ethanporcaro/eric-fulltext-meta huggingface dataset:
Curriculum Laboratories and Divisions: Their Organization and Functions in State Departments of Education, City School Systems, and Institutions of Higher Education. Bulletin, 1938, No. 7
Author: Leary, Bernice E.
Date: 1938-00-00
Type: Historical Materials
Subjects: Higher Education,Committees,Curriculum Development,School Districts,Urban Schools,State Departments of Education,Teacher Education Programs,Laboratories,Conferences (Gatherings),Elementary Secondary Education

Curriculum construction and the building of courses of study are now recognized as essential processes in improving the work of the school. How to make programs of curriculum development and revision more effective, how to facilitate and coordinate the activities of curriculum committees, and how to utilize human endeavor, advantageously yet economically, are problems of fundamental importance in the administration of a well-organized school system. Attempts to meet these problems include the employment of directors and consultants who guide the various committees, and the establishment of curriculum laboratories where pertinent materials and information are readily available. This report presents the findings obtained from an inquiry addressed to State departments of education, institutions of higher education, and city school systems, for the purpose of identifying special divisions or departments whose principal function is curriculum making, and of determining how such departments are organized, what activities are carried on, and what resources are available for their use. (Contains 11 footnotes, 13 tables, and 4 figures.) [Best copy available has been provided.]
The Elementary School Principalship: Some Aspects of Its Development and Status. Bulletin, 1938, No. 8
Author: Goodykoontz, Bess
Date: 1938-00-00
Type: Historical Materials
Subjects: Public Schools,Principals,Elementary Schools,Administrator Responsibility,Public Education,Administrator Education,State Standards,Certification,Administrator Qualifications,Urban Schools,Gender Differences

Approximately 21,000 elementary school principals in charge of the several administrative units of public education represent a large proportion of the school administrators. They are responsible for 21 million students out of the 27 million attending public elementary and secondary schools and colleges in the United States, and two-thirds of the 900,000 teachers. In 1923, Dr. Cubberley predicted that developments in public education would inevitably result in changing the elementary school principalship into a career of professional importance. During the past two decades the elementary school principalship has expanded rapidly in function and exhibited many of the aspects of growth which characterize a developing profession. This bulletin reports investigations that were undertaken to examine these changes and the situation in which they have resulted. The first, which summarizes some aspects of the principalship in city elementary schools, was made by means of an inquiry sent to superintendents of schools. The next investigation, Training Opportunities for the Elementary School Principal, was one of the studies undertaken as a part of the project in research in universities, financed under the Emergency Relief Appropriation Act of 1935, and conducted in accordance with administrative regulations of the Works Progress Administration. It includes a summary of State regulations governing the certification of elementary school principals in the 21 States which had special certificates for elementary school principals as of September 1, 1937. (Contains 14 footnotes and 11 tables.) [Best copy available has been provided.]
College Projects for Aiding Students. Bulletin, 1938, No. 9
Author: Kelly, Fred J.
Date: 1938-00-00
Type: Historical Materials
Subjects: Educational History,Economic Climate,Higher Education,Student Financial Aid,College Students,Program Descriptions,Student Employment,Paying for College,Educational Finance,Business,Housing,Student Government,College Administration,Administrative Policy,Student Personnel Services,Black Colleges,Church Related Colleges,Two Year Colleges,Public Colleges,Private Colleges,Cooperatives,Federal Aid,Work Study Programs,Self Help Programs

The depression of the past few years led colleges and universities to seek new ways in which to assist their financially needy students. In January 1937 the Office of Education requested all colleges and universities to send it descriptions of the projects they had devised. The responses to this request indicated a very cooperative spirit on the part of the institutions, but many of the projects they described did not differ materially from those commonly employed to help needy students. A few of them, however, were of such nature as to merit publication, and from these have been selected some of the largest and most unusual for description in four parts in this bulletin: (1) Money-earning opportunities provided by the college or university identifies projects operated by higher education institutions in factories and college printing presses, various other and special projects, drives to stimulate student employment by local businesses, and student employment at Yale University; (2) Money earning opportunities devised by students that are encouraged and aided by the institutions, such as student agencies that supply services or sell commodities to other students, student-initiated projects such as setting up a beauty parlor through the student government association, and student-operated employment bureaus that reach out to local businesses to identify opportunities; (3) Projects to reduce the cost of student living, including cooperative housing projects devised by state-controlled and privately-controlled institutions, cooperative dining clubs, cooperative housing projects devised by students, and other means to reduce the cost of student living provided by the institutions; and (4) Self-help colleges that aim to be as nearly self-sustaining as possible, with descriptions of the labor programs at ten of these institutions. The conclusion contrasts current activities with the practices of earlier years, highlights recent changes at the institutional and Federal levels, and discusses the educational significance of work projects and of cooperative living arrangements for college students. (Contains 1 footnote.) [Best copy available has been provided.]
The Place of Visiting Teacher Services in the School Program. Bulletin, 1945, No. 6
Author: Cook, Katherine M.
Date: 1945-00-00
Type: Historical Materials
Subjects: Educational History,Urban Schools,Questionnaires,National Surveys,Public Schools,Teacher Role,Teacher Certification,School Districts,Social Work,School Social Workers,Educational Policy,Pupil Personnel Services,Itinerant Teachers,Attendance,School Health Services,School Guidance,School Role,Educational Principles,Educational Philosophy,Agency Cooperation,Child Welfare,Behavior Problems,Student Problems,Administrative Organization,Costs,Salaries,Qualifications,Certification,Program Improvement,Educational Environment

The work of the visiting teacher in the country's school system is rapidly becoming a professional service of significance in the realization of the objectives of education, namely, complete development of the whole child. Like many new services, this phase of pupil personnel work has had a Topsy-like growth without adequate safeguards as to placement in the school structure, as to qualifications of the officials performing the assigned functions and as to legal certification based on acceptable qualifications for designated functions in school systems. Recently renewed interest in this area of school, service has brought these shortcomings to the attention of school officials interested. The U. S. Office of Education, realizing the need and in answer to requests of school people in general, including officials of the American Association of School Social Workers (now the National Association of School Social Workers), initiated a questionnaire study of visiting teacher services in cities 10,000 and above in population to secure preliminary, information on the status of visiting teachers in the systems indicated. The results of the study are summarized and discussed in this bulletin. Appended are: (1) Questionnaire in regard to the visiting teacher or school social worker in city public school systems; and (2) Examples of State certification of visiting teachers. (Contains 10 tables.) Individual chapters contain footnotes. [Best copy available has been provided.]
Using Digital Storytelling to Improve Literacy Skills
Author: Menezes, Helena
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Computer Literacy,Story Telling,Electronic Publishing,Collaborative Writing,Elementary Education,Literacy,Writing Improvement,Reading Improvement,Learning Activities,Kindergarten

The paper shows the importance of Storybird, an online platform, for developing writing and storytelling among young learners of a foreign language. Storybird is an extremely engaging collaborative storywriting website that embodies three ideas--creating, reading, and sharing. It is also a collaborative storytelling tool that allows students to focus more on the content of their writing rather than drawing pictures. Students are provided with the pictures--free collections of art. They just have to add the words to write stories. Once the art is chosen, students are able to build their story by dragging and dropping pictures and creating/writing a story to match the pictures chosen. Stories can enclose a variety of genders--poetry, mysteries, tales, among others. [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, October 19-21, 2012),&quot; see ED542606.]
Some Aspects of Mathematical Model of Collaborative Learning
Author: Nakamura, Yasuyuki
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Cooperative Learning,Mathematical Models,Probability,Calculus,Learning Theories,Teacher Influence,Instruction,Learning,Scholarship

There are some mathematical learning models of collaborative learning, with which we can learn how students obtain knowledge and we expect to design effective education. We put together those models and classify into three categories; model by differential equations, so-called Ising spin and a stochastic process equation. Some of the models do not contain interactions among students and we discussed the possibility of improvement of the models for collaborative learning. [Funding for this paper was provided in part by KAKENHI from Japan Society for the Promotion of Science (JSPS). 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, October 19-21, 2012),&quot; see ED542606.]
Development of Visualization of Learning Outcomes Using Curriculum Mapping
Author: Ikuta, Takashi
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Visualization,Outcomes of Education,Weighted Scores,Educational Assessment,Concept Mapping,Curriculum,Academic Achievement,Self Evaluation (Individuals),Educational Attainment

Niigata University has started to develop the Niigata University Bachelor Assessment System (NBAS). The objective is to have groups of teachers belonging to educational programs discuss whether visualized learning outcomes are comprehensible. Discussions based on teachers' subjective judgments showed in general that visualized learning outcomes express students' natural abilities and, unlike simple GPA and grade data, are conducive to grasping the level of success in reaching attainment targets. In future, it will be necessary to examine amendments to weighting and lessons and assessments that correspond to weighting. (Contains 1 figure.) [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, October 19-21, 2012),&quot; see ED542606.]
A Survey of Student Attitudes on the Use of Social Networking to Build Learning Communities
Author: Arndt, Timothy
Date: 2012-10-00
Type: Reports - Research
Subjects: Learning Activities,Communities of Practice,Community Development,Student Surveys,Student Attitudes,Social Networks,Social Support Groups,Peer Relationship,Graduate Students,Computer Science,Study Habits,Distance Education,Postsecondary Education

Post-secondary students are increasingly receiving instruction by distance learning. This mode of learning can result in the students learning in isolation, with bad results in learning outcomes. The same type of isolation can occur for part-time students and those who are working while taking classes. In such circumstances, we believe that it would be beneficial for instructors to facilitate the formation of small learning communities by distance learning mechanisms. One mechanism that can be exploited for this purpose is social networking sites, given their popularity among the student population. We are currently developing innovative approaches to building learning communities for distance learning students using social networks. As a preliminary step in this research, we have conducted a survey of our target student population. In this reflection paper, we present the results of our survey and our reflections on the how the results will guide our future work. (Contains 1 table.) [For the complete proceedings, "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, October 19-21, 2012)," see ED542606.]
Effects of Peer-Tutor Competences on Learner Cognitive Load and Learning Performance during Knowledge Sharing
Author: Hsiao, Ya-Ping
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Teaching Skills,Peer Relationship,Social Networks,Computer Networks,Cognitive Processes,Difficulty Level,Tutors,Selection,Knowledge Level,Sharing Behavior,Secondary School Students,Collaborative Writing,Pilot Projects

In Learning Networks, learners need to share knowledge with others to build knowledge. In particular, when working on complex tasks, they often need to acquire extra cognitive resources from others to process a high task load. However, without support high task load and organizing knowledge sharing themselves might easily overload learners' limited cognitive capacities because learners first have to find relevant peer tutors (i.e., those who provide help) and then maintain the social interaction. We propose to design a peer-support system that selects tutors and provides support during knowledge sharing. The pilot study reported here investigated the effects of two peer tutor competences, tutoring skills vs. content knowledge, on tutees' (i.e., those who need help) cognitive load and learning performance. The results show that tutees supported by tutors with tutoring skills experienced lower cognitive load and had better learning performance than did tutees supported by tutors with content knowledge. This is in line with our assumption, but for confirmation we need to gather more data in a full study. We need to first use a task that requires learners to rely on others to trigger higher cognitive skills to deal with high task load. Secondly we need to find a modus to ensure that the tutors follow the instructions to apply the particular competence. (Contains 2 tables.) [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, October 19-21, 2012),&quot; see ED542606.]
Interactive Books for Primary and Secondary Education for the Course of Religion in Greece
Author: Mitropoulou, Vasiliki
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,Religious Education,Integrated Learning Systems,Access to Information,Books,Interaction,Public Agencies,Textbooks,Interdisciplinary Approach,Learner Engagement,Visual Aids,Technology Uses in Education,Biblical Literature,Geographic Location,Electronic Publishing

The Greek Ministry of Education has initiated the project &quot;Digital School&quot; since September 2011. One of the actions of the Digital School concerns the development of digital interactive books (in html) for all school courses. These interactive books are enriched with digital components with activities which are embedded in them. The Course Management System &quot;eClass&quot; was selected as the platform to support the project and to provide the place for communication and collaboration among the teachers participating in the project. It is supported that teaching with such interactive books offers some advantages such as offering to the students more opportunities for engaging and interacting with the books content, multiple representations of the content information, which are expected to result to the better imprint in the students' memory. We envisage that this kind of interaction with the content of the books of Religion will create favorable conditions for the teaching approach of the course of Religion and it will be an initiative for renewal of its teaching strategies. (Contains 1 figure.) [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, October 19-21, 2012),&quot; see ED542606.]
Exploring Spaces for Learning: Using Narrative Mediation Path to Improve the Academic Performance of Underachieving Undergraduate Students
Author: Crowley, Una
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Undergraduate Students,Underachievement,Academic Support Services,Reflection,Thinking Skills,Student Motivation,Time Management,Self Control,Metacognition,College Readiness,College Freshmen

Learning to learn has been identified as a key educational competence. Over the next two years, as part of the INSTALL project, NUI Maynooth is testing the effectiveness of an exploratory group technique, the Narrative Mediation Path (NMP), which has been developed to promote reflective thinking skills. To date, interviews have been conducted with 200 first year students. Common themes emerging from these interviews regarding student engagement are discussed. Notable was the number of concerns relating to coping with academic demands. From these 200 students, 20 students will participate in the subsequent phases of the INSTALL project utilising the NMP. (Contains 2 tables, 1 figure and 2 footnotes.) [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, October 19-21, 2012),&quot; see ED542606.]
Developing Learning Materials Using an Ontology of Mathematical Logic
Author: Boyatt, Russell
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Integrated Learning Systems,Taxonomy,Lexicography,Information Science,Reference Materials,Concept Mapping,Mathematical Logic,Semantics,Educational Resources,Vocabulary

Ontologies describe a body of knowledge and give formal structure to a domain by describing concepts and their relationships. The construction of an ontology provides an opportunity to develop a shared understanding and a consistent vocabulary to be used for a given activity. This paper describes the construction of an ontology for an area of mathematical logic as part of an EU Lifelong Learning project and on-going work exploring how this ontology has been used to inform the development of learning resources and appropriate structuring mechanisms. Finally, the paper discusses future work developing enhancements to a virtual learning environment to allow better integration between domain ontologies and on-line courses. (Contains 1 figure.) [This work is supported in part by funding from the EU Lifelong Learning MALog project. 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, October 19-21, 2012),&quot; see ED542606.]
Searching for Bridges between Formal and Informal Language Education
Author: Brebera, Pavel
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Technological Advancement,Official Languages,Language Role,Second Language Instruction,English (Second Language),Lifelong Learning,Information Technology,Electronic Learning,Informal Education,Curriculum,Classroom Environment,Comparative Analysis

Life in the contemporary society and ongoing globalisation processes result in growing demands on educators, including language teachers in higher education. The frequently accentuated so-called postmethod approach to foreign language teaching gives teachers a lot of freedom and flexibility but also creates a large space for various types of challenges and dilemmas. These are related to issues ranging from the inevitability to perceive teaching in a broader educational context to the necessity to internalise the lifelong learning concept, bringing along the categories of formal, non-formal and informal learning. Besides, there is no doubt that language learning/teaching processes are to a great extent facilitated by the rapid development of ICT. This paper is aimed at explaining the authors' beliefs related to the role of the teacher in curriculum development and the level of his/her control over the content of learning within the above specified context. The central part of the paper relies on examples illustrating the teaching and research activities carried out at the Language Centre of the University of Pardubice, Czech Republic, that are powered by the efforts to use elements of elearning for bridging the gaps between formal and informal language education. (Contains 1 figure.) [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, October 19-21, 2012),&quot; see ED542606.]