ethanporcaro/eric-fulltext-meta huggingface dataset:
Speech Correctionists: The Competencies They Need for the Work They Do: A Report Based on Findings from the Study, "Qualification, and Preparation of Teachers of Exceptional Children". Bulletin, 1957, No. 19
Author: Mackie, Romaine P.
Date: 1957-00-00
Type: Historical Materials
Subjects: Speech Language Pathology,Speech Impairments,Allied Health Personnel,Professional Development,Competence,Employment Qualifications,Child Development,Motivation,Teacher Student Relationship,Teaching Skills,Tests,Program Development,Cooperation,Self Evaluation (Individuals),Hearing Impairments

This publication is one of a series resulting from the broad study, "Qualification and Preparation of Teachers of Exceptional Children," which since 1952 has been one of the major projects of the Office of Education. The participation of more than 2,000 persons concerned with handicapped and gifted children is an example of cooperative action among private organizations, school systems, colleges and universities, and the staff of the Office of Education. Reported here is that part of the information from the broad study which has particular bearing on the qualification and preparation of speech correction teachers. Opinions of speech correctionists and teachers of children who are hard of hearing were collected separately, but with the current trend towards combining the fields of speech and hearing, the forthcoming report, "Teachers of Children Who Are Hard of Hearing," may also be of value in this area. It is hoped that this publication will prove useful to speech correction teachers in their professional development, to supervisors and administrators of speech correction programs, to standard-setting agencies, and to colleges and universities offering preparation for such teachers. Further, it is hoped that this report will stimulate additional discussion and research on the part of those interested in improving instruction for the Nation's children who have speech defects. Appended are: (1) The Office of Education Study, Qualification and Preparation of Teachers of Exceptional Children; (2) Information about the 120 Speech Correctionists Who Supplied the Data for This Study; (3) Statistical Procedures and Results; and (4) Excerpts from Inquiry Forms. (Contains 9 tables and 8 footnotes.) [This paper was written in collaboration with Hildred Gross, Elizabeth MacLearie, Letitia Raubicheck, and Berneice Rutherford. Best copy available has been provided.]
Local School Construction Programs. Bulletin, 1957, No. 20
Author: Viles, N. E.
Date: 1957-00-00
Type: Historical Materials
Subjects: Educational History,Educational Trends,School Buildings,School Construction,Construction Programs,Educational Facilities Design,Educational Facilities Planning,Facility Guidelines,Facility Requirements,Architecture,Educational Finance,Bond Issues,Contracts,Bids,Structural Elements (Construction),Furniture,Educational Equipment,Site Selection,Guides,Surveys,School Districts,Boards of Education,Board of Education Policy,Program Development

This bulletin is designed as an outline to direct the attention of local officials to various features and steps meriting attention in planning and carrying out a school-plant construction program. Planning, administration, and construction practices and procedures may vary with buildings of different sizes or types of construction or with those erected under different legal restrictions or climactic conditions. For many of the steps or procedures in school-plant programs there are no certain best methods or processes applicable for all buildings. Although not intended as final answers to specific problems on each building program, the suggestions and information outlined in this publication should provide general guidelines for planning the various steps in school building. Individual sections contain footnotes. (Contains 30 tables.) [Best copy available has been provided.]
Television in Education. Bulletin, 1957, No. 21
Author: Dunham, Franklin
Date: 1957-00-00
Type: Historical Materials
Subjects: Educational History,Educational Television,Adult Education,Higher Education,Elementary Secondary Education,Armed Forces,Military Training,Public Policy,Public Agencies,Government Publications,Bibliographies,Philanthropic Foundations,Financial Support,Government Role,Enrichment Activities,Program Development,Program Administration,Educational Media,Instructional Materials,Multimedia Materials,Audiovisual Instruction,Teaching Methods,Educational Change,Educational Technology,Public Schools,Curriculum Enrichment,Distance Education,Telecourses,Television Teachers,Community Planning,Programming (Broadcast),Educational Radio,Telecommunications

Educational television has made great strides in the five years which have elapsed since the Federal Communications Commission set aside television channels for the exclusive use of education. Such stations are located in 29 communities of the United States, representing large cities, university centers and, in several instances, serving entire States through multiple stations or multiple studios. The investment in educational television now totals over fifty million dollars. Following a Foreword and Introduction, the following parts are included: (1) What is being done in educational television; (2) What can be done with educational television for adults; (3) The enrichment program for schools; (4) How a community can plan for educational television; (5) How a TV station can develop essential services; and (6) Exploring the practicability of direct teaching by television. The following are appended: (1) Educational television stations; (2) Non-commercial education television assignments; (3) New books on education television; (4) Publications of Office of Education, Radio-Television and Visual Education; (5) Organizations of Joint Council on educational television; (6) Foundations making grants to educational television; (7) Closed-circuit educational television; (8) Armed forces television stations; (9) Typical educational TV schedules; (10) Statewide networks of educational stations; and (11) Roll call of colleges by States. [Best copy available has been provided.]
Guidance Workers Certification Requirements. Bulletin, 1957, No. 22
Author: Brewster, Royce E.
Date: 1957-00-00
Type: Guides - General
Subjects: Educational History,National Surveys,Certification,Counseling Psychology,School Psychologists,School Guidance,School Counselors,Counselor Certification,Counselor Qualifications,Pupil Personnel Services,Pupil Personnel Workers,School Psychology,Guidance Programs,Employment Qualifications,Public Schools,State Departments of Education,State Policy,State Regulation,State Standards,State Licensing Boards,Educational Policy,Educational Trends

An increasing number of States and Territories have been revising or developing certification requirements for guidance workers as a result of study and recommendation by professional committees. To make these requirements effective, official action has been taken by Stage boards of education or by legislation. This bulletin is a revision of "Guide Lines," January 1956, published by the Office of Education. The data were supplied by State department of education officials. Some States, now engaged in a study of requirements for certification of guidance workers, may have revisions completed and adopted within the near future.  Part 1 of this bulletin lists guidance workers certification by States--34 mandatory and 7 optional. Part II lists certification of school psychologists, who are in some instances labeled counseling psychologists. [Best copy available has been provided.]
Retention and Withdrawal of College Students. Bulletin, 1958, No. 1
Author: Iffert, Robert E.
Date: 1957-00-00
Type: Historical Materials
Subjects: School Holding Power,Extracurricular Activities,Paying for College,Undergraduate Students,Withdrawal (Education),Academic Persistence,College Transfer Students,Student Characteristics,Student Placement,College Attendance,Student Interests,Place of Residence,Scheduling,Records (Forms),Tables (Data)

The purpose of this study has been to inquire into the extent and character of retention, transfer, and withdrawal of undergraduate students in a group of representative institutions of higher education. Attention has been given to characteristics of students, their standing in high school and on placement, their reasons for going to college, their financial resources, their subjects of greatest interest, the location of their homes in relation to college, where they lived while attending college, their extracurricular activities, and the extent to which they contributed to the defrayment of their college expenses. Particular emphasis has been placed on length of attendance and reasons for transfer and discontinuance. Three appendixes present: (1) Consultants and Participants; (2) Schedules and Forms; and (3) Tables. A bibliography is included. (Contains 78 tables.) [Best copy available has been provided.]
Statistics of Land-Grant Colleges and Universities, Year Ended June 30, 1956. Bulletin, 1958, No. 2
Author: Holladay, Doris C.
Date: 1958-00-00
Type: Historical Materials
Subjects: Colleges,Land Grant Universities,Grants,Statistical Data,State Universities,Tables (Data),Institutional Characteristics,Enrollment,College Faculty,Academic Degrees,Comparative Analysis

The present publication is the 87th issue of the annual statistical report by the Office of Education on land-grant colleges and universities. The first issue presented data for the academic year 1869-70; this issue carries the series through 1955-56. The series is distinguished, first, by its long history of 87 years, and second, by the scope of its information regarding the individual colleges sand universities in the land-grant group. The present publication, lists individual institutions by State, without regard to color of the majority of the students in each institution. In the summary tables, which give data for all 69 land grant institutions as a group, the traditional, separation of data for the 17 institutions attended predominantly by Negroes has been discontinued. As in the previous year's bulletin, data from land-grant institutions on enrollments, faculty, and degrees are compared with corresponding data from all institutions of higher education and from all 4-year institutions. Financial data on land-grant colleges and universities are included in the present bulletin; but comparison of these data with data from all institutions and from the 4-year institutions was not possible, because of incomplete tabulation of financial data from the latter groups at the present time. The data on degrees conferred are considered both mote accurate and more adequate than in previous. (Contains 32 tables and 8 footnotes.) [This bulletin was prepared under the direction of Mabel C. Rice in consultation with Lloyd E. Blauch. Best copy available has been provided.]
Educating Children in Grades Four, Five and Six. Bulletin, 1958, No. 3
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1958-00-00
Type: Historical Materials
Subjects: Educational Practices,Grade 4,Research Utilization,Grade 5,Grade 6,Elementary School Students,Educational Methods,Educational Research,Organization,Educational Environment,Social Development,Emotional Development,Cognitive Development,Child Development,Reading Skills,Spelling,Skill Development,Handwriting,Communication Skills,Health Education,Health Behavior,Physical Development,Science Instruction,Social Studies,Mathematics Skills,Art Education,Music Education,Visual Arts,Creative Writing,Literature,Drama,School Community Relationship

The study reported here was begun in 1955 by a group of five staff members in the Elementary Schools Section, U. S. Office of Education. The purpose was to find out and report: (1) what research says about children a 9,10, and 11; (2) what educators say  about today's children in grades 4, 5, and 6, and (3) some good educational practices for these children as defined by local educators. It was decided that research would be studied and summarized; that small conferences (of about 35 members each, including supervisors, principals, and teachers) would be held in various parts of the United States, that selected schools and classrooms must be visited to observe educational processes, and that the results of the study and observation would be made available in bulletin form. A bibliography is provided. Appended are: (1) Some Things Which Give Concern to Educators; (2) List of Conferences Held; (3) List of School Systems Visited. (Contains 26 footnotes.) [Best copy available has been provided.]
Analysis of Research in the Teaching of Mathematics. Bulletin, 1958, No. 4
Author: Brown, Kenneth E.
Date: 1958-00-00
Type: Historical Materials
Subjects: Mathematics Instruction,Teacher Attitudes,Educational Research,Instructional Improvement,Information Dissemination,Teaching Methods,Masters Theses,Doctoral Dissertations,Questionnaires,College Faculty,Instructional Effectiveness

The improvement of teaching in mathematics, as in other subjects, depends to a large degree on the extent to which research conclusions find their way into the classroom. The purpose of this study is to help report and disseminate the findings in the research on mathematics teaching completed during the 2 years of 1955 and 1956. A Summary of Research Studies are appended. [Best copy available has been provided.]
Cooperative Research Projects, Fiscal 1957. Bulletin, 1958, No. 5
Author: Mackie, Romaine P.
Date: 1958-00-00
Type: Historical Materials
Subjects: Educational History,Research Projects,Educational Research,Federal Programs,Federal Aid,Cooperative Programs,Program Descriptions,Educational Administration,School Personnel,Student Characteristics,Curriculum,Teaching Methods,Guidance Programs,Learning Theories,Educational Sociology,Elementary Secondary Education,Higher Education,Special Education,Mental Retardation,Gifted,Academic Persistence,School Holding Power,Delinquency,Teacher Education,Public School Teachers

This publication presents a brief description of the Cooperative Research Program of the Office of Education and of the research projects initiated during the fiscal year 1957. More extensive information about the program, especially with regard to the procedure in making application for funds, is provided in a separate brochure available on request. The director of each project initiated under Public Law 531 during fiscal 1957 was asked either to prepare a brief description of his project, or to review a description prepared in the Office of Education. These descriptions, as approved by the project directors, are grouped here according to the problem with which they deal. At the end of each description are given the name of the director or chief investigator and the name of the institution or agency with which the contract for research was made. Also included are the serial number by which the project is identified, the duration of the project, and the approximate beginning and ending dates. An introduction to this bulletin is given by Herbert S. Conrad. [Best copy available has been provided.]
Block-Time Classes and the Core Program in the Junior High School. Bulletin, 1958, No. 6
Author: Wright, Grace S.
Date: 1958-00-00
Type: Historical Materials
Subjects: General Education,Articulation (Education),Incidence,Educational Change,Core Curriculum,Block Scheduling,Junior High Schools,Educational Objectives,Educational Practices,Educational Trends,Trend Analysis,Principals,Administrator Attitudes,Questionnaires

By this study, as by several it has issued in the past few years the Office of Education recognizes the interest of many educators in the core program as a means of achieving some of the objectives of general education at the secondary level. Its first publication, Bulletin 1950, No. 5 entitled "Core Curriculum in Public High Schools," a study of the incidence of the program, was followed in 1952 by a study of problems and practices. A later publication reported upon and analyzed the unpublished research in the field over a 10-year period. Numerous bibliographies have also been made available. The present study directed only at the junior high school grades, combines the purposes of the first two studies. That is, it provides information about the incidence of the program as was done in the Office's first study, and breaks down the programs reported into the same four types spelled out in the 1952 study of problems and practices, thus making it possible the establishment of trends over the past few years. Information contained in this bulletin should be of interest to high school principals, curriculum workers, supervisors, students of core, and research workers who wish to know (1) whether the interest in core and block-time classes as a way of organizing a school's general education program is continuing, and to what degree; (2) in what States it has achieved the greatest acceptance; and (3) to what extent instruction differs in block-time and core classes from that commonly found in single subject classes. Principals filling in the questionnaire were asked to report classes "meeting for a block of time of two or more class periods, combining or replacing two or more subjects that are required of all pupils and would ordinarily be taught separately." Under this definition classes reported need have only the block-time organizational pattern characteristic of core. For this reason the first section of the bulletin reports on "Block-time" rather than "Core." Many principals accept the organizational pattern of core who do not accept, or do not feel that their teachers are ready to use, the content and methods characteristic of the program. They believe that the block of time provides for better articulation with the elementary school than does complete departmentalization. Also they agree that more effective guidance is possible because one teacher with fewer pupils to know has the opportunity to know each of his pupils well. "Inquiry on the Operation of Block-Time (Including Core or Core-Type) Classes in Grades 7-9 of Junior High and 6-Year Secondary Schools" is appended. (Contains 1 figure, 15 footnotes and 13 tables.) [Best copy available has been provided.]
Analysis of Research in the Teaching of Science, July 1955 - July 1956. Bulletin, 1958, No. 7
Author: Osbourn, Ellsworth S.
Date: 1958-00-00
Type: Historical Materials
Subjects: Educational History,Educational Research,Science Education,Science Instruction,Research Projects,Periodicals,Literature Reviews,Questionnaires,Educational Improvement,Science Course Improvement Projects,College Science,Elementary School Science,Secondary School Science,Science Teachers,Teacher Education,Guidelines,Educational Needs,Research Design,Research Methodology,Research Needs,Research Problems,Science Careers,Science Achievement,Science Tests,Bibliographies,Textbooks,Scientific Methodology,Curriculum Development,Educational Testing,Scientists,Enrollment

Beginning in 1950 the National Association for Research in Science Teaching and the U.S. Office of Education collaborated in preparing an annual summary of research in the teaching of science. The present bulletin continues their cooperative effort. This analysis of research in the teaching of science contains reports of published studies resulting from a meticulous search of the pamphlet and periodical literature in the field between July 1955 and July 1956. It also contains reports of unpublished studies coming from the returns to an inquiry sheet mailed annually by the U.S. Office of Education to more than 1,200 institutions where graduate work in science teaching is in progress. The studies reported here have been carefully evaluated and selected through applying a set of criteria formulated by the National Association for Research in Science Teaching. The work was carried on by three committees, one for each school level: elementary, secondary, and college. The three committees reviewed all the issues between July 1955 and July 1956 of about 50 monthly magazines which, from time to time, carried research in science teaching. The work was limited by the fact that, in both the published and unpublished studies the committees, for the most part, were working with secondary sources, such as abstracts and articles, and not with the original documents. In the preparation of this report the research for the past decade has also been reviewed in an attempt to discern any trends or patterns. At this time now, when science and technology are playing a very important part in our life and culture, much of the research in science education lacks a broad and comprehensive plan. A considerable amount is unpatterned, makes but a fragmentary contribution to the basic concerns, and tends to deal with peripheral fringes of the major problems. Nevertheless, there is some evidence of progress towards a more patterned research program. Elementary school, secondary school, and college level bibliographies are included. (Contains 2 footnotes.) [Best copy available has been provided.]
Know Your School Law. Bulletin, 1958, No. 8
Author: Keesecker, Ward W.
Date: 1958-00-00
Type: Historical Materials
Subjects: Educational History,School Law,Educational Legislation,State Legislation,Clearinghouses,Educational Policy,State Policy,Educational Administration,Administrative Principles,Educational Finance,Educational Improvement,Annotated Bibliographies,Compliance (Legal),Legal Responsibility,School Administration,Student Rights,Teacher Rights,Court Litigation,Federal State Relationship,Federal Legislation,Constitutional Law,Civil Rights,Racial Segregation,School Segregation,Disabilities,Elementary Secondary Education,Higher Education,Public School Teachers,Evaluation Criteria,Guidelines,Public Education,Private Education

This publication is designed to encourage and assist those who seek to improve school systems through the improvement of school laws. This is a revised edition of "Know Your School Law," Bulletin 1952 No. 1, by Dr. Ward W. Keesecker, and is part of the Office of Education program to develop a clearinghouse of timely and useful information on important phases of school law. The purpose of this publication is to stimulate interest in the further improvement of educational laws, to identify legislative need in the field of education, and to suggest guiding principles, procedures, and source material helpful to this end. This bulletin is organized into two parts. Part I, Importance of Educational Law, provides a brief discussion of the significant relationship of educational laws to the quality and efficiency of education. Some suggestive principles and procedures for those who seek to improve the laws governing the administration and support of various phases of public education are also included. Part II, Educational Law, Selected References, presents a selected and annotated bibliography of literature in the field of school law designed to provide source material related to the legal aspects of the principal phases of education. A subject index is also included. [Best copy available has been provided.]