ethanporcaro/eric-fulltext-meta huggingface dataset:
How Children Can Be Creative. Bulletin, 1954, No. 12
Author: Hill, Wilhelmina
Date: 1954-00-00
Type: Historical Materials
Subjects: Teaching Methods,Art Activities,Creative Activities,Creativity,Handicrafts,Teacher Role,Educational Environment,Fine Arts,Parent Role,Elementary School Students,Singing,Poetry,Dance,Pictorial Stimuli

This bulletin has been prepared to help teachers and parents understand the contribution of creative expression in the all-around development of children. In order to achieve balance among the various learning activities, a school program needs to give appropriate emphasis to the creative arts. Because all the arts are closely related, a broader, sounder learning experience can be provided when each of the arts can supplement the others. Many illustrations are offered in this bulletin to show how children and teachers living and working together in elementary school classrooms can create songs, poems, stories, rhythms, dances, pictures, handicrafts, and other art forms. This bulletin is one in a series based upon the publication, "The Place of Subjects in the Curriculum," Office of Education Bulletin 1949, No. 12. These publications are designed to discuss in more detail problems of teaching in some of the subject areas; and to analyze situations and illustrate ways in which teachers can help children do a better job of living and working together. This bulletin is organized around questions which may arise in making opportunities for creative expression available to children. A bibliography is included. [Best copy available has been provided.]
College and University Programs for the Preparation of Teachers of Exceptional Children. Bulletin, 1954, No. 13
Author: Mackie, Romaine P.
Date: 1954-00-00
Type: Historical Materials
Subjects: College Faculty,Special Education,Specialists,Physical Disabilities,Special Education Teachers,Preservice Teachers,Teacher Education Programs,Colleges,Universities,Teacher Qualifications

This bulletin is a report on certain aspects of college and university programs for the preparation of special education personnel. In this publication, no attempt is made to evaluate the quality of these programs. Instead it gives an overview of current opportunities in the United States for the preparation of special education teachers, and reports some status information on programs now in operation. This is the fourth nationwide study on special teacher preparation which the Office of Education has conducted, or in which the Office has contributed  through collaboration. The purpose of this bulletin is to furnish information on these programs. Efforts have been made in this publication to provide information which will aid prospective teachers in the selection of a center for their specialized preparation. Too, the data should be useful to colleges and universities which are initiating or extending special education offerings. Finally, it should be helpful to State and local school administrators in their search for qualified educators to teach the Nation's 5,000,000 exceptional children. Appended are: (1) The Office of Education Study--"Qualification and Preparation of Teachers of Exceptional Children"; (2) Number of students, degrees granted, and faculty members in special education reported by colleges and universities which offered sequences of preparation during the academic year 1953-54; and (3) Excerpts from inquiry form used in collection of data. (Contains 4 tables and 7 maps.) Individual sections contain footnotes. [Funding for this paper was provided by the Association for the Aid of Crippled Children of New York City. Best copy available has been provided.]
School Library Standards, 1954. Bulletin, 1954, No. 15
Author: Beust, Nora E.
Date: 1954-00-00
Type: Historical Materials
Subjects: School Libraries,State Departments of Education,Library Facilities,Standards,Educational History,Librarians,Library Personnel,Books,Periodicals,Library Materials,Secondary Schools,Elementary Schools,Library Administration

This study presents brief digests, with some explanations of the school library standards which were in effect at the beginning of 1954. It includes digests of school library standards used by four regional associations which accredit secondary schools, and by State departments of education. In addition, the study contains a summary of recommendations employed for school libraries by some State departments of education. It presents, furthermore, a brief historical account of the development standards for school libraries. These standards provide a means for measuring and comparing the adequacy of school library facilities and services. Contains 9 footnotes and 4 tables.) [Best copy available has been provided.]
The Superior Pupil in Junior High School Mathematics. Bulletin, 1955, No. 4
Author: McWilliams, Earl M.
Date: 1955-00-00
Type: Historical Materials
Subjects: Talent,Academically Gifted,Teacher Effectiveness,Rating Scales,Class Activities,Junior High School Students,Teaching Methods,Identification,Psychological Services,Teacher Attitudes,Student Needs,Mathematics Achievement,Mathematics Skills,Parent Teacher Conferences

This report presents ways to identify the superior pupil and methods to provide for his needs. For the purposes of this report, superior pupils are defined as rapid learners in academic subjects. They are the pupils in the upper 20 percent in general intelligence whose abilities lend themselves readily to intellectual pursuits. This report provides the names of many schools as examples of institutions using specific procedures or methods to identify the superior pupil. The reader should not conclude, however, that any procedure is used only by the schools named nor that these schools are the most outstanding schools using any particular method. In most cases the fact that the authors visited the schools is the reason why a particular institution is cited as an example. The authors do not assume that any of these schools will be used as models nor that the entire procedures of a school will be adopted in a new situation. However, some elements of programs described may be helpful to local schools planning similar programs. No standard formula can be applied in all schools; hence, the procedures described should only suggest ideas for further study by local school staffs. The authors have in fact written this bulletin for this purpose. This report covers the following topics: (1) The superior pupil in junior high school mathematics; (2) Classroom provisions in mathematics for the superior pupil; (3) Out-of-Class activities in mathematics; (4) Organizational provisions for the superior pupil; (5) Identifying the superior pupil; (6) Use of community resources; and (7) The school staff. The following are appended: (1) Long Beach Public Schools Office of Counseling and Psychological Services: Collection Data Sheet--SP; (2) Modesto City Schools: Very Able Student; (3) Santa Barbara City Schools: Supplementary Identification of the More Capable and Talented Students in the Secondary Schools; (4) San Diego City Schools Department of Guidance, Psychology Section: Maturity Rating Scale for Gifted Pupils; (5) Nichols School, Evanston, Illinois: Form for Aiding 7th Grade Math Teachers to Classify Incoming Pupils; (6) Passaic City Schools, Passaic, New Jersey: The Good Teacher of the Mentally Gifted; and (7) Hawthorne Junior High School: Teacher's Report for Homeroom Adviser and Parent Conference. A bibliography is also included. (Contains 52 footnotes.) [Best copy available has been provided.]
Statistics of Land-Grant Colleges and Universities, Year Ended June 30, 1954. Bulletin, 1955, No. 8
Author: Carlson, Neva A.
Date: 1955-00-00
Type: Historical Materials
Subjects: College Faculty,Enrollment,Land Grant Universities,Health Occupations,Grants,Income,Library Personnel,Statistical Data,Classification,Undergraduate Students,Graduate Students,Tables (Data),Veterans,Academic Rank (Professional),Correspondence Study,Expenditures,Educational Finance,Extension Education

The present publication continues the series of annual land-grant college reports which had their beginning with the academic year 1867-68. The series is distinguished, first, by its historical continuity, and second, by the scope of the information presented regarding the individual colleges and universities in the land-grant group. Attention is called to a number of changes in the report for 1953-54. As a result of the adoption of a new inquiry-form on enrollment, most of the enrollment data refer to the month of November 1953, rather than to the entire academic year (though data for the entire academic year are also included). For the first time, data are presented on "full-time" and "part-time" students, respectively. In addition, so-called "special" students are classified as undergraduate or graduate, depending on the level of work pursued. (Again, however, a separate count of the "special" students is also included). The number of professional fields for which enrollment-data are presented has been expanded, especially in the health professions; and the number of "graduate" students in each professional field has been tabulated. For the first time, extension and correspondence students are subdivided into college-grade and non-collegiate. Finally (with respect to enrollment), data are included on the number of veteran students in the land-grant institutions. With respect to faculty, library staff members have been separately listed, and a separation has been made between faculty members having the rank of instructor or above, and those with rank below instructor. With respect to finances, the usual percentages analysis of educational and general income for all land-grant institutions has been supplemented by a presentation for four different groups; viz, those with income above $30,000,000, those with income from $20,000,000 to $30,000,000, etc. A similar percentage analysis is included for educational and general expenditures. (Contains 29 tables and 2 footnotes.) [This bulletin was prepared under the direction of Mabel C. Rice in consultation with Lloyd E. Blauch. Best copy available has been provided.]
Programs below the Bachelors Degree Level in Institutions of Higher Education, 1953-54. Bulletin, 1955, No. 9
Author: Scates, Alice Yeomans
Date: 1955-00-00
Type: Historical Materials
Subjects: Higher Education,Geographic Regions,College Programs,Associate Degrees,Recognition (Achievement),Institutional Characteristics,Questionnaires,Political Divisions (Geographic),Institutional Autonomy,Program Content,Program Length,Program Descriptions,Educational Development

Interest has been expressed by many educators in the programs of higher education which are below the level of the bachelor's degree and which provide some form of official recognition for the students who complete them. This publication describes the general characteristics of such programs and the extent to which they are offered by institutions of higher education throughout the United States. The following are appended: (1) Questionnaire; (2) Geographic regions and divisions of the United States; (3) Twenty-seven recognized programs offered before 1900 (4-year institutions); and (4) Eleven recognized programs offered before 1900 (2-year institutions). (Contains 16 tables and 1 figure.) [Best copy available has been provided.]
State Policies and Regulations Affecting the Junior High School. Bulletin, 1955, No. 12
Author: Wright, Grace S.
Date: 1955-00-00
Type: Historical Materials
Subjects: State Departments of Education,Junior High Schools,State Policy,State Regulation,Best Practices,Educational Practices,Policy Analysis,Political Influences,Politics of Education,Administrative Policy,Academic Standards,State Standards,Teacher Education Programs

This bulletin is one in a series of publications already issued or now projected by the Office of Education as part of a major study of the junior high school, its status, problems encountered, and promising practices found among some of the more than 3,000 junior high schools. The general idea for this report came from the thinking and planning of the entire Secondary Schools Section. This study attempts to throw light on the status of the junior high school in the 48 States to the extent that presentation and interpretation of State policies and practices governing it can do that. It considers State policies for establishing junior high schools. Information included was obtained primarily from a survey of the most recent handbooks and manuals of the State departments of education and supplementary material they submitted. (Contains 2 tables.) [Best copy available has been provided.]
Directors and Supervisors of Special Education in Local School Systems: A Report Based on the Findings from the Study, "Qualification and Preparation of Teachers of Exceptional Children." Bulletin, 1955, No. 13
Author: Mackie, Romaine P.
Date: 1955-00-00
Type: Historical Materials
Subjects: Special Education,Administrator Qualifications,Supervisor Qualifications,Academically Gifted,Background,Administrator Characteristics,Minimum Competencies,Educational Needs,Efficiency,Prior Learning,Personality Traits,Teacher Attitudes,Strategic Planning,Teacher Education Programs,Teacher Administrator Relationship,Skill Analysis,Professional Development

This bulletin is one of a series reporting on the nation-wide study, "Qualification and Preparation of Teachers of Exceptional Children," which since 1952 has been one of the major projects of the Office of Education. Reported herein are the findings from the study which have bearing on the professional competence of directors and supervisors of special education in local school systems. Specifically, it includes: (1) background information on the local special education personnel who participated in the study; (2) opinions on competencies needed by directors and supervisors of such programs, as seen by the local personnel themselves, and by a committee of experts; (3) the background of education and experience thought to contribute to proficiency; (4) personality characteristics which teachers would like their directors and supervisors to have, and the services they expect from them; and (5) a summary with implications for future planning. The following are appended: (1) Plan and procedures used in the study, qualification and preparation of teachers of exceptional children; (2) Information about the special educators participating in the study; (3) Supplementary information on functions performed by participating directors and  supervisors; (4) Statistical procedures; (5) Tabular analysis of teacher comments; and (6) Excerpts from inquiry forms used. (Contains 4 tables, 6 graphs, and 17 footnotes.) [This bulletin was written in collaboration with Richard S. Dabney, Joseph J. Endres, Herman R. Goldberg, Christine P. Ingram, and Elizabeth M. Kelly. Best copy available has been provided.]
Education in Mexico. Bulletin, 1956, No. 1
Author: Johnston, Marjorie C.
Date: 1956-00-00
Type: Historical Materials
Subjects: Foreign Countries,Economic Development,Public Education,World History,Educational History,Socioeconomic Influences,Educational Development,Preschool Education,Literacy Education,Elementary Education,Secondary Education,Higher Education,Vocational Education,Teacher Education,Schools of Education,Industry,State Colleges,Public Colleges,Private Colleges,Agricultural Education,Art Education,Business Education,Industrial Education,Military Schools,Accounting,Architecture,Anthropology,History,Chemistry,Dentistry,Economics,Engineering Education,Law Related Education,Medical Education,Music Education,Pharmacy,Political Science,Social Work,Veterinary Medicine,Nursing Education

&quot;Education in Mexico,&quot; one of the series of basic studies on education in the American Republics undertaken by the Office of Education, has been prepared with the interests of the following groups in mind: (1) Persons working in the field of Inter-American educational relations; (2) Those specializing in Latin American area and language studies; (3) Students of the history and philosophy of education; (4) Admissions officers of United States schools and colleges receiving applications from Mexican students; (5) United States students who contemplate a period of study in Mexico; (6) Visitors to Mexico who wish to undertake research on some phase of education or simply to observe clearly the various aspects of Mexican civilization; and (7) Teachers who look forward to the development of exchange programs with Mexico. Topics covered in this bulletin are divided into two parts. Part I, Background Information, presents: (1) The Country; (2) Historical and Political Development; (3) Government; (4) Geographical Factors; (5) The People; (6) Economic Development; and (7) Educational History. Part II, Education, includes: (1) Organization and Administration; (2) Preschool and Elementary Education; (3) Fundamental Education and Literacy; (4) Secondary and Prepatory Education; (5) Vocational Education; (6) Teacher Education; (7) National Autonomous University of Mexico; and (8) Other Institutions of Higher Education. Spanish and English bibliographies are provided. (Contains 47 tables and 1 footnote.) [Best copy available has been provided.]
Integrating Technology for Academic Achievement in Phonics and Fluency
Author: Mason, Hope I.
Date: 2010-00-00
Type: Reports - Research
Subjects: Accountability,Academic Achievement,Educational Policy,Technology Integration,High Stakes Tests,Achievement Gap,At Risk Students,Action Research,Educational Change,Teaching Methods,Reading Teachers,Intervention,Educational Improvement,Achievement Gains,Access to Computers,Elementary Schools,Middle Schools,Reading Fluency,Phonics,Urban Schools

With the push for teacher accountability and the controversy concerning high-stakes testing, more teachers are looking for systematic ways to increase academic achievement. If the U.S. is to regain its global position as number 1 in the education arena, education policy must dictate that teachers integrate technology as a regular part of core instruction to improve academic achievement. This action research seeks to investigate methods to close the achievement gap and prove that gains are made by high risk students in reading using various technological tools in the classrooms. A bibliography is included.
SLD Identification Overview General Information and Tools to Get Started. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Disability Identification,Learning Disabilities,Faculty,Stakeholders,Organizations (Groups),Educational Change,Politics of Education,Researchers,Special Education,Conferences (Gatherings),Information Dissemination,Eligibility,Intervention,Professional Development,Educational Legislation,Federal Legislation

Although the 2004 reauthorization of the Individuals with Disabilities Education Act (P.L. 108-446) (IDEA 2004) has brought the issue of specific learning disabilities (SLD) identification procedures and criteria to the forefront, calls for reform are not new and are based on decades of various policy, implementation, and research agendas. The U.S. Department of Education's Office of Special Education Programs (OSEP) has actively addressed both the scientific aspects and broader political nature of SLD identification through its efforts to advance understanding of SLD issues. Collectively, the OSEP activities described below are known as the SLD Initiative. In May 1999, OSEP co-sponsored a national summit, &quot;Keys to Successful Learning,&quot; which raised awareness of research-based SLD practices. After this summit, in early 2000, OSEP convened a learning disabilities initiative workgroup comprising 18 individuals with varying perspectives on SLD (i.e., parents, state and local practitioners, researchers, and policy representatives) to develop an aggressive agenda of activities focused specifically on SLD, including: (1) commissioning white papers to address nine aspects of SLD; (2) convening an SLD conference; (3) facilitating roundtable discussions with key stakeholders; and (4) disseminating proceedings. As a result of the workgroup's recommendations, OSEP commissioned nine white papers and 36 response papers (i.e., three research respondents with diverse perspectives and one practitioner respondent for each paper). Once released, these papers provided the substance for a by-invitation-only SLD summit, &quot;Building a Foundation for the Future,&quot; held in August 2001, in which 250 key stakeholders (i.e., parents, administrators, teachers, higher education faculty, researchers, professional organization members, and policy makers) began a discussion about using current SLD research findings (Bradley, Danielson, &amp; Hallahan, 2002). In October 2001, OSEP brought together representatives of the National Joint Committee on Learning Disabilities to find common ground around the issues identified in the white papers and summit presentations. This group of representatives concentrated its efforts on four primary areas: identification, eligibility, interventions, and professional development. In November 2001, OSEP hosted an SLD researcher roundtable discussion of a select number of previous workgroup participants to ensure that the information gathered from the white papers and summit discussion represented the most up-to-date SLD research available. This paper summarizes the researcher roundtable's findings.
Select NRCLD Publications. Resources. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Response to Intervention,Progress Monitoring,Special Education,Disability Identification

The National Research Center on Learning Disabilities (NRCLD) was funded in late 2001 by the Office of Special Education Programs (OSEP) to help address the complex nature of the issues and diversity of discussion surrounding specific learning disabilities (SLD). NRCLD's purpose was to continue the research on critical issues raised in white papers, summit, and continuing roundtable discussions that had been started with OSEP's SLD Initiative. As a result of the NRCLD work, a number of special issue journals have been published as well as various other peer-reviewed publications. This paper provides a listing and brief abstract of some of those publications. (Contains 18 resources.)
Screening Tool for Well-Described Responsiveness-To-Intervention Models and Comparison Models. Winter 2007
Author: Mellard, Daryl F.
Date: 2007-00-00
Type: Tests/Questionnaires
Subjects: Screening Tests,Response to Intervention,Models,Disability Identification,Academic Achievement,Outcomes of Education

This paper presents a screening tool for well-described responsiveness-to-intervention models and comparison models.
Who Is the Student with a Specific Learning Disability? Parent Page. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Written Language,Dyslexia,Behavior Change,Oral Language,Definitions

In education, the term learning disability is used to describe specific kinds of problems that an individual has with understanding or using spoken or written language. A student with a specific learning disability may have difficulty listening, thinking, speaking, reading, writing, spelling, or doing math problems. You may have heard of dyslexia. This is a learning disability that affects reading. Specific learning disability refers to several disorders, such as dyslexia, which affect reading or language. Learning disabilities are not visible (like those of individuals who have physical disabilities), so they often are unrecognized. They can't be "fixed" or "cured." But special instruction, accommodations, support services, and aids can help students lessen the effects of the learning disability by using acquired methods and strategies to compensate for the difficulties one has in learning. The National Research Center on Learning Disabilities (NRCLD) developed this brief to help you understand different definitions and interpretations of the term "specific learning disability."