Report of the Committee on Individual Differences

1933 ◽  
Vol 26 (6) ◽  
pp. 350-365
Author(s):  
Raleigh Schorling
Keyword(s):  
High School ◽  
Individual Differences ◽  
Secondary School ◽  
Leisure Time ◽  
General Purpose ◽  
North Central Association ◽  
North Central ◽  
The North ◽  
School Curricula

Orientation. In 1926 the Committe on the Reorganization of Secondary School Curricula, of the North Central Association, appointed a subcommittee for mathematics. The general purpose of this committee concerned the enrichment of high school curricula. The committee attempted to list the specific objectives under the headings health, leisure time, social, and vocational.

Preliminary Report of the Committee on Individual Differences

1932 ◽  
Vol 25 (7) ◽  
pp. 420-426
Author(s):  
Raleigh Schorling
Keyword(s):  
Individual Differences ◽  
Secondary Schools ◽  
Ability Grouping ◽  
Preliminary Report ◽  
National Council ◽  
North Central Association ◽  
North Central ◽  
The North ◽  
Low Ability

The National Council of Teachers of Mathematics, at the Washington meeting, authorized the organization of a Committee on Individual Differences which was instructed to investigate the matters of ability grouping, differentiated curriculums, and the like. To avoid a useless and expensive duplication of effort, it seemed desirable that this assignment be assumed by an existing committee operating under the direction of the North Central Association of Colleges and Secondary Schools known as the Committee on Unit Courses in Mathematics for Students of Low Ability. It seemed that it would be much better from every angle to have the National Council and the North Central Association cooperate in this difficult but crucial investigation.

Preparation for Teaching Secondary-School Mathematics

1938 ◽  
Vol 31 (5) ◽  
pp. 201-204
Author(s):  
Henry H. Hagen ◽  
Norman L. Samuelson
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Preliminary Report ◽  
School Mathematics ◽  
North Central Association ◽  
North Central ◽  
Secondary School Mathematics ◽  
The North

Over five hundred principals and teachers of mathematics in one hundred secondary schools in twenty states agree that the successful teacher of mathematics is usually one whose training and experiences have been extensive, one who is not merely a specialist in the field of mathematics, as the child—not the subjectmatter—is the first consideration here, as in all fields. The basis for this statement results from a recent investigation made by the Commission on Unit Courses and Currirula of the North Central Association of Colleges and Secondary Schools, a preliminary report of which has been previously published.* The generalization was drawn from responses to questionnaires submitted by this group of educators.

Document Delivery

2011 ◽  
pp. 734-735
Author(s):  
Robin L. Ewing
Keyword(s):  
Distance Education ◽  
The United States ◽  
North Central Association ◽  
Education Students ◽  
Regional Accreditation ◽  
North Central ◽  
Document Delivery ◽  
The North ◽  
Library Resources ◽  
Delivery Services

Document delivery is a service offered by academic libraries that allows distance education students to access or obtain the research materials required for their studies. These services find the document and send a copy of it to the student (Calvert, 2001). Document delivery services aim to provide the same level of service to on-campus students and to off-campus students. They provide access to library materials at the student’s home institution as well as from other libraries. Document delivery services for distance students are generally part of a library’s Interlibrary Loan Department but document delivery can be a separate department. Some libraries have a division or department dedicated to serving distance students and document delivery is handled there when they exist. In the United States, regional accreditation agencies consider document delivery services to be a vital part of a distance education program. For example, the North Central Association of Colleges and Schools’ Guidelines for Distance Education emphasize that students should have access to the appropriate library resources for the field of study (2000).

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