ethanporcaro/eric-fulltext-meta huggingface dataset:
State Plans for Improving Statistical Services. Bulletin, 1961, No. 16. OE-20028
Author: Siebert, Ivan N., Comp.
Date: 1961-00-00
Type: Historical Materials
Subjects: Educational History,Federal State Relationship,Student Records,Reports,Recordkeeping,Federal Legislation,Federal Programs,Federal Regulation,State Regulation,State Departments of Education,State Programs,Program Descriptions,Program Implementation,Improvement Programs,School Statistics,Statistical Analysis,Educational Administration,Educational Policy,State Federal Aid,Expenditures,National Surveys,Public Education,Private Education,Adult Education,Elementary Secondary Education,Higher Education,Postsecondary Education,Vocational Education,Educational Trends

The initiation of the educational records and reports study by the Office of Education in 1951 marked a turning point in the Federal State teamwork approach toward providing a basis for complete, accurate, and comparable educational information. In cooperation with State education agencies and professional groups, three major handbooks of standard terms and definitions have thus far been produced. A second major turning point toward providing adequate and reliable educational information to meet local, State, and national needs came with the passage of the National Defense Education Act in 1958. The activities underway in the several States under the program provisions of approved State plans indicate clearly that the State education agencies, utilizing the financial resources afforded under this Act, are responding with enthusiasm in making improvements which will serve as a firm basis for continued progress in statistical services. This compilation of summaries of State plan provisions and program activities during the first two years of the Act was undertaken in order that all those interested in the improvement of statistical services might have the benefit of noting the major program areas and the scope and depth of program activities. Amendments of State plans are also reviewed, since they reflect changes and expansions conditioned by the experiences gained in actual program operations. Appended are: (1) Section 1009, Title X, National Defense Education Act of 1958, Public Law 85-864; and (2) Regulations for the Administration of Section 1009, Title X, Public Law 85-864. Individual sections contain footnotes. (Contains 5 tables and 4 charts.) [Best copy available has been provided.]
Industrial Arts: An Analysis of 39 State Curriculum Guides--1953-1958. Bulletin, 1961, No. 17. OE-33019
Author: Schmitt, Marshall L.
Date: 1961-00-00
Type: Historical Materials
Subjects: Educational History,Industrial Arts,State Curriculum Guides,Public Schools,Bibliographies,Course Descriptions,Junior High Schools,High Schools,Secondary School Curriculum,Technology Education,Shop Curriculum,Vocational Education,Content Analysis,School Shops

About 100 years ago, steam and water power provided less than one-quarter of the energy needed for all production. Men and animals provided the rest. Today in the United States machines supply 98 percent of all power for industrial work. The technological change that has taken place in this time has been phenomenal and, undoubtedly, will be even more rapid in the future. Industrial arts deals with the technology--its tools, materials, machines, industrial processes, and its related human problems. This study provides a detailed analysis of instructional content in State curriculum guides for selected subject areas of the industrial arts in the United States. The information derived from this study provides persons engaged in the improvement of instruction in the industrial arts at the State and local levels with basic data bearing on the nature, scope, and sequence of the industrial arts curriculum area in the public schools of the United States. A bibliography is included. (Contains 8 figures, 3 tables and 14 footnotes.) [Best copy available has been provided.]
Cooperative Research Projects, Fiscal 1960. Bulletin, 1961, No. 18. OE-12004-60
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1961-00-00
Type: Historical Materials
Subjects: Educational History,Learning Processes,Instructional Effectiveness,School Administration,School Organization,Gifted,Disabilities,Teacher Characteristics,Educational Policy,Teacher Education,Teacher Role,Educational Finance,School Community Relationship,Administrators,Adult Education,Research Projects,Educational Research,Federal Programs,Federal Aid,Cooperative Programs,Program Descriptions,Educational Administration,Student Characteristics,Curriculum,Teaching Methods,Guidance Programs,Learning Theories,Educational Sociology,Special Education,Elementary Secondary Education,Higher Education,Public School Teachers

This bulletin, the fourth in an annual series, presents a brief description of research projects that have been initiated with support from the Cooperative Research Program of the U.S. Office of Education. Most of the projects were contracted in fiscal year 1960. However, descriptions of projects which were recommended for support in May 1960 but which were not contracted until fiscal year 1961 are incorporated to eliminate unnecessary delays in the reporting of current research. Each description presents a statement of the problem, the major objectives, and the procedures to be followed. The name and title of the investigator, the name of contracting institution, the project number, the duration of the project, and the starting and completion dates are included. Except for the descriptions, the Program has little information available on each study during the course of the research. In some instances, the investigators may be able to provide information to interested persons. Appended are: (1) Investigators and Institutions Engaged in Cooperative Research Projects Contracted During Fiscal Year 1960; (2) Locations in Which Research Projects Were Initiated During Fiscal Year 1960; and (3) Numerical List of Projects. [Best copy available has been provided.]
Literacy and Basic Elementary Education for Adults: A Selected Annotated Bibliography. Bulletin, 1961, No. 19. OE-13017
Author: Ward, Betty Arnett
Date: 1961-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Annotated Bibliographies,Adult Literacy,Adult Basic Education,Adult Reading Programs,Public School Adult Education,Literacy Education,Illiteracy,Educational Trends,Research Reports,Surveys,Program Descriptions,Access to Education,Technical Assistance,International Education,Adult Educators,Instructional Materials,English (Second Language),Second Language Instruction,Information Sources,Federal Programs,International Organizations,Educational Media,Educational Television,Rural Population,Urban Population,African American Education,American Indian Education,Womens Education

This bibliography should be useful to educators, researchers, teachers, personnel managers and placement officers, industrial training supervisors, vocational and rehabilitation counselors, and volunteers engaged in full- or part-time work with the backward and illiterate adult. It should serve librarians in the development of professional and special collections of materials for reading courses, and for use in displays and exhibits in connection with general training programs, conferences, workshops, and institutes for illiteracy teachers and administrators. This publication is presented in the hope that it will stimulate the development of new educational materials for and about the illiterate adult and increase one's understanding of the nature, extent, and scope of literacy education as a means of bringing about fuller utilization of the human resources of the world. [Best copy available has been provided.]
Education of the Severely Retarded Child: Classroom Programs. Bulletin, 1961, No. 20. OE-35022
Author: Williams, Harold M.
Date: 1961-00-00
Type: Historical Materials
Subjects: Severe Mental Retardation,Federal Legislation,Special Classes,Special Education,Child Behavior,Individual Characteristics,Clinical Diagnosis,Curriculum Development,Parent Teacher Cooperation,Classroom Techniques,Teacher Selection,Teacher Education,Educational Administration

The rapid development of special classes for middle-range, severely retarded, or trainable children has brought into sharp focus a number of relatively new instructional problems. What educational aptitudes do these children possess and what should be the objectives and procedures in teaching them? On the basis of the quantitative and experimental data and the statements of practice currently available, this publication discusses some of the factors in classroom programs for middle-range retarded children. This bulletin contains the following sections: (1) Characteristics of Severely Retarded Children (Harold M. Williams); (2) Classroom Programs (Harold M. Williams); (3) Teacher Selection and Preparation (Frances P. Connor); and (4) Some Administrative Considerations (Jennie Brewer). A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]
Organization and Administration of Pupil Personnel Service Programs in Selected School Systems. Bulletin, 1961, No. 22. OE-23014
Author: Fusco, Gene C.
Date: 1961-00-00
Type: Historical Materials
Subjects: Educational History,Pupil Personnel Services,Program Descriptions,Program Administration,School Organization,School Administration,Educational Policy,School Districts,Case Studies,Urban Schools,Health Needs,Public Schools,Administrative Organization,Pupil Personnel Workers,School Counseling,Guidance Programs,School Health Services,Records (Forms),Elementary Secondary Education

Recent years have brought an upsurge of interest and concern among school administrators and others regarding the administrative and specialized services that are necessary for providing sound educational programs and maintaining school system efficiency. In response to that growing interest and concern, the Office of Education and the American Association of School Administrators co-sponsored a conference for purposes of identifying more precisely and assessing the nature of the most pressing problems in this highly complex aspect of local school system organization and administration. Participating in the conference, which was held in Washington in June 1959, were superintendents of urban, suburban, and county-unit school systems ranging in size from 6,000 to 75,000 pupils and representing all major geographic regions of the Nation. Prominent among the problem areas emphasized by these school superintendents was the organization of administration of special services for meeting pupil adjustment and health needs, with due consideration given to variations in school and community conditions. Realizing that this highly complex problem area was not subject to ready-made solutions, the group addressed the potential usefulness of a limited number of carefully selected case studies. This expressed need prompted the Office of Education to give careful consideration toward undertaking the study presented herein. This bulletin presents case studies of pupil personnel service programs which exist in eight urban school districts: (1) School District of Abington, Pennsylvania, Township; (2) Ann Arbor, Michigan, Public Schools; (3) Elgin, Illinois, Public Schools; (4) Ithaca, New York, City School District; (5) Independent School District No. 281, Robbinsdale, Minnesota; (6) Warren, Ohio, City School District; (7) Westfield, New Jersey, Public Schools; and (8) West Hartford, Connecticut, Public Schools. Chapters include: (1) Introduction; (2) School and Community; (3) Organization of Pupil Personnel Services; (4) Administration of Pupil Personnel Services; and (5) Administrative Leadership and Pupil Personnel Services. (Contains 3 footnotes.) [Best copy available has been provided.]
Modern Foreign Languages in High School: The Language Laboratory. Bulletin, 1961, No. 23. OE-27013
Author: Hutchinson, Joseph C.
Date: 1961-00-00
Type: Guides - Non-Classroom
Subjects: Guidelines,Teaching Methods,Second Language Instruction,Language Laboratories,Modern Languages,Private Schools,Glossaries,National Security,Second Language Learning,Federal Legislation,Models,Educational Facilities Planning,Equipment

Title III of the National Defense Education Act of 1958 authorized a program of financial assistance of State educational agencies for projects of local educational agencies for the acquisition of laboratory or other special equipment needed in the teaching of modern foreign languages and for minor remodeling of laboratory or other space to be used for such equipment. Loans to nonprofit, private schools were authorized for the same types of projects. Under the provisions of this Act hundreds of schools have already installed language laboratories. The installations vary greatly, from simple listening corners having a single playback machine to fully equipped laboratories in which each pupil has a semiprivate booth complete with microphone, activated earphones, and facilities for recording and playing back his imitation of the model. Great variation is to be expected because of the diversity in the school systems and the autonomy of the local district as well as the wide range of teaching situations in foreign language classes. This state of newness, variety, and rapid growth of language laboratory facilities clearly indicates, however, a need to explore with considered judgment the relationship of equipment functions to language learning activities. The purpose of this bulletin is to offer teachers and administrators some practical guidelines for planning a language laboratory and for obtaining maximum educational value from electromechanical equipment selected. Language laboratory terminology, glossaries of language laboratory expressions and terms, and a list of useful references are included. (Contains 9 footnotes.) [Best copy available has been provided.]
Education in France. Bulletin, 1963, No. 33. OE-14091. [Foreword - Chapter VI]
Author: Male, George A.
Date: 1963-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Politics of Education,Educational Administration,Preschool Education,Kindergarten,Curriculum,Elementary Schools,Governance,Elementary School Teachers,Teacher Education,Tests,Educational Trends,Secondary Schools,Educational Change,Enrollment Trends,Educational Opportunities,Language Arts,Second Language Instruction,Science Instruction,Mathematics Instruction

The present bulletin on education in France is another in the Office of Education's long established series on education in other countries. France is of particular interest because of its strong educational traditions and its dedication to democratic principles. In the process of gathering information for this study, the author visited schools in France, interviewed teachers and other school officials, and analyzed materials published in France as well as those in the United States. The first part of the document, presented here, contains the following: (1) General characteristics of the country; (2) History of French education--the rise of public schools from the 18th century, and changing structure and content; (3) Administrative structure--national control, and local control; (4) Nursery school and kindergarten--general organization, and curriculum; (5) The elementary school--enrollments, general organization, teachers and their training, teaching methods, curriculum, examinations, trends and changes, lower secondary school, and proposed reforms in &quot;Cours Complementaire&quot;; and (6) Academic secondary education--enrollments, educational opportunity, teachers and their training, curriculum sections, language study, science and mathematics, examinations, revision of examinations, teacher methods, reform of 1959 and other changes, new reform of 1962, French and American comparisons, and post-secondary classes. Individual chapters contain footnotes. (Contains 28 tables and 1 map.) [Due to its size, this volume has been processed as two separate parts. This first part includes the Foreword through Chapter VI. The second part (ED544097) includes Chapter VII through the Bibliography. The cover page and table of contents are repeated in the second part. Best copy available has been provided.]
Education in France. Bulletin, 1963, No. 33. OE-14091. [Chapter VII - Bibliography]
Author: Male, George M.
Date: 1963-00-00
Type: Historical Materials
Subjects: Vocational Education,Educational History,Secondary Schools,Guidance,Enrollment Trends,Higher Education,Apprenticeships,Technical Education,Agricultural Education,Home Economics,Democracy,Engineering Education,Specialization,Business Administration Education,Science Education,Law Related Education,Medical Education,Adult Education,Public Schools,Private Schools,Teachers,Educational Development,School Schedules

The present bulletin on education in France is another in the Office of Education's long established series on education in other countries. France is of particular interest because of its strong educational traditions and its dedication to democratic principles. In the process of gathering information for this study, the author visited schools in France, interviewed teachers and other school officials, and analyzed materials published in France as well as those in the United States. The second part of the document, presented here, contains the following: (1) Vocational education--historical background, enrollments, "Cours Complementaire"--vocational sections, apprenticeship centers, trade schools ("Ecoles de Metiers"), national vocational schools, technical secondary school ("College Technique"), technical sections in academic secondary schools, new certificates, agriculture and home economics, vocational guidance, vocational teachers and their training, and changes since World War II; (2) Higher education in France--autonomy of the university, enrollments, democratization of higher education, methods and content, failure rate and examinations and certificates, widening scope of offerings, science, science research, engineering, specialized schools--"Grandes Ecoles," business administration and commerce, agriculture, law, medicine, and developments in higher education; and (3) Other forms of education--new media of instruction, correspondence courses, and adult education. It is hoped that the present study will be of particular value in providing a broader understanding of American education through knowledge of the educational traditions of another country. A bibliography is included. Individual chapters contain footnotes. (Contains 16 tables.) [Due to its size, this volume has been processed as two separate parts. The first part (ED544096) includes the Foreword through Chapter VI. This second part includes Chapter VII through the Bibliography. The cover page and table of contents are repeated in the second part. Best copy available has been provided.]
Selected State Programs in Migrant Education. Bulletin, 1963, No. 35. OE-23030
Author: Haney, George E.
Date: 1963-00-00
Type: Historical Materials
Subjects: Educational History,Educational Opportunities,School Organization,Migrant Workers,Summer Programs,Migrant Education,Migrant Programs,State Programs,Summer Schools,Migrant Children,Disadvantaged,School Administration,Problems,Enrollment,State Policy,Educational Improvement,Educational Policy,Rural Education,Questionnaires,Surveys,Student Mobility,Migrant Problems,Agricultural Occupations,Student Problems,Age Grade Placement,School Holding Power,Lunch Programs,Student Records,State Aid,Educational Finance,Public School Teachers,School Schedules,White Students,African American Students,American Indian Students,Mexicans,Puerto Ricans,Foreign Nationals,Educational Legislation,Educational Needs,Research Needs,Teacher Recruitment,Teaching Conditions

Because of the increased interest in and current publicity given to the problems of agricultural migrant workers and their families, there has been a growing concern in the Nation regarding the lack of educational opportunities offered to migrant children. Since the programs for the education of children of migrant workers vary from State to State, it is the intent of this study to identify procedures of school organization and administration, and the educational problems encountered by the States participating in this survey. The chief State school officers in seven States--California, Colorado, New Jersey, New York, Ohio, Oregon, and Pennsylvania--were requested to cooperate in providing pertinent information on the problem of programs of education for migrant children. The study included those States which provided financial assistance to local school districts for the operation of summer schools and which had an enrollment impact of migrant children during the school year. This bulletin reports the findings, providing information on State organization and administration of migrant programs, migrant programs during the regular school year, summer programs, and recommendations for further research, and planning to improve the quality of education offered to these children. (Contains 12 footnotes and 9 tables.) [Best copy available has been provided.]
Guidance for Children in Elementary Schools. Bulletin, 1963, No. 36. OE-25032
Author: Smith, Hyrum M.
Date: 1963-00-00
Type: Historical Materials
Subjects: Educational History,School Guidance,Elementary School Students,Educational Practices,Program Development,Program Descriptions,Guidance Programs,Counseling Services,Educational Counseling,School Counselors,Pupil Personnel Services,Teacher Guidance,Research Needs,Educational Research,Early Intervention,Identification,Counselor Training,Delinquency,Dropout Prevention,At Risk Students,Behavior Problems,Certification,School Psychologists,School Social Workers,Consultants,Practicums,Guidelines

Most counselors agree that all children could benefit from guidance during the elementary grades in school. Guidance for the gifted adolescent often comes too late to change his study habits or his educational plans; and, early recognition of and help for children with physical, social, and emotional difficulties might prevent delinquency, early dropout from school, and later unemployment as teenagers. Elementary school children of average ability also benefit from an effective guidance program. This bulletin outlines some current educational practices that may help elementary school teachers and administrators develop programs of guidance. It describes certain guidance features which are common to a selected number of elementary school programs and suggests new approaches for further research. (Contains 22 footnotes.) [Best copy available has been provided.]