of alternative education programs. Creative school districts, intermediate units and private providers are, by every indication, doing a great deal with very little funding. The results of this study indicate that administrators and teachers believe that alternative education programs in Pennsylvania are effective and that the programs should continue to focus on the reengagement of disruptive and at-risk students in academics so that they may succeed in school and lead productive lives after leaving school. (Contains 15 tables and 4 footnotes.) [For the related report &quot;Survey and Analysis of Alternative Education Programs,&quot; see ED478724.]
Rural School District Enrollment and Building Capacity: Projections for the Next 10 Years
Author: Yan, Wenfan
Date: 2009-09-00
Type: Reports - Research
Subjects: Enrollment,Age,Population Trends,School Districts,School Buildings,Energy Conservation,Rural Schools,Enrollment Trends,Models,Surveys,Capacity Building,Prediction

Given the shifting population trends across the U.S. and Pennsylvania, it is important for policy makers and school districts to know what to expect, in terms of school district enrollment and facility needs, in the coming years. This research was conducted to provide a perspective on the potential building needs of school districts over the next 10 years. The researcher developed an inventory of school buildings in rural Pennsylvania through a survey of rural school districts, analyzed enrollment trends for rural school districts over the next 10 years, developed a statistical model to examine future building needs, and determined whether school districts will be at risk of under- or over-capacity. The findings provide a complex portrait of Pennsylvania's current rural school building conditions and projections of building use over the next 10 years. For example, while the majority of rural school district respondents reported that their school building conditions were satisfactory, a sizable minority reported their building conditions as unsatisfactory. The research revealed that the average age of Pennsylvania rural school buildings is older than the national average age of rural schools. Fifteen percent of rural schools in the survey had a functional age of 35 years or more. Many aging rural schools have experienced problems with energy efficiency and other environmental conditions that interfere with classroom learning. Over the next 10 years, rural Pennsylvania school enrollment is projected to decrease 8 percent. The most significant enrollment decline is projected to be in western Pennsylvania, where rural school districts may have a 16 percent decline. (Contains 2 figures, 3 tables, and 1 footnote.)
Does 1 = 1? Mapping Measures of Adult Literacy and Numeracy. Research Report
Author: Circelli, Michelle
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Adult Literacy,Numeracy,Measures (Individuals),Difficulty Level,Test Items,Alignment (Education)

Being able to measure the level of proficiency in literacy and numeracy skills, and any changes in the level of skills, is important for getting a sense of how well language, literacy and numeracy programs are working. Among the tools used to measure language, literacy and numeracy proficiency in Australia are the Adult Literacy and Life Skills (ALLS) survey and the Australian Core Skills Framework (ACSF). The Adult Literacy and Life Skills survey measures the skills of adult populations within and across a number of participating Organisation for Economic Co-operation and Development (OECD) countries. It is used by the Australian Government to monitor progress against the National Skills and Workforce Development Agreement. Furthermore, the next iteration of this survey will be used to measure the success of the 2012-22 National Foundation Skills Strategy for Adults. However, the survey has two drawbacks: it is a relatively coarse measure and is designed to provide a summary of literacy and numeracy rather than to act as an assessment tool; and it is only administered every ten years. Contrasting with the Adult Literacy and Life Skills survey, the Australian Core Skills Framework--used in two key federal government adult language, literacy and numeracy programs, as well as in a variety of other settings, including the South Australian Certificate of Education--can be applied at the individual level and provides evidence of progress, such that a learner's performance in a core skill can be assessed, and strengths and weaknesses identified. Further, data about a learner's performance can be gathered at frequent intervals. Both these frameworks have five performance levels and it is sometimes assumed that these levels are equivalent. But are they? This paper presents findings from a study that looked at the issue of the equivalence of the frameworks. Appended are: (1) State/territory of respondents; (2) Description of respondents' workplaces; (3) Number of respondents by workplace subcategory; (4) Years of experience delivering adult language, literacy or numeracy training; and (5) Complexity of estimate outliers. (Contains 3 figures, 3 tables, and 18 footnotes.)