ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Equipment and Materials for Elementary Schools: Suggestions for Supervisors Administrators and Teachers. Bulletin, 1961, No. 28. OE-29029
Author: Piltz, Albert
Date: 1961-00-00
Type: Historical Materials
Subjects: Elementary Schools,Public Schools,Science Instruction,Science Teachers,Elementary School Science,Science Equipment,Instructional Materials,Laboratory Equipment,Scientific Concepts,Educational Facilities Design,Inservice Teacher Education,School Policy,Safety,Field Trips,Budgets

The phenomenal growth of science and technology in the past decade has made science teaching more important, and at the same time more difficult. An awareness of these changes has caused an unprecedented public support for sound science programs in the schools. A good science program makes effective use of equipment and materials in teaching basic science concepts. The National Defense Education Act of 1958, Title III, has provided educators with greater opportunity to strengthen instruction through the acquisition of needed equipment and materials. A new emphasis on science in the elementary school has stimulated supervisors, administrators, and many teachers to seek information on sources, selection, and use of appropriate materials and equipment in instruction. This bulletin is intended mainly to help the neophyte who is interested in the basics of elementary science teaching. It offers general guidelines concerning the relationship of equipment to the various elements of the instructional program. The discussion is keyed particularly to the needs of the elementary school supervisor, principal, and others responsible for school policies regarding the procurement and use of science equipment. Appended are: (1) Basic, Standard, and Advanced Lists for Elementary Science--Council of Chief State School Officers; (2) Science Supplies and Equipment for Elementary Schools, Grades 1-6--Detroit Public Schools; (3) Science K-6 Equipment and Supplies--New York State Education Department; (4) A Basic Equipment List--National Science Teachers Association; and (5) Science Equipment--Denver Public Schools. Individual sections contain footnotes. [Best copy available has been provided.]
Educating Children in Nursery Schools and Kindergartens. Bulletin, 1964, No. 11. OE-20054
Author: Gore, Lillian L.
Date: 1964-00-00
Type: Historical Materials
Subjects: Kindergarten,Nursery Schools,Early Childhood Education,Disabilities,Educational Research,Educational History,Educational Legislation,Educational Finance,Parent Participation,Parochial Schools,Special Education,Educationally Disadvantaged,Student Characteristics,Child Care Centers,Teacher Characteristics,Teacher Education,Planning,Curriculum Development,Social Studies,Science Instruction,Language Arts,Mathematics Instruction,Health Education,Physical Education,Music Education,Art Education,Educational Environment,Equipment,Parent School Relationship,Recordkeeping

There is a steadily increasing national interest and concern on the part of parents, teachers, administrators, and organized groups to make provisions for a sound education for children under 6 years old. In response to the inquiries from parents, State departments of education, school districts, operators of private schools, and public school personnel for information and materials dealing with current programs and values in nursery schools and kindergarten education, a survey was made of the relevant literature and research findings on preprimary education. This bulletin is designed to supply help to the field by interpreting the objects of education for young children; presenting research on the values of education for young children; interpreting programs and standards; distinguishing between nursery schools and kindergartens and other types of programs for young children; providing guidelines for the establishment and evaluation of nursery schools and kindergartens; and interpreting learning and growth characteristics of young children and their implications for the curriculum. (Contains 50 footnotes.) [Best copy available has been provided.]
Case Studies in the Liberal Arts College: Academic Administration. Bulletin, 1964, No. 12. OE-53020
Author: Russel, John H.
Date: 1964-00-00
Type: Historical Materials
Subjects: Liberal Arts,Educational Finance,Case Studies,Higher Education,Policy Formation,College Administration,Educational Policy,Budgets,Curriculum,Deans,Administrator Role,Teacher Role,College Faculty

The academic program represents the major thrust of an institution of higher education toward the achievement of its objectives. An effective structure for academic organization is essential. Within such a structure, clarity of procedure is needed in both the development of academic policies and in the implementation of these policies. The Office of Education, in cooperation with nine privately controlled or church-related liberal arts colleges, has undertaken this study in order to provide suggestions and guidelines for institutional self-study and evaluation in the area of academic administration. The emphasis throughout has not been on content but rather on procedures relating to policy development and implementation in the academic area. While broad generalizations cannot be directly derived from these case studies, the actual procedures reported by the nine colleges can suggest thoughtful approaches which have proved feasible within the context of each college. Part I presents an overview of the process, and an analysis and summary of the field of academic administration in the nine colleges. Part II provides the individual case studies: (1) College of New Rochelle (Mother Mary Russo, O.S.U.); (2) Dillard University (Edward E. Riley, Jr.); (3) Juniata College (Morley Mays); (4) Knox College (Hermann R. Muelder); (5) Randolph-Macon Woman's College (Harriet D. Hudson); (6) Regis College (Harry E. Hoewischer, S.J.); (7) Southwestern at Memphis (Jameson M. Jones); (8) Whitman College (Paul J. Jackson); and (9) William Jewell College (Garland F. Taylor). (Contains 5 footnotes and 1 table.) [Best copy available has been provided.]
Church-Related Boards Responsible for Higher Education. Bulletin, 1964, No. 13. OE-53021
Author: Messersmith, James C.
Date: 1964-00-00
Type: Historical Materials
Subjects: Higher Education,Church Related Colleges,Boards of Education,Private Colleges,Educational History,Governance,Educational Administration,Board Administrator Relationship,Responsibility,Catholics,Churches,Institutional Cooperation,Protestants,Christianity

Current information on the subject of board structure and function is being increasingly sought by many persons and agencies involved in public and nonpublic higher education, including boards and administrations of colleges and universities; educational agencies of religious bodies; legislative commissions; and governors and their executive agencies. This publication is designed to satisfy the need for more adequate and current information on interinstitutional coordination and control of nonpublic higher education. In essence, this study constitutes a description of the organization and functions of denominational boards and related agencies having governing, coordinating, supervisory, or other working relationships with groups of church-related colleges and universities. The purpose of the study is to give a comprehensive description and depth analysis of a limited number of these boards, and to identify problems, issue, strengths, and weaknesses in their structure and functions. The boards reported in the study vary widely in regard to the number and type of institutions with which they have working relationships, and in the nature and scope of their responsibilities to these institutions. They may thus be considered as constituting a broad sampling of church-related boards of higher education. Perhaps the most salient fact brought out in the study is that the denominational groups involved sense keenly the need to identify more clearly the relationships which do exist and those which should exist between the denomination, through its educational board or agency, and the institutions of higher education related to it. (Contains 65 footnotes, 15 tables and 1 chart.) [Best copy available has been provided.]
Music Curriculum Guides. Bulletin, 1964, No. 14. OE-33032
Author: Arberg, Harold W.
Date: 1964-00-00
Type: Guides - Classroom - Teacher
Subjects: Music Education,High Schools,Elementary Secondary Education,Curriculum Guides,Music Teachers,Annotated Bibliographies,Kindergarten,Junior High Schools,Elementary Schools,Curriculum

This comprehensive annotated bibliography of curriculum guides for music is the first of its kind to be published. The list of guides includes State-level publications as well as some city- and county-produced materials. The subject-indexed publication will be useful to music educators and administrators at all levels, and will contribute to a more comprehensive knowledge of the philosophy and practices current in the teaching of music. Part I lists music curriculum guides by educational level, in alphabetical order: (1) Grades K-12; (2) Elementary Grades; (3) Junior High School; (4) Senior High School; and (5) Combined Junior and Senior High School. Part II lists general curriculum guides in alphabetical order by State. (Contains 65 footnotes, 15 tables, and 1 chart.) [Best copy available has been provided.]
School Building Maintenance Procedures. School Plant Management Series. Bulletin, 1964, No. 17. OE-21027
Author: Finchum, R. N.
Date: 1964-00-00
Type: Historical Materials
Subjects: School Buildings,School Maintenance,Needs Assessment,Educational Facilities Improvement,Structural Elements (Construction),Construction Materials,Interior Space,Equipment,Heat,Water,Ventilation,Sanitation,Lighting

Adequate maintenance of school buildings representing a public investment of billions of dollars is a problem of grave concern to both taxpayers and school officials. This publication, one of a series dealing with school plant management problems, identifies, describes, shows the function of, and outlines maintenance procedures for many components of school buildings. The information provided may be useful to all who are interested in school plant maintenance, and of significant value to the thousands of school districts that do not have large maintenance departments. Individual chapters address: (1) Importance of Maintenance; (2) Detecting Maintenance Needs; (3) Exterior Maintenance; (4) Interior Maintenance; and (5) Mechanical Systems. Appended are a classified bibliography of selected references; a glossary of maintenance terms; a checklist survey for building maintenance; and a list of manufacturers' associations whose printed materials are quoted or adapted for use in this publication. (Contains 65 footnotes.) [Best copy available has been provided.]
School Social Work: A Service of Schools. Bulletin, 1964, No. 15. OE-31007
Author: Lundberg, Horace W., Ed.
Date: 1964-00-00
Type: Historical Materials
Subjects: Educational History,Pupil Personnel Services,School Social Workers,State Programs,State Aid,State Policy,Professional Education,Program Descriptions,Caseworkers,Caseworker Approach,Pupil Personnel Workers,Educational Practices,Educational Environment,Futures (of Society),Educational Trends,Problems,Bibliographies,Recruitment,Public Schools,Elementary Secondary Education,Special Education,Coordination,School Community Relationship,Disadvantaged,Family School Relationship

The extension of the professional base for public education is an important recent trend. There has developed an increased use of professional personnel for noninstructional services. The range of professions or services involved includes attendance, guidance, health programs, psychology, and social work. This publication deals primarily with school social work. School social work provides to education a supportive casework or personnel adjustment service for pupils and their families on an individual basis, consultative assistance to teachers and school administrators, community referral services, and assistance in the implementation of school policy and programs. The National Committee of State Consultants in School Social Work recommended this publication and, through its reports and individual participation, assisted in developing it. Individual articles include: (1) Introduction (Horace W. Lundberg); (2) Some Current Problems in American Education (Horace W. Lundberg); (3) Pupil Personnel Services (Hyrum Smith); (4) Present Practices in School Social Work (Jerry L. Kelley); (5) State Level Leadership, Administration, and Financial Support (John C. Nebo); (6) Goals, Recruitment, Training, and Staffing (Elsie Nesbit); and (7) A Look Ahead (Horace W. Lundberg). (Contains 65 footnotes and 1 table.) [Best copy available has been provided.]
Digest of Educational Statistics, 1964 Edition. Bulletin, 1964, No. 18. OE-10024-64
Author: Simon, Kenneth A.
Date: 1964-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Secondary School Curriculum,Student Mobility,Undergraduate Students,Graduate Students,Teacher Salaries,Comparative Analysis,Census Figures,African American Education,Dropouts,Employment,Study Abroad,Foreign Students,Student Transportation,School Libraries,College Libraries,Illiteracy,International Education,College Faculty,Intellectual Disciplines,Higher Education,Educational Finance,Educational Attainment,Federal Programs,Elementary Secondary Education,Research and Development,National Surveys,School Statistics,Statistical Surveys,Statistical Studies,Educational Policy,Federal Aid,State Aid,Public Agencies,Enrollment,School Districts,School Personnel,Public School Teachers,Adult Education,Vocational Education,Land Grant Universities,Two Year Colleges,Kindergarten,Federal Legislation,Private Schools,Expenditures,Income,Attendance,Classrooms,Educational Facilities,High School Graduates,Males,Females,College Graduates

This bulletin is the third in a series of annual publications initiated by the Office of Education in October 1962. It is a compilation of significant statistical material pertaining to American education. It contains information on a variety of subjects within the broad filed of educational statistics, including schools and colleges, enrollments, teachers, graduates educational attainment, finances, Federal programs in the field of education, libraries, international education, and research and development. To be included in this publication, the data were required to be nationwide in scope and of current interest and value. The Digest is divided into five chapters: (1) Elementary and Secondary Education; (2) Higher Education; (3) All Levels of Education; (4) Federal Programs of Education; and (5) Selected Statistics Related to Education in the United States. Among the tables presented for the first time this year are statistics on nonpublic elementary schools; enrollments in public high school subjects; illiteracy rates; residence and migration of college students; higher education enrollment by undergraduate and graduate levels; faculty salaries by academic field; and educational expenditures related to the gross national product.  (Contains 140 tables, and 4 figures.) [Best copy available has been provided.]
Teaching Young Children to Read: Proceedings of a Conference, November 14-16, 1962, U.S. Department of Health, Education, and Welfare, Office of Education. Bulletin, 1964, No. 19. OE-30014
Author: Cutts, Warren G., Ed.
Date: 1964-00-00
Type: Collected Works - Proceedings
Subjects: Educational Trends,Preschool Children,Reading Instruction,Reading Programs,Instructional Design,Foreign Countries,Beginning Reading,Language Experience Approach,Elementary School Students,Young Children,Educational History,Teaching Methods,Kindergarten,Early Reading,Cognitive Processes,Reading Consultants,Teacher Educators,Curriculum Design

This bulletin is based upon a conference on beginning reading instruction which brought together professional leaders in the field of reading and related disciplines. Their purpose was to report on research and to review a variety of practices on primary reading. Keynoting the conference, one of America's foremost reading authorities gives a historical review of beginning reading practices since 1900. This publication is international in scope, bringing together reports from Canada and England, as well as from the United States. The conference began with welcoming remarks by Wayne O. Reed, Deputy Commissioner of Education. The first section, Overview of Teaching Practices, Past and Present, includes: (1) Trends in Beginning Reading Since 1900 (Nila B. Smith); (2) Current Reading Practices in the United States (Mary C. Austin); (3) The Child From 3 to 8, With Implications for Reading (Frances Ilg); and (4) A Modern Reading Program for Young Children (William D. Sheldon). The next section, Experimental Programs in England and the United States, presents: (1) Beginning Reading with the Augmented Roman (John A. Downing); (2) Reading in the Kindergarten (Joseph E. Brzeinski); and (3) The Language Experience Approach (R. V. Allen). The third section, Recent Research on Beginning Reading Instruction in the United States and Canada, contains: (1) Learning Factors in Beginning Reading (Donald D. Durrell); (2) Children Who Read Before First Grade (Dolores Durkin); (3) The Language of Elementary School Children (Ruth G. Strickland); (4) Explorations for Instructional Design in Early Reading Programs (A. R. MacKinnon); and (5) Young Children's Thinking and the Teaching of Reading (Millie C. Almy). Lastly, A Look Ahead provides: (1) By the Reading Specialist (Arthur I. Gates); (2) By the Teacher Educator (Amy Hostler); (3) By the Curriculum Planner (Grace A. Dorsey); and (4) By the Research Director (Helen M. Robinson). A list of conference participants is appended. Individual papers contain bibliographies. (Contains 42 footnotes, 3 tables, and 3 figures.) [Best copy available has been provided.]
School-Home Partnerships in Depressed Urban Neighborhoods. Bulletin, 1964, No. 20. OE-31008
Author: Fusco, Gene S.
Date: 1964-00-00
Type: Historical Materials
Subjects: Urban Schools,Neighborhoods,Family School Relationship,Economically Disadvantaged,Cultural Influences,Educational Administration,Parent Role,Parent Teacher Cooperation,Conferences (Gatherings),Preschool Children,Enrichment Activities,Family Life,Parent Education,Social Life,Neighborhood Improvement,Leadership Training,Problem Solving,Change Agents,Teacher Competencies,Teacher Attitudes,Home Visits,Neighborhood Schools,Early Childhood Education

There has developed in recent years a growing realization among educators, social scientists, and others that culturally deprived school-children cannot develop their potential unless they are provided with more educational and cultural opportunities than they typically receive. The educational handicaps stem, in large part, from their culturally deprived home life. It follows that programs to improve the educational opportunities of these children are enhanced when accompanied by efforts to enlist the active cooperation of parents in the education of their children. Culturally deprived adults also require assistance in developing and improving their abilities, skills, and talents in order that they may develop into better homemakers, parents, and citizens. This bulletin reports some promising practices for providing such services found in 20 schools located in depressed residential neighborhoods of 5 large urban school districts. Four chapters include: (1) Facing the Challenge; (2) Neighborhood Settings of Participating Schools; (3) Practices to Improve School-Home Relations; and (4) Guidelines, Observations, and Comments. Appended are a list of participating schools in Baltimore, Chicago, Detroit, Philadelphia, and St. Louis; and brief descriptions of the cities and schools. (Contains 9 footnotes.) [Best copy available has been provided.]
Progress and Trends in Italian Education. Bulletin, 1964, No. 21. OE-14098
Author: Scarangello, Anthony A.
Date: 1964-00-00
Type: Historical Materials
Subjects: Foreign Countries,Change Strategies,Educational Change,Educational History,Educational Legislation,Politics of Education,War,Educational Administration,Teacher Education,Higher Education,Elementary Secondary Education

Italy is a fascinating mixture of the old and the new. On the one hand are its centuries of tradition, and on the other, parts of Italy which would almost qualify as underdeveloped areas. This study on Italy presents aspects of the current educational situation against the background of Italian educational history. Part I, A Survey of Italian Education History, traces changes in education from the Napoleonic invasions to the post-World War II era. Part II, Italian Education Today, describes school administration, organization and structure; teacher education; and higher education, including university administration. Part III, Current Issues, Problems, and Trends, identifies and explains: (1) The Latin Question; (2) The Gonella Plan for Educational Reform; (3) The Fanfani 10-Year Plan; (4) Educational Television; and (5) Recurrent Educational Problems. The bulletin includes a bibliography of primary, general, and periodical sources, and a glossary of Italian educational terms. Appended are the Educational Provisions of Italian Constitution of 1947, and a list of Italian institutions of higher learning and their faculties. (Contains 16 footnotes.) [Best copy available has been provided.]
Higher Education in Poland Part II: Rules of Admissions, Student Activities, and Curriculums. Bulletin, 1964, No. 22. OE-14099
Author: Rosen, Seymour M.
Date: 1964-00-00
Type: Historical Materials
Subjects: Higher Education,Foreign Countries,College Admission,School Activities,School Buildings,Dormitories,Summer Programs,Physical Education,Athletics,Health Services,Recreational Activities,Graduate Study,Educational Change,College Entrance Examinations,Educational Legislation,Enrollment Trends,Graduation,Doctoral Degrees,Bachelors Degrees,Majors (Students),Curriculum,Humanities,Social Sciences,Mathematics Instruction,Science Instruction,Geography,Technical Education,Agricultural Education,Mining,Law Related Education,Medical Education,Vocational Education,Two Year Colleges,Schools of Education

The previously published &quot;Higher Education in Poland, Part I: Organization and Administration,&quot; and the present volume constitute an Office of Education study on the Polish system of higher learning. Part II explains the functioning of Polish institutions under control of the Ministry of Higher Education and other ministries, and enumerates the important proposed steps for reforms in Polish higher education. A major portion of the study contains detailed tables of statistics on the curriculums, enrollments, and graduations of various Polish institutions. It is intended that the study should provide basic information for specialists on Eastern Europe, comparative educators, and officials of U.S. universities and colleges concerned with academic exchanges and evaluation of foreign credentials. The document includes a glossary of Polish educational terms and a list of selected references. The following are appended: (1) Articles 52 to 76 of the Law Governing Higher Schools, 1958; (2) Enrollment and graduations in various Polish institutions of higher learning by schools, faculties, and fields of study, 1960; (3) Introduction to Curriculums; and (4) Curriculums. (Contains 6 footnotes and 28 tables.) [Best copy available has been provided.]