ethanporcaro/eric-fulltext-meta huggingface dataset:
Problems in Planning Urban School Facilities. School Plant Administration Series. Bulletin, 1964, No. 23. OE-21023
Author: Chase, William W.
Date: 1964-00-00
Type: Historical Materials
Subjects: Educational Facilities,Educational Facilities Design,Planning,Superintendents,Urban Planning,Urban Areas,Urban Schools,Population Trends,Socioeconomic Influences,Land Use,Metropolitan Areas,Urban Renewal,Costs,Educational Finance,Barriers,Financial Support,Zoning,School Construction

The increase in the population of the United States and the rapid movement of people from rural to urban areas continue to create many problems in the great cities. To solve them, immediate and long-range goals must be cooperatively established and striven for. Even though many of the legally constituted agencies such as the school systems, boards of health, highway departments, city planning commissions, and others are quite independent of one another, there is an essence of interdependence necessary to successful planning. Each agency would be in a better position to fulfill its own functions and objectives if it had an awareness of the problems of the other agencies. This study, an attempt to identify characteristic problems in planning school facilities in metropolitan central cities, is one effort to acquaint the various planning groups with at least one phase of this very important and overall community interest. The study was based on the information obtained through interviews with the general superintendents and/or the associate superintendents in charge of school facilities planning in the 50 largest cities in the United States. The interview guide that was used was prepared as the result of a 2-day conference at which the school planning authorities representing 13 of these cities discussed problems of greatest concern to them. Appended are the interview guide employed during the study, and a list of the Housing and Home Finance Agency regional offices. (Contains 38 footnotes and 1 table.) [Best copy available has been provided.]
Half-Work, Half-Study: Schools in Communist China. Recent Experiments with Self-Supporting Educational Institutions. Bulletin, 1964, No. 24. OE-14100
Author: Barendsen, Robert D.
Date: 1964-00-00
Type: Historical Materials
Subjects: Educational Policy,Foreign Countries,Educational Development,Educational Experiments,Middle Schools,Social Systems,Newspapers,Periodicals,Agricultural Education,Universities,Education Work Relationship,Institutional Characteristics,Criticism,Economic Factors,Political Influences,Educational Objectives

This study of experiments with a new type of educational institution in Communist China is based upon an analysis of materials from Chinese Communist newspapers and periodicals. Reliance upon a discriminating use of such materials is necessitated by the lack of impartial first hand evaluations of these new institutions by qualified outside observers. In preparing this study, general claims have been measured against the details in specific reports in an effort to piece together, from scattered accounts of varying comprehensiveness which are often vague and sometime contradictory, an intelligible record of the course of experimentation with new institutional forms. The Introduction defines the magnitude of the problem of educational development in mainland China. The first section, The Agricultural Middle Schools, explains the reasons for their establishment and describes their development from 1959 to 1962. The second section, The Half-Work, Half-Study Universities, describes their establishment and basic characteristics, identifies problems and criticisms encountered, and discusses the significance of this educational experiment. It is hoped that this study will help to clarify the Chinese Communist regime's approach to education, and some of the problems encountered in its attempt to mold an educational system suited to its economic and political needs and purposes. (Contains 73 footnotes.) [Best copy available has been provided.]
Teaching about the United Nations in the United States, January 1, 1960, through December 31, 1963. Report of the United States of America to the United Nations Economic and Social Council in Compliance with ECOSOC Resolution 748 (XXIX). Bulletin, 1964, No. 25. OE-14038-63
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1964-00-00
Type: Historical Materials
Subjects: Elementary Secondary Education,Public Schools,Educational Media,Peace,Resource Materials,International Organizations,International Cooperation,Teaching Methods,Adult Education,Higher Education,Teacher Education,Libraries,Learning Activities,Information Sources

At 4-year intervals since 1950, the United Nations has requested its Member States to review and report what schools, colleges, and adult organizations have been doing to make known the work of international organizations. The present U.S. report for 1960-1963 is a chronicle of the many steps toward peace taken by individuals, organizations, school systems, and other components of the Nation, including: (1) Teaching about the United Nations in Colleges and Universities (Harold A. Haswell); (2) Relating Teacher Education to the United Nations (John B. Whitelaw); (3) Emphasis on the United Nations in Adult Education Programs (Roy B. Minnis and Betty Ward); (4) Contributions of New Educational Media to Learning about the United Nations (Gertrude G. Frederick); (5) Libraries as Centers of Information on the United Nations (Mary Helen Mahar); (6) Resource Materials on the United Nations for School Programs (Lois B. Watt); and (7) Teaching about the United Nations in Public Elementary and Secondary Schools (Wilhelmina Hill). The present report demonstrates that, in a variety of ways and in many places, U.S. education is responding to the challenge of international organization in imaginative and increasingly effective ways. The ideas and activities reported here may serve to stimulate teachers and other leaders to improve and intensify their work in the international sphere. (Contains 57 footnotes.) [Best copy available has been provided.]
The 1963 Dropout Campaign: Summary and Analysis of the Special Summer Program to Combat School Dropout Financed from the President's Emergency Fund. Bulletin, 1964, No. 26. OE-20060
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1964-00-00
Type: Historical Materials
Subjects: Dropouts,Summer Programs,Community Cooperation,Presidents,Fund Raising,Dropout Prevention,Federal Programs,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Counselor Attitudes,School Community Programs,Academic Persistence

The national summer dropout campaign of 1963 was initiated by President Kennedy. Subsequent to a June 19 meeting at the White House of over 250 leading educators, another group of local administrators met with Federal officials to discuss possible actions that might be taken to reduce dropouts. The ensuing campaign began and ended within a span of only two months--August 1 to September 30. This bulletin provides: (1) Campaign Summary; (2) Conduct of Summer Campaigns, describing the types of programs initiated, organizing techniques, methods of identifying and contacting dropouts and potential dropouts and encouraging them to return to school, and several case studies; (3) Findings from Campaign,  identifying the reasons for students dropping out and returning to school, and reactions of parents, counselors, teachers and administrators to the summer campaign; and (4) Promising Trends and Activities, showing adaptations schools made, and suggesting future activities. Appended is a brief summary of city-by-city campaign activities, arranged  alphabetically by city. The hasty nature of the program produced certain flaws but cities participating in the program felt it was a remarkable success, not only for the numbers of students returning to school, but also the development of a heightened spirit of school-community cooperation. [Note: This document is missing p2-4 and p22. Best copy available has been provided.]
How Children Learn to Read. Bulletin, 1964, No. 27. OE-30004-A
Author: Mackintosh, Helen K.
Date: 1964-00-00
Type: Historical Materials
Subjects: Teachers,Reading Skills,Reading Instruction,Learning Processes,Beginning Reading,Reading Consultants,Emergent Literacy,Kindergarten,Grade 2,Phonics,Individualized Instruction,Family Influence,Reading Difficulties,Age Differences,Parent Role,Reading Readiness,Childrens Literature,Teaching Methods,Teacher Role

Published originally in 1952, the bulletin "How Children Learn to Read" was the first in a series designed to illustrate the philosophy and principles set forth in The Place of Subjects in the Curriculum, Bulletin 1949, No. 12. It was planned to describe as simply as possible, especially for inexperienced teachers and for parents, the process of learning to read as it is developed in the elementary school. Since the bulletin first appeared in 1952, many aspects of beginning reading have become increasingly controversial. This revised bulletin discusses what many reading specialist recommend concerning when, where, and how phonics can be used appropriately in relation to other reading skills. The part of this bulletin that deals with skills in the mechanics of reading is an attempt to explain to parents especially the why and how of methods of teaching beginning reading. Of equal importance to the parent should be his own attitude toward reading and the suggestions of ways he can use to determine how well his child is reading. It is in each individual school that parents and school teachers should evaluate today's reading methods and purposed as objectively as possible. Teachers and parents should find the point of view developed in this bulletin one that is suitable for use as a springboard in discussing together children's reading needs, purposed, and problems in the 1960's and beyond. The revised bulletin includes a selected, annotated bibliography, More to Read about Reading. (Contains 15 footnotes.) [Best copy available has been provided.]
Music in Our Schools: A Search for Improvement. Report of the Yale Seminar on Music Education. Bulletin, 1964, No. 28. OE-33033
Author: Palisca, Claude V.
Date: 1964-00-00
Type: Historical Materials
Subjects: Music Education,Curriculum Development,Elementary Secondary Education,Seminars,Musicians,Student Motivation,Teaching Methods,Teacher Education,Research and Development

This report attempts to set down the collective thought of 31 musicians, scholars, and teachers who met during the Seminar on Music Education, held at Yale University from June 17 through June 28, 1963, intent on improving elementary and secondary school music. The participants represented a cross-section of professional interests in music and brought different perspectives to discussions concerning music education and curriculum development. The object, as in other disciplines such as the sciences and mathematics, is to bring the subject matter and method of teaching in line with contemporary knowledge and culture. Bulletin contents include: (1) Why Hold the Seminar?; (2) Developing Musicality; (3) Broadening the Music Repertory; (4) Listening--The Key to Understanding; (5) Keeping the Interested Students Interested; (6) Bringing Professional Musicians to the Schools; (7) Aids to Teaching; (8) Teacher Training and Retraining; (9) Thoughts on Educational Research and Development; and (10) Summary. Appended is a list of seminar participants and observers. (Contains 3 footnotes and 1 figure.) [Best copy available has been provided.]
Soviet Education: A Bibliography of English-Language Materials. Bulletin, 1964, No. 29. OE-14101
Author: Apanasewicz, Nellie
Date: 1964-00-00
Type: Historical Materials
Subjects: Reference Materials,Annotated Bibliographies,Foreign Countries,Authors,English,Translation,Social Systems,Educational Practices,Educational Research,Curriculum,Libraries,Educational Administration,Statistical Data,Teacher Education,Teaching Methods,Educational Philosophy,Delinquency,Womens Education,Instructional Materials,Ideology,Educational Legislation,Educational History,Professional Education

The purpose of this annotated bibliography is to provide researchers, analysts, teachers, and advanced students interested in various aspects of Soviet education with a body of reference materials covering the large number of relevant articles and monographs which have been published since the late 1950s. The bibliography includes 281 titles, arranged alphabetically by authors, within 78 subject categories. An appended supplement includes 36 additional titles cross-referenced to the relevant subject categories. Although American authors are the primary sources, items by foreign authors, whose articles are written in English or have been translated into English, are also included. A number of the English translations of articles and monographs by Soviet authors are the work of the U.S. Joint Publications Research Service, Office of Technical Services, U.S. Department of Commerce. [This bulletin was prepared in collaboration with Seymour M. Rosen. Best copy available has been provided.]
Spare-Time Education for Workers in Communist China. Bulletin, 1964, No. 30. OE-14102
Author: Harper, Paul
Date: 1964-00-00
Type: Historical Materials
Subjects: Foreign Countries,Social Systems,Industry,Politics of Education,Cultural Awareness,Social Studies,Technical Education,Educational Administration,Employees,Industrial Education,Labor Force Development,Vocational Education,Off the Job Training

This analysis of the important industry-centered spare time school system in Communist China is a substantially revised version of a paper originally prepared for oral presentation at the annual meeting of the Association for Asian Studies in March 1963. The author is specializing in the study of Communist China at Cornell University, where he is completing a doctoral program. In the absence of impartial firsthand observations by qualified outside observers of the arrangements for spare-time study under the present regime, the author has of necessity been forced to rely mainly upon a discriminating use of materials published in Communist China. While the reliability of these materials is not subject to independent verification, the body of data contained therein is generally believed to be sufficiently indicative of the prevailing situation on the Chinese mainland to enable qualified researchers to derive from it an informative basic picture of major developments. (Contains 64 footnotes.) [Best copy available has been provided.]
Importance of Support Services for On- and Off-Campus Graduate Students
Author: Galardi, Karen M.
Date: 2012-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Student Attitudes,Adult Students,Graduate Students,Educational Needs,Off Campus Facilities,Academic Support Services,Student Personnel Services,Gender Differences,Majors (Students),Geographic Location,Needs Assessment,Student Needs,Multicampus Colleges,On Campus Students,Preferences,Barriers,Institutional Characteristics,Best Practices,Educational Trends,Delivery Systems,Nontraditional Students,Participant Satisfaction,Student Surveys

The number of adult graduate students continues to increase in America's higher education institutions. The needs of the adult learner are diverse, and it is a challenge to institutions to meet the needs of this increasing student population. Institutions have responded by offering programs of study both on campus and expanded program offerings at off-campus locations. However, offering programs at off-campus locations brings a new set of challenges to institutions when trying to meet the support service needs of the adult, graduate student population. One way to address these challenges was to identify what graduate students valued and what services this student population required, which directly supported and facilitated their educational endeavors. This study identified the support service needs of adult students enrolled in graduate programs on campus and at two off-campus locations, and determined if there was a difference based on gender, program of study, and program location. Off-campus centers were becoming an increasing occurrence in the American higher education setting. Identifying the support service needs of the adult learner enrolled in graduate programs at varying university locations was imperative to better serve graduate students' educational needs. Shaping the support services offerings to meet the needs of graduate students on campus and at off-campus locations created a mutually beneficial experience for both the adult learner and for members of the university faculty, and staff supporting the graduate student population. Appended are: (1) Student Opinion Survey; (2) Questions; (3) E-Mail Prenotice Letter to Faculty; (4) Introduction to Faculty; (5) Cover Letter to Students; and (6) Respondents' Comments and Suggestions Section. (Contains 13 tables and 1 figure.)
Development of Ideas in a GeoGebra-Aided Mathematics Instruction
Author: Ljajko, Eugen
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Computer Uses in Education,Geometric Concepts,Secondary School Mathematics,Foreign Countries

With GeoGebra introduced into mathematics instruction the teaching/learning process is not improved in terms of speed and quality only. Mathematical concepts, rules and procedures must be adjusted to the new environment. On the other hand, characteristics of the computer and the educational software in use must be thoroughly examined and a successful teacher has to use their advantages and avoid their flaws in order to maximize the efficiency of the instruction process. This paper deals with development of ideas when the concept of ellipse is being built with GeoGebra. We shift from dynamic applets that show the ellipse characteristics to applets that are built by students and teacher together. The old applets were perceived by students as dynamic representations of the ellipse and its characteristics. They offered a very low level of freedom for students to explore the material on their own. This meant the students were expected only to receive and learn information about the ellipse. On the contrary, the new applets were designed in a way that the genesis of the ellipse and its relations to other objects were clearly visible. Besides, the process of building new applets enables students to discover independently the ellipse characteristics. Thus, the students become active participants in the process of the knowledge building. In other words, we use GeoGebra to move from static exploration to dynamic exploration. This process could easily be accomplished in Dynamic and Interactive Mathematics Learning Environments (DIMLE). All the information and procedures meant to be learnt by students were presented within the &quot;I -- you -- we&quot; concept that was very easy to implement in such an environment. (Contains 8 figures.)
The Effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), Supporting Multiple Representations, on Perceptions of Elementary Mathematics Pre-Service Teachers in Problem Solving Process
Author: Ozdemir, S.
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Computer Uses in Education,Problem Solving,Visual Aids,Preservice Teachers,Mathematics Teachers,Elementary School Teachers,Teacher Attitudes,Interviews,Foreign Countries

Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and Interactive Mathematics Learning Environments (DIMLE), allow multiple representations in mathematics and therefore provide opportunities to explore, to explain, and to model (Karadag &amp; McDougall, 2009) mathematical subjects or concepts. The goal of this study is to explore the effect of multiple representations on perceptions of elementary mathematics pre-service teachers in problem solving process. Hence, ten representations, which dynamically represent a word problem, are created by using one of the DIMLE, GeoGebra. The sample group consists of elementary mathematics pre-service teachers (n = 17). In order to precisely analyze the data, which are gathered from sample group, quan-qual mix method was used. Consequently, the use of multiple representations, which were prepared by DIMLE, cause to a mental demand for the other mathematical concepts except for understanding and solving a problem. (Contains 5 tables.)
Geometrical Constructions in Dynamic and Interactive Mathematics Learning Environment
Author: Kondratieva, Margo
Date: 2013-07-00
Type: Journal Articles
Subjects: Geometry,Geometric Concepts,Mathematics Instruction,College Mathematics,Learning Activities,Computer Uses in Education

This paper concerns teaching Euclidean geometry at the university level. It is based on the authors' personal experience. It describes a sequence of learning activities that combine geometrical constructions with explorations, observations, and explanations of facts related to the geometry of triangle. Within this approach, a discussion of the Euler and Nigel lines receives a unified treatment via employment of a plane transformation that maps a triangle into its medial triangle. I conclude that during this course delivery, the role of constructions in dynamic and interactive environment was significant for students' genuine understanding of the subject. In particular, it helped them to work with concrete figures and develop their own preformal approaches before learning general theorems and proofs. At the same time it was essential to follow such strategies as gradually lead students from basic to advanced constructions, from making simple analogies to generalizations based on critical ideas and unified principles, and emphasize structural interconnectedness of the problems each of which adds a new element into a bigger picture. (Contains 10 figures.)
Dynamic and Interactive Mathematics Learning Environments: Opportunities and Challenges for Future Research
Author: Olive, John
Date: 2013-07-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Internet,Visual Aids,Mathematics Education,Algebra,Technology Uses in Education

New networking and social interaction technologies offer new media for learning and teaching both inside and outside the classroom. How and what kind of learning may take place in these new media is the main focus of this paper. An integrative theoretical framework for investigating these questions is posed based on the Didactic Tetrahedron (Olive and Makar, 2009). This didactic tetrahedron proposes that the student, supported by the teacher, task and technology form a space within which new mathematical knowledge may emerge. Examples of these new media are presented, including single player and multi-player web-based gaming environments; dynamic, web-based, interactive data visualization tools; dynamic computer-based tools for developing number and early algebra concepts; multi-touch apps for the iPad and iPhone; a web-based tutorial that raises a red flag for how mathematically flawed and cognitively dangerous some of this new media can be; and a research-based manipulative for developing children's fractional knowledge that offers researchers the "possibility to make visible, the thinking of the user" (Zbeik, Heid, Blume and Dick, 2007). (Contains 12 figures.)