Funding Alerts: NIH Research Education Programs

Research Initiative for Scientific Enhancement (RISE) (R25)

Funding Opportunity Number: PAR-16-118
Opportunity Category: Discretionary
Funding Instrument Type: Grant
Category of Funding Activity: Health
Eligible Applicants Public and State controlled institutions of higher education | Private institutions of higher education | Others (see text field entitled "Additional Information on Eligibility" for clarification)
Agency Name: HHS-NIH11
Closing Date: 2018-05-25
Description: The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH.  The over-arching goal of this NIGMS R25 program is to support educational activities that enhance the diversity of the biomedical, behavioral and clinical research workforce.  .
Link: www.grants.gov…

Team-Based Design in Biomedical Engineering Education (R25)

Funding Opportunity Number: PAR-16-108
Opportunity Category: Discretionary
Funding Instrument Type: Grant
Category of Funding Activity: Health | Income Security and Social Services
Eligible Applicants State governments | County governments | City or township governments | Special district governments | Independent school districts | Public and State controlled institutions of higher education | Native American tribal governments (Federally recognized) | Public housing authorities/Indian housing authorities | Native American tribal organizations (other than Federally recognized tribal governments) | Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education | Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education | Private institutions of higher education | For profit organizations other than small businesses | Small businesses | Others (see text field entitled "Additional Information on Eligibility" for clarification)
Agency Name: HHS-NIH11
Closing Date: 2018-05-31
Award Ceiling: $40,000
Description: The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH.  The over-arching goal of this NIBIB-NICHD R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs.
Link: www.grants.gov…

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Funding Alert: Institutes of Education Sciences (IES): Education Research and Development Centers

Funding Opportunity ID: 294176  Opportunity Number: ED-GRANTS-053017-002

Eligible Applicants: State governments | County governments | City or township governments | Special district governments | Independent school districts | Public and State controlled institutions of higher education | Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education | Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education | Private institutions of higher education | For profit organizations other than small businesses | Others.

Agency Name: Department of Education
Close Date: Sep 21, 2017 

Description: The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need.   Competitions in This Notice: The Institute will conduct 10 research competitions in FY 2018 through two of its centers: The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research; one competition for education research and development centers; one competition for partnerships and collaborations focused on problems of practice or policy; and two competitions for low-cost, short-duration evaluation of education interventions.

Link: www.grants.gov…

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Teacher Self-Assessment Scales (TSAS) Updated

Enter TSAS Questionnaire responses online now: All participants may use this form

Enter TSAS Questionnaire responses online now: ALD4ALL teachers can use this online form

Enter TSAS Questionnaire responses online now: Mesa Vista teachers can use this online form

Download the TSAS Guidance document:
tsas-guidance-spring-2016

Download the Summary Worksheet:
tsas-summary-sheet-2016

Download the TSAS Scales questionnaire:
tsas-scales-spring-2016

Download the latest NMTEACH Full Rubric
(Version Aug. 19, 2015):
nmteach-full-rubric-20150819

Download the Teacher-Efficacy Research Summary from the journal Principal:
Teacher Efficacy: What is it and Does it Matter.pdf

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New Mexico Higher Education Department Annual Report, 2016

Below is the abstract for the Higher Education Departments 2016 Annual Report.

New Mexico Higher Education Department (2016). New Mexico Higher Education Department Annual Report, 2016. The New Mexico Higher Education Department strives to bring leadership, guidance, and assistance to New Mexico's higher education stakeholders. The HED is committed to promoting best practices, institutional fiscal responsibility, and student achievement. Everything the agency does is through the lens of supporting New Mexico's higher education institutions and enhancing student success. Higher education is an economic engine which fosters innovation and shapes the future workforce. Over the past two years, the higher education Department (HED) has made substantial progress on strengthening policy reforms and forming long term vision for a more cohesive New Mexico higher education system. On December 5th, 2016, Governor Susana Martinez enacted Executive Order 2016-037 establishing New Mexico's long-term "Route to 66" Goal for 66% of the New Mexico population to have attained some form of postsecondary education by the year 2030 (i.e. New Mexico's "Route to 66" Goal). The "Route to 66" Goal was selected by a plurality of higher education stakeholders who attended an HED-hosted attainment goal meeting on August 18, 2016. At this attainment goal meeting, the HED presented four attainment goal scenarios to an audience comprised of higher education leaders and state government officials. These attainment goal scenarios came from an attainment projection model that was developed by HED staff in consultation with the Georgetown Center on Education and the Workforce. As a result of the August 18 attainment goal meeting, Governor Susana Martinez formally announced the "Route to 66" Goal at the Governor's Second Annual Higher Education Summit on September 23, 2016 and then formalized Executive Order 2016-037. Executive Order 2016-037 tasks the HED Cabinet Secretary with chairing a Higher Education Statewide Strategic Planning Committee and developing a strategic plan for improving statewide higher education coordination and increasing educational attainment. The purpose of the New Mexico "Route to 66" Goal and strategic plan will be to provide sustainable policy guidance to the New Mexico higher education system for the long-term. This annual report outlines the initiatives and accomplishments of the HED and its composite divisions in 2016. Executive summaries are provided by the following divisions: (1) Policy & Programs; (2) Planning and Research; (3) Adult Education; (4) GEAR UP; (5) Private and Postsecondary Schools; (6) Financial Aid; and (7) Institutional Finance.   [More]  Descriptors: Higher Education, Annual Reports, Educational Improvement, Education Work Relationship

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Proposals accepted anytime: Conferences and Workshops in the Mathematical Sciences

Funding Opportunity Number: 16-550
Funding Instrument Type: Grant
Category of Funding Activity: Science and Technology and other Research and Development
Agency Name: NSF
Closing Date: Proposals accepted anytime
Award Ceiling: $100,000
Expected Number of Awards: 100

Description: Conferences, workshops,and related events (including seasonal schools andinternational travel by groups) support research and training activities of the mathematical sciences community.  Proposals for conferences, workshops, or conference-like activities may request funding of any amount and for durations of up to three years.  Proposals under this solicitation must be submitted to the appropriate DMS programs in accordance with the lead-time requirements specified on the program web page.
Link: www.grants.gov…

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Bibliography: New Mexico (page 235 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Lily Chu, Lincoln Midwest Regional Media Center for the Deaf, Melinda R. Smith, San Francisco Far West Lab. for Educational Research and Development, Battle Creek Kellogg Foundation, John W. Bennett, Albany. New York State Dept. of Environmental Conservation, and Philip L. Hosford.

Smith, Melinda R., Ed.; And Others (1983). Law in U.S. History: A Teacher Resource Manual. Revised. Designed for integration into secondary U.S. history courses, the activities provide a format for the examination of law-related themes and issues. Themes explored include the conflict between individual and societal needs, the relationship of the individual to state and federal authority, individual rights, the shifting balance of power among the three branches of government, the influence of social and economic conditions on judicial decision making, and the U.S. constitution as an instrument of governance. The document is organized into four sections roughly corresponding to the chronological periods in most U.S. history courses: Colonial Period through Revolution, Growth of a New Nation, Civil War through Industrialization, and The Modern Era. Activities, which require critical thinking, reasoning, problem solving, and inquiry skills, include opinion polls/surveys, role plays, simulations, case studies, mock trials, appellate court simulations, adversary models, and learning stations. Many of the activities focus on landmark Supreme Court cases and modern cases to elucidate the meaning and judicial interpretation of the guarantees of the Bill of Rights. Topics include the Salem witch trials, lawful inspection, the Alien and Sedition Acts, the Dred Scott case, Plessy v. Ferguson, the impeachment of Andrew Johnson, the McCarthy era, and Watergate. Each activity includes an introduction, objectives, recommended grade level, time and materials needed, instructions, and masters for student handouts.   [More]  Descriptors: Civil War (United States), Colonial History (United States), Constitutional Law, Industrialization

Hosford, Philip L., Ed. (1978). Minority Women in Research in Education. A Report of the Dallas Conference on Expanding the Role of Minority Women in Educational Research (Dallas, Texas, November 9-11, 1977). Reporting on the 1977 Dallas Conference where 14 women representing 6 ethinc backgrounds explored the possibilities of expanding the role of minority women in educational research, this document includes 5 major sections (with individual summaries and recommendations), a bibliography, and an appendix. Major sections of this document present the following: defining the problem of women in research and development (previous conferences and reports are discussed, particularly the National Institute of Education reports and conferences); preparing for the conference (pre-conference study materials and beliefs are assessed as is the division of participants into 3 groups to consider questions related to K-12 educational activities, higher education, and a community based research career ladder); training minority women currently in education (needed skills are identified as communication, interpersonal, research design, quantitative, and project management skills; target audiences are identified as local education agencies, state education agencies, universities, regional laboratories, professional associations, and funding sources); expanding the role of minority women at universities (programs which universities can implement immediately are defined); training minority women via a career ladder approach (a model is presented which involves increasingly complex research skills and formal education and provides for research aides/technicians, research colleagues and interns, research adjuncts, and professional researchers).   [More]  Descriptors: Agency Role, Career Ladders, Conference Reports, Conferences

Midwest Regional Media Center for the Deaf, Lincoln, NE. (1971). Programmed Learning for the Deaf Student. Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 22-24, 1971). The document consists of keynote speeches and discussion papers from the 1971 Symposium on Research and Utilization of Educational Media for Teaching the Deaf, which had as its general theme programed instruction (PI) for the deaf. The 14 papers cover the impact of PI at the Southwest Regional Media Center for the Deaf, evaluation of PI materials, the role of computer assisted instruction at the National Technical Institute for the Deaf, the relationship of economic factors to education and employment of the deaf, modification of automated instruction to financially allow its adoption, and PI in the curriculum at the Oregon State School for the Deaf in Salem, the Southwest School for the deaf (Lawndale, California), and Callier Hearing and Speech Center in Dallas. Also discussed are new directions and a new affective dimension in PI, methods for teaching communication skills, PI for young deaf children, research with the strands program in elementary mathematics in a computer-based laboratory for learning at Stanford, a graduate course in educational technology, and a PI course in electronics assembly. A discussion summary and the symposium program are included.   [More]  Descriptors: Computer Assisted Instruction, Conference Reports, Educational Technology, Exceptional Child Education

Far West Lab. for Educational Research and Development, San Francisco, CA. (1978). Rural Career Guidance: Abstracts of Current Research, Materials, and Practices. The annotated bibliography provides a guide to the latest resource material, research findings, and/or developments in rural career guidance found in the ERIC system. Section I contains 158 citations and abstracts which have appeared in "Resources in Education" (RIE). RIE document resumes include the ERIC accession number, author(s), title, source(s), publication date, ERIC Document Reproduction Service (EDRS) prices or an alternate availability, and the abstract. Section II includes 22 citations of journal articles which have appeared in "Current Index to Journals in Education" (CIJE). CIJE entries include the article title, personal author(s), journal title (sometimes abbreviated), publication date, and information on the volume, number, and pages. Short annotations are given only when the article can not be described adequately by a combination of descriptors, identifiers, and information in the title. In addition to rural career guidance, the citations cover such topics as adult education, career awareness, career choice, career education, career planning, communication satellites, curriculum development, educational television, inservice teacher education, occupational aspiration, occupational information, program effectiveness, rural youth, and vocational education. A combined RIE and CIJE subject index is included as well as ordering information and a list of the 16 ERIC Clearinghouses and their scopes. Descriptors: Abstracts, Adult Education, Annotated Bibliographies, Career Awareness

Kellogg Foundation, Battle Creek, MI. (1980). The Indian Resources Development and Internship Program (IRDI) Covering Activities, Progress, and Accomplishments for the Period, April 1976 to June 1980. Summary Report. From the program's inception in 1975 with Navajo Tribal funds through June 30, 1980, this report covers funding, operation, and progress of the Indian Resources Development and Internship Program (IRDI), which is a university study and practical work experience program available to American Indian students majoring in agriculture, engineering, energy, resources, business, and other sciences involved with natural resources and economic development, operation, and management. The new IRDI brochure is included and presents a general view of the program's activities, objectives, and benefits. Items discussed include recruitment, counseling and advisement, college majors and career opportunities, monitoring of participants' academic progress, work experience assignments, campus representatives, seminars, short courses, and field trips. Also included are reports on the American Indian Leadership Seminar and the American Indian High School Student Orientation, as well as information on congressional interns, career presentations to high school students, the college undergraduate and graduate programs, the Trust and Indian Real Property Management Degree Program, other college majors, other tribal programs, the Indian Resources Development Institutes, the Navajo Higher Education University Consortium, special project needs, program problems and accomplishments, and proposed future program activities. Descriptors: Agriculture, American Indian Education, American Indians, Career Guidance

Bennett, John W., Ed. (1966). Social Research in North American Moisture-Deficient Regions. Five papers presented at the 9th symposium held during the 42nd annual meeting of the Southwestern and Rocky Mountain Division of the American Association for the Advancement of Science are: (1) "Do We Need a Sociology of Arid Regions"?; (2) "Deficit Creating Influences for Role Performance and Status Acquisition in Sparsely Populated Regions of the United States"; (3) "Ecology, Economy and Society in an Agricultural Region of the Northern Great Plains"; (4) "The Problem of Drought Perception"; and (5) "Technological Conservatism in Cattle Ranching as an Adaptive Process". The papers, centering on an ecological viewpoint, aim to suggest possibilities of basic research on sociological adaptations in moisture-deficient regions. Discussions cover modern agrarian and town populations in the Great Plains and neighboring semiarid regions.   [More]  Descriptors: Adjustment (to Environment), Agriculture, Climate, Ecology

New York State Dept. of Environmental Conservation, Albany. (1979). An Instructional Delivery System for Manpower Management: A Report for Water Pollution Control Agencies. Second Edition. This report contains information to assist organizations and personnel responsible for the quality and quantity of operators available for water quality control efforts. The text discusses in detail the current developments in operator instructional programs. Each of the seven sections of this report deals with a specific aspect of manpower planning, including: (1) model planning aids; (2) existing instructional programs; (3) roles and responsibilities of state and national coordinating committees; and (4) examples of delivery philosophies and programs operative in four states.   [More]  Descriptors: Administrator Guides, Certification, Educational Programs, Instruction

Chu, Lily (1980). Education for Rural Women: A Global Perspective. Rural women come from many ethnicities, enjoy diverse social economic statuses, different family circumstances, and various levels of educational attainment. Of the 34-35 million rural women, a large percentage are plagued by poverty and lack of opportunity for education, employment, health care, and various social services. Rural people, who constitute one third of this country's people, also make up half of the nation's impoverished. While a greater number of rural women are now employed outside the family, they tend to be employed in low-paying clerical, service, and seasonal positions. For women who are ethnic minorities, aged, single head of households, or displaced housewives, the isolation of rural life adds an additional burden. This paper recognizes the urgent educational needs of rural women; summarizes research and statistical findings on rural women in the areas of education, income, employment, and values orientation; points out some cultural conflicts and dilemmas that may occur as a result of short-sighted, fragmented, and hastily implemented educational programs; presents a global perspective of the education of rural women which calls for social and policy changes and is multidimensional, grassroots based, and oriented to the culture and people of rural America; and delineates the needs for research, for regional rural centers, and for federal support in rural women's education.   [More]  Descriptors: Academic Achievement, Access to Education, Career Development, Culture Conflict

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Bibliography: New Mexico (page 234 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alexandria National Association of State Directors of Special Education, Leonard Smith, Adolph J. Koenig, Dal S. Symes, Don B. Croft, Peggy J. Blackwell, Santa Fe. Div. of Research and Development. New Mexico State Dept. of Education, Stephen W. Fuller, Michelle Commeyras, and Georgiana Sumner.

Hawkinson, Bruce (1976). Dispel Misspelling. An Office Education Mini Curriculum Manual on Spelling. One in a series of ten mini-manuals on office communication proofreading, this booklet for office education students provides instruction in spelling. Included are terminal and specific objectives, spelling rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Grammar

Hawkinson, Bruce (1976). What's Wrong? An Office Education Mini Curriculum Manual on Catching Errors. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in proofreading for errors in written communication. Included are terminal and specific objectives, a list of the commonly used proofreading marks and related instructions, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Editing

Symes, Dal S. (1975). A Description and an Analysis of Tests for the Bilingual Child. Because of the recent Lau vs. Nichols decision by the Supreme Court, school districts will be looking for various instruments to determine language functionality in bilingual students. Nine tests are reviewed: the Leiter International Performance Scale (LIPS), the Michigan Oral Language Productive Tests Structured Response, the Michigan Oral Language Productive Test, the El Paso Public School Oral Language Dominance Measure, the Bilingual Syntax Measure, three Functional Tests of Oral Proficiency, the Oral Placement Test for Adults, and the Skoczylas Bilingual Tests and Measures. Each is described briefly, and its strengths and weaknesses are listed.   [More]  Descriptors: Bilingual Students, Bilingualism, Grammar, Individual Testing

Hawkinson, Bruce (1976). S with or without a Squiggle. An Office Education Mini Curriculum Manual on Plurals & Possessives. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in the use of plurals and possessives. Included are terminal and specific objectives, grammar rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Case (Grammar)

New Mexico State Dept. of Education, Santa Fe. Div. of Research and Development. (1970). Analysis and Follow-Up of 1969-70 Evaluation Report. Thirty-one school districts and Albuquerque High School and its feeder schools were evaluated in 1969-70 on 24 areas and 23 aspects of these areas, making possible a total of 552 recommendations for improvement. Districts surveyed ranged from a maximum of 178 recommendations to a minimum of 69. Program enrichment was found to be the area of greatest need. Recommendations were also made for greater leadership in administration, subject area committees and department chairmen, updated texts and materials, additional staffing, and redistricting. As a followup a team visited each school in October 1970. Reaction to the evaluation and followup varied. Most team members reported cordiality and cooperation from administrators. In most districts, those recommendations that could be implemented without additional expenditures had already been made. A few evaluators reported encountering opposition or hostility to some recommendations, either directly, through criticism of evaluation procedures or personnel, or indirectly, through establishing committees to study the report and make recommendations. Statistical data related to the evaluation is attached.   [More]  Descriptors: Administrator Attitudes, Educational Facilities Improvement, Followup Studies, Program Evaluation

Christensen, Ardis, Comp. (1974). Bibliography on Community Education. The bibliography provides access to some of the latest research findings or developments in community education. Thirty-nine documents and 47 journal articles published between 1956 and 1973 (with the majority between 1969 and 1973) are cited. The citations and abstracts have appeared in "Research in Education" and in "Current Index to Journals in Education". Citations cover a variety of community education resource materials, including adult education, community action, community involvement, community schools, and school community relationships. A subject index facilitates locating documents in a specific area. Pricing information and document availabilities are also provided. Descriptors: Adult Education, Annotated Bibliographies, Community Action, Community Education

National Association of State Directors of Special Education, Alexandria, VA. (1994). Summary of Goals 2000: Educate America Act. Highlights of Public Law 103-227 (Goals 2000: Educate America Act) are presented. Contents include: a summary of how this Act will provide a framework for meeting the national education goals for all students, including those with disabilities; selected definitions of terms used in the legislation; and objectives of the eight national education goals, which comprise Title I of the Act. Summary information also is provided on provisions of the other titles of the legislation, as follows: National Education Reform, Leadership, Standards, and Assessments (Title II); State and Local Education Systemic Improvement (Title III); Parental Assistance (Title IV); National Skill Standards Board (Title V); International Education Program (Title VI); Safe Schools (Title VII); Minority-Focused Civics Education (Title VIII); Educational Research and Improvement (Title IX); and Miscellaneous Provisions (Title X). Additional tips are provided concerning standards for teaching and learning and opportunity-to-learn standards.   [More]  Descriptors: Academic Standards, Disabilities, Educational Improvement, Educational Legislation

Fuller, Stephen W. (1971). Indians' Problems in Acquiring Development Capital. Four Corners Agriculture and Forestry Development Study. Special Report No. 11. The difficulty with which American Indians acquire equity capital and an examination of selected Federal programs which make this type of credit available to this minority group are discussed in this report. Specifically, collateral, fractional heirship, ownership of chattels, managerial training, repayment, and servicing of loans are discussed as barriers to capital acquisition. The government agencies analyzed which provide this capital are the Bureau of Indian Affairs (BIA), The Farmers Home Administration, The Economic Development Administration, The Small Business Administration, and the Office of Economic Opportunity. Specific suggestions are that Congress (1) authorize and appropriate at least an additional $50 million for the revolving loan fund; (2) inaugurate and establish a $200 million loan guaranty fund; (3) authorize interest subsidies on guaranteed loans; (4) authorize the BIA to sell existing revolving fund loans to financial institutions; and (5) authorize tribes to issue bonds exempt from Federal income tax for purposes related to the governmental affairs or operations of the tribe. It is noted that a major factor limiting the Indian in his competition for credit is his lack of managerial training.   [More]  Descriptors: Administrator Education, Agronomy, American Indians, Credit (Finance)

Blackwell, Peggy J.; Smith, Leonard (1973). Goals of Secondary Education as Perceived by Education Consumers. Volume II, Methodological Procedures. Research to identify the entire range and diversity of goals that parents, as consumers and clients of a public service, hold for secondary education was conducted. Two assumptions were made in conducting this survey. The first was that parents have aspirations for education, though they may not explicitly express these goals; the second, that means could be provided for parents to give explicit and comprehensive statements of these goals. The methods used to obtain this information are described in this report. The following tasks were used for data collection during the project: (1) open-ended, tape-recorded interviews were conducted with parents; (2) statements were screened to eliminate redundancies; (3) reduction led to a data base of goals that were used in the subsequent tasks; (4) the data base of goal statements from the elicitation interviews was further reduced into outcome goals; (5) respondents indicated what outcome goal each of the statements in the data base would best help achieve by matching each statement with one of the 12 outcome goals identified; (6) respondents indicated their awareness about whether or not each goal was being attempted in the educational system; and (7) respondents were asked to place the 12 outcome goals in rank order of importance. Sampling procedures are described, and questionnaires are included in this report. Descriptors: Educational Objectives, Factor Analysis, Interviews, Parent Aspiration

Hawkinson, Bruce (1976). Let's Get Together: An Office Education Mini-Manual on Subject-Verb Agreement. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in subject-verb agreement. Included are terminal and specific objectives, related grammar rules and definitions, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Grammar

Hawkinson, Bruce (1976). Punctuation Potpourri. An Office Education Mini Curriculum Manual on Other Punctuation Marks. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in the use of apostrophes, quotes, italics, hyphens, brackets, ellipsis dots, leader dots, bullets, superscripts, and subscripts. Included are terminal and specific objectives, punctuation rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Clerical Workers

Commeyras, Michelle; Sumner, Georgiana (1996). Student-Posed Questions for Literature-Based Discussion. The ideas in this mini-brochure are intended for teachers interested in creating opportunities for students to pose questions during literature-based discussions. The brochure suggests that a child-centered approach to questioning is a highly motivating way to conduct discussions because students of all reading abilities can participate. The brochure discusses developing discussion guidelines, emphasizing that "put-downs" are unacceptable, orienting before reading, soliciting questions after reading, accepting all questions, encouraging collaboration, shifting to peer discussion groups, and learning from students' questions.   [More]  Descriptors: Classroom Communication, Cooperative Learning, Elementary Education, Questioning Techniques

Bergsma, Harold M. (1985). Training and the Development of Curriculum Standards in On Farm Water Management: Pakistan, 1984-1985. The document describes the 18-month Phase I of the On Farm Management Project–supported by the World Bank and operated by Colorado State University and the Consortium for International Development–to design more systematic approaches to train people who will work in technical settings related to water management and irrigation channel construction projects in Pakistan. Separate chapters discuss developing a national standard for curriculum and training in on farm water management, evaluating on farm water management training program needs, establishing interdisciplinary program objectives, developing a curriculum guide, developing training modules, training of trainers, developing training programs for adult farmers and water users, and changing the motivation and training of water user associations. The report stresses that the key to improvement of training is the trainer himself. If he is well prepared, knows his material, and uses suitable training approaches which develop requisite skills among trainees, much progress will be made to improve the entire On Farm Water Management system and thereby utilize water resources more effectively in Pakistan. Descriptors: Adult Farmer Education, Curriculum Development, Developing Nations, Extension Education

Croft, Don B., Ed.; Koenig, Adolph J., Ed. (1971). Application of Research Management Techniques. The symposium papers in this document describe specific applications of research management techniques currently being used by research and development organizations. Topics of the papers are based on subjects practicing R & D managers have found important in the management of research. Although the symposium was not specifically designed to include all aspects of research management, the papers when taken together comprise a "working" model for managing the information associated with R & D activities. Topics of the five papers include (1) a prototype research management system whereby information is organized for easy retrieval by research managers, (2) a description of organizational operations procedures and policies that reduce the administrative burden on researchers and developers and assist management in operating an effective R & D organization, (3) a system for using the computer to manage information about the financial expenditures of an R & D organization, (4) the application of a research management procedure, the Convergence Technique, with the Reading Research Program sponsored by the U.S. Office of Education, and (5) the steps necessary for planning and implementing a research and development program.   [More]  Descriptors: Administration, Computers, Educational Research, Guidelines

Blackwell, Peggy J. (1973). Parental Viewpoints of Goals in Secondary Education: The Methodological Procedures. The proposed procedures are focused on an assessment of the needs of consumers of education – specifically, the parents of high school age students. Each parent is interviewed and specific goals are extracted from the interview. Parents are then asked to respond to each goal in the aggregate of goals by agreeing, disagreeing, or remaining neutral. They then place the statements in rank-order. Following this task, all statements are categorized and the categories themselves placed in rank order. The data provided should allow establishment of goal profiles, which may identfy specific educational clienteles. Profiles may be established by demographic data or in a post hoc manner where similar individual profiles are combined to characterize a group. These procedures eliminate the necessity of making a priori assumptions concerning the structure of any educational clientele or concerning the needs and goals which will be elicited.   [More]  Descriptors: Educational Assessment, Educational Needs, Educational Objectives, Interviews

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Bibliography: New Mexico (page 233 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Bruce Hawkinson, Peggy J. Blackwell, Therese E. A. de Samuel, Las Cruces. Southwest Regional Media Center for the Deaf. New Mexico State Univ., Andrew J. Joniak, Barry John Capella, Leon A. Wagley, Gary L. Gray, Donald G. Parker, and Jane Blumenfeld.

Gray, Gary L.; And Others (1972). Instructional Strategies. Media Production Workshop for Teachers of the Deaf. The manual consists of a systematically designed process for implementation of a 3 to 5 day media production workshop for inservice and preservice teachers of the deaf. Included are the following components: goals and program objectives, a schedule of workshops for the 1972-1973 school year, an address list of teacher preparation programs for the deaf, a typical letter to program directors about the workshop,a preworkshop directors' questionnaire, an instructional staff information sheet, a workshop participant list, an equipment needs list, television equipment needs, a list of the workshop's training objectives, a preworkshop brochure, typical workshop schedules, and a consumable materials list. Also included are handouts for each of the instructional sessions, task analysis and strategy statements for each session, an evaluation form for each session, a materials list, a resource list, an equipment manufacturers' list, a list of media services available for teachers of the deaf, and an instructor's postworkshop and a participant's postworkshop reaction form. (See EC 052 418 for the workshop participants workbook and descriptions of the handouts).   [More]  Descriptors: Deafness, Educational Media, Exceptional Child Education, Hearing Impairments

Bergsma, Harold; And Others (1981). Man Over Methods: Images of Educational Leadership. Papers written by education graduate students for a class on instructional leadership are organized into four chapters. Chapter 1, "History of the Nature of Leadership: 1900-1981," examines the nature of leadership in education according to major historical events and their effects on educational supervision. Chapter 2, "Dynamic Instructional Leadership: Which Style for the Craftsman?" defines autocratic, laissez-faire, and democratic leadership philosophies and reviews current literature concerning the present status of leadership styles in education. Chapter 3, "Who and Where: Factors in Leadership Models," discusses personality-based theories of leadership in elementary school settings. The special situations in higher education that delimit the role of the academic officer are also considered. Finally, steps to follow in the development of a personal leadership model are outlined. Chapter 4, "Critical Issues in Leadership Choice," discusses four factors that surround choices made by instructional leaders and that affect professional behavior: legal decisions, social expectations, technology, and professional development. Descriptors: Educational Change, Educational Technology, Elementary Secondary Education, Futures (of Society)

Blackwell, Peggy J.; Joniak, Andrew J. (1974). Conflict and Consensus Among Parents About Goals for High School Education. This report examines parents' goals for secondary education through an interview according to the range and content of his/her goals and needs, the hierarchical structure of the categories of these goals, and the priorities he/she established among the goal categories. Three separate studies (N=19; N=20; N=81) were conducted in order to refine and develop the interview instrument. One purpose of the research was to determine if parents of heterogeneous background, who have children of high school age, have specific goals for the education of their children, and if these goals could be elicited during an interview. Parents consistently expressed concerns in the following areas: vocational education and basic education–reading, writing, and mathematics; development of self; necessity of preparing students to cope with the practical aspects of adult life; development of social skills; development of civic responsibility; and the training, qualifications, and classroom methods of teachers. An assessment of the content of the goal statements suggests that parents' goals for secondary education are based on their own experiences as well as those of their children.   [More]  Descriptors: Educational Objectives, High School Students, Interviews, Parent Attitudes

Hawkinson, Bruce (1976). Short Stops. An Office Education Mini Curriculum Manual on Commas, Dashes, and Parentheses. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in the use of commas, dashes, and parentheses. Included are terminal and specific objectives, punctuation rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Guides

Hawkinson, Bruce (1976). Dead Ends. An Office Education Mini Curriculum Manual on Periods, Questions, Exclamations, and Semicolons. One in a series of ten mini-manuals on office communication and proofreading, this booklet for business and office students provides instruction in the use of periods, question marks, exclamation marks, and semicolons. Included are terminal and specific objectives, punctuation rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Grammar

Blumenfeld, Jane; And Others (1970). A Guide for the Teacher of the Trainable Mentally Handicapped. The guide for teachers of trainable mentally handicapped children describes behavioral objectives, activities, and instructional materials (primary, intermediate, and prevocational levels) for the following curriculum areas: self help skills, social skills, perceptual motor skills, communication skills, functional academic skills, economic usefulness skills, and vocational preparation. Behavioral objectives concern such activities as brushing teeth, using a knife to cut soft meat, learning to take turns, using telephones, using elevators and escalators, making change, and recognizing neighborhood signs. Listed at the end of each curriculum area are additional materials, including books, pamphlets, games, filmstrips, music, and records. Introductory sections deal with professional and personal qualifications for teachers and aides, responsibilities of the director of special education, program evaluation, recreational planning, and community responsibility for post school planning. Appendixes discuss a procedure for integrating special education classes into regular school programs, a body image unit, daily schedules, and parent communication; and list guidelines for school aides, materials and equipment needed in classrooms for the trainable mentally retarded, instructional materials centers, annotated bibliographies for professional libraries and parents, sources of free and inexpensive materials, and companies with listings relevant to special educators.   [More]  Descriptors: Academic Ability, Behavioral Objectives, Communication Skills, Curriculum Guides

Parker, Donald G.; Capella, Barry John (1984). Esprit: A Humanities Magazine. In March 1984, the first issue of "Esprit," a semi-annual humanities magazine for the 56 two-year colleges in New York State, was published. The magazine seeks to confront the apparent decline of student interest in the humanities, community doubts about the relevance of the humanities, and the seeming indifference to the special truths inherent in and fostered by humanistic study. Its four basic purposes are to: (1) encourage aesthetic/humanistic communication among faculty and administrators at New York's two-year colleges; (2) provide an outlet for their creative and critical expression and promote it throughout the state; (3) explore the relevance and importance of humanities study to student preparation for careers in other programs and disciplines; and (4) dispense information on study in the humanities. "Esprit" seeks submissions in a variety of areas, including creative writing, art work, photography, critical essays, interviews, reviews, reports, calendar items, and bibliographies. After the magazine was conceptualized by staff members at Orange County Community College (OCCC), efforts to realize its publication included solicitation of support from other two-year colleges in the state, and largely unsuccessful attempts to obtain funding from corporations, businesses, and foundations. "Esprit" is currently financed to a large extent by OCCC and its association, and its editorial policy is determined by a Board of Advisory Educators from two-year colleges statewide. Descriptors: Community Colleges, Financial Support, Humanities, Periodicals

New Mexico State Univ., Las Cruces. Southwest Regional Media Center for the Deaf. (1969). A Report of the 1969 Introductory and Advanced Institutes in Programed Instruction and Instructional Systems for Teachers of the Deaf. To provide participants with intensive training in programed instruction, to make them more knowledgeable consumers of programed instruction materials, and to develop programming skills on a professional level so that they could apply the systems approach in development of instructional materials, two training institutes were initiated. A total of 44 teachers of the deaf participated in the institutes which lasted 5 weeks each during the summers of 1968 and 1969. Included are the calendar of events, the instructional program log, programmed instructional material developed by the institutes, administrative details, social activities, and evaluations. The overall evaluation was that the institutes were well designed and helpful; a complete breakdown of evaluated areas is provided.  Also presented are summaries of the evaluations, the instructor evaluation form, the consultant evaluation form, recommendations, and a roster and photograph of staff, instructors, and participants.   [More]  Descriptors: Exceptional Child Education, Hearing Impairments, Institutes (Training Programs), Program Descriptions

Hawkinson, Bruce (1976). Give a Word a Break: An Office Education Mini-Manual on Word Division. One in a series of ten mini-manuals on office communication proofreading, this booklet provides the business and office student instruction in word division. Included are terminal and specific objectives, word division rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Guides

Hawkinson, Bruce (1976). One, Two, Three. An Office Education Mini Curriculum Manual on Numbers. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in the use of numbers in written communication. Included are terminal and specific objectives, usage rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Grammar

Gray, Gary L.; And Others (1972). Media Production Workshop for Teachers of the Deaf. The manual contains a collection of handouts used in a 3 to 5 day media production and utilization workshop for preservice and inservice teachers of deaf students. The material, which was developed and used in approximately 45 workshops serving 800 teachers over a 2 year period, is considered appropriate for all teachers who use media in their classrooms to supplement live instruction. The section on equipment operation contains directions for mastering 10 kinds of equipment such as 16 millimeter Graflex Sound Projector or a Technicolor 1000 Projector. Instructionalobjectives, a list of materials and equipment, the principle involved, the procedure for production, helpful hints, and a list of utilization techniques are given for the following media: handmade transparencies, machine made transparencies, ektagraphic visualmaker, polaroid photography, dry mounting, laminating, color lifting, rubber cement mounting, lettering, instant art techniques, diazo poster production, television production, and super 8 millimeter production. Also included in the workbook, with sources, are lists of materials, equipment manufacturers, resource materials, and media services available to teachers of the deaf. (For related material, see EC 052 419).   [More]  Descriptors: Communications, Deafness, Educational Media, Exceptional Child Education

Hawkinson, Bruce (1976). Draw Me Big: An Office Education Mini Curriculum Manual on Capitalization. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in capitalization. Included are terminal and specific objectives, capitalization rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Capitalization (Alphabetic)

Hawkinson, Bruce (1976). Teacher Guide and Test Answers to Ten Office Education Mini-Manuals on Office Communication Proofreading. This teacher's guide accompanies ten mini-manuals which provide business and office students with instruction in the following areas: word division; subject and verb agreement; plurals and possessives; commas, dashes, and parentheses; periods, questions, exclamations, and semicolons; capitalization; numbers; spelling; other punctuation; and proofreading. The guide includes a brief overview of the contents of each mini-manual, instructions for their use as supplementary, remedial, or enrichment tools, and answers to the tests found in each of the ten manuals. Descriptors: Answer Keys, Business Education, Business English, Capitalization (Alphabetic)

Wagley, Leon A.; And Others (1973). Community Development Guide. "A Guide for Restructuring Community Development in Agricultural Education.". Information designed to acquaint teachers, teacher educators, and state supervisors of agricultural education with the concepts, roles, and procedures for developing a community development curriculum is presented in this guide. The first section is concerned with suggestions for restructuring materials relevant to teaching community development in agricultural education. The second section suggests references and objectives for 18 subject areas which have particular significance for community development. It is noted that the resource units in the 18 different subject areas should be used to supplement basic instruction. The subject areas include analyzing jobs, manpower planning, vocational training, community health services, education, economics, community facilities, recreational activities, land use, planning and zoning, budgeting, transportation, local government community social services, organizations, rural-urban housing, ecology, and financing community development.   [More]  Descriptors: Agricultural Education, Community Development, Community Health Services, Curriculum

de Samuel, Therese E. A.; And Others (1980). ESL/APL Instructional Resources for Integrating Life Skills into the ESL Curriculum. This curriculum guide contains instructional materials in English as a Second Language to aid instructors in using life managing skills as the basis for building English language skills on both beginning and intermediate levels. The following six units are included in the guide: jobs, community resources, consumer education, health and safety, government and law, and telephone usage. Each unit contains an introduction with directions for getting materials or information needed; objectives for beginning and intermediate levels; pre/posttest; instructional strategy planning, activity suggestions, and resources; building vocabulary and concepts; putting the words and ideas into action; and pictures. The materials are printed in loose-leaf form for use in a three-ring binder.  Descriptors: Adult Basic Education, Behavioral Objectives, Community Services, Consumer Education

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Bibliography: New Mexico (page 232 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Santa Fe. New Mexico State Dept. of Education, James A. Hale, L. Kathleen Winkles, Peggy L. Blackstone, Michael Glover, P.J. LEYENDECKER, PHILIP J. LEYENDECKER, Joe Sievert, Brenda Gallegos, and Washington American Educational Research Association.

LEYENDECKER, P.J. (1960). TOWN AND COUNTRY BUSINESS PROGRAM. (TITLE SUPPLIED). THESE 14 PAMPHLETS CONSTITUTE AN EXTENSION SERVICE PROGRAM OUTLINE FOR TEACHING A BUSINESS PROGRAM APPLICABLE TO RURAL YOUTH. THE CONTENTS INCLUDE BOTH A LEADER'S GUIDE AND AN EXTENSION WORKER'S GUIDE. THE REMAINDER OF THE PROGRAM DELVES INTO MARKETING, WHOLESALING, SALES AND SERVICES, STANDARDS AND GRADES OF PRODUCE, ASSEMBLY AND STORAGE, PROCESSING, TRANSPORTATION OF GOODS TO THE CONSUMER, PACKAGING, RETAILING, FINANCING, COUNTY PLANNING, AND FOOD SERVICES PERTAINING TO THE AGRICULTURAL PRODUCERS.   [More]  Descriptors: Agricultural Education, Agricultural Production, Business Skills, Community Planning

New Mexico State Dept. of Education, Santa Fe. (1973). Guidelines for the Evaluation and Selection of Textbooks in the Treatment of Minorities (Especially in Social Studies). This document, part of which is in checklist form, sets forth a set of criteria for analyzing materials which are relevant for the education of minority groups. The checklist itself consists of 29 items, each of which must be judged on a scale ranging from "superior" to "not pertinent." Some sample evaluation questions are: (does the book) 1) include materials on minorities where relevant?; 2) reflect respect for personal and cultural differences and the worth and importance of the individual?; 3) give attention to holidays, festivals, religious observances of various minority groups without stereotyping? A list of six references is given. Descriptors: Check Lists, Ethnic Groups, Evaluation Criteria, Guidelines

Hale, James A. (1973). A Model Program for Training Personnel to Develop Solutions to Major Educational Problems in the Indian and Mexican-American Communities. Final Report. The program's objective was to train a cadre of research and development specialists with competencies to strengthen and institutionalize organizational assessment and program development within higher education institutions serving large numbers of Chicano and Native American students. The project's two major thrusts were: (1) project management and consortium arrangements and (2) articulation of curriculum objectives, content, and activities. Faculty members and administrators from 17 2-year and 4-year "developing" institutions of higher education located in the Southwestern United States participated. The research training program consisted of: (1) an entry skills diagnostic test administered prior to the start of formal instruction; (2) a formal academic training phase; and (3) a practicum or followup phase conducted at the parent institution and at the Educational Testing Service. Both "enroute" and terminal performance measures were used in the program's evaluation. Although the model was deficient along some lines, it proved to be useful in identifying the major dimensions of a training program. This report contains documentation of the program objectives, activities, and evaluation and the results of testing a transportable training model. External evaluator's reports (pre-post, comparative, and summative) are included in the form submitted.   [More]  Descriptors: American Indians, Change Agents, Consortia, Educational Development

Diaz, Martha; Gallegos, Brenda (1979). Teaching ESL through Science: Third Grade Unit on Sound. This guide to science instruction for third grade students of English as a second language encourages teachers to develop curriculum materials related to specific subject areas in teaching communication skills to Spanish-speaking children. A series of concepts to be imparted in the classroom is presented. For each concept, learning objectives, central activities, teaching materials, classroom procedures, and evaluation criteria are described. The concepts revolve around sounds and the phenomenon of sound. Descriptors: Acoustics, Classroom Techniques, Content Area Reading, English (Second Language)

Gorman, William D.; And Others (1972). Projected Cropping Patterns, Livestock Enterprises, Processing Activities, Capital Requirements, Employment, Income, and Training Needs for Alternative Farm Organizational Structures for the Navajo Indian Irrigation Project. A Special Report to the Four Corners Regional Commission. Information on the expected cropping patterns, livestock enterprises, processing and related activities, income and employment opportunities, capital needs, and training requirements for alternative farm organizational structures that could be selected for development of the Navajo Indian Irrigation Project is presented in this report. The major issues discussed are farm organizational stature, development capital, educational and training requirements, development philosophy, and infrastructure planning. Descriptions of field crop and vegetable crop budgets, livestock production, expected crop and livestock combinations, capital requirements, employment created, training needs, and generation of income are also discussed in terms of the irrigation project. Conclusions in the areas of organizational arrangements, capital requirements, creation of employment and training opportunities, and generation of income are included with related recommendations. Also included are 67 tables and 2 conceptual models of organizational structure for the project.   [More]  Descriptors: Agricultural Production, American Indians, Capital, Employment Opportunities

Glover, Michael (1974). Record-Keeping and Checklists for Reading and Writing. Methods for Keeping Track of Individual Progress. Models of record keeping strategies for reading and writing are presented in this booklet. "Why Records Should Be Kept" discusses the importance and advantages of keeping accurate records of pupil progress; "Commercially Available Materials" lists many of the record systems available from commercial textbook publishers; "Record-Keeping for Teachers–Reading" lists a variety of sources for the specific skills a student needs and ways to test for them, presents a form for reporting a student's reading test scores, and lists the four levels of reading; "Record Keeping for Teachers–Writing" provides a list of writing skills; "Record-Keeping by Language Arts Areas" discusses how card files can be useful in maintaining student progress records and includes two sample cards; and "Uses of These Techniques in Other Areas" examines ways of transferring the record-keeping in the language arts to keeping records in other academic areas.   [More]  Descriptors: Elementary Education, Language Arts, Reading, Reading Skills

American Educational Research Association, Washington, DC. (1970). Cultural Stability and Change Among Mexican-American Families in an Urban Setting: A Comparison of Generations in El Paso, Texas. The El Paso study was directed toward the identification and analysis of cultural and social factors, their variation and magnitude among Spanish-speaking families and their school age children. The premise was that cultural and social variations do exist within as well as between social groupings. A stratified selection technique was employed to select schools for the study. A total of three distinct geographic areas were identified, and three schools from each were selected for the study. Student questionnaires and family interviews were used to obtain data. General conclusions were: (1) just over half of the mothers and fathers were born in the United States; (2) the population was stable; (3) families were large; and (4) education level was low. A major assumption was that an analysis of specific generations might reveal significant sub-group differences in cultural and social patterns. Students were therefore placed in one of four groups: (1) Mexican immigrant; (2) first generation Mexican-American; (3) second generation Mexican-American; and (4) American. Results showed that the greatest changes occur between immigrant children and third generation or more American families. Changes and trends toward acculturation were also evident in the three closely identified Mexican-American groups.   [More]  Descriptors: Acculturation, Bilingualism, Cultural Differences, Cultural Pluralism

New Mexico State Univ., Las Cruces. Southwest Regional Media Center for the Deaf. (1974). Teacher Recommended Materials for Use with Hearing Impaired Students. Intended for teachers of the deaf, the document provides a bibliography on instructional materials for aurally handicapped students from pre-primary to high school level. Materials for each age level are divided into eight categories: career education (adult level materials are also provided in this section); language; mathematics, reading; social studies, speech, auditory training, and speech reading; and total communication. Entries are listed alphabetically by title and include information such as title, format, level of use, reading level, and publisher. Also provided is a list of publishers' addresses. Descriptors: Articulation (Speech), Auditory Training, Bibliographies, Career Education

Sievert, Joe; Winkles, L. Kathleen (1974). Las Palomitas Preschool for the Handicapped. Guide. Presented is a curriculum guide for preschool children with cerebral palsy, severe speech and language difficulties, trainable and educable mental retardation, and emotional difficulties. Minimum specific objectives in the domains of social self-help, communications, and psychomotor development are color coded according to handicap. Suggested are sample activities correlated to the specific objectives. For example, to teach the child to kick a ball without falling (psychomotor objective 8), the following activities are suggested: "Holding the student's leg, move it forward as to kick the ball in front of him. Have a ball in front of you and one in front of the student. Try to get him to model you kicking the ball." The appendix lists 5 nonhandicapped curriculums and 33 further references.   [More]  Descriptors: Cerebral Palsy, Class Activities, Communication Skills, Curriculum Guides

LEYENDECKER, PHILIP J. (1961). LET'S DEMONSTRATE SOIL AND WATER CONSERVATION FOR BETTER FARMING, BETTER LIVING. EIGHTEEN DEMONSTRATIONS ON THE SUBJECT OF SOIL AND WATER CONSERVATION ARE PRESENTED. THESE DEMONSTRATIONS UTILIZE SIMPLE AND INEXPENSIVE EQUIPMENT AND ARE SUITABLE FOR CLASSROOM OR OTHER GROUP USE, ALTHOUGH THEY WERE DESIGNED FOR 4-H CLUBS. LISTED ARE THE EQUIPMENT AND MATERIALS NEEDED, PREVIOUS PREPARATION, STEPS IN THE DEMONSTRATION, AND EXPECTED LEARNINGS.   [More]  Descriptors: Conservation Education, Demonstration Programs, Demonstrations (Educational), Experiments

New Mexico State Dept. of Education, Santa Fe. Evaluation, Assessment, and Testing Unit. (1974). Analysis of Standardized Testing Program Results 1973-74: Grades 1, 5, and 8 and ACT Report. This survey of the standardized testing program summarizes the data accumulated from the most recent administration of selected instruments in October 1973. It compares these findings with information from previous years and points to a few trends and possible conclusions. Assessment of mental abilities–1973-74 is presented for grade 1, and assessment of aptitude and achievement–1973-74 is presented for grades 5 and 8. The ACT report includes information on the four measures of academic ability and data about additional student characteristics that appear to have a bearing on success in college. The appendixes contain the testing schedule 1969-74 and item analysis for grades 5 and 8.   [More]  Descriptors: Academic Achievement, Comparative Analysis, Ethnic Groups, Grade 1

Lynch, Patrick D., Ed.; Blackstone, Peggy L., Ed. (1966). Institutional Roles for In-Service Education of School Administrators. This document is a compilation of papers read at a 4-day conference attended by 60 participants from throughout the United States. Chapters include (1) "In-Service Education of School Administrators: Background, Present Status, and Problems," by Robert B. Howsam; (2) "Notes on Institutional Relationships in the In-Service Education of the Professional Administrator," by Keith Goldhammer; (3) "Inter-Institutional Model for In-Service Training and Changes in School Systems," by Patrick D. Lynch; (4) "Continuing Medical Education," by Reginald Fitz; (5) "The Development and Implementation of a Residence Executive Development Training Program," by Simon Herman; (6) "Models for Change in School Systems: Reinforcement," by Robert J. Berger; (7) "In-Service Training of Industrial Management," by Robert Utter; and (8) "Psychological Processes in Influencing Change," by Stanley W. Caplan.   [More]  Descriptors: Administrator Education, Administrators, Educational Change, Inservice Education

BARNES, BILL; MANZANARES, JESS (1966). VOCATIONAL CORE PROGRAM. A 10-YEAR PROGRAM FOR DISADVANTAGED YOUTHS IS DESCRIBED. ITS OBJECTIVES WERE TO–(1) MEET THE NEEDS OF STUDENTS WHO HAVE NO INTEREST IN OR ABILITY TO ADAPT TO A REGULAR SCHOOL PROGRAM, (2) RELIEVE THE CLASSROOM TEACHER OF DISCIPLINE PROBLEMS WHICH BECOME TIME CONSUMING TO THE POINT THAT OTHER CLASS MEMBERS ARE PENALIZED, AND (3) ESTABLISH A FLEXIBLE SCHOOL PROGRAM WHICH INCLUDES ACTIVITIES BOTH IN AND OUT OF THE REGULAR SCHOOL DAY. CRITERIA FOR STUDENT SELECTION INCLUDED (1) POOR GENERAL ATTITUDE, (2) LACK OF INTEREST IN THE REGULAR CURRICULUM, (3) CHRONIC MISBEHAVIOR, (4) PETTY CRIMINAL ACTIVITIES, (5) INCORRIGIBLE TRUANCY, (6) INABILITY TO GET ALONG WITH OTHER PEOPLE, AND (7) DROPOUT POTENTIAL. SCHEDULING WAS DONE ON AN INDIVIDUAL BASIS BY THE VOCATIONAL CORE TEACHER. STUDENTS WERE ENCOURAGED TO PARTICIPATE IN A WORK EXPERIENCE PROGRAM AND TAKE COURSES WHICH THEY WANTED TO TAKE AND IN WHICH THEY MIGHT SUCCEED. THE PROGRAM OPERATES AT THE JUNIOR AND SENIOR HIGH SCHOOL LEVEL. JUNIOR HIGH STUDENTS RECEIVED CREDIT AS RECOMMENDED BY THE VOCATIONAL CORE TEACHER AND AT THE SENIOR HIGH LEVEL, THE PRINCIPAL COOPERATED IN THIS RECOMMENDATION. THE STUDENT MAY TRANSFER TO THE REGULAR CURRICULUM AT WILL. EXTENSIVE INDIVIDUAL COUNSELING IS DONE BY THE VOCATIONAL CORE TEACHER.   [More]  Descriptors: Admission Criteria, Disadvantaged Youth, High School Students, High Schools

Church, Mary Josephine; And Others (1980). HIGH LONESOME: A School Community Survey of the Encino Rural Independent School District. An assessment of school facilities and services and a survey of staff, student, and community attitudes was undertaken at the request of the Encino School Board to aid in educational planning and improvement for its small rural school which is faced with the problems of declining population (from 400 to 150 in the past 20 years), declining enrollment (66 students in grades K-12), and rising costs. The following recommendations are based on a comprehensive assessment of facilities, services, and educational costs: (1) add a part-time principal or intern in educational administration to assist the superintendent-principal; (2) develop a variety of inservice teacher training programs; (3) use the PLATO system to increase the number of courses available and further individualize instruction; and (4) finance capital outlays to reduce the building area and modernize classrooms. Survey results indicate that faculty, students, and community members are concerned with the quality of local education but have positive attitudes about their school and want it to remain in operation. In addition to specific educational improvements, the community of Encino might consider plans to counteract the pervasive effects of declining population. The development of tourist related business is one of several possible ways to bring new residents as well as income to the area. Appendices include the survey questionnaires and bibliography. Descriptors: Declining Enrollment, Economic Development, Educational Facilities, Educational Improvement

Glover, Michael (1974). Quickie Tests for Reading: Fast, Simple Tests to Determine Reading Level. The reading test forms in this booklet are to be used primarily for determining students' reading grade level. In expanded forms, they can also serve as diagnostic tools for some reading and learning disabilities. All teachers should be able to administer these tests with relative accuracy and, when applicable, discover narrow areas which will require more comprehensive testing by a specialist. The tests discussed are commercially prepared informal reading inventories, the cloze procedure, and a sight word test. Information on preparing and on using the tests is provided.   [More]  Descriptors: Cloze Procedure, Elementary Education, Evaluation Methods, Informal Reading Inventories

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