Social and Behavioral Sciences Commons^™

Oral History Interview: Edward C. Jackson, Edward C. Jackson

0064: Marshall University Oral History Collection

Edward C. Jackson was born on January 17, 1911, in Canfield, Braxton County, WV. In 1926, he moved to Fenwick, Nicholas County, WV, to pursue jobs in saw mills. In his interview, Mr. Jackson describes in great detail the design and structure of the log home he lived in as a child. He focuses on growing up on a farm and places emphasis on the type of work he did and food preparation and preservation. Mr. Jackson also discusses the tight-knit community in which he was raised. In the audio clip provided, Mr. Jackson discusses working in the lumber industry. …

Danish Day Care As A Social Institution, Albert Sessions Belais, Ellane L. Kibel

Dissertations and Theses

A study of the social and cultural aspects of day care in Denmark. The thesis hypothesizes that experiences in the development of Danish day care are relevant to the future development of day care in the United States.

Interest in Danish day care was stimulated by the reports of Drs. Marsden and Mary Wagner (1970) which found Danish day care provided an intimate and innovative standard of care for young children.

Twenty centers of widely varied types were visited in Denmark. Information was gathered largely through unstructured interviews with child care staff and non-participant observation. Special attention was paid to …

The Efficiency Of The Special Education Resource Room Program And Descriptive Comparative Demographic Information, Bonnie Jean Gould Everett

Organization, Information and Learning Sciences ETDs

The objectives of this study were: (1) Phase I, to provide a descriptive comparison of demographic information for the resource room as it related to: (a) the number of male and female students in a resource room, (b) the number of students per grade level, (c) the number of students returned to the regular classroom, and (d) the number of students retained in the resource room longer than one academic year; and (2) Phase II, to investigate the efficiency of the resource room program as measured by: (a) academic gains (actual vs. expected) in reading, arithmetic and spelling, (b) the …