ethanporcaro/eric-fulltext-meta huggingface dataset:
Education of Teachers Selected Bibliography, October 1, 1935 to January 1, 1941. Bulletin, 1941, No. 2
Author: Federal Security Agency, US Office of Education (ED)
Date: 1941-00-00
Type: Historical Materials
Subjects: Public Schools,Statistical Analysis,Teacher Education,Bibliographies,Teacher Education Curriculum,Library Services,African American Education,Rural Education,Music Education,Art Education,Physical Education,Vocational Education,Agricultural Education,Home Economics,Health Education,Graduate Study,Undergraduate Study,Admission Criteria,Teacher Salaries,Teacher Qualifications,Tenure,Work Environment,Teacher Supply and Demand,Teacher Selection,Retirement Benefits,Student Teaching,Educational History,Teacher Certification

This is the third extensive bibliography on teacher education published by the U.S. Office of Education. The present compilation includes selections from approximately 8,000 references published, with the exception of a few earlier basic references, between October 1, 1935, and January 1, 1941. The references from which the foregoing selections were made are available in card form at the U.S. Office of Education. The criteria which were given primary emphasis in the selection of references are serviceability to field and research workers, comprehensiveness of treatment, and accessibility. Preference was given to references characterized by objective or statistical analysis and treatment, but in some cases authoritative statements, and materials which give factual answers to questions frequently asked of the U.S. Office of Education are included. Indexes of subjects and authors are included. [Best copy available has been provided.]
Weekday Classes in Religious Education Conducted on Released School Time for Public-School Pupils. Bulletin, 1941, No. 3
Author: Davis, Mary Dabney
Date: 1941-00-00
Type: Historical Materials
Subjects: School Personnel,Religious Education,Values Education,Ethical Instruction,Ethics,State Church Separation,Teacher Role,School Role,Legal Responsibility,Agency Cooperation,Moral Values,Elementary Schools,High Schools,Teaching Methods,Released Time,School Schedules

No extended inquiry is required to discover in this country a widespread and serious concern that education for children and young persons shall include attention to the development of ethical attitudes and practices. Examination of the writings of parents, school officials, public officials, and character-building agencies indicates that all agree on this need, which they see as vital to the implementing of democratic ideas and the perpetuation of our national ideals. How to accomplish this purpose is the puzzling question. Is it a matter of character or moral education inside the limits established by our traditionally accepted theory of the separation of church and state? Or is it essentially a matter of religious instruction? If so, whose responsibility is it? During the present century, in fact, in the last 20 years, as shown by this study, a new institution or at least a new community practice has developed as an answer to the question - the weekday school for religious education. Reports show that approximately 500 communities of all sizes, in all parts of the country, now release children during school time for religious education. Inquiries from other interested communities raise such questions as these: What responsibility do schools have for religious education? Is school time the most appropriate time for religious education? Is religious education  something separate and apart from character education? Is it separate and apart from denominational teaching? What qualifications should teachers have for religious instruction? Are weekday religious education programs usually conducted in school buildings by school personnel? Is school credit given for such study? Which schools release children for religious education? Do all children attend such classes? If so, how are teachers employed during that time? If not, what do the remaining children do? The author attempts to answer these, and other, questions in this report. A bibliography is provided. (Contains 15 tables. Individual chapters contain footnotes.) [Best copy available has been provided.
Conservation Films in Elementary Schools. Bulletin, 1941, No. 4
Author: Bathurst, Effie G.
Date: 1941-00-00
Type: Historical Materials
Subjects: Teaching Methods,Films,Conservation (Environment),Environmental Education,Consciousness Raising,Natural Resources,Educational Technology,Standards

For the past 33 years, since Theodore Roosevelt, then President of the United States, called the first conference of governors in American History to be held at the White House, the conservation of natural resources has been a national policy. The purpose of conservation  education is to develop attitudes and ways of living which contribute to the conscious preservation and intelligent use of natural resources. The school's part in achieving this purpose is a fundamental one--for the present as well as for the future. Because the United States is fortunate in being "bountifully endowed," the full effects of the "exploitation, waste, and mismanagement" to which its national wealth has been subjected has not yet been realized. The schools can assist materially in halting these activities and neglects through promoting changed attitudes in students, making them not only better conservationists but also better Americans. This pamphlet is designed to help schools teach conservation more effectively through one of the newer teaching techniques--the use of moving pictures in classrooms throughout the country. It suggests standards for the selection of films of educational value and gives practical suggestions for applying them as well as for using the films selected according to standard classroom practices. An annotated list of films on conservation is provided, along with a supplementary list of 12 films on conservation. (Contains 38 footnotes.) [Best copy available has been provided.]
Bibliography of Research Studies in Education 1939-1940. Bulletin, 1941, No. 5
Author: Gray, Ruth A.
Date: 1941-00-00
Type: Historical Materials
Subjects: Doctoral Dissertations,College Faculty,Library Services,State Aid,Foreign Countries,Leisure Time,Educational Research,Masters Theses,Federal Aid,Social Environment,Educational Environment,Teacher Education,Curriculum Development,Bibliographies,Universities,Colleges,Education Majors,Graduate Study,Professional Recognition,Special Needs Students,Minority Group Students,Teaching Methods

The Bibliography of Research Studies in Education, 1939-40, covers the school year September 1939 through August 1940 and lists 4,012 theses and studies reported by 133 institutions, several of which had not reported previously. The thirteenth bibliography in the series includes 674 doctors' dissertations; 3,184 masters' theses, and 155 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 faculty members 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. The bibliography covers many timely topics in the several fields of education: Current educational conditions in the United States and in foreign countries, Federal and State aid for education, Civilian Conservation Corps, training for the use of leisure time, curriculum making and subjects of the curriculum, the effect of current educational and social conditions on education, the training and status of teachers, the education of racial and exceptional groups, and the various types of libraries and their use. Indexes of institutions, authors, and subjects are included. (Contains 1 footnote.) [Prepared in the Library Division of the Office of Education. Best copy available has been provided.]
Education of School Administrators. Bulletin, 1941, No. 6
Author: Lund, John
Date: 1942-00-00
Type: Historical Materials
Subjects: Administration,School Administration,Public Schools,Department Heads,State Departments of Education,Administrator Education,Graduate Study,Inservice Education,Administrator Qualifications,Educational Philosophy,College Faculty,Standards,Teacher Education Programs,College School Cooperation

In presenting this review of current theory and practice in graduate level pre-service and in-service education for school administration, one major purpose has been kept in mind, namely, to provide some significant and stimulating documentation with respect to on-going plans, programs, and problems. The inquiry, upon which the material presented is based, was essentially an invitation to the institutions and State departments of education canvassed to share with others, accounts of such experiences and activities as might have value as constructive leads and suggestions. Without the very generous collaboration of deans, department heads, and staff members of the cooperating institutions and State departments such a comprehensive survey would not have been possible. It is hoped that the published results of this inquiry may serve to stimulate further cooperative study in which institutions, lay school officials, and professional administrative groups may all have a part. This bulletin is presented in two parts: (1) Review of Current Practice, Theory, and Opinion in 62 Representative Institutions at the Graduate Level; and (2) Current Practices and Thinking Related to the In-Service Improvement of Administrative Personnel as Reported by 36 State and Territorial Departments of Education. Appended are the following: (1) Institutions participating in the study, and a copy of the covering letter and schedule of information; and (2) State departments of education participating in the study, along with a copy of the covering letter and schedule of information. A separate bibliography is provided for each of the sections of this bulletin. (Individual chapters contain footnotes.) [Best copy available has been provided.]
School Library Administration: An Annotated Bibliography. Bulletin, 1941, No. 7
Author: Beust, Nora E., Comp.
Date: 1941-00-00
Type: Historical Materials
Subjects: Childrens Literature,School Libraries,Library Administration,Annotated Bibliographies,Library Materials,Books,Printed Materials,Periodicals,Librarians,School Buildings,Reading Material Selection,Nonprint Media,Student Participation,Discipline,Librarian Teacher Cooperation,Reading Difficulties,Publicity,Supervision,Standards,Educational Finance,Budgets

The following list of books, pamphlets, and periodicals was compiled for the use of school administrators, librarians, and teachers who are concerned with the organization and  administration of the effective school library in modern education. An endeavor was made to select materials which will be of practical usefulness to educators of today, rather than to compile an extensive bibliography. Although most States and many cities may have similar publications, only a few examples of types of State and city publications have been included. The selection of publications was made from those appearing between the years 1930-40, and a few from 1941. An index is provided. [Best copy available has been provided.]
Voices of Democracy: A Handbook for Speakers, Teachers, and Writers. Bulletin, 1941, No. 8
Author: Molohon, Bernard, Comp.
Date: 1941-00-00
Type: Books
Subjects: Educational History,Guides,Speeches,Democracy,Democratic Values,Bibliographies,Reading Lists,Freedom,Personal Narratives,Biographies,United States History,Educational Resources,Morale,Citizenship Education,Public Officials,Civil Rights,Minority Groups,Slavery,Economic Climate,Leaders

This booklet brings together memorable expressions on liberty and democracy by philosophers, statesmen, and writers of all times. It also presents in brief story form memorable episodes in the never-ending struggle for freedom. The selected references suggest sources of additional material on these subjects. If these quotations and stories find their way into classroom discussions, speeches, radio dramas, and the hearts and memories of the people, this little book, brought out with the hope that it will help educators and others to interpret and make vivid the principles we seek to preserve, will have made its contribution to democratic morale. The contents of this handbook include the following topics: (1) "Give Me Liberty!"; (2) "We Go Forward"; (3) Four Freedoms; (4) Memorable Statements (5) Memorable Stories of Life, Liberty, and the Pursuit of Happiness; and (6) Those Who Lifted their Voices. An index, as well as a list of "Books for Further Reading" are included. This bulletin was Compiled under the direction of Chester S. Williams. [Best copy available has been provided.]
Secondary Education in Austria, 1918-38. Bulletin, 1941, No. 9
Author: Lederer, Max
Date: 1941-00-00
Type: Historical Materials
Subjects: Foreign Countries,War,Educational Change,School Districts,Secondary Education,School Restructuring,Educational History,Democracy,Elementary Education,Single Sex Schools,Womens Education,Tests,Industrial Education,Politics of Education,Teacher Education Programs

Between the close of the first World War and the beginning of the second, approximately two decades, several European nations that had not previously done so maintained democratic forms of government. In that period they tried to arrange their school systems in such a way as to educate their children for life in democracies. Their moves in that direction are now temporarily stopped. It is pertinent and timely to ask, &quot;What progress did they make?&quot;  This study of secondary education in Austria in the years 1918 to 1938 to some extent answers that question for one of those countries. The author was an Austrian secondary school teacher from 1906 to 1920 and a &quot;Hofrat&quot; concerned with secondary education in the pedagogical division of the Federal Ministry of Education at Vienna from 1920 to 1938. He writes from experience as well as from documentation. Educators in the United States with their background of comparative freedom will almost surely read this bulletin with disappointment at what seems to them slight changes in education in a country that was turning from an imperial regime to which it had been accustomed for centuries and setting up a kind of national life in which it was inexperienced. Such readers must take into consideration that two decades is not a long time in the cultural life of a a nation. Today, the Austrian school has, at least outwardly, disappeared, having been submerged in the German school system. The Austrian school reform as history, however, lives on. In the years 1920 to 1934, Austria, particularly Vienna, was a Mecca for educators who came in ever-increasing numbers from all countries of Europe and from overseas to study the new schools and methods, with the result that the Viennese school reform became the center of a rich literature including among its authors educators of prominence and distinction. It is hoped that ideas of this educational movement, though overthrown in its country of origin, may still live on and bear fruit in other lands. A bibliography is included. (Contains 17 tables, 4 figures, and 3 footnotes.) [Best copy available has been provided.]
Inter-American Friendship through the Schools. Bulletin, 1941, No. 10
Author: Carley, Verna A.
Date: 1941-00-00
Type: Historical Materials
Subjects: Community Education,American Studies,Friendship,Educational Objectives,Cultural Pluralism,Teacher Education,Community Programs,Portuguese,Spanish,Second Language Instruction,High School Students,Elementary School Students,Secondary School Students,Enrollment Trends,Course Selection (Students),Curriculum,Teaching Methods,Units of Study,Clubs,Films,Radio,Audio Equipment,Newspapers,Periodicals,Exhibits,Field Trips

The word "Pan-Americanism" is increasingly resounding throughout the schools of this country. What does it mean to the millions of boys and girls in these schools of the United States? How can it be made to hold a still deeper meaning and significance? The U.S. Office of Education, in line with its basic purpose to "show the condition and progress of education in the several States and Territories and of diffusing such information respecting the organization and management of school and school systems and methods of teaching as shall aid the people of the United States in the establishing and maintenance of efficient school systems," is presenting this report with a view to giving some answers to the above questions. The report is based upon a research study conducted by the Office of Education for the specific purpose of ascertaining the extent of inter-American studies that are already a part of the school curriculum. Replies of school administrators to the questionnaire form the basic information from which material in this bulletin was developed. As the author points out, however, "the central purpose of the investigation was to discover the curriculum-learning opportunities and patterns of teaching relative to the development of inter-American understanding that are to be found in the elementary and secondary schools of the United States." It is hoped that the discovery and presentation of some of these opportunities and patterns of teaching will assist in furthering the constructive understanding of inter-American relations. It is also hoped that wider opportunities and a greater number of patterns may develop throughout the schools in the months ahead. This bulletin is divided into six chapters, as follows: (1) Studying of the language of the other Americas; (2) Studying the culture of our Southern neighbors through English; (3) Types of student activities employed in developing inter-American friendship; (4) Teacher-education for inter-American friendship; (5) Community education for inter-American friendship; and (6) Inter-American friendship can be developed only as a people's movement. A list of selected bibliographies on American republics is included. (Contains 5 tables and 21 footnotes.) [Best copy available has been provided.]
Unit Costs in a Selected Group of High-School Libraries. Bulletin, 1941, No. 11
Author: Crookston, Mary Evalyn
Date: 1941-00-00
Type: Historical Materials
Subjects: School Libraries,Unit Costs,High Schools,Library Administration,Budgets,Librarians,Educational Finance,Library Services,Library Materials,Salaries

The U.S. Office of Education undertook this study at the request of State supervisors of school libraries for data to aid school administrators and librarians in determining the cost of  operating libraries. The findings of this exploratory study have been gathered from a  limited sampling of a group of selected high-school libraries. It is hoped that they will be of some value in (1) establishing quantitative costs of school library operation and (2) indicating a method which may be used as a basis for future studies. Appended are: (1) Time sheet; (2) Manual of instruction; (3) Statistics sheet; and (4) Questionnaire. A bibliography is provided. (Contains 5 tables and 18 footnotes.) [Best copy available has been provided.]
America Builds a School System: A Short History of Education in the United States for Later Elementary and Junior High School Students. Bulletin, 1941, No. 12
Author: Adams, Dorothy
Date: 1941-00-00
Type: Historical Materials
Subjects: Public Education,Democracy,Junior High School Students,Educational History,Junior High Schools,Elementary School Students,Educational Development,Cooperation,Student Developed Materials,English Teachers,Equal Education,Educational Attitudes,United States History

This bulletin represents an innovation in U. S. Office of Education procedures in the writing of publications, since it has been produced by the cooperative effort of 12 students at Kent State University in Kent, Ohio, and their instructor in English. Because of the many requests from seventh- and eighth-grade rural school pupils for a brief history of education, it was thought desirable to have such a manuscript written simply rather than technically. &quot;America Builds a School System&quot;, is the story of how schools came into being in these United States of America. A chronological table of significant events in American public education is appended. A bibliography is provided. (Contains 8 footnotes.) [This manuscript was edited by Berta Kernen, Louise Reitzel, and Wilma Leslie Garnett. Best copy available has been provided.]
Evaluation of EPE Videos in Different Phases of a Learning Process
Author: Kolas, Line
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Video Technology,Learning Processes,Educational Technology,Handheld Devices,Access to Computers,National Programs,Production Techniques,Nonprint Media,Educational Media,Classification,Learning Activities,Content Analysis,Educational Assessment

The goal of the paper is to present possible use of EPE videos in different phases of a learning and teaching process. The paper is based on an evaluation of EPE (easy production educational) videos. The evaluation framework used in this study, divides the teaching and learning process into four main phases: 1) The preparation phase, 2) The learning activities, 3) Follow up work and 4) Assessment. The evaluation of 132 EPE videos shows that the videos mainly are used in the preparation phase and/or as part of the learning activities. Videos used as part of formative or summative assessment are rare. The paper presents an illustration, which provides an overview of pedagogical use of educational videos, based on the four learning phases. Our findings show that all pedagogical opportunities concerning EPE videos still are not extensively used. (Contains 8 figures.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012),&quot; see ED542606.]
LingoBee and Social Media: Mobile Language Learners as Social Networkers
Author: Procter-Legg, Emma
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Social Networks,Electronic Publishing,Collaborative Writing,Web Sites,Group Experience,Epistemology,Handheld Devices,Programming,Computer Software,Second Language Learning,English (Second Language),Vocabulary Development,Communities of Practice,Italian,Norwegian,Native Speakers

This paper presents language learners as social networkers and describes and discusses the types of users that can be identified by analysing the content created by them using a situated mobile language learning app, LingoBee, based on the idea of crowd sourcing. Borrowing ideas from other studies conducted on social network users, we can identify that language learners use LingoBee as a social network and they behave as social networkers by creating content, acting as Conversationalists, Critics and displaying other behaviours shown by social networkers. In addition to this, from our user studies, it can be seen that the language learners are stimulated by the contributions of other users as well as welcoming competition among users. LingoBee users as social networkers were analysed and discussed based on Luckin's idea of the Zone of Proximal Assistance and the Zone of Available Assistance (Luckin, 2009). (Contains 4 figures.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012),&quot; see ED542606.]