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This manual for student assistants employed in the government document section of the Eastern Kentucky University Library covers policy and procedures and use of the major reference tools in this area. General policies and procedures relating to working hours and conditions, and general responsibilities are discussed, as well as shelving rules and procedures for federal and state documents and microfiche. Circulation of government document materials and policy on keeping of statistics are included, along with sample logs and other recordkeeping forms. The basic reference sources covered include the Monthly Catalog of U.S. Government Publications, ERIC's Resources in Education, the Congressional Information Service Index (CIS), and the American Statistics Index. A subject index is also included. (Author/MBR)

In this module, the behavior of secondary school physical education teachers is examined in three areas: modeling, language, and class management and instruction. The objective of the module is to enable teachers to identify behaviors which perpetuate sex-role stereotyping and to select and use language which is not sex biased. Exercises accompany discussions on male and female teachers' behavior and how it serves as a role model for students. Criteria for selecting unbiased audiovisual resources that may provide good models for students are presented. Guidelines are provided for using unbiased language with examples given of sexist language and possible alternatives. Suggestions are offered for bias-free teacher behaviors in class management and instruction. (JD)

Guidelines are presented to aid secondary school physical education teachers in evaluating student performance in a way that avoids sex-role stereotyping and sex discrimination. Suggestions made for conducting testing in a bias-free setting include: (1) avoid sex-differentiated role tasks; (2) organize motor-performance testing procedures so that all test groups contain girls and boys; (3) give equal support to efforts of both sexes; (4) expect the maximum effort from all students; (5) encourage students to support the efforts of all to do as well as possible; (6) show no favoritism; (7) avoid stereotyping either sex as being superior or inferior; and (8) avoid comparing individuals of one sex with the opposite sex as a group. Guidelines are also provided to assist teachers in avoiding sex discrimination when they are grouping students by ability. A discussion is presented on the relative merits of grading by single or separate standards. Examples are given of each type of standard and the ways in which it may be used to achieve equitable results. An exploration is made of ways in which individual progress may be measured in bias-free evaluation. (JD)

This module, intended for secondary school physical education teachers, identifies the four major components of a curriculum and the factors which must be considered in curriculum development. Examples of the factors which must be considered in curriculum development are given, and guidelines are offered for eliminating sex-role stereotyping and sex discrimination in the construction of a secondary school physical education curriculum. Seven sections explain and provide exercises on: (1) definitions of sex-role stereotyping, sex discrimination, and educational equity; (2) definition of curriculum; (3) key factors in developing a curriculum; (4) fourteen guidelines for eliminating sex-role stereotyping and discrimination in physical education programs; (5) sex-integrated physical education programs that work; (6) a typical curriculum; and (7) building an unbiased curriculum. A bibliography is included. (JD)

This module is intended to enable secondary school physical education teachers to recognize: (1) that inaccurate assumptions about biological differences have been used to justify different opportunities for boys and girls in physical education; (2) some common misconceptions about girls and women; (3) that tendencies to generalize about physical performance differences form the basis for sex-role stereotyping; and (4) that there are ways to conduct physical education programs which consider performance differences yet do not discriminate against either sex. A discussion is presented on the biological differences between girls and boys and the faulty assumptions that are made as the result of stereotyping. Structural, physiological, and performance differences between girls and boys are summarized. Errors arising from generalizations about differences between the sexes are pointed out. Restrictive attitudes toward physical activities for girls are considered in the light of myths about the physical attributes of females. Suggestions are made for what teachers might do to ensure equal treatment of boys and girls. These include curriculum choices, instruction styles, and methods of evaluating students. References for further reading are included. (JD)

This module, intended for use either as part of a self-study program or in a workshop, is designed to aid secondary school physical education teachers to identify effects of sex-role stereotyping on girls, boys, men, and women and to recognize examples of sex-role stereotyping in three areas of physical education: achievement, self-esteem, and physical well-being. Discussions are presented on the general effects of sex-role stereotyping on academic potential, social-emotional qualities, and occupational potential. Exercises accompany the discussions on the effects of sex-role stereotyping in physical education. A bibliography is included. (JD)

This handbook is designed to accompany seven instructional modules which were developed to help physical educators reduce sex bias in secondary physical education classes. Module topics are: (1) introduction to stereotyping and discrimination; (2) sex-role stereotyping and its effects; (3) biological sex differences; (4) Title IX; (5) curriculum development; (6) teacher behavior; and (7) student performance evaluation. Although the modules are intended for self-instruction, they may be used in teacher workshops and in a variety of classroom settings, including methods courses and student teaching seminars. For each of the modules, activities are presented that include readings and films considered fundamental to the understanding of the topics presented. A reading on each module topic is also provided along with suggested group activities. Supplementary resources are listed, including print materials--books, articles, resource lists, journals, and magazines; non-print materials--16mm films, filmstrips, audio cassettes, and multimedia kits; and resource centers--organizations, publishers, and projects which are concerned with nonsexist education and women's issues. Each entry in the list is briefly annotated, and suggestions for use are provided. Alternative schedules for studying the modules are suggested, including four- or eight-hour workshops, seven- to eight-hour self-instruction, and selecting certain modules or activities on one topic. (JD)

This module, designed to help physical education teachers reduce sex bias in secondary physical education classes, may be used as part of a self-study program or in conjunction with a workshop or seminar. The objectives of the module are to enable teachers to recognize stereotyping, become aware of how stereotyping affects individuals, and to recognize examples of sex-role stereotyping in physical education classes. Discussions are offered on the subjects of stereotyping in general, sex-role stereotyping, sex discrimination, educational equity, sex-role socialization, and sexism. Exercises are provided on each topic. References for further reading are included. (JD)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with identifying and using instructional strategies and methods that are critical to the instruction of handicapped juvenile and adult offenders. Addressed in the individual sections of the module are the following topics: the direct interventionist approach to instruction, systematic models of instruction, levels and methods of assessment, selection and writing of behavioral objectives, task analyses, antecedent-response-consequence instructional units, the role of student attention and learning, ways of securing and maintaining student attention, classroom organization, transitions and classroom management, and the role of independent seatwork activities. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with basic assessment and evaluation procedures for use in identifying and evaluating disabled students. Included among those topics addressed in the individual sections of the module are the following: the direct intervention approach to instruction, a systematic model of instruction, reasons for and methods of conducting assessments, the purpose and procedures of educational diagnosis, domain-referenced testing, assessment of behavioral and social skills, and the difference between testable explanations and explanatory fictions. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the characteristics of special populations and issues in the education of incarcerated individuals. Addressed in the individual sections of the module are the following topics: the nature of various physical, emotional, and behavioral disabilities and impairments, the functional aspects of these handicapping conditions, and similarities between handicapped offenders and other incarcerated persons with skill deficits. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This curriculum guide is designed to develop an increased awareness of the changing roles of males and females and to provide current relevant information regarding the changing roles of males and females. The guide is divided into five major concepts: (1) perception of masculinity and femininity, (2) physical/biological determinants of male and female characteristics, (3) social/psychological factors influencing roles of males and females, (4) legal discrepancies affecting male and female roles, and (5) males and females in the world of work. Each section (concept) follows a typical format that includes the following parts: supporting concepts, behavioral objectives, specific performance outcomes, and generalization. The remainder of each section is comprised of a table that presents supporting content and generalizations, teaching strategies and learning/evaluating experiences, and resources. Appended to each section are student exercises and assignments, student evaluations, and a list of resources. (LRA)

This physical education and health education curriculum guide, specializing in the healthy heart, is designed for use by both classroom teachers and physical education teachers. Part 1 outlines a physical education curriculum for children in the first grade. Included are a variety of physical education program activities which focus on improving cardiovascular endurance, enhancing basic motor skill development, and increasing levels of strength, flexibility, and balance. Thirty-two activity sessions which feature high energy activity are outlined. Each lesson is presented in three phases: preparing students for the lesson, getting students to work for a continuous 15 to 20 minute period, and reinforcing the concepts presented and providing a cooling down period. Part 2 outlines a health education curriculum focusing on: (1) cardiovascular system; (2) healthy heart exercise; (3) prevention of cardiovascular disease; (4) keeping a hearty heart; (5) help for the hurting heart; and (6) hearty heart nutrition. A report describing research that preceded the development of this Hearty Heart Project is presented in the final section. (JD)