ethanporcaro/eric-fulltext-meta huggingface dataset:
Creative Drama: Drama with and for Children--Children's Theater. Bulletin, 1960, No. 30. OE-33007
Author: Ward, Winifred
Date: 1960-00-00
Type: Historical Materials
Subjects: Drama,Dramatics,Theater Arts,Elementary Schools,Creativity,Language Arts,Play,Motion,Perceptual Development,Young Children,Junior High Schools,High Schools,Teacher Role,Planning,Financial Support,Scripts,Audiences

Creative drama, as a language art, has been a part of the elementary school curriculum for a number of years. Community organizations also have long been concerned with offering children rewarding experiences in creative dramatics, and many have pioneered in the establishment of children's theaters. Because of the relatively small percentage of trained personnel in the field, advance has been slow. This bulletin is the result of a joint concern felt by the Office of Education and the Children's Theatre Conference for the apparent lack of easily available material in creative dramatics. There are two underlying purposes in this publication: first, to offer guidance in the art of creative drama "with" children; and second, to give some assistance to enterprising organizations that wish to give plays "for" children. It presents both creative drama and children's theater as an art form and is dedicated to the idea that these forms, when properly implemented in school and community, can bring beauty and richness into the lives of boys and girls. Part I is an interpretation of the place of creative dramatics "with" and "for" children. Part II describes ways and means of guiding children in creative dramatics, and Part III is devoted entirely to children's theater--how to establish one in a community and provide details pertinent to theater production. (Contains 45 footnotes.) [This bulletin was prepared in cooperation with The Children's Theatre Conference (a division of the American Educational Theatre Association) and in collaboration with Mayo Bryce, Specialist, Education for the Fine Arts, Office of Education. Best copy available has been provided.]
Case Study on Codeswitching in a Japanese-English Bilingual Family
Author: Numadate, Jenny
Date: 2008-05-19
Type: Reports - Research
Subjects: English (Second Language),Foreign Countries,Bilingualism,Code Switching (Language),Second Language Learning,Native Language,Japanese,Case Studies,Biculturalism,Family Relationship,Parent Child Relationship,Incidence,Interviews,Questionnaires,Parent Attitudes

This paper showcases a case study documenting the intended and actual language practices of a Japanese-English bicultural family. The study focuses on a family consisting of a Japanese father, Australian mother, son and daughter living in Japan. The parents were interviewed by questionnaire to determine their intended language practices. The family is trying to follow the one parent one language (OPOL) approach. The family's speech during a dinner conversation was recorded and analyzed to determine their actual language practice. All family members used both languages during the recording session. Incidences of codeswitching are discussed according to purposes summarized from Baker (2006). The family's intended and actual practices are shown to be different. Their language practices including codeswitching and using the weaker language in the household have a positive effect on their children's bilingualism. This paper shows that despite their intentions, the family uses codeswitching to enhance communication with each other. The following are appended: (1) Interview Questions adapted from (Harding &amp; Riley 1999; Sema 2007); and (2) Conversation Transcript.
Self-Concept and Achievement Motivation of High School Students
Author: Lawrence, A. S. Arul
Date: 2013-06-00
Type: Journal Articles
Subjects: Achievement Need,High School Students,Sampling,Correlation,Self Concept,Self Concept Measures,Questionnaires,Achievement Tests,Statistical Significance,Student Motivation,Schematic Studies,Investigations

The present study "Self-concept and Achievement Motivation of High School Students" was investigated to find the relationship between Self-concept and Achievement Motivation of High School Students. Data for the study were collected using Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT) developed by V. P. Bhargava (1994). The investigator used simple random sampling technique for selecting the sample. The sample consists of 250 high school students. For analyzing data "t" test, ANOVA and Pearson's product moment co-efficient correlation were the statistical techniques used. Finding shows that there is a significant relationship between self-concept and achievement motivation of high school students. (Contains 7 tables.)
A Standardized Mean Difference Effect Size for Single Case Designs
Author: Hedges, Larry V.
Date: 2012-09-00
Type: Journal Articles
Subjects: Research Design,Effect Size,Meta Analysis,Computation,Statistical Analysis,Correlation,Sampling,Statistical Distributions,Accuracy

Single case designs are a set of research methods for evaluating treatment effects by assigning different treatments to the same individual and measuring outcomes over time and are used across fields such as behavior analysis, clinical psychology, special education, and medicine. Emerging standards for single case designs have focused attention on the need for effect sizes for summarizing and meta-analyzing findings from the designs; although many effect size measures have been proposed, there is little consensus regarding their use. This article proposes a new effect size measure for single case research that is directly comparable with the standardized mean difference (Cohen's &quot;d&quot;) often used in between-subjects designs. Techniques are provided for estimating the new effect size, as well as its variance, from balanced or unbalanced treatment reversal designs. The proposed estimation methods are further evaluated using a simulation study and then demonstrated in two applications. The following are appended: (1) Derivation of the exact expectation and variance of ES from the moments of D and the inverse moments of S[superscript 2]; (2) Derivation of the effect size estimator for the general (AB)[superscript k] design; and (3) Formulas for estimators phi and rho in the unbalanced (AB)[superscript k] design. (Contains 1 table and 2 figures.)
A Meta-Analysis of the Autocorrelation in Single Case Designs
Author: Boyajian, Jonathan
Date: 2011-10-13
Type: Speeches/Meeting Papers
Subjects: Correlation,Research Design,Meta Analysis,Statistical Distributions,Hierarchical Linear Modeling,Regression (Statistics)

This conference presentation reviews the authors' work on autocorrelations in single-case designs. The bias-corrected autocorrelation is computed, results are meta-analyzed with 5-level multilevel analysis in SAS Proc Mixed. Results suggest autocorrelations are normally distributed, and that taking into account nesting in outcomes and articles accounts for a large amount of variance in the autocorrelation.
A Simple Effect Size Estimator for Single Case Designs Using WinBUGS
Author: Rindskopf, David
Date: 2012-03-13
Type: Reports - Descriptive
Subjects: Effect Size,Computation,Hierarchical Linear Modeling,Research Design,Computer Software,Statistical Analysis,Bayesian Statistics

This conference presentation demonstrates a multilevel model for analyzing single case designs. The model is implemented in the Bayesian program WinBUGS. The authors show how it is possible to estimate a d-statistic like the one in Hedges, Pustejovsky and Shadish (2012) in this program. Results are demonstrated on an example.
The National Defense Counseling and Guidance Training Institutes Program: A Report of the First 50 Institutes. Bulletin, 1960, No. 31. OE-25011
Author: Tyler, Leona E.
Date: 1960-00-00
Type: Historical Materials
Subjects: Educational History,School Personnel,Counselor Training,Federal Legislation,Secondary Education,Educational Principles,Educational Policy,Guidance Programs,School Guidance,School Counseling,Pupil Personnel Services,Program Descriptions,Program Implementation,Program Effectiveness,Records (Forms),Institutes (Training Programs),Expenditures,Public Schools,Private Schools,Counselor Educators,School Counselors,Teacher Guidance,Inservice Education,Student Characteristics,Colleges,Federal Programs,Federal Aid

In September of 1958, the 85th Congress passed Public Law 85-864, the National Defense Education Act. The step had not been taken lightly. For months congressional committees had been studying alternative bills. Widespread discussion had occurred in circles where educators and the educated were represented. Many proposals had been examined and compared. Congress realized that the provisions of this law would have widespread and to some extent unpredictable effects on the whole pattern of American education. This report is an examination of the structure that was built upon title V(B) or the act during its first year. Part B authorized the establishment of counseling and guidance training institutes at colleges and universities for the purpose of improving the qualifications of secondary school personnel to engage in counseling and guidance. The authors of this report shall look first at the principles that guided the designers in their plans. They shall then turn their attention to the details of the structure itself, answering such questions as What? Who? Where? and How much? They shall then try to analyse the distinctive contributions to counselor education that this program has made. They shall grapple with the problems that were faced by the persons who planned and conducted this first round of institutes. They shall evaluate the outcomes as well as possible and try to determine how successfully the purposes of title V(B) of the National Defense Education Act have been achieved. This bulletin contains the following chapters: (1) The Broad Picture; (2) Facts and Figures; (3) A Closer Look; and (4) Looking Toward the Future. Appended are: (1) Title I (Sec. 101) and Title V, the National Defense Education Act of 1958; (2) Counseling and Guidance Training Institutes Registry Form; (3) Selected Time Schedules Representative of Institute Activities; and (4) Institutions Sponsoring Counseling and Guidance Training Institutes; Summer of 1959. Individual chapters contain footnotes. (Contains 6 figures and 7 tables.) [Best copy available has been provided.]
Educating the More Able Children in Grades. Four, Five, and Six. Bulletin, 1961, No. 1. OE-35036
Author: Lewis, Gertrude M.
Date: 1961-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Elementary Schools,Educational Change,Grade 4,Grade 5,Grade 6,Student Needs,Academic Ability,Creative Writing,Mixed Age Grouping,Academically Gifted,Talent Identification

Improvement of educational opportunities for the more able children in schools has captured and held the attention and imagination of the public. Many are asking what the elementary schools are doing to provide adequate education for these children, and others are suggesting what schools ought to be doing. In response to this interest, the present study was undertaken by the Specialist for Upper Grades in the Elementary Schools Section of the Office of Education as an attempt to analyze some of the characteristics of the more able children and to report school programs which local educators consider to be good for these children. The content of this bulletin was derived from several sources: a study of research in the field of the gifted, observations in selected schools, interviews with teachers and administrators, and examination of publications which describe school programs or activities. Some of these programs have been in progress for many years; others represent changes recently adopted by the particular school or school system. This bulletin reports the author's observations which formed the basis of the study. In the main, each "Teaching-Learning Situation" reports the activities observed in a single classroom, with a single group of children, thus making it possible for the reader to a see how teacher worked in more than one subject-matter area, and how various teachers worked in similar and different subject-matter areas. Following the presentations of observations in fourth, fifth, and sixth grades, and in several mixed-grade settings, an attempt is made to show the characteristics ascribed by teachers to more able children, and the elements which, in general, characterized the teaching-learning situations. Included also are implications for school administrators and teachers, parents, and persons responsible for the education of teachers. Appended are: (1) Bibliography: Some Suggested Readings; and (2) Cooperating Schools. (Contains 2 footnotes.) [Best copy available has been provided.]
Criteria for the Establishment of 2-Year Colleges. Bulletin, 1961, No. 2. OE-57000
Author: Morrison, D. G.
Date: 1960-00-00
Type: Historical Materials
Subjects: Evaluation Criteria,Community Colleges,Laws,Two Year Colleges,Enrollment,State Legislation,Guidelines,State Surveys,Interviews,Community Needs,Financial Support,Educational Finance,Decision Making

During the past 60 years, 2-year colleges have increased rapidly in numbers and in enrollment of students. Over 650 institutions of the 2-year type have been established in this short period, and the number of students served each year by the public and private 2-year colleges has grown to the impressive total of over three-quarters of a million. Considering the rate of development of the 2-year college movement, it is little wonder that procedures for the establishment of these colleges have not been examined exhaustively. This study was undertaken by the Office of Education for three reasons. These were to collate and report information on criteria for establishing and developing 2-year colleges presently found in State laws and regulations; to secure and report the opinions of people who have had experience in the 2-year college field on criteria that should be used; and to provide some guidelines which might be used by those interested in organizing a State system of public 2 year colleges or in establishing individual institutions. The Higher Education Division of the Office of Education is pleased, therefore, to present this report of a comprehensive study on criteria for the establishment of 2-year colleges. It is a study that has been frequently requested in the past 5 years, and should make a significant contribution to the literature in the field of 2-year colleges. Contents include: (1) Introduction; (2) Statutory and Regulatory Criteria in Use in 1959; (3) Survey of Professional Opinion on Criteria for 2-Year Colleges; and (4) Some Proposed Criteria and Guidelines for Action. Appended are: (1) Statutory and Regulatory Criteria in Operation in 1959 for the Establishment of 2-Year Colleges by States; and (2) Interview Form on Criteria for Establishing or Continuing 2-Year Colleges. (Contains 9 tables and 35 footnotes.) [Best copy available has been provided.]
Student Financial Aid in Higher Education: An Annotated Bibliography. Bulletin, 1961, No. 3. OE-53006
Author: Eells, Walter C.
Date: 1960-00-00
Type: Historical Materials
Subjects: Educational History,Student Financial Aid,Annotated Bibliographies,High School Seniors,College Bound Students,Access to Education,Paying for College,Scholarship Funds,Student Costs,Fellowships,Scholarships,Research Reports,Federal Aid,State Aid,Student Loan Programs,Higher Education,Two Year Colleges,African American Students,American Indian Education,Womens Education,Teaching Assistants,Family Financial Resources,Parent Financial Contribution,Need Analysis (Student Financial Aid),Financial Aid Applicants,Educational Finance,Student Employment,Part Time Employment,Federal Legislation,Study Abroad,Private Financial Support,Philanthropic Foundations

There is a widespread interest in financial aid for college students on the part of prospective students and their parents as well as counselors and administrators in secondary schools and colleges. This interest and its own research needs warrant publication by the Office of Education of a comprehensive up-to-date bibliography on financial aid problems and issues. It is limited to published materials on scholarships, fellowships, loan funds, assistantships, and other part-time employment. This bibliography expands and brings up-to-date U.S. Office of Education Bulletin 1957, Number 7, which carried the title &quot;Scholarships and Fellowships: A Selected Bibliography.&quot; It should not be confused with &quot;Financial Aid for College Students: Graduate,&quot; and &quot;Undergraduate,&quot; which were directories of available aid published separately in 1957. A new edition of the undergraduate directory is in preparation and scheduled to be available in 1961. This bibliography is divided according to topics: (1) General and Composite; (2) National Defense Education Act; (3) Costs; (4) Scholarships; (5) Fellowships; (6) Assistantships; (7) Loans; (8) Part-Time Employment; and (9) Foreign Study. An index is included. (Contains 1 footnote.) [Best copy available has been provided.]
School Plant Management: Administering the Custodial Program. Bulletin, 1961, No. 4. OE-21005
Author: Finchum, R. N.
Date: 1961-00-00
Type: Historical Materials
Subjects: Educational History,Personnel Policy,Training Methods,School Buildings,School Maintenance,Elementary Secondary Education,Guides,Costs,Educational Finance,Bibliographies,Equipment Maintenance,School Administration,School Safety,Administrative Policy,Staff Development,Budgeting,Personnel Needs,School Personnel,Needs Assessment,Objectives,Scheduling,Recordkeeping,Records (Forms),Job Skills,Job Training,Sanitation,Hygiene

The job of operating school plants so as to utilize their potentialities in promoting an effective educational program is one that requires training, knowledges, skills, and services of a specialized nature. School officials in charge of school plant management are primarily responsible for developing an operating program that will meet this challenge. A thorough understanding of operational problems, careful planning, adequate supervision, and good judgment are essential to the development and management of this program. This bulletin, planned as a companion volume to "Organizing the Maintenance Program," OE-21002, deals with management aspects of school plant operation. It is hoped that these two publications will be useful to school officials and other people who are concerned with planning, organizing, improving, and administering school plan maintenance and operational programs. This bulletin has been prepared to give school district board members, superintendents, business managers, supervisors of maintenance and operations, principals, teachers, and school plant operating personnel a better understanding of some of the problems involved in providing adequate school building services. It brings together in one document many ideas, practices, and suggestions which have been used with success in various parts of the country. Contents include: (1) Introduction; (2) Determining Custodial Personnel Requirements; (3) Formulating Custodial Personnel Policies; (4) Defining Custodial Duties and Establishing Work Schedules; (5) Organizing and Conducting Custodial Training Programs; and (6) Procuring, Storing, and Distributing Supplies and Equipment. A selected bibliography is included. Individual chapters contain footnotes. (Contains 4 charts.) [Best copy available has been provided.]
Offerings and Enrollments in Science and Mathematics in Public High Schools, 1958. Bulletin, 1961, No. 5. OE-29021
Author: Brown, Kenneth E.
Date: 1961-00-00
Type: Historical Materials
Subjects: High Schools,Public Schools,Secondary School Mathematics,Secondary School Science,Enrollment Trends,Questionnaires,Course Selection (Students),Trend Analysis,Chemistry,Physics,Instructional Program Divisions,Curriculum,Biology,Geographic Location,Gender Differences,Class Size

The scientist and mathematician of tomorrow will come from the high school students of today. It is important to appraise this source of the future scientific manpower from time to time, both to note the trends and to judge the effectiveness of the efforts being made to bolster the defense, security and future welfare of the Nation through the improvement of science and mathematics courses in public high schools. Biennially, since 1954, the U.S. Office of Education has obtained information on the offerings and enrollments in science and mathematics in the public high schools of the United States. The first study was published as Pamphlet 118, and the second as Pamphlet 120. These studies were widely distributed. That they served to meet a definite need was attested by letters received from many users. It is hoped that the present study, which summarizes the offerings and enrollment data obtained for the school year 1958-59, will be a significant addition to the series. An appendix contains: (1) Questionnaires regarding enrollment in science and mathematics courses; (2) Figure 15--Pupils Enrolled in Science and Mathematics: Fall 1958; and (3) Figure 16--Mathematics and Science Enrollments in Public High Schools: Specified Years, 1933-34 to 1958-59. Individual sections contain footnotes. (Contains 16 figures and 54 tables.) [Best copy available has been provided.]