Proceedings [of thë Middle States Association of Colleges and Secondary Schools annual convention

1893-1894 called 1st-2d

Directory of Secondary and Normal Schools

Title Varies: 1915/16-1920, Directory of Secondary and Normal Schools; 1921/22-1922/23, Directory of Secondary Schools and Teachers Colleges; 1923/24, Directory of Senior and Junior High Schools and Junior Colleges and Teachers Colleges; 1924/25, Directory of Public Secondary Schools

A comparative study of achievement in country and town schools,

Published also as thesis (PH. D.) Columbia university, 1921.

Handbook in woodwork and carpentry, for teachers and normal schools,

Mode of access: Internet.

Botany for young people and common schools

Mode of access: Internet.

Statistiques des Établissements Pénitentiaires [Prisons, Écoles de Réforme et Écoles d'Industrie]. Statistics of Penal Establishments [Prisons, Reformatory Schools and Industrial Schools]

Mode of access: Internet.

Botany for young people and common schools. How plants grow, a simple introduction to structural botany. With a popular flora, or an arrangement and description of common plants, both wild and cultivated. Illus. by 500 wood engravings.

"Fifth edition."

Botany for young people and common schools. How plants grow, a simple introduction to structural botany. With a popular flora, or an arrangement and description of common plants, both wild and cultivated. Illustrated by 500 wood engravings.

Mode of access: Internet.

The elements of botany for beginners and for schools,

Issued with Gray's Manual of botany [1890?] the two volumes in one, lettered: Gray's lessons and manual of botany. Revised edition.

Federal aid for education. Hearings before the Committee on education and labor, U. S. Senate, 79th Congress, 1st session, on S. 181, a bill to authorize the appropriation of funds to assist the states and territories in more adequately financing their systems of public education during emergency, and in reducing the inequalities of educational opportunities through public elementary and secondary schools...

James E. Murray, chairman.

Investigating the supply and demand relationship in a profession: the English and Welsh schools of librarianship and information Studies and the Higher Education Library and Information Services employment sector in England and Wales.

Concern has been expressed in the professional literature - borne out by professional experience and observation - that the supply and demand relationship existing between the 13 English and Welsh Library and Information Studies (LIS) Schools (as providers of `First Professional' staff) and the Higher Education Library and Information Services (HE LIS) sector of England and Wales (as one group of employers of such staff) is unsatisfactory and needs attention. An appropriate methodology to investigate this problem was devised. A basic content analysis of Schools' curricular and recruitment material intended for public consumption was undertaken to establish an overview of the LIS initial professional education system in England and Wales, and to identify and analyse any covert messages imparted to readers. This was followed by a mix of Main Questionnaires and Semi-Structured Interviews with appropriate populations. The investigation revealed some serious areas of dissatisfaction by the HE LIS Chiefs with the role and function of the Schools. Considerable divergence of views emerged on the state of the working relationships between the two sectors and on the Schools' successes in meeting the needs of the HE LIS sector and on CPD provision. There were, however, areas of substantial and consistent agreement between the two sectors. The main implications of the findings were that those areas encompassing divergence of views were worrying and needed addressing by both sides. Possible ways forward included recommendations on improving the image of the profession purveyed by the Schools; the forming of closer and more effective inter-sectoral relationships; recognising fully the importance of `practicum' and increasing and sustaining the network of `practicum' providers.

A comparative analysis of school satisfaction and dropout risk of middle school students attending programs for students with emotional handicaps, severe emotional disturbance and general education students attending center schools and satellite schools

This study evaluated school satisfaction as an indicator of dropout risk of students with Emotional Handicaps (EH) and students with Severe Emotional Disturbance (SED). The students attended two different kinds of middle schools in a largely urban school district in South Florida. One hundred eight students in grade 8 (ages 13-16) participated in this study. Participants were administered the National Dropout Prevention Assessment (NDPA). Forty participants with EH and SED attended a special center school. Thirty-one participants with EH and SED attended satellite programs in a regular middle school. Thirty-seven general education participants attended the same regular middle school. Overall school satisfaction scores were generated, as well as three primary factors (school, environment and personal) and 16 subscales (school atmosphere, future income, difficulty level of classwork, teacher relationships, peer relationships, intrinsic interest in classwork, school hours, classwork stress, general attitude towards school, family influence, perceived opportunity for career, future goals, travel distance, leisure time, self-appraisal of performance, and self-esteem).^ Comparison of students with EH and SED revealed that both groups of students were rated at "low risk" of becoming dropouts on the Environmental factor and the Difficulty of Schoolwork subscale. Students with EH were rated at "caution risk" risk on the Travel Distance subscale. Students with SED were rated at "high risk" on this subscale.^ There were no significant differences in school satisfaction and dropout risk between different program delivery models. There were also no significant differences for category of students (EH, SED) by school type (center school, satellite program). All students were rated at "low risk" of dropping out of school.^ There were significant differences between general education students and students with EH and SED attending satellite programs. Students with EH and SED were rated at "caution risk" for dropping out on the Travel Distance and the Leisure Time subscales. Discussion of results, implications for practice and recommendations for further research are included. ^