ethanporcaro/eric-fulltext-meta huggingface dataset:
Education for Africans in Tanganyika: A Preliminary Survey. Bulletin, 1960, No. 19. OE-14039
Author: George, Betty
Date: 1960-00-00
Type: Historical Materials
Subjects: Educational Policy,Educational Facilities,Foreign Countries,International Education,Educational Administration,Governance,Higher Education,Social Attitudes,Educational Planning,Educational History,Educational Finance,Elementary Secondary Education,Vocational Education,Technical Education,Teacher Education

This bulletin, which is another publication in the International Education series of the Office of Education, reports on a preliminary study of the educational system for Africans, together with information concerning the current plans for expansion of African educational facilities. Following a Foreword, the chapters included are: (1) Introduction; (2) Organization of education; (3) African education in Tanganyika; (4) Higher education; (5) Recent education statistics; (6) African views on education; and (7) Educational plans and outlook. [Best copy available has been provided.]
Modern Foreign Languages: A Counselor's Guide. Bulletin, 1960, No. 20. OE-27004
Author: Johnston, Marjorie C.
Date: 1960-00-00
Type: Historical Materials
Subjects: Degree Requirements,Modern Languages,Cooperation,Second Language Learning,Second Language Programs,Guidance,Federal Legislation,National Security,Cultural Education,Second Language Instruction,Counseling Services,Bachelors Degrees,Required Courses,Second Languages,High School Students

Counseling pupils of high school age about foreign language programs fitted to their needs and abilities is somewhat more difficult than in the past, both because the objectives are different and because a thoroughgoing revision of language instruction is taking place at all levels of the school system. Guidance workers, teachers, principals, and parents who have the responsibility of helping pupils plan their program of study frequently feel a need for basic information about foreign language. This bulletin, which provides such general orientation for counselors, is offered as a service of the Science, Mathematics, and Foreign Language Section under Title III in collaboration with the Guidance, Counseling, and Testing Section under Title V, National Defense Education Act of 1958. The following are appended: (1) Foreign language entrance and degree requirements for the B. A. Degree; (2) Foreign Language entrance and degree requirements for the B. S. Degree; and (3) Languages of the world. [This bulletin was written in collaboration with Frank L. Sievers. Best copy available has been provided.]
Teachers of Crippled Children and Teachers of Children with Special Health Problems: A Report Based on the Findings from the Study "Qualification and Preparation of Teachers of Exceptional Children". Bulletin, 1960, No. 21. OE-35018
Author: Mackie, Romaine P.
Date: 1960-00-00
Type: Historical Materials
Subjects: Special Health Problems,Physical Disabilities,Special Education Teachers,Teacher Qualifications,Teacher Competencies,Teaching Experience,Teacher Education,Student Teaching,Specialization,Teacher Attitudes,Administrator Attitudes,Governance

This publication is one of a series resulting from the broad study, "Qualification and Preparation of Teachers of Exceptional Children," conducted by the of Office Education in cooperation with many leaders in the education of exceptional children and youth in the United States. Approximately 2,000 persons have contributed to the total project. Reported in this bulletin is that part of the information from the overall study which has particular bearing on the qualification and preparation of teachers of children with crippling conditions and teachers of children with special health problems. Because of the close relationship between these two areas, it was decided to present the findings in this one publication. Other reports from the study are listed on the inside of the back cover. Following a Foreword and Acknowledgements, the contents are: (1) Introduction; (2) Competencies needed by teachers; (3) Opinions on teacher proficiency; (4) Experiences needed in professional preparation; and (5) Summary. The following are appended: (1) Office of Education study--"Qualifications and Preparation of Teachers of Exceptional Children"; (2) Background information about the participating teachers; (3) Statistical procedures and results; and (4) Excerpts from inquiry forms. (Contains 17 tables and 3 graphs.) [Best copy available has been provided.]
State Standards for Public Libraries. Bulletin, 1960, No. 22. OE-15010
Author: Vainstein, Rose
Date: 1960-00-00
Type: Historical Materials
Subjects: Educational History,State Policy,Guidelines,Library Development,Policy Formation,Bibliographies,State Standards,Public Libraries,Library Administration,Library Equipment,Library Facilities,Library Materials,Library Personnel,Library Policy,Library Research,Library Role,Library Services,United States History,Library Associations,State Legislation,Librarians,Library Education

This publication brings together for the first time in a single volume the status of public library standards in the United States. Based on a master's thesis submitted to the  Department of Library Science at The Catholic University of America by Mrs. Marian Magg, the study has been brought up to date and also expanded. This bulletin provides not only a measuring device for determining the adequacy of existing services, but also guidelines and direction for future development. Following a Foreword and Acknowledgements, this bulletin is organized into four chapters: (1) Introduction; (2) The development of standards for public libraries; (3) Distinctive features of State standards for public libraries; and (4) State and territory standards. A bibliography is included. (Contains 4 tables.) [Best copy available has been provided.]
Accredited Higher Institutions, 1960. Bulletin, 1960, No. 24. OE-50012
Author: Wilkins, Theresa Birch
Date: 1960-00-00
Type: Historical Materials
Subjects: Higher Education,Accreditation (Institutions),Voluntary Agencies,Supervision,State Departments of Education,State Universities,Evaluation Criteria,Institutional Evaluation,Technical Education,Professional Education,Teacher Education

The Office of Education publishes at regular intervals a compilation of lists of institutions of higher education accredited by nationally recognized regional and professional accrediting agencies and by State agencies responsible for accrediting within the various States. This bulletin is the eleventh in the series, replacing the 1956 edition. The purpose in issuing periodic revisions of the bulletin is to record the changes that occur among, and to provide information about, accredited higher institutions to colleges and high-school students. Governmental and nongovernmental agencies and ministries of education in other countries are making increased use of the publication in various phases of their work. In the United States, there is no single agency having jurisdiction over institutions of higher education. Such governmental control as exists is lodged in the 50 States, the District of Columbia, and outlying possessions. It may range from close supervision over the chartering and establishing of new institutions and periodic review to determine their eligibility for continued approval to little, if any, supervision, particularly in the case of privately controlled institutions. State departments of education in most of the States, and State universities in a number of them, engage in some form of approval of institutions within their borders. Wide variation in practices among the States has led to the development of voluntary agencies which have assumed responsibility for establishing criteria and identifying those institutions which have been found to meet and maintain announced standards in the educational activities in which they are engaged. The institutions thus identified are said to be "accredited," and the process, unique to the United States, is known as "accreditation." The material presented in this bulletin is divided into three parts. Part I consists of a compilation of institutions accredited by the six regional associations. Part II reproduces lists of professional and technical schools, some or all of the units of which are accredited by or hold membership in the appropriate organizations. Part III reports information about accreditation and institutions approved or accredited by State agencies. An index is included. Individual sections contain footnotes. [Best copy available has been provided.]
Radio and Television: A Selected Bibliography. Bulletin, 1960, No. 25. OE-34004
Author: Hamill, Patricia Beal
Date: 1960-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Annotated Bibliographies,Educational Radio,Educational Television,Educational Media,Educational Research,Media Research,Educational Technology,Multimedia Instruction,Multimedia Materials,Vocational Education,Audiovisual Instruction,Periodicals,Advertising,Scripts,Drama,Information Sources,Instructional Materials,Educational Resources,Programming (Broadcast),Production Techniques,Instructional Films,Courses,Elementary Secondary Education,Occupational Information,Adult Education,Telecourses,Distance Education

A growing awareness of the potential importance to education of media such as radio, television, and motion pictures, is reflected in the notable increase in published literature on the subject.. This first revision in 4 years of the Office of Education's "Radio and Television Bibliography" contains significant additions in virtually every aspect of communications. Included are volumes reporting findings on research and experimentation, significant contributions to the educational applications of media materials, and techniques of utilization, new developments in professional skills of broadcasting, and a limited selection of technical books. The publications are organized into the following categories: (1) General-historical, Sociopsychological, management, advertising, vocational; (2) Program techniques--writing, directing, producing; (3) Educational uses--audiovisual, radio, and television; (4) Scripts and plays, (5) Periodicals; and (6) Sources of general information. An index is included. [Best copy available has been provided.]
Educational Trends in the Caribbean: European Affiliated Areas. Bulletin, 1960, No. 26. OE-14043
Author: Hauch, Charles C.
Date: 1960-00-00
Type: Historical Materials
Subjects: Intervention,Technical Education,Colleges,Foreign Countries,International Education,International Educational Exchange,Foreign Students,Educational Trends,Trend Analysis,Enrollment,Higher Education,Teacher Education,Institutional Mission,Public Policy,Elementary Secondary Education,Adult Education,Educational Finance

Educational trends throughout the world hold wider and deeper significance for American education today than in any previous period of our country. Thousands upon thousands of foreign students from many nations are enrolled each year in American colleges and universities. Increasingly the vital part which education contributes to the development of society is being recognized by peoples and their governments. The present bulletin is another in the Office of Education's long established series on education in other countries. This bulletin deals with some of the most apparent educational trends at the present time in European affiliated areas of the Caribbean. These include the British, Netherlands, and French affiliated areas. The educational ties of these areas with the United States add importance and interest to such a study. To cite just one example, more than 1,400 students from the British Caribbean areas alone were enrolled in institutions of higher learning in the United States during the 1958-59 school year, according to published statistics of the privately supported Institute of International Education. Information in this bulletin is based in considerable part on direct observation by the author of educational institutions and practices, and on discussions with educational and other specialists, in certain of the Caribbean areas during the latter part of 1958. These observations and discussions were supplemented by extensive study of published source materials and other writings on the area generally and its educational patterns and facilities. A selected bibliography is included. Two appendixes present: (1) Summary of Recommendations of the Regional Conference on the Training of Teachers in the British Caribbean, 1957; and (2) Summary of Principal Recommendations of the Mission on Higher Technical Education in the British Caribbean. Individual chapters contain footnotes. [Best copy available has been provided.]
State Plans under the Library Services Act. Supplement 2: A Progress Report. The First Three Years--Fiscal Years 1957, 1958, 1959. Bulletin, 1960, No. 27. OE-15012
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1960-00-00
Type: Historical Materials
Subjects: Library Services,Rural Areas,Public Libraries,Cooperative Programs,Library Development,Federal State Relationship,Federal Legislation,Surveys,Counties,Library Personnel,Costs,Financial Support,Federal Aid,State Aid,Local Government,Budgets

This publication is the first formal summation of results on a nationwide basis of progress under the Library Services Act, a State-local-Federal cooperative program for extension and improvement of public library services to rural areas. The two previous bulletins of this series have been concerned with "plans"; this publication is concerned with "results." A survey was undertaken by the U.S. Office of Education which confirmed other statistics and information available on the status of public library development in 1956 just prior to the passage of the act. The situation, in brief, was that 26 million people in rural areas were without any public library service, 50 million more had inadequate service as measured by State standards, and over 300 rural counties were without any public library within their borders. Good public library service--freely available to all our people--is a basic part of the Nation's total educational and cultural program. Because most of the people who had little or no public library service lived in nonurban areas, it was for these areas that the Library Services Act was passed by the 84th Congress and signed into law by President Eisenhower in June 1956. A reassessment of the program at this time, through the compilation and analysis of information from State reports, is both useful and necessary. Many sentences in the summaries are taken directly from these reports. This basic information will help in the overall determination of library goals and help guide in the decisions being made in the States and local communities in establishing the best patterns of library organization and the best methods of financial support. Two appendixes provide: (1) State Plan Programs for Fiscal 1959; and (2) Public Law 597, 84th Congress. A bibliography of manuals, surveys, and films is included. Individual sections contain footnotes. (Contains 4 charts and 10 tables.) [Prepared by the Library Services Branch. Best copy available has been provided.]
Academic Degrees: Earned and Honorary Degrees Conferred by Institutions of Higher Education in the United States. Bulletin, 1960, No. 28. OE-54008. [Foreword - Chapter VIII]
Author: Eells, Walter Crosby
Date: 1960-00-00
Type: Historical Materials
Subjects: Higher Education,Academic Degrees,Recognition (Achievement),Masters Degrees,Bachelors Degrees,Doctoral Degrees,Intellectual Disciplines,Liberal Arts,Professional Education,Teacher Education,Theological Education,Tables (Data),Classification,Community Colleges

Much significance is attached to college degrees in modern society. The fact that many individuals have become victims of fraudulent institutions that award degrees without the rigorous courses of study prescribed by legitimate institutions, suggests that there may be too much emphasis upon the form rather than the substance of higher education. No comprehensive study of American college degrees has been made in recent years. This study was undertaken to determine the extent of proliferation of degrees and their abbreviations and to provide an authentic directory of American degrees, both earned and honorary. More than 1,600 different academic degrees are currently conferred by colleges and universities in the United States, according to information recently furnished by more than 2,000 of these institutions. In addition, more than 800 other academic degrees have been recognized in past years but, as far as can be determined, these are no longer in current use. Almost 2,600 different abbreviations are used for the 1,600 current degrees. It is the purpose of this monograph to report in detail concerning various aspects of this total number of degrees, 2,400, which are or have been used to mark the successful completion of the wide variety of courses of study offered by American institutions of higher education. This publication should be especially useful to registrars, deans, librarians, department chairmen, and other educational leaders responsible for determining degree plans. It will also serve as a ready reference on matters pertaining to degrees for government employees, representatives of foreign governments, and personnel officers, as well as the general public. Individual chapters contains footnotes. (Contains 10 tables and 2 graphs.) [Due to its size, this volume has been processed as two separate parts. This first part includes the Foreword through Chapter VIII. The second part, ED543970, includes Chapter IX: Degrees Arranged Alphabetically, Chapter X: Abbreviations Arranged Alphabetically, and an index. The cover page and table of contents are repeated in the second part. Best copy available has been provided.]
Academic Degrees: Earned and Honorary Degrees Conferred by Institutions of Higher Education in the United States. Bulletin, 1960, No. 28. OE-54008. [Chapter IX-Index]
Author: Eells, Walter Crosby
Date: 1960-00-00
Type: Historical Materials
Subjects: Higher Education,Academic Degrees,Government Employees,Universities,Recognition (Achievement),Intellectual Disciplines,Womens Education,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Theological Education,Teacher Education,Professional Education,Community Colleges

Much significance is attached to college degrees in modern society. The fact that many individuals have become victims of fraudulent institutions that award degrees without the rigorous courses of study prescribed by legitimate institutions, suggests that there may be too much emphasis upon the form rather than the substance of higher education. No comprehensive study of American college degrees has been made in recent years. This study was undertaken to determine the extent of proliferation of degrees and their abbreviations and to provide an authentic directory of American degrees, both earned and honorary. More than 1,600 different academic degrees are currently conferred by colleges and universities in the United States, according to information recently furnished by more than 2,000 of these institutions. In addition, more than 800 other academic degrees have been recognized in past years but, as far as can be determined, these are no longer in current use. Almost 2,600 different abbreviations are used for the 1,600 current degrees. It is the purpose of this monograph to report in detail concerning various aspects of this total number of degrees, 2,400, which are or have been used to mark the successful completion of the wide variety of courses of study offered by American institutions of higher education. This publication should be especially useful to registrars, deans, librarians, department chairmen, and other educational leaders responsible for determining degree plans. It will also serve as a ready reference on matters pertaining to degrees for government employees, representatives of foreign governments, and personnel officers, as well as the general public. [Due to its size, this volume has been processed as two separate parts. The first part, ED543969, includes the Foreword through Chapter VIII. This second part includes Chapter IX: Degrees Arranged Alphabetically, Chapter X: Abbreviations Arranged Alphabetically, and an index. The cover page and table of contents are repeated in the second part. Best copy available has been provided.]
Modern Foreign Languages in the Elementary School: Teaching Techniques. Bulletin, 1960, No. 29. OE-27007
Author: Keesee, Elizabeth
Date: 1960-00-00
Type: Guides - Classroom - Teacher
Subjects: Teaching Methods,Age,Second Language Instruction,Listening Comprehension,Habit Formation,Teaching Guides,FLES,Incidental Learning,Second Language Learning,Introductory Courses,Elementary School Students,Instructional Materials,Spanish,French,Visual Aids,Pronunciation Instruction,Dialogs (Language),Personal Narratives,Educational Games,Singing,Language Tests,Oral Language,Reading Skills,Writing Skills

The growing practice of beginning instruction in a modern foreign language in the elementary school has created a need for many classroom teachers to become oriented to a whole new field of foreign-language teaching methodology and materials. Since teachers tend to think of language instruction in terms of the English-language arts, the language which their pupils had learned to understand and speak before starting to school, they need new techniques for language habit formation when a second language is introduced. While essentially the process by which the preschool child learned his first language is duplicated, the learning activities must be suited to the interests and abilities of the age group concerned. The purpose of this publication is to suggest procedures which will be useful to teachers who need assistance in this field. It describes a variety of teaching techniques now in use and gives examples of types of materials that have been developed for the elementary school classroom. Sample materials to illustrate several widely used teaching techniques are included for Spanish and French, the foreign languages most commonly taught in the elementary school. Following a foreword and an introduction, the following topics are covered: (1) Listening comprehension; (2) Pronunciation; (3) Dialogs; (4) Narratives and Descriptions; (5) Incidental Learning; (6) Visual Materials; (7) Games; (8) Songs; (9) Testing Oral Skills; (10) Reading and Writing; and (11) Using a Teacher's Guide. (Contains 3 footnotes.) [Best copy available has been provided.]