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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