NDEA-VI I5 - ERIC

R842..05

ED 010 2 39

ERIC REPORT RESUME

227.'67 64 (PEWTHE PREPARATION OF A THESAURUS OF EDUCATIONAL TERMS, FINAL REPORT.GOLDWYN; A.J. * AND OTHERSXWV80710 WESTERN RESERVE UNIV., CTR. FOR DOC. RES. CLEVELAND, OHIONDEA-VI I5 -170'CXWV80720 WESTERN RESERVE UNIV., SCH. OF LIB. SCI., CLEVELAND, OHIOBk50.1185

EDRS PRICE MF...$0.18 HC...$3.92 98P.

*INDEXING, *INFORMATION STORAGE, *INFORMATION RETRIEVAL,*EDUCATIONAL RESEARCH, *THESAURI ,

EDUCATIONAL RESEARCH INFORMATION CENTER (ERIC), CLEVELAND, OHIO

A THESAURUS OF EDUCATIONAL TERMS WAS PRODUCED TO PROVIDE ATERMINOLOGY BASE WHICH WOULD BE AMENABLE TO RAPID AND EASYMODIFICATION AND UPDATING. THE PRIMARY SOURCE OF TERMS WAS ASEMANTIC CODE DICTIONARY,: PREVIOUSLY CREATED DURING THE INDEXING OFSOME 69500 EDUCATIONAL RESEARCH DOCUMENTS. A FACETED STRUCTURE WASCREATED. THE DISPLAY CONSISTED OF 11) AN ALPHABETICAL UST' (2) AFACETED ARRAY, (3) A REPRESENTATIVE LIST OF IDENTIFIERS, AND (4) APERMUTED DESCRIPTOR LIST. NOTES AND FIGURES WERE INCLUDED FOR USE OFTHE FACETED DISPLAY. RECOMMENDATIONS INCLUDED WERE (1) THAT THE U.S.OFFICE OF EDUCATION MAKE OPERATIONAL TESTS, MODIFICATIONS, ANDADDITIONS BASED UPON THE SUGGESTIONS OF SUBJECT SPECIALISTS ANDINFORMATION EXPERTS, AND (2) THAT INDEXERS AND SEARCHERS RECEIVETRAINING IN THE USE OF THESAURUS SO THAT THEY WOULD BE ABLE TOEXPLOIT ITS FULL POTENTIAL. (TC1

.1L IL DEPARTMENT OF KALTN, EDUCATION AND WELFAREOffice of Education

Pits document heit been reproduced exactly as received from theperson or orianizaton ohtnating it Points of view or opinionsstated do not nouessailly represent official Office of Educationposition or WW1,.

FINAL EFFORT

Project No. 11170-C (S-1144")Contract No. 0E-6-16-001

THA PREPARATION OF A THESAURUSOF EDUCATIONAL TANS

June 1966

The work rep-mted herein way performed pursuant to a contract withthe United States Department of Health, Education and Wtlfare,Office of Education, under the provisions oI Title VII of the NationalDefense Education Act.

U. S. DEPARTIORIT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of ',search

THE PREPARATION OF A THESAURUSOF EDUCATIONAL TERNS,

Project No. B170-CContract No. 0E-6-16-001

Gordon C. BarhydtCharles T. SchmidtLee T. Mang

Jlne 1966

The research reported herein was performed pursuant to a contractwith the Office of Education, U. S. Department of Health, Educa-tion, and Welfare. Contractors undertaking such projects underGovernment sponsorship are encouraged to express freely their pro-fessional judgment in the conduct of the project. Points of viewor opinions stated do not, therefore, necessarily represent officialOffice of Education position or policy. Principal investigator:A. J. Goldwyn. Co-principal investigators: Gordon C. Barhydt andAlan IC Rees.

Center for Documentation and Communication ResearchSchool of Library Science

western Reserve UniversityCleveland, Ohio

THE PREPARA1ION OF A THEOF EDUCATIONAL TERMS

I. Introduction

The Center for Documentation and Communication Research(CDCR) first proposed the development of a thesaurus of educationterms in the fall of 1964 shortly after the creation of ERIC withinthe U. S. Office of Education. An amendment to the CDCR's thencurrent contract* enabled peliminary work on the thesaurus tobegin in January, 1965. But it was not until October, 1965 and theinitiation of Project No. 1,170-C that the CDCR's educational re-search information project was devoted exclusively to thesauruspreparation.

Both the U. S. Office of Education and the CDCR recog-nized at the outset that any thesaurus developed under this contractcould be no more than a etarting point, a fact that is adequatelysupported by thesaurus developments in other fields. The CDCR'smajor purpose, therefore, wens to produce a terminology base thatwould be amenable to rapid and easy modification and updating.It was also recognized that ERIC would have immetiiate need for anindexing vocabulary to terve its various information centers, anda secondary aim, therefore, was to produce a vocabulary that couldbe applied operationallf at a limited level of specificity. Wsbelieve that the thesaurus accompanying this final report satisfiesboth or those objectives.

II. Thesaurus Develocaient

A thesaurus 3arves three general purposes in informationretrieval systems. FiTat it provides an authority list, i.e., itspecifies the words (er descriptors) that can be used in Indexingand searching. Second, it indicates, if there iN any doubt, thegeneral scope of manias of the terms included. 2he purpose ofsuch control is to ensure that the information content of documentsand questions is descrLbed as precisely and as consistently aspossibia. Third, a thesaurus structures a vocabulary of a subjectfieLi to assist indexers and searchers in tars wing all of the des-clAptors relevant to a given concept.

A. Source of Terms

The primary mamma of terms for this thesaurus has beenthe Semantic Code Dictionary I-Education Terme. This dictionary,containing approximately 10,000 index terms, was the product of

*Title VII Project 3170-b

-ig=nommem

indexing more than 6,500 documents in many different areas of edu-cational research under earlier contracts from the U. B. Office ofEducation. Other sources of terms included indexes to books inspecialized areas of education, lists of occupational titles, variousglossaries in education, lists of index terms developed by severalemerging information centers in education, and thesauri under devel-opment in related fields. The above sources provided a very largenumber of terms and it wab necessary that the vocabulary be reducedto more manageable proportions. A partial reduction resulted fromthe elimination of geographical locations and the names of specificinstitutions and educational tests. A further, more substantialreduction was accomplished by he elimination of all but one of agroup of essentially synonymous grammatical variants of the sameterm.

B. Faceted Structure

The terms in the reduced list (about 4,500) were firstgrouped into four very generic classes or _facet!: activities,,characteristics, people, and things. These facets represented,very broadly of course, the major classes of research variables foundin the research literature and the research-oriented questions pro-cessed at the CDCR. The number of such facets increased graduallyto a total of seventeen over the contract period. Facets were di-vided into smaller clusters of more closely related terms calledeubfacets and subfacets were subdivided in the final stages ofanalyst& into mom. It was this process of division and sub-division which required the largest share of staff effort. Althoughit is not possible here to analyze in any detail the specific char-acteristics of the facets and how they were derived, Appendix Awill provide some insight 'into their underlying conceptual structure.

It was felt from the very beginning that some kind ofclassification structure should be applied to the terms in thethesaurus in order to impose a maximum degrem of terminologicalcontrol; but such control should not be so riiid as to prevent thedisplay of the complex network of relationships among educationalterms. Faceting, therefore, seemed the best approach to a solutionof the problem.

C. Inclusion Procedures EELVALEK

Thesaurus building involves a constant process of "takeout, put in, or change." While neither putting in nor changing wasneglected, the prissy emphasis turned out to be one of taking out,In BOAS cases we discovered) not really to our surprise, that manynatural-language words that had been used as index terms were with-out any discriminating power at all. These words were eliminated

2

wherever possible. In other moi, words were removed because of toogreat a specificity.

Examples from the non-discriminating group are such wordsas "deterrent" and "innovation." "Deterrent" is basically a role word,and among a set of fifteen or twenty index terms, it would not seemto allow for discrimination between the deterrent and the deterred.The validity of something being an "innovation" is so dependent upontime and place that it, too, would seem to be of little value as anindex term.

With respect to the exclusion of highly specific terms,some bezkgroand information is necessary. Since the CDCR had con-centrated during 1961-1963 on indexing documents representing arelatively limited field--the newer media and allied basic psycho-logical studies--the vocabulary contained many very specific media-oriented terms. We felt that in spits of the libera: addition ofterms from other areas of education, the presence of the very specificmedia terms would give a curiously lopoided appearance to the the-saurus. Thus we eliminated the names of teaching devices and tech-niques developed for one study only, and even dropped some moregenerally accepted terms which still seemed too specific. Forexample, while we kept "branching program" (in the programmedlearning sense), we dropped the more specific "forward branching"and "backward branching." If the need arises these terms can bere-included without difficulty.

A further example of the problems of term inclusion can beprovided by an examination of the flood of terms appearing in Good'sdictionary' under such words as "curriculums' and "education." Onerealise, the impossibility - -at least the present impossibility--ofincorporating every one of those terms into a general thesaurus.Their inclusion is obviously something that can only be determinedin an operational environment. In all instances, we have tried tofind terms of an intermediate specificity; that is, words which areat once specific enough to give discriminating power, and yet broadenough to allow for even more specific terms to be added if necessary.

III. Addition and Mbdifiation

Guidelines for the addition of terms co the thesaurusto a great extent inherent in the general headings provided inAppendix A and in the terms in the thesaurus itself. The thesaurusframework is such that it should be relatively easy to add new terms.By saying this, however, we do not mean to imply that the frameworkwill survive without modification. It will eventually have to be

'Good, Carter V., ed., DictionamAjaucation, 2nd edition, McGraw-Hill, 1959.

3

adjusted, especially so in any attempt to expand it into somethingapproaching a comprehensive thesaurus for education. But we believethat the framework is flexible enough to support the addition andstructuring of a great many and a great variety of new terms withouthaving to bo radically changed.

IV. Thesaurus Format antAtEatlet

The thesaurus itself is divided into four pants: analphabetical list (Part I); a faceted array (Part II); a represent-ative list of identiflers (Part III); and a permuted descriptorlist (Part IV). Figures 1 and 2 illustrate the general format ofParts I and II. The facet display (Part II) may seem a radicalinnovation to some users but cannot really be considered so in viewof the wink done by Brenner, et al., at the American Petroleum Institute.2 Its use will be discussed in Part V of this report.Other special features of this thesaurus are described below.

Broader-term (,BT) and narrower-term (NT) hierarchies arebuilt so that a BT an be automatically posted from any of its NT's.The number of these hierarchies included in the thesaurus is there-fore relatively small. Very general descriptors are asterisked (*)and users should seriously consider adding more precise terms tothe theNaurus in the concept areas represented by these asteriskeddescriptors.

Parenthetical qualifiers are used sparingly and are in-tended primarily to solve problems caused Ny true homographs. Evena cursory examination of the scope notes will indicate that we havehad no desire to turn this thesaurus into another educational dic-tionary. On the latter point, we feel that, if there exist serious,widespread problems in definition of educational terms, such problemsare properly the concern of educational specialists; a specializedthesaurus is an indexing and retrieval tool, the ultimate utility ofwhich is dependent on the state of clarity and'organizatica existingwithin its specialized subject area.

Some comments should be made here about the differenttypes of related terms (RT). The @ sign after an RT may be con-sidered as a type of "weighting," in the following sense. If adescriptor A has as a reciprocal RT a reference to B, it means thatone will also find a reference to A under descriptor B, and thusthe two descriptors, while not at all necessarily conceptuallysimilar in themselves, have been considered as frequently beingclosely related from certain research points of view. There will

11111.111011MR,

2American Petroleum Institute, Information Retrieval Pro estAftta,A1 v 3rd edition, January, 1966.

tie

4

CONSTRUCTED RESPONSESN WRITTEN IMPONSEBT VERBAL REP 00ERT 2016

ESSAY ITEM @ORAL RESPONSEPROGRAM= THSTRUCTLMWRITE IN MACHINE @

Descriptor . . . . CONSTRUCTED RESPONSE(in bold face type)

Scope note . .

(clarffication of descriptor). SN WRITTEN RESPONSE

Broader term . . . BT VERBAL RESPONSE(sore generic than the descriptor;the descriptor CONSTRUCTED RESPONSEwill appear as an NT to VERBALRESPONSE)

Related terms(facet)1

. in 221§

(reciprocal RT: CONSTRUCTEDRESPONSE is also an RI' to ESSAYITEM)

(generated by hierarchy: ORAL73SPONSE is also an NT t* VERBALRESPGNSE)

("one-way" RT)

(reciprocal IT: CONSTRUCTEDRESPONSE ie also an RT to WRITEIN MACHI) )

(reciprocal sign)-1

ESSAY ITEM @

ORAL RESPONSE

PROGRAMMED INSTRUCTION

WRITE IN MACHINE @

Figure 1. Alphabetical List (Pert I)

5

FACET 2SUB-FACET 2016

Ali VARBEHAVIOR *

COVERT RESPONSEMOTOR RESPONSEORAL RESPONSEOVERT RESPONSEREACTION *RESPONSE MODERESPONSE *VERBAL RESPONSE

Figure 2. Faceted Array (Part II)

6

also generally be only one reciprocal RT from a descriptor in anyone subfacet to any one descriptor in another subfacet. This isbecause the subfacets have been structured in such a way that ifdescriptor A is closely related to descriptor B and vice versa, theother members of the respective subfacets should also have a moreor less clIse relationship.

Reciprocal RT's have also been generated from BT-EThierarchies in the following manner. If two descriptors A and Bare listed gs narrower descriptors (NT) under their common broaderdescriptor C, then when A appears as a descriptor, C is listedunder A as a BT, and B is listed under-descriptor A as an RT.

Example:

also:

'BEADING (C)

NT ORAL READINC: (A)SILENT READIM (B)

ORAL READING (A)BT READING (C)RT SILENT READING (5)

SILENT READING (B)BT READING (C)RT ORAL READING (A)

This type of reciprocal RT hag not been suffixed with the @ sign.

Another type of AT occurs with the very general descrip-tors indicated by an asterisk (*). In this case the indexer shouldalways check the subfacet first to locate any more specific des-criptors. In instances where, these more specific descriptors wouldnot belong to the same subfacet and group as the asterisked des-criptor, they have been listed as RT's.

A feature which will be immediately noticeable to :lunyeven on a rapid skimming is the relative absence of long lists .#1-related terms (RT's) and, as their partial replacement, a numberwhich identifies the facet and subfacet in which any given des-Q;riptor appears.

V. Use of the Faceted Display

As in the use of any thesaurus, it is absolutely necessarythat an indexer or searcher negotiate each and every descriptor. Bynegotiate we mean "look it up and follow it through the thesaurus."The extent to which any given descriptor will be traced throughthe thesaurus in all its relationships will depend to a certain

7

extent upon the demands of the situation (depth of indexing or gen-erality of search) and the expertise of the indexer or searcher.However, it is absolutely imperative that the aubfacet of any givendescriptor be browsed through. The faceted display and the alpha-betical thesaural display are functionally interdependent and thismust be remembered at all times by any user of the thesaurus whetherfor indexing or searching.

The degree of the usefulness of consulting and browsingthrough a aubfacet will vary, sometimes sharply. It will depend,in part, on the level of specificity of the descriptor of entry.For example, if a very specific search is desired and the searcherstarts with a very specific descriptor, consulting the faceteddisplay may well offer nothing. more of value. It will also depend,in part, on *he degree to which a given area of terminology, andthus its subfacet, have been developed in the thesaurus. For example,in this present draft, one may go from a descriptor to that des-criptor's group in its aubfacet, and discover that it is the onlydescriptor of its kind in that group. Indeed, it may even be theonly descriptor in that group. This is relatively rare even now,but it does occur. This might not change even over a long periodof adding descriptors to the thesaurus: that is, in spite of one'sdesire for symmetry at all times and in all places, certain conceptsare so unique that they may well never have any "closely relatedterms."

When one turns from the facet-subfacet number appearingbeneath a descriptor in the thesaural display, to the indicatedlocations in the faceted display itself, the user will not nezes-eerily find his entry descriptor immediately. This is because thedescriptor will also be a member of a particular group of its sub-facet, and any given wbfacet may have several groups.

VI. Recommendations

No thesaurus will develop into a useful indexing andsearching tool unless it is operationally tested, added to, modifiedand vigorously discussed by bL h information experts and subjectspecialists. This cannot be stressed strongly enough. It istherefore the CDCR's first recommendation that the USOE pursue sucha course with this initial theeaurus of educa..ion terms.

The CDCR's second recommendation is that the USOE, L2.ndin particular, the staff of ERIC, recognize the importance oftraining sessions for indexers and searchers; no thesaurus will beeffective unless such people are thoroughly trained to exploit itsfull potential.

8

a

APPENDIX A

Facet and Subfacat General Haadinga

4

I

S e0101fillifilliNdiaiMia....-IiIrMIMUMMENIMINNIIiilliWiiiaonn......w...anucr

It is to be stres-iite that these general headings are

only indicative of the conceptual structure of the faceted

array. They should not be interpreted as expressions of

the precise limits of any facet, subfacet, or group.

Facet halm!

1. People 1001. General groups of peopleCorporate bodiesOrganisations

1002. Students and children

1003. Teachers

1004. Academic administrators

1005. Counselors

1006. ScientistsProfessionals

1007. Health perswinal

1008. White collar workers

1009. Slue collar workers

1010. Military personnelGovernment personnel

1011. Public safety

1012. General, by special statusor function

2. Activities 2001. AnalysisClassificationDesigning

2002. TestingEvaluatingSelectingComparing

2003. ObservationVisitation

2004. Recording

2005. ScoringCounting

Al

Facet

2. Activities (Contd.)

A2

Subfacet

2006. ControllingPlanningAdministratingDisciplining

2007. GroupingSeparating

2008. HiringFiring

2009. Maintenance

2010. AidCounselingCareFacilitation

2011. TeachingTeaching methodsEducationTraining

2012. ConditioningReinforcement

2013. PracticePreparation

2014. LearningStudying

2015. CognitionReasoningComprehensionDiscriminationPerception

2016. Response

2017. CommunicatingSpeaking

2018. WritingListeningReading

FacaL SubfaLet

2. Activities (Contd.) 2019. Motor activity

2020. GrowthDevelopmentChange

2021. SocializationParticipation

2022. Antisocial behaviorDisruptive behavior

3. Measurements 3001. General termsQuantityQuality

3002. ComplexityUsefulnessValidityAdequacyManipulability

3003. FormAnale

4. Time 4001. GeneralTimeSpeed

4002. Academic time divisions

5. Relationship 5001. General terms

5002. SymmetryConsistencySquilibrium

5003. Similarity

5004. NearnessDistance

5005. Pattern

...111111011116611.1.-

!mt

6. Ability

7. Affect

8. Physiological

A4

Outisost

6031. Ability

6002. Aptitude

6003. Skill

6004. AchievementOutcome

7001. General termsPositive emotionNegative emotion

7002. EgoSelf conceptAutism

7003. Attitude

7004. Ideology

7005. CouationMotivation

7006. HabitTemperament

7007. AwarenessSetExperience

7008. Mental health and mentalillness

8001. General terms for healthand illness

Mental handicapPhysical handicap

8002. General terms for humanphysiological measures

Facet, Subfacet

8. Physiological (Contd.) 8003. Physiological states otherthan 8001 or 8002

8004. Race and sex

8005. Age

9. Sensation 9001. Sense modeSensations

9002. Perceptibility

9003. ColorLight

9004. Sound

10. Mental constructs 10001. Gentsal terms for mentalconstructs

Names of programmedlearning programs

10002. CurriculumAcademic courses, but not by

subject mattmr

il. Data-message 11001. Meaning

11002. MessageKnowledge

11003. Item

12. Social 12001. General terms for culturalvalues and phenomena

Socioeconomic levelCitizenship and nationality

status

12002. Familial and marital status

12003. Interpersonal relationsSocial climate

AS

Facet

12. Social (Contd.)

13. Finance

14. Educational level

Subfacet

12004. ProbationSocial conditions other

than 13003

12005. Religious and politicalaffiliation

13001. Generol

13002. Financ.i.al aid programs

14001. Grivie placement level

14002. Academic degrees

14003. Graduates

15. Things 15001. General terms

15002. Visuals, primarily non-projected

15003. ChartsGraphsCards

15004. Films and slides

15005. Cameras

15006. Projectors and viewers

15007. Television

15008. Display boards

15009. Teaching machines

15010. Realist and simulators

15011. Specialized training devices

Facet

Things (Contd.)

Subfacet

15. '5012.

15013.

15014.

15015.

15016.

15017.

15018.

15019.

15020.

15021.

15022.

15023.

15024.

15025.

15026.

15027.

15028.

15029.

Measuring devices

Timing devices

Sound recordingsRadioSound systems

ComputersCalculation aids

Office machinesControl panels

Toys

Conveyances

Weapons

Furniture

Lenses

Materials

Marking devices

Musical instruments

Animals

BooksPrinted materials

RoomsFacilitiesBuildings

Schools by special typeLegal and penal institutionsSocial and medical institutions

General locationsAdministrative divisions

A7

Facet Subfacet

16. Symbol 16001. SymbolsNames of speech soundsParts of speech

16002. Types of literary com-positions

17. Subject matter 17001. Sports

17002. Physical education

17003. Office practices

17004. Driver trainingFlight training

17005. Mathematics

17006. Business

17007. Philosophy

17008. Music

17009. LiteratureSpellingComposition

17010. Foreign languages

17011. Social sciences

17012. Physical sciences

17013. Agriculture

17014. Medical education

17015. Industrial arts

17016. Engineering

17017. Art education

17018. Home economics

AS

ABACUSIT

ABILITYOFSTIT

ASILITy*N T

MOMS OF EDUCATION TUNS

19619

IRWINSTREAMINGHONOSINVOUS ENSURING

14107AGILITY

001ABILITY GROUPIESABILITY TESTACHIEVENEk?APTITUDE.HANDICAP*INDIVIDUAL DIFFERENomSKILL

ABILITY TESTET INTELLIGENCE TESTN T WE

ABILITY*APTITUDE TEST

ASNORMALITv*IT 96113

AGILITY*HANDICAP*MENTAL ILLNESSSEXUAL INVERSION

ASSENTUIENUSE ATTENDANCE

AsETRACTINSSN THE ERITINE OF ABSTRACTSN T MI

INFORNATIOm SERVICESTUDY HABITSOUSE*

ABSTRACTIONGT CONCEPT FORMATIONNT NM

EENERALIZATION

AEETRACTEESSRT 11501

ACADEMIC MISERUSE ADVISEE

AUSESIC APTITUDEUP SPHOLASTIO APTITUDEIT A113

w)TIVAIION

ACADEMIC HERESYRI 14601

ACADEMIC ENRICHMENTSN INCREASE IN AMOUNT AND

COMPLEXITY OF COURSE CONTENTST ENRICHMENTIT 3511

ADVANCED PLACEMENT MORANCULTURAL INICENENTHauls PROGRAM

ACADEMIC FREEDOMNT 11144

CENSORINS

ACADEMIC INPROVEMENTUSE ACHIEVEMENT

ACADEMIC REISSUES!NT 1E664

COURSE LOADHOMEWORK

ACADEMIC RETENTIONUSE FAILURE

ACADEMIC SUCCESSUSE ACHIEVEMENT

ACCELERATIONSN THE PROCESS OF PROIRESSIES MOON

THE SCHOOL GRAM AT A RATE FASTERTHAN THAT OF THE MAMIE CHILD

OF SKIPPIMSN T $554

ADVANCED PLACEMENT PROGRAM

ACCENTUATIONN T 614

SPEAKING*

ACCEPTAPCESt GENERAL ATTITUEE OF ONE PERSON TOWARD

*VETOERN T 703

PART I

ACCIDENTAL ERRORSN uNNEDICTAGLE DEPARTURE FROM TEE TRUE

VALUEN T 6664

HEASUREHENTS*

OCIONT IMONANCEIT 13601

ACQ".;4NT PROVEITIINNT 2604

ACCIDENTS aACCIDENT PUNINESSSCHOOL MOT

ACCIDENT PRONINISC4 7666

ACCIDENTACCIDENT PREVUTION*

ACCIDENT.IT 6601

ACCIDENTAL EIMERACc:::ET PREVENTIONACCIDENT PRONENESSTRAFFIC SApETV

ACCOPLIENENTUSE ACHIEVEMENT

ACCOUNTANT1005

*COUNTIESN T 1760

ACCOUNTANT

ACCREDITATIONOF EDUCATIONAL !MITE:IONS

IT 2110SCHOOL STANDARDS

ACCULTURATIONUSE CULTURAL ASSIMILATION

ACCURACYOF CORRECTNESS

FIDELITYPRECISION

IT 6003AcHtivspenCLARITYCONSISTENCYERROR

ACHIEVEMENTOF ACADEMIC IMPROVEMENT

ACADEMIC SUCCESSACCOMPLISHMENTATTAINMENTIMPROVEMENTPERPORNA400

NT OvENACHIEVEmENTUNDERACHIEVEMENT

RT NooNACHIEVEMENT TESTCOURSE CONLET!ONLEARNING RATEREMEDIAL TEACHINGSCEOLAST*C PROBATION;CORE

ACHIEVEMENT TESTOF EDUCATIONAL TESTMT 2602

ACHIEVEMENT,.

ACHROMATIC COLOROF SLACK AND WHITEN T 0003

ACOUSTICSSN SOUND AffECTINS QUALITIES OP A SouN T 1$04

ADAPTADILITTRT 7003

SOCIALIZATION

ADDICTIONRT 0001

OROSJUVENILE DELINIONOMENTAL HEALTH.

ASOITICESN ARITHMETICAL CALCULATIONAT 17005

ADEQUAOYSN OF AMOUNT OF SUPPLIES ON STAFFUP INSUFFICIENCY

SUFFICIENCYN T 300!

AMITYACHIEVEMENTMONA OF INADEQUACY

1

THEIAURuS OF EDUCATION TERNS

ADJECTIVESN T 16601

ADJUSTHENTUSE SOCIAL iNTIAACTION

ADMINISTRATINSUF COORDINATING

MANAGEMENTRT 2006

DECISION URINE,TOACH2R ADMINISTRATION RELATIONSTEST ADMINISTRATION

ADMISSIONSN ADMITTANCE TO A SCHOOLUF ENTRANCE

MATRICULATIONEARLY ADMISSION

ADMISSION TESTDUALIFICATION6

NTN T

ADMISSION TESTRT 2$02

ADHISSION

ADOLEIOENCISN AS6 TWELVE TO TWENTY ONEUF TEEN AGENT EARLY ADOLESCENCE

LATE ADOLESCENCEHID ADOLESCENCE

RT SEES

ADOPTIONUSE LEGAL ADOPTION

ADULTSN AGE THIRTY TO FORTY FIVENT MATURITYRT 5505

H IDDLE AOIYOUNG ADULT

ADULT EDUCATIONRT 2011

ADULTH IDDLE AGEYouNG ADULT

ADVANCED PLACEMENT PROBRANN T 10002

ACCELERATION,

ADVANCEMENTUSE PROMOTIoN

ADVERBSRT 16401

ADVERTISINGRT 2017

ATTITUDE °HANSIATTITUDEMASS HEM*SUSCEPTIBILITY

ADVAINGJBE COUNSELING

ADVISORUFMT

ACADEMIC ADVISOR1005

COUNSELING

AESTHETICSNT 17507

AFFECTIONSN FEELING OF FONDNESSN T 7001

AFFECTIVE PSYCHOSISST PSYCHOSISMT MANIC DEPRESSIVE PSYCHOSIS

PSYCHOTIC DEPRESSIVE REACTIONRT 7606

PARANOIASCHIZOPHRENIA

AFFECTIVITyEM TENDENCY TO REACT EASILY WITH FEELING

OR EMOTIONNT 7006

AFFECT TOLERANCE.

AFFECTNT EMOTION

FEELING.MOOD

PT 7$01ATTITUDEGHOTIONAL DEVELOPMENT.MENTAL HEALTHMOTIVATION.PERSONALITY.TEMPERAMENT

2

PANT I

AFFECT TOLERANCEAT 7110$

AFFECTIVITyAFFECT.

AGE

AGED

SSE CHRONOLOGICAL 4101

USE OLD ASS

AIIERISSIoNS T ANTISOCIAL $EHAVIONMT 2622

GRIMECRUELTYDIS1UPTIVE BEHAVIORHOSTILITYJUVENILE DELINDUENCYNIIOTINSVANDALISHVIOLENCE

AERAHIAST HENTAL HANDICAPRT soul

ALEXIAATHETOSISSPAIN INJURYCEREBRAL PALSYDYSGRAPHIADYSLEXIAMENTAL RETARDATIONMONGOLISMSPASTICITYWRITING

ASNESNENTRT 41102

CONFLICT

ABRICULTURAL AGENTMT 100

ASCCULTuNAL SCHOOLN T 15026

AGRICULTURERT 17013

AID TO DEPENDENT CHILDRENNT 13002

AIMUSE SOAL

SIMONE TELEVISIONN T 14007

AIR CONDITIONINGET 200

AIRCRAFTRT 1501$

AIR FORCENT 1015

AIRLINE STEWARDESSN T 1014

ALERTNESSMT 7007

RESPONSIVENESS.

ALEXIAWT2T

H ENTAL HANDICAP1001

AGRAHIAATHETOSISSPAIN INJURYCEREBRAL PALSYDyBONAPHIADYSLEXIAH ENTAL RETARDATIONMONGOLISMN ADINE ABILITYSPASTIcW,WORD DISCRININATINN

ALGEBRANT 170es

ALLOCATIONRT 2006

ALPHABETRT 14001

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52

PART I

...mocasAse..110Lr

THESAURUS OF EDUCATION TINHS

FACET 1EVE -FACET 10111

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FACET 1SUS-FACET 1054

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ANALYSIS.ONTENT ANALYSISCOST ANALYSISDIAGNOSISITEII ANALYSISJOE ANALYSISSTATISTICAL ANALYSISSYSTEMS ANALYSIS

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56

THESAURUS Of IDUCATION TERNS PART II

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58

PART II


GEOGRAPHICAL MOTILITYIMMIGRATIONHIGRANCNMISRATIUNRELOCATING

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THESAURUS OF EDUCATION Timis


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