This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Michaele O'Conlin, Cecelia Gallegos, William F. Mayhall, Albuquerque. Bureau of Educational Planning and Development. New Mexico Univ., Joseph R. Jenkins, Norman L. Newcomer, Janet Vucinich, Don Edward Swanjord, Marcia Muth Miller, and Albuquerque. Dept. of Educational Administration. New Mexico Univ..
(1971). Collecting and Using Local History. The local history collection should contain: county histories; city and village histories; state and regional histories; anniversary booklets; company histories; local newspapers; local magazines; genealogies; family albums; diaries; journals, and letters; account books; club yearbooks; school annuals; telephone books, city directories and local maps; and public records. The local history collection should also be suitably housed, easily accessible with a comprehensive catalog and a helpful, intelligent staff. Community members who may use the collection are: staffs of the local newspapers, radio and television stations; professional and amateur genealogists; professional historians; economists; writers; clubs and other community groups; teachers; students; and artists. [More] Descriptors: American History, History, Information Sources, Information Storage
(1988). Ideabook on Writing for GED Instructors in Adult Basic Education. This handbook is intended to provide teachers with background information about the writing skills needed by General Educational Development (GED) students as well as practical instructional activities for use in the adult basic education/GED classroom. A guide to using the ideabook explains the POWER format that involves Prewriting, Organizing, Writing, Editing, and Rewriting. It lists general objectives and discusses use of the 10 writing tasks that move the students developmentally from the concrete to the abstract. Each task is composed of these components: a list of key objectives; a prompt that contains background information, directions, and key words; thought questions (Prewriting); student activities; directions for the Organizing, Writing, Editing, and Rereading stages that the teacher may use verbatim; and an additional prompt, which can be used at the teacher's discretion as extra classroom practice. Two reproducible student forms for each activity are included in the appendix. One consists solely of a prompt; an expanded version provides all the material found on the teacher sheets. These reproducible sheets are also appended: a student record sheet, a summary sheet of the five steps in the POWER model, and instructor and student copies of a Bertrand Russell essay. Descriptors: Adult Basic Education, Behavioral Objectives, High School Equivalency Programs, Learning Activities
(1989). Reentry Orientation and Alumni Networking in U.S. Colleges and Universities with Agriculture and Natural Resources Programs. Survey Report. This report presents results of a survey of U.S. postsecondary institutions with agriculture and natural resources programs, concerning institutional support for reentry orientation and alumni networking programs. Reentry orientation" involves programs that help international students become aware of the adjustment aspects of returning home, and "alumni networking" is the linking of international students with their U.S. institutions, former professors, and other associates. Of 88 institutions responding to the survey, 24 reported that they regularly organize and conduct reentry orientation programs, and 25 organize and conduct alumni networking programs. The report discusses responsibility for program organization, international enrollments, types of program activities, and financing of programs. A directory is presented of 55 institutions that provide or plan to provide reentry and/or alumni programs. A list of 11 further readings concludes the report. [More] Descriptors: Adjustment (to Environment), Agricultural Education, Alumni Education, College Graduates
(1971). The Development and Utilization of Student Prepared Teaching Units in Family Living Subject Areas Utilizing the Television Media. This research project investigated the effects of teaching units in the family-living subject areas as prepared by adult basic education students utilizing the television media as a method of instruction. The objectives of the study were: (1) to ascertain whether or not student-prepared videotape media are effective in instructing ABE students in the family-living areas; and (2) to determine if student-prepared videotape units act as reinforcements to student motivation. Other activities included in the research were: (1) the training of 12 adult-basic-education teachers and 30 adult basic education students in the operation of television equipment and in the production of videotape teaching units; (2) the development of a procedure for statewide implementation in which both students and teachers can prepare videotape lessons of instruction for all levels and on all subject areas in adult basic education; and (3) the development of a performance criteria by which objectives (1) and (2) were evaluated and reported. [More] Descriptors: Adult Basic Education, Educational Television, Family Life, Student Developed Materials
(1987). Introducing Writing to GED/ABE Students. Program Handbook. This professional development package is designed to assist General Educational Development (GED) instructors in developing teaching skills to help them prepare students for the written essay part of the new GED exam. An introduction discusses some research and theory that support collaborative teaching situations that most efficiently and effectively communicate the required thinking/writing skills. It also describes a multistage model of instruction (prewriting, outlining, writing, revising, and editing). Some general guidelines for conducting the writing inservice program are provided. The facilitator's overview and guide provides materials for nine sections: introduction, organizing written materials, GED test criteria, understanding the GED writing sample, the group process, freewriting, sharing freewriting, organizing ideas, and moving from ideas to form. Use of a related videotape in the inservice sessions is discussed. Some or all of these components are given for each section: rationale, synopsis, objective, resources, follow-up, and activity. The next section of this package contains reproducible resources for inservice participants, including writing topics, writing sample test, student assignment sheet, student freewriting worksheet, readings to explore organizational patterns, and additional sources for professional development. A glossary and tips for teaching writing are also provided. Descriptors: Adult Basic Education, Behavioral Objectives, High School Equivalency Programs, Inservice Teacher Education
(1986). A Bibliography of Agriculture and Rural Life in Yemen. Intended as a key to current work in agriculture in Yemen, this bibliography cites more than 520 resources produced since 1963 including monographs, journal articles, theses and dissertations, conference papers, case studies, reports, proposals, surveys, bibliographies, and United Nations publications. Foreign language materials in German, French, and Russian are included. Listed alphabetically by authors, the entries provide, when applicable, title, date and place of publication, publisher, volume number, and pagination. A detailed subject index cross references materials to author and page of the entry. The 28 index subject categories and number of entries under each are agriculture–beekeeping (4); agriculture–coffee (9); agriculture–cotton (5); agriculture–fisheries (1); agriculture–forestry (12); agriculture–grapes (3); agriculture–horticulture (6); agriculture–Qat (16); agriculture–appropriate technology (3); animal production (24); bibliographies (1); botany–general (29); botany–historical (13); climatology (8); crops (25); cultural background (47); economic development (52); agricultural education and extension (30); entomology and plant protection (35); agricultural history (12); management and administration studies (8); marketing studies (21); population (6); soils (24); statistics (3); survey and community studies (49); water resources (46); and women and development (21). Descriptors: Agricultural Production, Agriculture, Animal Husbandry, Botany
(1981). [International Education Programs], Occasional Papers Series in International Education. Perspectives concerning the overall process of providing international education are considered in three articles. In "The Development of an International Commitment: A Case Study," Earl L. Backman describes the successful implementation of an international program at the University of North Carolina, Charlotte. The Program for International Studies, after five years of planning, was designed to develop an academic concentration for undergraduates, sponsor programs designed to heighten awareness on campus, and respond to the needs of the business community. Major developments, program funding, and strengths and weaknesses of the approach are considered. In "The Short Course for Overseas Participants: A Growing Educational Option," Judith A. Horowitz examines cross-cultural training programs, which offer foreign students and visitors to the United States intensive study for a shorter period than a traditional degree course. These short courses are conducted at a variety of U.S. locations, ranging from corporate headquarters to federal training centers, but especially at colleges and universities. The nondegree courses are designed to impart a particular skill or way of thinking or to expose the participants to a particular set of experiences or a new technology. Program administration is also addressed. In "Assessing the Contributions of Overseas Institutional American College Systems," Herbert Maza describes the role of semi-independent centers that offer studies abroad, and which allow colleges and universities to send students overseas for specialized studies, without the need to establish their own overseas program centers. Descriptors: College Programs, Cross Cultural Training, Foreign Nationals, Foreign Students
(). You and Your Newspaper. A Guidance Manual for Cooperative Extension Agents. Guidelines to aid the Extension Agent in writing articles for newspapers are presented. The manual is divided into the following sections: Why Use Newspapers?; Newspaper Public Relations; Before You Begin to Write; What Is News?; The Right Words; Feature Stories; Writing Columns; Newspaper Editorials; Editing; and Photography. In addition, a Newspaper Style Manual is provided, which furnishes guides for capitalization, abbreviations, punctuation, and numbers. [More] Descriptors: Adult Educators, Communication Skills, Extension Agents, Grammar
(1993). Who Do You Think You Are? Library Resources in Genealogy. Conducting research in the field of genealogy requires the use of many different historical and recent materials in libraries and elsewhere. This guide provides an annotated bibliography of useful library tools, a basic strategy for research, and a list of other sources of information to help trace a family tree. Although comprehensive, this bibliography is by no means an exhaustive list of genealogical sources; rather, it is meant as an introduction to categories of materials. The following types of sources are included in the bibliography: handbooks and guides (17 titles); dictionaries (8 titles); indexes (10 titles); directories (16 titles); bibliographies (21 titles); newspapers and newspaper indexes (6 titles); census records (8 titles); military records (6 titles); church and cemetery records (2 titles); land records (2 titles); periodicals (13 titles); history and family histories (3 titles); agencies (9 titles); and other sources of information (13 titles). [More] Descriptors: Annotated Bibliographies, Family History, Genealogy, Higher Education
(1973). Dimensions and Attributes of Resource Teacher Systems Serving Handicapped Learners. Resource teacher systems serving learning disabled children are discussed in terms of the varying dimensions of type of service (direct versus indirect), diagnostic/prescriptive orientation (ability versus skill), and delivery (resident versus itinerant). Individual resource programs are thought to vary on the dimensions due to intransigent factors such as incidence of handicapped children or rural locale. Standard minimal attributes of any resource system are given to be the clear specification of objectives, regular and public progress measures, a commitment to and management of individualized instruction, and optimism. [More] Descriptors: Exceptional Child Education, Learning Disabilities, Program Evaluation, Resource Teachers
(1989). Ideabook for Teachers of Amnesty Students. This ideabook provides materials for teachers of amnesty (amnesty is the legalization of undocumented immigrants who can prove entrance to the United States prior to 1982) classes that address all their responsibilities–English-as-a-Second-Language instruction and civics content, documentation of student progress, and keeping of accurate attendance records. Section 1 looks at the legalization process. It provides information about Immigration and Naturalization Service (INS) requirements, specifically the English/civics/history test. Section 2 identifies challenges for the teacher in an amnesty classroom. Section 3 focuses on assessment procedures, including documenting student attendance and progress. A sample pre- and posttest, testing materials, and student forms are provided. Section 4 describes four specific teaching strategies: total physical response, language experience, games and manipulatives, and role playing. Suggestions are made for using activities of each type in the classroom. Section 5 on the 100 INS questions provides steps for using the questions in the classroom and presents 13 thematic units that incorporate the questions in a useful manner. Section 6 contains two sample teaching units: a unit on the flag, which demonstrates teaching strategies around fairly concrete ideas, and a unit on the amendments, which describes how to use these strategies to teach more abstract concepts. Appendixes include an application packet, information on INS offices and services, and the 100 INS questions with answers in English and Spanish. Descriptors: Academic Achievement, Adult Basic Education, Adult Education, Citizenship
(1984). Dulce Public Schools Community Education Needs Assessment. Adults in a multi-ethnic, small, rural school district were surveyed to determine their evaluation and expectations of district schools. Of the 301 respondents, 72% were Jicarilla Apache/other Indian, 14% Spanish/Mexican, and 14% Anglo; most were aged 19-45; 81% had completed high school; 76% were employed. Respondents rated the elementary, high, and parochial schools generally adequate, particularly in facilities, bussing, and teachers, but found counseling services unsatisfactory; strongly supported occupational training, personal finance classes, cultural heritage emphasis, and a substance abuse program; found lack of motivation, self-discipline, and parental involvement the most common impediments to education; rated high school graduation very important; and believed student goals should be good grades and preparation for further education and employment. Respondents recognized that parents have a primary responsibility for education and wanted the school system to teach basic skills. The survey's second part, answered by Jicarilla Apache tribal members, evaluated programs offered by tribal government and demonstrated need for better communication between residents, school system, and tribal government, and need for more adult education. Survey conclusions included the need to improve communication between school system and residents, to improve social behavior and educational climate, and to integrate native language and culture into the schools. Descriptors: American Indian Education, American Indians, Anglo Americans, Community Surveys
(1980). Basic Laboratory Skills for Water and Wastewater Analysis. Report No. 125. Designed for individuals wanting to acquire an introductory knowledge of basic skills necessary to function in a water or wastewater laboratory, this handbook emphasizes current use of routine equipment and proper procedures. Explanations and illustrations focus on underlying techniques and principles rather than processes for conducting specific tests. Chapter one discusses the purpose, procedures, and potential problems of ten basic laboratory techniques and equipment. The next three chapters focus on measuring weights and volumes, and miscellaneous measurements including temperature, electrical properties, and pH. Final chapters deal with safety, record keeping, and principles of laboratory analysis. While intended for water or wastewater laboratory personnel, much of the information is applicable to other laboratory settings. Descriptors: Chemistry, College Science, Environmental Education, Environmental Technicians
(1971). Adult Consumer Education. A Consumer Education course was held for parents of students who had previously taken the course. Classes , held for three hours on 14 Sundays, were attended by 12 mothers of students. The course included instruction in the following: clothing, food, family living, and housing, with consumer education stressed in all these areas. Students were rated after each class period using the following devices: Pupil Needs; Choice of Activity Leads to Meeting Pupil Needs; and Characteristic Traits Describing Individual's Progress. Evaluations were also made of Influence of Teacher on Students and Adult Education Progress Chart. The evaluation charts are provided. [More] Descriptors: Consumer Education, Day Programs, Evaluation Methods, Home Economics
(1989). Ideabook on Critical Thinking for GED Instructors in Adult Basic Education. This handbook provides General Educational Development (GED) teachers with information on critical thinking and teaching ideas to support a commitment to the idea of critical thinking as an essential tool for adult basic education (ABE) students. The importance of critical thinking skills for GED students is emphasized. Sample questions from the GED preview book are followed by an analysis of the cognitive skills needed to answer each correctly. Critical thinking is then defined. Factors that affect critical thinking are identified, and implications for the classroom are discussed. The activities section begins with a discussion of questioning strategies that will encourage critical thinking. Teaching suggestions follow for building activities around commercially prepared materials and designing and using teacher-made activity sheets. Sample materials are provided. A critical thinking handout is followed by an eight-item bibliography. Descriptors: Adult Basic Education, Critical Thinking, High School Equivalency Programs, Instructional Materials