This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Federico M. Carrillo, Margie Kitano, Darwin P. Hunt, Richard F. Tonigan, Ida S. Carrillo, Douglas W. Clark, Van Dorn Hooker, Las Cruces. Dept. of English. New Mexico State Univ., Neva N. Harden, and Vera Norwood.
(1984). Meeting the Needs of Limited English Proficient Students…And What about the CDE Student? Program Design Considerations for English Language Development. A guide to designing programs in English language arts for limited English proficient (LEP) students is intended for school districts to use in developing their own program manuals based on locally relevant needs. An introductory section gives background for LEP program development, and subsequent sections outline (1) identification procedures for LEP students, (2) criteria for student classification as LEP, (3) characteristics of Category C, D, and E LEP students (the categories referring to specific proficiency levels), (4) program placement of C, D, and E LEP students, (5) skills to be developed, (6) English language development through the basal readers (including the three R's and six steps for English language arts), and (7) English language development through the content areas (including lesson design, sample activities, a worksheet for lesson development, and sample lessons for grade 1 math, secondary level science/math, and science at all levels). It is recommended that teacher training plans be developed after a needs assessment is completed in each district, and records be kept by each district and teacher to assure a coordinated inservice training program. It is also suggested that staff development be divided into five major segments: basic training for new teachers, professional growth for experienced teachers, professional growth for other instructional staff members, informational growth for administrators, and training of master teachers to serve as district teacher trainers. Descriptors: Bilingual Students, Class Activities, Classroom Techniques, English (Second Language)
(1980). Effects of Human Self-Assessment Responding on Learning. A conceptual framework of a process by which persons assess and express levels of sureness in the correctness of responses which they anticipate making–or having already made but not yet received knowledge of results–is proposed. It is hypothesized that the rate at which a person's behavior is modified by knowledge of results is affected by the covert and overt sureness associated with the execution of responses which are being learned. Data are presented which show that acquisition in a paired-associates learning task may be enhanced by the concomitant performance of a self-assessment (SA) task. Acquisition is more rapid and the self-assessments regarding levels of sureness are more accurate if the response to-be-learned is executed before the SA response rather than after it. Learning involved a decrease in the proportion of unsure-wrong responses and an increase in the sure-correct responses, with little change in the proportion of sure-wrong and unsure-correct responses. Based upon an analysis of the relation between the sureness/correctness of the responses and the speed with which responses are executed, it is suggested that the process and/or factors involved in determining the correctness of a response may be different from those involved in determining its sureness. Descriptors: Adults, Confidence Testing, Learning Processes, Military Training
(1992). The Write Stuff: Memos and Short Reports. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This basic course in writing developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. The course is designed as a 16-hour course, with eight 2-hour sessions. The curriculum guide consists of a list of course goals, list of homework assignments, and informational materials, activities, and exercises for these eight sessions: good writing; audience and purpose; the writing process: overview; the writing process: planning and drafting; the writing process: reviewing; the writing process: revising and editing; writing under pressure; and wrap-up. These readings are provided: Good Writing on the Job; A Model of the Writing Process; Writing Memos and Short Reports; Sample Memos; Tuition Reimbursement Policy; and Performance Appraisal. The teacher's guide explains the philosophy of the course. It lists course goals (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide. [More] Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Curriculum Guides
(1986). Starting Out…A Job-Finding Handbook for Teen Parents. This practical guide is designed to provide teen parents with skills that will prepare them for the working world. The first section on job skills focuses on the steps in the job-finding and keeping process. It covers job interests, job search, social security, writing a resume, resources, job-finding tools, job interviews, application forms, W-4 forms, good work habits, summer jobs, and odd jobs for extra money. The second section addresses managing the future. It provides information on getting an education, checking accounts, money management and budgeting, housing and utilities, and day care. A resource directory is appended. [More] Descriptors: Adolescents, Budgeting, Day Care, Early Parenthood
(1993). Effective Presentations: Communicating in Health Care Settings. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This course in giving presentations developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. It is designed as an 8-hour course, with four 2-hour sessions. The curriculum guide consists of a list of course goals and informational materials, activities, and exercises for four sessions: good presentations, planning the presentation, polishing the presentation, and actual presentations. The teacher's guide explains the philosophy of the course. It lists course goals (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. Each plan assumes a 2-hour class session and team teaching. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide. [More] Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Curriculum Guides
(1983). Heuristic Methods for the Mildly Handicapped: Research Report and Manual for Teaching Language Arts and Reading. Final Report. The report discusses the nature and effectiveness, with mildly handicapped students, of the heuristic approach, an alternative to the behavioral technique that promotes opportunities for the child to explore materials and take an active role in problem solving. Theoretical support for the approach is cited for use with learning disabled and mildly retarded students. Two studies are reported, involving learning disabled and educable mentally handicapped elementary students. Findings support the use of heuristic methods as an alternative approach in language arts instruction for mildly handicapped students. The heuristic method is seen as one way to broaden the repertoire of special education teachers. Approximately one-half of the document is composed of heuristic lessons keyed to objectives in the Brigance Diagnostic Inventory of Basic Skills for the following areas (sample subtopics in parentheses): reading readiness skills (letter recognition, knowledge of body parts); word recognition (sight words, abbreviations, contractions, common signs); word analysis (initial consonant sounds, rhyming words); oral reading and comprehension; and language arts (capitalization, punctuation, spelling). [More] Descriptors: Educational Games, Elementary Secondary Education, Grammar, Heuristics
(1992). Straight Talk: Communicating in Health Care Settings. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This basic course in oral communication developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. The course is designed as a 16-hour course, with eight 2-hour sessions. The curriculum guide consists of a list of course goals, list of homework assignment, and informational materials, activities, and exercises for these eight sessions: good communication; how to communicate well; listening: empathy and paraphrase; listening: clarifying and moving on; how to discuss; coping with criticism; how to act; and review and course evaluation. A reading on communicating in health care settings is provided. The teacher's guide explains the philosophy of the course. It lists course goals, (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide. [More] Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Communication Skills
(1980). Small Schools Bibliography. The more than 220 books, monographs, and articles listed in Sections I and II of this bibliography pertain to small schools and small school districts (generally, districts enrolling under 2,500 students), and the 54 school-community analysis publications listed in Section III pertain to any size school-community situation; all references are pertinent to developing more knowledge about the small schools and the communities in which they are located. Publication dates of the materials range from 1916 through 1980, with the majority occurring in the 1970's. Designed as a reference document for small school administrators and researchers, this bibliography identifies numerous recent efforts to programmatically improve education in small and rural schools. Many of these publications are out of print, but out-of-print listings might be available on inter-library loan, from educational research services, e.g., ERIC (publications with reference numbers such as "ED 030282"), or from educator training institutions. Descriptors: Agricultural Education, Community Study, Elementary Secondary Education, Improvement Programs
(1979). Language: Its Role in Cognitive Development and the Freedom of Man. The language-based education of the nineteenth and twentieth centuries has proved more productive than the earlier apprentice learning since it offers cognitive development. The first priority of a modern curriculum should be such cognitive development, and language remains the most suitable tool for this purpose. Politically, the full enjoyment of freedom requires literacy; this is evidenced by the fact that the black population in the United States has made its best social progress when its greater linguistic sophistication enabled it to respond to such leaders as Martin Luther King, Jr., and Jesse Jackson. The contemporary tendency to condescend to students by restricting them to vocational education and by reducing the requirements of linguistic competence stymies their cognitive development and bars them from full democratic participation. Descriptors: Cognitive Development, Educational Philosophy, Educational Policy, Educational Research
(1993). Effective Performance Appraisals: Communicating in Health Care Settings. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This course in supervisory performance appraisal skills developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. The course is designed as a 6-hour workshop with two 3-hour sessions or one long session. The curriculum guide consists of a list of course goals, appraisal scenarios, and informational materials, activities, and exercises for six topics: understanding the purposes for appraisal; understanding the appraisal process; establishing goals and objectives; needs, motivation, and feedback; appraisal problems; and appraisals: putting it all together. The teacher's guide explains the philosophy of the course. It lists course goals (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. Each plan assumes a 3-hour class session and team-teaching. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide. [More] Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Communication Skills
(1991). Reading and Study Skills. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This course in reading and study skills developed especially for hospital employees is intended to be taught onsite and to complement a hospital's other training and staff development efforts. It is designed to help adults who want to go back to college to get advanced vocational or technical training. It consists of a list of course goals, outline of assignments, and instructional materials, activities, and exercises on five topics. The topics are as follows: an introduction discussing attitude, goals, and commitment; becoming a better student; reading skills; listening skills and classroom notes; and test-taking skills. [More] Descriptors: Adult Basic Education, Advance Organizers, Allied Health Occupations Education, Curriculum Guides
(1983). Santa Fe Community College Facilities Space Needs Study. Results are presented from a study conducted to assess the space needed for educational programs at Santa Fe Community College (SFCC). Introductory material presents a background to the establishment of SFCC following a 1983 voter referendum; outlines SFCC's mission and goals; and highlights the college's institutional organization. The following sections present a profile of the area to be served by SFCC and a projection of college enrollments. Next, SFCC's educational program areas and their objectives are presented, including pre-baccalaureate, career, developmental, community services, cultural enrichment, and student services programs. Then, estimates are provided of instructional space needs and utilization based on computer projections of space requirements for 1990 and 2000. Next, a detailed space analysis for SFCC facilities is presented, which includes guidelines relating to design and construction, detailed space specifications for proposed functional areas, and criteria applicable to each area. The following sections present criteria and requirements for the location of the SFCC campus, costs and methods of financing the construction of the college, and prospects for future expansion. Appendices include a list of occupational programs, demographic data for Santa Fe, and comments from the SFCC Board. Descriptors: Building Plans, Community Colleges, Design Requirements, Educational Planning
(1992). Communication for Supervisors. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This course in supervisory and communication skills developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. It is designed as a 16-hour course, with two 8-hour sessions. The curriculum guide consists of a list of course goals, list of homework assignment, and informational materials, activities, and exercises for these topics: good communication–different styles; the basics of supervision; the basics of communication; writing; reading; listening; speaking; and practical applications: using the basics. The following readings are attached: Communication in a Healthcare Setting, Listening Isn't Easy, Writing on the Job, A Model of the Writing Process, Writing Memos and Short Reports, Sample Performance Evaluation, and Communication Log. The teacher's guide explains the philosophy of the course. It lists course goals (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide. [More] Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Communication Skills
(1985). Microbiological Skills for Water and Wastewater Analysis. Report No. M16. This six-chapter handbook is concerned with the proper care and maintenance of microorganisms recovered from water and wastewater samples. These microorganisms must be cultured and identified to determine not only what kinds of cells were present in the original sample, but also what concentrations they appeared in. The skills covered are basic to all aquatic microbiological analyses. Specific tests are not described since they are available elsewhere. The purpose is to provide a firm grounding in the proper and safe use of microbiological equipment and procedures, while at the same time encouraging analysts to recognize that a sense of fun can be an inherent part of their work. Major topic areas addressed in the six chapters are: (1) equipment and supplies; (2) media and reagents; (3) working with microorganisms; (4) membrane filtration; (5) quality assurance; and (6) laboratory safety. An appendix provides an introduction to the major groups of waterborne microorganisms. Descriptors: Culturing Techniques, Laboratory Procedures, Microbiology, Postsecondary Education
(1979). How Women Find Jobs: A Guide for Workshop Leaders. This guide provides administration and teaching materials for use in organizing and conducting workshops intended to provide job-finding techniques and emotional support for women entering and re-entering the work force. Suggestions are made for assessing the employment situation in the community, the workshop, and finding potential students. Major activities included focus on identifying job skills and assessing job readiness, writing a resume, applying for a job, interviewing, and coping with both work and home life. Each of ten chapters deal with a specific workshop topic; each chapter contains an overview of the subject matter for the instructor, activities to enhance preworkshop preparation, and suggested workshop activities, including time and materials needed and suggested approaches to each topic. A Spanish translation of each activity is also included. Appended are model lesson plans, information on financial aid, and a Spanish/English glossary. Descriptors: Adults, Career Education, Displaced Homemakers, Employment Opportunities