Showing papers on "Primary education published in 1973"

Education and Welfare

Abstract: That there was a social problem of education in the period following the Industrial Revolution was, as in the field of public health, the result of the distribution of wealth in English society. For those who could afford to pay the fees there was an educational provision leading to the universities, but for the mass of society there was a deficiency of educational opportunity. The rich could buy themselves out of the problems of squalor and ignorance, the poor could not and the state played little role in education. There were indeed only three ways of getting a state education, by being a cadet, a felon or a pauper, since the army, prison and workhouse did provide some schooling. For the rest there was the occasional attendance at charity or endowed schools supported by subscription, or dame schools, some of which were no more than childminding establishments.

Effects of Academic Survival Skill Training On Low Achieving First Graders1

Abstract: Eighteen first-grade children, twelve experimental and six controls, were involved in a study to investigate the causal relationship between reading achievement and the classroom behaviors of attending, working, volunteering, and looking around. These behaviors were chosen as prior research had demonstrated a correlational relationship between them and first-grade reading achievement. An intervention program was introduced to increase the behaviors of the experimental children. The experimental children had significantly greater gains in the behaviors and in achievement than did the controls. The implications of these findings for handicapped children are discussed.

Children's Use of Time: Some Personal and Social Correlates.

Abstract: Children's behavior and performance in school are affected by their experience and activities out of school. This statement seems commonplace, yet few empirical studies have been made of how children use time out of school. One study of this kind (carried out by Barker and Wright in the 1950's) has become a classic. They recorded and published an account of how a single boy spent one day (1). Their study suggests that detailed observational studies of children in natural settings may provide useful insights into children's behavior and interests. If day-to-day records of the behavior of reasonably large samples of children were kept, statistical analysis could shed light on the relation between how time is spent and other personal, social, and academic characteristics of the children. Such analyses would provide information on the relation between background factors or achievement or ability and out-ofschool behavior. This information should add to our understanding of how children are likely to spend their time and should suggest why certain kinds of activities are likely to be chosen.

Needs For Improvement Of Professional Education In Library And Information Science.

Abstract: ABSTRACT A review of recent professional literature on graduate education for library and information science reveals that many improvements are being actively sought, but most of these desired changes would take the form of minor curriculum adjustments to existing programs. What is needed, however, is a redefinition of the whole field of library and information science, in terms of future information needs and the probable shape of future information service institutions. On making a tentative forecast of these needs, there can be delineated several fundamental improvements needed. in library education, including the strengthening of continuing education, the adoption of newer instructional strategies, and the recognition that a single unified program of study is no longer adequate for a profession with such varied concerns. But the single most vital task involves the positing of goals responsive to changing societal needs and the formulation of clearly stated learning objectives which will identify specific competencies to be acquired.

An Assessment of Reading Attitude.

Abstract: Molly Kayes Ransbury is assistant professor of education at Eckerd College. She is currently developing a new elementary education major and is teaching a diversity of courses. A special interest is child-centered reading programs. ■ Once upon a time there lived a first year teacher whose assigned task was the "education" of forty-five inquisitive first graders. One of her most cherished ideals was to cultivate

A Summary of the Major Findings from "Reading with Television: An Evaluation of the Electric Company.".

Abstract: ABSTRACT Highlights and major conclusions of the report, "Reading with Television: An Evaluation of the Electric Company" are summarized. One hundred public school classrooms in each of two sites--Fresno, Calif. and Youngstown, Ohio--were involved in the study. Half of the classrooms studied in each site were randomly assigned as viewing classes and the other half as nonviewing. An attempt was also made to evaluate the effects of viewing the program at home in Richmond, Va. and Washington, D.C. In-school viewing classes made significantly greater gains than nonviewing classes in the reading skills the program was designed to teach. The program had a clear and significant impact on its target audience--second grade children who were in the bottom half of their class as indicated by standardized reading test scores, indicating the program was an effective instructional supplement for children who were beginning to experience reading difficulty. The program was also effective on first grade classes that viewed in school. Significant impact was also seen on third and fourth grade classes. 0;11ns were produced among first and second grade classes across almost all of the 19 major curriculum areas built into the program. Some positive effects on a standardized reading test were also found. Effects were similar on all groups--Spanish, blacks, whites, boys, and girls. Teachers also reactcd favorably. (RC)

The 1963 Temporary Work Regulations for Full-time Middle and Primary Schools: Commentary and Translation

Abstract: After the Great Leap Forward the Chinese Ministry of Education designed new programmes for teaching and administration. These guidelines, the “1963 Temporary Work Regulations for Full-time Middle and Primary Schools,” which are translated below, were drafted during 1961 and 1962, promulgated in 1963 but only became generally available during the Cultural Revolution when, in 1967, they were reprinted and circulated for criticism, to serve as negative examples for those drawing up new educational reforms. These 1963 regulations were an attempt to structure a school environment in which the teaching and learning of academic subjects would flourish. They provide documentary evidence for the concentration on expertness and “quality” which characterized educational policy during the period between the Great Leap Forward and the Cultural Revolution. Moreover, the regulations illustrate how the policy-makers defined “quality” education; they describe the specific measures which the authorities felt were necessary to guarantee a school setting conducive to that goal; and they indicate what values the policy-makers were willing to trade-off in pursuit of educational “quality.”

The Comparative Effectiveness of Four Methods of Instruction on the Achievement of Children with Specific Learning Disabilities1

Abstract: stances (e.g., Delacato, 1963; Gould, 1967; Olson, 1966). Research evidence at this juncture tends to confuse rather than clarify. For example, perceptual training as an adjunct to the teaching of reading has generated considerable controversy. A number of investigators in the field (e.g., Ayers, 1966; Frostig & Horne, 1964; Johnson & Myklebust, 1967; Kephart, 1963, 1964) assert that treatment of modality deficiencies such

Education by Choice

Abstract: This article provides an overview of the various alternative programs for schools, pointing out their specific advantages. Examples are given of some of the country's outstanding programs.