ethanporcaro/eric-fulltext-meta huggingface dataset:
State Plans under the Library Services Act: Supplement 3. A Progress Report: The First Five Years, Fiscal Years 1957-61. Bulletin, 1963, No. 14. OE-15012-61
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1963-00-00
Type: Historical Materials
Subjects: Educational History,Operating Expenses,Statistical Data,Counties,Rural Population,Program Effectiveness,Expenditures,Federal State Relationship,Cooperative Programs,Library Personnel,Motor Vehicles,Libraries,Adult Education,Informal Education,Educational Resources,Library Equipment,Library Materials,Federal Legislation,State Legislation,Program Descriptions,Program Development,Program Administration,State Programs,Library Services,Rural Areas,Public Libraries,Library Development,Statewide Planning,State Agencies,State Policy,State Federal Aid,Library Education,Library Facilities,Librarians,Budgets,Bibliographies,Library Role

A 1956 Office of Education study showed that 26 million rural residents were without any public library service and that more than 300 rural counties had no public library within their borders. An additional 50 million rural residents had only inadequate service. Congress passed the Library Services Act in 1956 to stimulate the further development of public library services in rural areas under 10,000 population. These funds, allotted to the States on the bases of their rural population and matched by States on the basis of their per capita income, may be used for salaries, books and other library materials, library equipment, and other operating expenses, but not for the purchase or erection of buildings or purchase of land. This publication, the third supplement to "State Plans under the Library Services Act," contains statistical data and program summaries as reported by the States for the first 5 years of the act. An introductory section describes the principal activities, trends, and results of the program. The reports in this publication are evidence of the substantial progress made in the further extension of library services to rural residents in the 50 States, Guam, Puerto Rico, and the Virgin Islands. The results to date indicate that the States and Territories, through their State plans and programs, have created a firm basis for the further extension and improvement of rural public library services and have taken a major step toward the goal of developing good public library service for all. This document includes a bibliography of manuals, surveys, and films, as well as the text of Public Law 597 (84th Congress) Chapter 407 and Public Law 86-679 (86th Congress). (Contains 2 footnotes, 7 tables, and 2 charts.) [Prepared by the Library Services Branch. Best copy available has been provided.]
Exploring Learners' Experiences of Inclusive Education: The Voice of the Voiceless
Author: Mweli, Patrick
Date: 2012-03-15
Type: Reports - Evaluative
Subjects: Inclusion,Social Justice,Stakeholders,Teaching Methods,Racial Segregation,Cognitive Style,Foreign Countries,Educational Change,Politics of Education,Program Implementation,Qualitative Research,Teacher Education,Student Needs

Since the 1994 election, South Africa has moved from a politics of separatism to social justice and inclusivity. The White Paper 6 (Department of Education, 2001) on inclusive education policy emphasizes inclusion of all learners in the basic education system, regardless of disability, race, learning style, HIV status etc. This has brought change to classroom dynamics, where the tradition of the classroom is based on reading and writing for &quot;normal&quot; learners, and diverse learning needs related to impairment is &quot;abnormal&quot;. Theories of Inclusive Education underpin this paper. Using a qualitative approach, this study explores learners' experiences in the classroom to assess implementation of Inclusive Education. The study reveals that in South Africa the problem of inclusive curriculum implementation still persists and needs special attention from all stakeholders in education. It is also evident that teachers have not been properly prepared for the paradigm shift needed for implementation of an inclusive curriculum. The losers in the process are the learners, as they continuously have negative experiences in the classroom. The paper concludes that in-depth training of the teachers in Inclusive Education is required to ensure that the paradigm shift from the apartheid education system to Inclusive Education is achieved.
Motion Picture Production Facilities of Selected Colleges and Universities: A Survey by the University Film Foundation. Bulletin, 1963, No. 15. OE-51005. [Preface-Chapter 3]
Author: Williams, Don G.
Date: 1963-00-00
Type: Historical Materials
Subjects: Educational History,National Surveys,Questionnaires,School Visitation,Structured Interviews,College Programs,College Curriculum,Films,Film Production,Educational Facilities,Educational Equipment,Philanthropic Foundations,Federal Aid,Program Descriptions,Program Effectiveness,College Administration,Program Administration,Multimedia Materials,Audiovisual Aids,Projection Equipment,Film Study,Production Techniques,Objectives,Instructional Films,Communications,Barriers,Educational Finance

This report is an account of a survey entitled, "A Project to Survey the Motion Picture Production Facilities of Selected Colleges and Universities in the United States," which was conducted by the University Film Foundation during the Spring and Fall of 1960, under a contract with the U.S. Office of Education. Reasons for the survey included the dearth of organized information about the university film production units, and the desire to prevent duplication of facilities on a campus and inform faculty and staff where, within a reasonable distance in not on their own campus they can obtain assistance in planning programs that involve the use of motion pictures in research, in establishing a motion picture unit, or in producing films for teaching purposes. The purpose of the survey was to arrive at an overall picture of the competencies and production potential of the units by investigating their staff resources, equipment, physical facilities, services, administrative support, and record of performance. The contents shown in this first part of the bulletin include: (1) Preface; (2) Background of University Film Production in the United States; (3) Chapter 1: Administration, Part I: University Administration and the Film Unit; (4) Chapter 2: Administration, Part II: Organization and Operation of the Film Unit; and (5) Chapter 3: Equipment and Facilities. Individual chapters contain footnotes. (Contains 11 tables.) [Due to its size, this volume has been processed as two separate parts. This first part includes the Preface through Chapter 3. The second part (ED544053) includes Chapter 4 through the Appendices. The cover page and table of contents are repeated in the second part. Best copy available has been provided.]
Motion Picture Production Facilities of Selected Colleges and Universities: A Survey by the University Film Foundation. Bulletin, 1963, No. 15. OE-51005. [Chapter 4-Appendices]
Author: Williams, Don G.
Date: 1963-00-00
Type: Historical Materials
Subjects: Film Production,Films,Universities,Surveys,Educational Facilities,College Faculty,Teaching Methods,Equipment,College Administration,Awards,Program Descriptions

This report is an account of a survey entitled, "A Project to Survey the Motion Picture Production Facilities of Selected Colleges and Universities in the United States," which was conducted by the University Film Foundation during the Spring and Fall of 1960, under a contract with the U.S. Office of Education. Reasons for the survey included the dearth of organized information about the university film production units, and the desire to prevent duplication of facilities on a campus and inform faculty and staff where, within a reasonable distance in not on their own campus they can obtain assistance in planning programs that involve the use of motion pictures in research, in establishing a motion picture unit, or in producing films for teaching purposes. The purpose of the survey was to arrive at an overall picture of the competencies and production potential of the units by investigating their staff resources, equipment, physical facilities, services, administrative support, and record of performance. Contents included in this second part of the bulletin are: (1) Chapter 4: Production and the Product; (2) Chapter 5: Staff of the Film Unit; (3) Chapter 6: Distribution of Films Produced; (4) Chapter 7: Teaching Programs in Film Production; (5) Chapter 8: Additional Producing Units; and (6) Chapter 9: Summary, Recommendations, and Problems of the University Film Production Movement. Appended lists include: (1) Suggested equipment; (2) Best films, as selected by the units; (3) Award-winning films; and (4) UFPA archives of outstanding films. Individual chapters contain footnotes. (Contains 13 tables.) [Due to its size, this volume has been processed as two separate parts. The first part (ED544052) includes the Preface through Chapter 3. This second part includes Chapter 4 through the Appendices. The cover page and table of contents are repeated in the second part. Best copy available has been provided.]
Higher Education in the U.S.S.R.: Curriculums, Schools, and Statistics. Bulletin, 1963, No. 16. OE-14088
Author: Rosen, Seymour M.
Date: 1963-00-00
Type: Historical Materials
Subjects: Higher Education,Required Courses,Educational Change,Graduate Study,State Universities,Surveys,Social Systems,Ideology,Political Attitudes,Teacher Education,Medical Education,Statistical Data,Engineering Education,Technical Education,Classification,Specialists,Correspondence Study,Admission Criteria,College Admission,Part Time Students,Institutes (Training Programs),Curriculum

The demand for basic information on Soviet higher education continues to grow. Previous bulletins on Soviet education published by the Office of Education have either been overall surveys (&quot;Education in the U.S.S.R.,&quot; Bulletin 1957, No. 14; &quot;Soviet Commitment to Education,&quot; Bulletin 1959, No. 16) or studies of general elementary, secondary and teacher education (&quot;Soviet Education Programs,&quot; Bulletin 1960, No. 17). The present study is designed to help meet the demand for more comprehensive information on Soviet higher learning, and particularly, its increasingly close alignment with Soviet national planning and economy. The Introduction provides a review of reform implementation in Soviet higher education. Part I, Soviet Curriculums in Higher Education, discusses: (1) Content and requirements; (2) Structure of curriculums--hours devoted to required courses in Communist ideology, graduate programs, production practice, university training, teacher training, medical training, and technical training; and (3) References and source materials. Part II, Schools and Statistics, addresses: (1) Planning and supervision--Republic Higher Education Authority; (2) Production of specialists--official classification of higher education specialists; and (3) Part-time higher education--correspondence institutes, plant-higher schools for technical education, status of part-time education, and analysis of Soviet statistics. Appendices include: (1) Curriculums for state universities, medical institutes, pedagogical institutes, and engineering-technical higher schools; (2) Soviet higher education statistics; (3) U.S. higher education statistics; (4) Rules for admission to higher educational institutions, U.S.S.R., 1962; (5) Rules for &quot;Aspirantura&quot; (graduate study), U.S.S.R., 1962; and (6) Higher educational institutions of the U.S.S.R. (Contains 25 footnotes, 43 tables, 3 charts, and 4 forms.) [Best copy available has been provided.]
The Reflections of Layered Curriculum to Learning-Teaching Process in Social Studies Course
Author: Gun, Emine Seda
Date: 2013-07-00
Type: Journal Articles
Subjects: Teaching Methods,Social Studies,Content Analysis,Distance Education,Semi Structured Interviews,Grade 5,Observation,Motivation,Attendance,Curriculum Development,Foreign Countries

The purpose of this research is to set the effect of Layered Curriculum on learning-teaching processes. The research was conducted on 2011-2012 educational year. The implementation process, which lasted for 4 weeks, was carried out with the theme named &quot;The World of All of Us&quot; in Social Studies lesson at 5th grade. Observation and interview methods are used for collecting the data needed for the research. As data collection tools semi-structured interview form and researcher's diary were benefited from. The data obtained during the study was assessed with the content analysis and descriptive analysis method. According to the findings of the study, it is found that layered curriculum increased the motivation and attendance of the students to the lessons by making the learning-teaching process pleasurable for them however sporadically a noise environment could occur and it could become difficult to manage the time effectively reserved for the lessons due to the activities enforced simultaneously. (Contains 1 table and 1 figure.)
Programs for the Educationally Disadvantaged: A Report of a Conference on Teaching Children and Youth Who Are Educationally Disadvantaged, May 21-23, 1962, Washington, D.C. Bulletin, 1963, No. 17. OE-35044
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1963-00-00
Type: Collected Works - Proceedings
Subjects: Academic Achievement,Educationally Disadvantaged,Educational Experience,Human Relations,Economically Disadvantaged,State Programs,Urban Areas,Special Needs Students,Rural Areas,Cultural Influences,Elementary School Students,Instructional Effectiveness,Educational Change,Change Strategies,Social Influences,Secondary Schools

Under the auspices of the Instructional Programs Branch of the U.S. Office of Education, a 3-day conference was held May 21-23, 1962, on &quot;Teaching Children and Youth Who Are Educationally Disadvantaged.&quot; The conference brought together from all over the Nation  acknowledged leaders of public school programs expressly designed to realize the potentialities of the educationally disadvantaged. The purposes of the conference were to review promising efforts in this field, to identify those characteristics of pupils and of their homes and communities which hinder achievement, and to project new approaches that warrant exploration. This publication contains the papers presented at the conference on practices designed specifically to assist the educationally disadvantaged: (1) The Culturally Deprived Child: A New View (Frank Riessman); (2) Program for Depressed Area (West Virginia) (Sherrill D. McMillen); (3) Some Special Projects of the Chicago Board of Education (Anita Y. Boswell); (4) An Adventure in Human Relations (Wilmington, Delaware) (Muriel Crosby); (5) The Washington, D.C. Program (John D. Koontz); (6) The Higher Horizons Program in New York City (Jacob Landers); (7) Modifying the School Experience of Culturally Handicapped Children in the Primary Grades (Quincy, Illinois) (Gordon P. Liddle); (8) Working Toward More Effective Education (Detroit, Michigan) (Carl Marburger); (9) Some Guidelines to Desirable Elementary School Reorganization (Bank Street, College of Education, New York City) (John Niemeyer); (10) A Program to Raise the Standard of School Achievement (St. Louis, Missouri) (Samuel Shepard, Jr.); (11) The Harry E. Wood School Program (Indianapolis, Indiana); and (12) Conclusions (Howard H. Cummings). [Best copy available has been provided.]
Education in Iran. Bulletin, 1963, No. 18. OE-14081
Author: Sassani, Abul H. K.
Date: 1962-07-00
Type: Historical Materials
Subjects: Elementary Education,Vocational Education,Preschool Education,Foreign Countries,Educational Change,Economic Factors,Educational History,International Cooperation,Educational Administration,Governance,Educational Philosophy,Secondary Education,Teacher Education Programs,Tests,Student Evaluation,Higher Education,Educational Trends

This bulletin provides background information on Iran--the country, including economic factors; the people, and the government. The report further describes educational developments, including: (1) Early European influence; (2) Cooperative U.S. programs; (3) Administration and organization of education, including the Ministry of Education; (4) The school system--philosophy of education, preschool education, elementary education, secondary education, examinations, vocational education, teacher training, and higher education; (5) New trends in system; and (6) A selected bibliography, with some annotated entries. (Contains 7 tables and 7 footnotes.) [Best copy available has been provided.]
Higher Education in Poland. Part I: Organization and Administration. Bulletin, 1963, No. 19. OE-14062
Author: Rosen, Seymour M.
Date: 1963-00-00
Type: Historical Materials
Subjects: Higher Education,Physical Education,Art Education,Agriculture,Foreign Countries,Comparative Education,Educational Administration,Laws,Educational Legislation,Elementary Secondary Education,Technical Education,Economics,Tourism,Public Agencies

The purpose of this bulletin and of the forthcoming &quot;Part II: Studies and Students&quot; is to provide current basic information on the Polish system of higher education. The material is intended primarily for scholars in the comparative education field, university officials, students involved in academic exchanges, and specialists on Eastern Europe. Sources include current Polish laws on education and higher education, published Polish statistics and handbooks, as well as discussions with education officials and educators in the Ministry of Higher Education, the Ministry of Education, and in higher and other educational institutions in Warsaw and Cracow. The document provides a brief background on the elementary-secondary education system and the Ministry of Education before describing the higher education system. The Ministry of Higher Education is the chief authority over higher education, and specifically has oversight of universities, higher technical schools, higher schools of agriculture, and higher schools of economics. Other ministries oversee specialty programs, e.g., the Ministry of Education has jurisdiction over higher schools of pedagogy. Appended are lists: (1) Polish institutions of higher education under the Ministry of Higher Education--universities, higher technical schools, higher schools of agriculture, and higher schools of economics; (2) Schools under the Ministry of Education--higher schools of pedagogy; (3) Schools under the Ministry of Health and Social Welfare--medical academies, higher schools of music, higher schools of plastic arts, and higher schools of theater and films; (4) Schools under the Central Committee on Physical Culture and Tourism--higher schools of physical education; and (6) Itinerary of authors in Poland, March 1961. (Contains 8 tables.) [Best copy available has been provided.]
Education in Yugoslavia and the New Reform: The Legal Basis, Organization, Administration, and Program of the Secondary Schools. Bulletin, 1963, No. 20. OE-14089
Author: Tomich, Vera
Date: 1963-00-00
Type: Historical Materials
Subjects: Administrative Organization,Secondary Schools,Technical Assistance,Vocational Schools,Foreign Countries,Educational Change,Compulsory Education,School Restructuring,Educational Development,Minority Groups,History,War,Laws,Role,Organizations (Groups),Political Attitudes,Social Systems,Political Influences

Yugoslavia, in its postwar reconstruction, has devoted considerable effort to educational development, especially at the secondary school level. The new General Law on Education of 1958 introduced major reforms and inaugurated a new public school system for the diverse population of the country. The purpose of this study is to present a factual and objective summary of the present legal basis, organization, administration, and program of secondary schools in Yugoslavia, and to describe briefly the development of secondary education from 1946 to 1959, presenting the significant facts and events leading to the passage of the new General Law on Education in 1958. Individual chapters describe: (1) The Yugoslav State--the land and its people, historical background, and the struggle for independence; (2) The school system in prewar Yugoslavia--status of compulsory education, national minorities, organization of the school system, and war devastation; (3) Postwar educational development--early postwar period, compulsory 8-year education, and types of postwar schools; (4) School reform movement--limitations of pre-reform measures, School Reform Commission, UNESCO technical assistance, proposal for school reform, and draft of the General Law on Education; (5) Education under the general law--institutions for preschool education, elementary schools, secondary schools, vocational schools, schools for national minorities, and new laws to follow; (6) Administration of schools under the new general law--the school committee, council of teachers, headmaster, other administrative bodies, municipal organization, district organization, republic organization, Federal Council of Education, and vertical linking in administrative organization; and (7) Sociopolitical organizations concerned with education--the role of the League of Communists in education. The summary discusses the progress and problems in Yugoslav education. Appended is the text of the General Law on Education. (Contains 263 footnotes, 44 tables, and 6 charts.) [Best copy available has been provided.]
The Current Situation in Latin American Education. Bulletin, 1963, No. 21. OE-14060
Author: Hauch, Charles C.
Date: 1962-02-00
Type: Historical Materials
Subjects: Educational Administration,Illiteracy,Teacher Shortage,Latin Americans,Foreign Countries,Educational History,Social Influences,Economic Factors,Educational Attainment,Adults,Enrollment Trends,Attendance Patterns,Dropouts,School Buildings,Teacher Supply and Demand,Educational Quality,Higher Education,Educational Finance,Teacher Education,Adult Education,Community Programs,Private Education,Public Education

The brief description of education in Latin American presented here is based on information available to the Office of Education, much of it in unpublished form, and provides an overview of the general situation of education in Latin America. Document contents include: (1) Introduction: Some Background Factors--historical, sociological-anthropological, and economic, and the demand for education; (2) Educational administration, organization, and structure; and (3) Some problems of Latin American education--quantitative factors, illiteracy, educational level of adult population, school enrollment, absenteeism and school dropouts, physical shortages, teacher shortages and deficiencies, qualitative factors, and higher education-some special factors and problems. In this paper effort has been made to set forth some of the principal facts of Latin American education and the major problems related to its future development. In addition to material deficiencies and needs in this regard, it has seemed at time in the past that more enthusiasm and greater determination on the part of Latin American governments and people would go far in making education the key to their economic and social development. In recent years, however, there have been encouraging indications of progress in this direction. Of particular current note has been the growing recognition of the essential values of education, as evidenced in the Punta del Este Charter establishing the Alliance for Progress and subsequent efforts to apply and implement its recommendations. [Best copy available has been provided.]