ethanporcaro/eric-fulltext-meta huggingface dataset:
Bibliography of Research Studies in Education, 1937-1938. Bulletin, 1939, No. 5
Author: Gray, Ruth A.
Date: 1940-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Educational Research,Surveys,Research Reports,Bibliographies,Doctoral Dissertations,Masters Theses,Teacher Researchers,College Faculty,Educational Environment,International Education,Teaching Methods,Audiovisual Instruction,Curriculum Research,Curriculum Development,Intellectual Disciplines,Preschool Education,Kindergarten,Elementary Education,Secondary Education,Higher Education,Teacher Education,Teaching (Occupation),School Administration,Educational Administration,Special Needs Students,Special Education,Delinquency,Ethnic Groups,Libraries,Library Services,Reading Interests,Reading Materials,Biographies,Educational Theories,Educational Principles,School Organization,Educational Psychology,Child Development,Educational Testing,Psychological Testing,Gender Differences,Adult Education,Educational Finance,Educational Legislation,School Buildings,Educational Equipment,Educational Sociology,Urban Schools,African American Education,American Indian Education,Womens Education,Rural Education,Vocational Education

The Bibliography of Research Studies in Education for the school year September 1937 through August 1938 lists 3,890 theses and studies reported by 159 institutions, several of which had not reported previously. The list, which is the twelfth in the series, includes 519 doctors' dissertations, 3,146 masters' theses, and 225 studies reported as faculty research. Colleges and universities granting graduate degrees in education, institutions carrying on graduate work in music and theology, and some institutions in which only members of the faculty conduct research in education have reported the studies listed. The entries give the author, title, degree, and date when the thesis was completed, the name of the institution granting the degree, number of pages, and a brief descriptive note. This bulletin contains the following: (1) Foreword; (2) Introductory note; (3) Education--history; (4) Educational biography; (5) Current educational conditions; (6) Education--theories and principles; (7) Special methods of instruction and organization; (8) Psychology--educational; (9) Child Study; (10) Tests and testing; (11) Research, educational; (12) Curriculum studies; (13) Preschool education; (14) Elementary education, including kindergarten; (15) Secondary education; (16) Higher education; (17) Adult education; (18) Teacher training; (19) Teachers--status; (20) College professors and instructors; (21) Administration of schools; (22) School management; (23) School buildings and equipment; (24) Sociology, educational; (25) Racial groups, education; (26) Exceptional groups; and (27) Libraries. Indexes of authors, subjects, and institutions and organizations are included. [Prepared in the Library Division of the Office of Education. Best copy available has been provided.]
Education in Yugoslavia. Bulletin, 1939, No. 6
Author: Turosienski, Severin K.
Date: 1939-00-00
Type: Historical Materials
Subjects: Higher Education,Foreign Countries,War,Boards of Education,Welfare Services,Educational Change,Educational Development,Preschool Education,Elementary Education,Secondary Education,Special Schools,Disabilities,Teacher Certification,Teacher Qualifications,Colleges,Cultural Influences,Social Services,Educational History,Minority Groups,Language Usage,Religion,Governance,Illiteracy,Educational Finance,Institutional Characteristics,Curriculum,Tests,Technical Education,Vocational Education,Industry,Agriculture,Forestry,Music Education,Drama,Fine Arts,Religious Education,Home Economics,Schools of Education,Discipline,Teacher Salaries,Teacher Associations,College Admission,Enrollment,Tuition,Grading,Educational Administration,Teachers,College Faculty,Law Related Education,Medical Education,Philosophy,Dentistry,Pharmacy,Islam,Veterinary Medicine,Economics,National Security,Adult Education,Physical Education

The earnestness, even eagerness, with which the nations newly created or recreated at the close of the World War, went to work to build efficient school systems was and is one of the strongest expressions in modern times of fine faith in education. From time to time the Office of Education has reported on these new school systems. Accounts have been published of education in Estonia, Free City of Danzig, Irish Free State, Czechoslovakia, Poland, and Germany. This bulletin adds another to the series, which will be of general interest to educators in this country as well as of specific help to school officials who deal with student transfers. Not a great deal has been written in the United States about education among the Southern Slavs and this account of education in Yugoslavia will to some extent overcame that lack. The reader will find that the Yugoslavians also made provision for education to be a major part of their program for national unity and development. To gather the data for this report, the author spent 2 months in Yugoslavia visiting the schools, conferring with the Ministry of Education and other official organizations, and acquainting himself generally with education conditions in The Kingdom. This bulletin contains the following chapters: (1) The country and its education system; (2) Infant and elementary education; (3) General secondary education; (4) Specialized secondary schools; (5) Education and status of teachers; (6) Institutions of higher education; and (7) General cultural and welfare agencies. Appended are: (1) Organization of the Ministry of Education; (2) Chief Council of Education; (3) Inspection of schools; (4) Banovina School Board; and (5) Incomplete statistics of education for 1936-37. (Contains 33 tables.) Individual chapters contain bibliography and footnotes. [Best copy available has been provided.]
Individual Guidance in a CCC Camp: Its Effect upon Participation and Quality of Work in a Voluntary Educational Program. Bulletin, 1939, No. 7
Author: United States Department of the Interior, Office of Education (ED)
Date: 1939-00-00
Type: Historical Materials
Subjects: Academic Achievement,Guidance Programs,Individual Counseling,Measurement Techniques,Participation,Productivity,Quality of Working Life,Counseling Techniques,Counseling Services,Counseling Effectiveness,Day Camp Programs,Control Groups,Experimental Groups,Comparative Analysis

It is now recognized that neither the Civilian Conservation Corps nor an individual camp can operate efficiently without an effective guidance program. Its results are directly reflected in the morale of the corps, the efficiency of its administration, and the amount and quality of the work accomplishments. Kirkland Sloper, adviser in Company 127, Pittsfield, Massachusetts, has developed a technique that is worthy of passing on to all Civilian Corps officials. Moreover, he conceived the idea of measuring the results of his guidance methods in order to ascertain their relative values. The results of the tests show clear evidence that with all other factors held equal, individual guidance increased participation of one group in the educational program more than twofold and have an equally marked effect on the quality of the educational work performed. The purpose of this study was to determine the effects of individual guidance upon participation and quality of work in a voluntary Civilian Conservation Corps educational program. The results, measured in quantitative terms, help to justify or lessen the emphasis now placed on individual counseling in the camp educational program. Case numbers 1 through 5 are appended. (Contains 22 tables and 12 footnotes.) [Resume of a study of guidance in Company 127, CCC, Pittsfield, Massachusetts, conducted by Camp Educational Adviser Kirkland Sloper, during the period November, 1937, to March, 1938. Best copy available has been provided.]
Public Education in the Panama Canal Zone. Bulletin, 1939, No. 8
Author: Cook, Katherine M.
Date: 1939-00-00
Type: Historical Materials
Subjects: Transportation,Public Education,Engineering,Educational History,Educational Administration,White Students,African American Students,School Segregation,Enrollment Trends,Attendance Patterns,Curriculum,School Health Services,Academic Achievement,Secondary Education,Teachers,School Buildings

Americans are justly proud of the Panama Canal, the first and the most significant of our larger ventures as a Nation in commercial engineering. Two successful means of trans-Isthmian travel are now in operation--one by rail, established with the completion of the Panama Railroad, and one by water with the completion of the Canal. The community is unique among American communities in many respects, in selection, in occupational, social, and economic homogeneity, for example. It occupies a narrow strip of land approximately 50 miles long extending from the Atlantic to the Pacific Oceans, known as the Canal Zone. All of its people are directly or indirectly engaged in the operation of the Canal and the railroad. They number approximately 60,000 about half of whom are white citizens of the United States and half Jamaican Negroes. Almost simultaneously with the advent of families--in the fall of the same year in which the United States secured control of the Canal Zone, September 1904--the Isthmian Canal Commission authorized schools. The establishment of the principle of universal education at public expense has been the policy consistently followed in American occupation of extracontinental territory. In the Canal Zone this principle, followed over a period of years, has probably been realized more fully and successfully than in any other area in the jurisdiction of the United States outside the 48 States. The story of the school system of the American community living in this territory in the tropics, where continuous summer prevails, and in the midst of a foreign country, yet maintaining itself as an American community in all its social standards, including education, is the subject of this bulletin. It is one of a series planned to familiarize the people of the United States with the schools and school systems located in the each of our outlying parts. An appendix presents 11 additional tables. A bibliography is included. (Contains 33 footnotes, 5 charts, and 23 tables.) [Best copy available has been provided.]
Residential Schools for Handicapped Children. Bulletin, 1939, No. 9
Author: Martens, Elise H.
Date: 1940-00-00
Type: Historical Materials
Subjects: Social Adjustment,Physical Disabilities,Epilepsy,Educational Needs,Residential Schools,Blindness,Deafness,Mental Retardation,Behavior Disorders,Delinquency,Special Schools,Hospitals,Student Needs,Enrollment,Educational Administration,Visual Impairments,Multiple Disabilities,Teaching Methods,Music Education,Vocational Education,Guidance,Hearing Impairments,Curriculum,Oral Communication Method,Extracurricular Activities,Experiential Learning,Physical Education,Recreation

There are four groups of handicapped children for whom residential schools are generally considered indispensable. These are the blind, the deaf, the mentally deficient, and the socially maladjusted or juvenile delinquents. While each of these groups presents conditions and problems quite distinct from those of the other three, they are all marked by the common need of specialized guidance and adjusted educational procedures arising from a serious physical, mental, or emotional disability. To supply such a need is the function of the residential school. Two other types of handicapped children are found in a type of residential institution which has the double function of providing both hospitalization and education. These are (1) crippled children who are in need of hospital care; and (2) epileptics, for whom continued treatment is important. Every child sent to a residential school is there because the community is unable to meet his educational needs or has failed to make adequate adjustment for him. It is the aim of the residential school to send the child back to the community, when he has concluded his term of study there, equipped to maintain his self-respect and the respect of others through an achievement commensurate with his ability. A knowledge of the means that residential schools employ the successes which they achieve, and even the failures that they admit should be of inestimable value of all educators. The unity and effectiveness of the total State educational program cannot but be furthered by a mutual acquaintanceship on the part of residential and day school workers. It is to promote such acquaintanceship that this bulletin has been prepared. It presents in a general way the educational programs of residential schools for various types of handicapped children. Chapter II tells of a conference called by the Office of Education in 1938 to consider some of the educational problems encountered by these schools. Each succeeding chapter gives a descriptive and pictorial presentation of educational activities carried on in a particular type of school. It is hoped that the material will be illuminating to day-school workers who have little opportunity to visit residential schools in their States, as well as those engaged in residential work who would like to know something of the educational problems and practices in types of institutions other than their own. Individual chapters contain footnotes. [Best copy available has been provided.]
500 Books for Children. Bulletin, 1939, No. 11
Author: Beust, Nora E.
Date: 1940-00-00
Type: Historical Materials
Subjects: Educational History,Childrens Literature,Instructional Materials,Public Libraries,Reading Ability,Reading Lists,Books,Reading Material Selection,Preschool Children,Elementary School Students,Selection Criteria,Annotated Bibliographies,Childhood Interests,Student Interests,Reading Interests,Library Materials,School Libraries,Recreational Reading,Awards,Publishing Industry,Illustrations,Artists

The importance of reading in the lives of children demands that teachers, librarians, and parents give careful attention to the selection of books from which children may make their choices. The purpose of this bibliography is to acquaint adults and children with the wide range of interesting subjects and readable styles of literature which are available for the youth of today. This comparatively brief list of approximately 500 readable books for preschool and elementary-school children should be useful to: (1) School librarians who have limited funds to spend for an initial book collection or for additional volumes to add to a small library; (2) Teachers who have limited funds to spend for classroom libraries; (3) Librarians of public libraries who do not have specialists in children's literature on their staffs; and (4) Parents or friends of children who wish to guide children in their home reading and to purchase books for children's personal libraries. The following principles have guided the selection of types of books to be included in the list: (1) Children have many different interests; namely those centered about the home, the school, the community; their own activities, needs, dreams, and desires. Moreover, these interests may be developed to various degrees in each child; (2) Children differ greatly in their ability to read, to understand science, to work with their hands, to appreciate music, to comprehend the need of principles for living, etc.; and (3) The environment is an important factor in the life of children. The annotations for these books were written with the hope that they might be of assistance to parents, teachers, and librarians in determining which books most nearly meet the needs of individual children. The notes should also be of value to both adults and children in helping them to decide which books are concerned with subjects about which children wish to read. Further, the notes introduce them to subjects which are still undiscovered. Quoted passages in the annotations are taken from the books in question, unless otherwise stated. [Best copy available has been provided.]
Organization and Administration of School Health Work. Bulletin, 1939, No. 12
Author: Moore, Fred
Date: 1940-00-00
Type: Historical Materials
Subjects: Educational History,School Health Services,Health Education,Educational Policy,Administrative Organization,School Community Relationship,Access to Health Care,Health Promotion,Health Personnel,Health Needs,Public Health,Administrative Policy,School Organization,Public Administration,Public Schools,Staff Role,School Nurses,Guidelines,Curriculum,Program Development,Program Descriptions,Agency Cooperation

This bulletin brings to its readers a discussion presented with a view to focusing attention upon this very important educational field of school health work. In Part I, Commissioner Studebaker discusses General Administrative Policies, including the relation of health education to public administration. Sections appearing in Part I include: (1) Meeting developmental needs; (2) Noneducational service functions; (3) Schools must be free; (4) Specialization of function; (5) Community health council; and (6) Development of cooperation. The multiple relationships which need to be established in the adequate development of a school health program are presented by Dr. Fred Moore in Part II, as they have been worked out for one school system. Topics covered in this section include: (1) Responsibility of school authorities; (2) Activities within the school organization; and (3) Activities outside the school organization. As yet there has been little opportunity for directors of such programs to secure anything like adequate training for their highly important and exacting tasks. Nor have procedures which were the product of trial and error often been recorded for the benefit of others. The account given by Dr. Moore presents in considerable detail advantages of organization and direction within the school. (Contains 2 footnotes.) [Best copy available has been provided.]
Conservation Excursions. Bulletin, 1939, No. 13
Author: Bathurst, Effie G.
Date: 1940-00-00
Type: Historical Materials
Subjects: Educational History,Conservation (Environment),Conservation Education,Outdoor Education,Field Trips,Class Activities,Learning Activities,Active Learning,Teaching Methods,Interviews,Lesson Plans,Educational Objectives,Student Journals,Student Evaluation,School Publications,Map Skills,Cartography,Instructional Materials,Diaries,Exhibits,Bibliographies,Curriculum Enrichment,Curriculum Guides,Urban Schools,Rural Schools,Planning,Science Activities,Social Studies,Elementary Secondary Education

The conservation excursion takes the child out of the schoolroom and into his natural and social environment and helps him to study it and to participate in the conservation of its natural and human resources. The conservation excursion, like any other school journey, is not intended as a substitute for books, magazines, pictures, or any other classroom material but rather as an important supplement. The purposes of this bulletin are to indicate educative goals and values which are peculiar to the conservation excursion, to point out particular contributions to curriculum content and activity which can be achieved through excursions for the study of different phases of conservation, and to suggest methods and techniques of planning and conducting excursions for the aid of teachers who are particularly interested in conservation education. Topics covered in this bulletin include: (1) Purposes and Uses of Excursions: (a) Pleasure trips; (b) Investigation, discovery, and study; (c) Search for materials; (d) Improvement of conservation activities; and (e) Interviews; (2) Preparation: (a) The teacher's plans; and (b) Class plans; (3) The Journey: (a) Concentration on purpose; (b) Discussion; and (c) Special adaptations; (4) Follow-Up Activities: (a) Diaries, journals, and other records; (b) Displays and exhibits; (c) School magazines and newspapers; and (d) Map-making; and (5) Evaluation: (a) Achievement of pupils; and (b) Improvement of future excursions. An appendix presents a description of the content of excursions. A selective bibliography is also included.  (Contains 54 footnotes.) [Best copy available has been provided.]
Curriculum Content in Conservation for Elementary Schools. Bulletin, 1939, No. 14
Author: Bathurst, Effie G.
Date: 1940-00-00
Type: Historical Materials
Subjects: School Activities,Natural Resources,Conservation Education,Community Involvement,Elementary School Curriculum,Citizenship Education,School Role,Educational Principles,School Community Relationship,Social Problems,United States History,Government Role,Educational History,Conservation (Environment),Outdoor Education,Field Trips,Class Activities,Learning Activities,Active Learning,Teaching Methods,Instructional Materials,Bibliographies,Curriculum Enrichment,Curriculum Guides,Urban Schools,Rural Schools,Science Activities,Social Studies,Soil Science,Depleted Resources,Sustainable Development

In view of increasing concern about the Nation's serious waste of natural resources and the growing interest in a permanent program of conservation education, it is fitting and desirable that schools should be able to secure help from the U.S. Office of Education in introducing the subject into the regular school curriculum. Courses of study and textbooks have long been planned for the teaching of nature study, general science, and current social problems. As a result, children have developed concepts about natural resources. However, while such instruction is valuable as far as it goes and necessary as a background, it is not sufficient to help pupils develop understanding and attitudes which lead to intelligent participation in conservation activities and, when they become adults, to prudent civic action. The purpose of this bulletin is to suggest educative values of conservation in their relation to curriculum content in such a way that the teacher can quickly consider them in her plans for teaching  and better help her pupils to participate in conservation enterprises of worth to the community. The bulletin, one of several publications by the U.S. Office of Education in the field of curriculum materials for the teaching of conservation, covers the following topics: (1) Conservation Problems in the School Program: (a) Conservation as a social and educational problem; (b) Responsibility and facilities of the school in a Nationwide program of conservation; and (c) Lack of readiness and suggestions for meeting needs; (2) Significant Aspects of Conservation: (a) Guiding principles; and (b) Issues in conservation; (3) Nature and Scope of Activities: (a) Variety; (b) Freshness; (c) Possibilities for giving satisfaction; (d) Social significance; (e) Community participation; and (f) Relation to further living; and (4) Areas of Curriculum Content: (a) Wildlife; (b) Mineral resources; (c) Water; (d) Forests; (e) Soil, and (f) Other natural resources. A selected bibliography is also included. (Contains 47 footnotes.) [Best copy available has been provided.]