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This report provides a general description of the mathematical programs pursued by students in Wyoming's public schools, an evaluation of the adequacy of the high school mathematical preparation of college-bound students relative to the occupational aspirations of those students, and a measure of the extent to which students are aware of the adequacy of that preparation. Each set of data was separated according to sex. Data indicate that many discrepancies exist between the mathematics program that students complete and what they actually should complete to insure successful entrance into college programs. Furthermore, they demonstrate that females take fewer mathematics courses, and their poorer preparation severely limits their occupational choices. Also included is an Afterword which suggests sources of information that might be useful in countering the problems revealed in the study. (Author/MK)

Presented is a set of metric education materials developed over a five-year period by the Science and Mathematics Teaching Center (SMTC) at the University of Wyoming. It is called a "Metric Smorgasbord" because it is a set of materials which have considerable variety, were planned to appear to a broad range of instructional tastes, and permit sampling. It is comprised of three kinds of metric education materials: (1) Instructional Activities; (2) Teacher Support Materials; and (3) Construction Activities. The Instructional Activities consist of 115 color-coded activities on length, mass, volume, area, and temperature. They are designed to suggest types of measurement activities of interest to help students and teachers think and estimate in metric units. Teacher Support Materials were developed in response to teacher requests, and contain items such as excerpts from the Metric Conversion Act of 1975 and a set of sample laboratory and paper-and-pencil metric tests. Construction Activities describe 14 activities involving physical materials and games to be constructed for classroom use. (MP)

This booklet contains 30 one-page strategies for teaching mathematical skills needed for office procedures. All the strategies are suitable for or can be adapted for special needs students. Each strategy is a classroom activity and is matched with the skill that it develops and its technology/content area (communications and/or mathematics). Some activities include selling cupcake, making a collage of pictures of appropriate office attire, proofreading a newspaper, transcribing paragraphs, organizing a fund raiser, role playing teaching a business class, brainstorming for ideas on allocation of resources, and analyzing advertising. (KC)

Developed by participants in an inservice workshop at the University of Wyoming, this manual lists 26 educational strategies that make use of current educational technologies, their corresponding skill development, and the content areas involved. For example, one strategy listed is to have students create their own letterhead to be used throughout the year for assignments. Skills developed during this activity include time management, layout and design/format, measurement, and proofreading. The content area consists of desktop publishing, word/information processing, and communications. Other classroom activities listed are: (1) having students create a monthly newsletter; (2) importing tables, graphs, text, clip art, and graphics into selected software; (3) having students make pretend databases of friends, favorite foods, etc.; (4) comparing newspaper, magazine, and junk-mail advertisements and redesigning the ads; (5) criticizing television commercials; and (6) using electronic mail. Also included in the manual are nine overall strategies for use by teachers in integrating technology into their classrooms. These include techniques for designing assignments, being a resource person, looking for gaps in learning, developing an assignment sheet, overcoming students' fear of computers, preparing overheads, accommodating special student populations, and modifying software and hardware for students with special needs. (DB)

This manual was designed for an inservice workshop with business educators on strategies for math communication. The focus is on basic writing and math skills. Technology is incorporated in the curriculum. The manual is divided into six sections; four sections deal with communications skills and two sections with math skills. Each section includes a number of teaching strategies for the goal or goals listed, student activities for each strategy and/or goal, and references. The communication sections are as follows: (1) listening; (2) reading; (3) oral; and (4) written. The math sections are survival/basic and applied. In addition, this manual includes suggested transitional services for nontraditional populations such as the physically and mentally handicapped and other at-risk groups. Included as an attachment are worksheets for communications/listening and applied math. (NLA)

The teacher's guide contains 25 K-12 lessons which illustrate the activities of all ethnic groups in Wyoming. The Basque, British, Eastern European, German-speaking, Greek, and Italian immigrants are highlighted. Titles include "Costumes by Flannelboard,""National Basque Week,""Dolls From Our Heritage,""Cook-In/Dance-In Ethnic Celebration,""Graveyard Genealogy," and "Nutritional Value of Ethnic Foods and Dietary Food Patterns." Other topics include immigrant coal miners, folklore, ethnic child rearing practices, the transcontinental railway, and British and African immigrants. Activities include mapping, field trips, producing plays, drawing family trees, tasting ethnic foods, researching community cemeteries, writing ethnic autobiographies, writing folk tales, interviewing, and producing multi-media programs. Arranged in order of difficulty and sophistication, the activities are accompanied by identification of grade level and lists of objectives, materials needed, background information, and evaluation methods. (KC)

This book addresses specific classroom management problems. Similar problems are grouped into chapters and are approached from the classroom teacher's point of view. Each problem is defined and discussed as to why it is a concern to a classroom teacher. This is followed by an analysis of the various approaches which a teacher can use to solve the problem. A summary of solutions is also provided at the end of each section. Chapters are on: (1) problems that waste time; (2) teacher preparation; (3) missing classes; (4) talking in the classroom; (5) teacher-created problems; (6) establishing rapport with students and parents; (7) academic problems; (8) supervisory responsibilities; (9) confrontations with students; (10) knowing school policies; (11) dishonesty; (12) student and teacher attitudes; (13) social and personal problems; (14) punishment; and (15) severely handicapped students. (JD)

This handbook is intended to assist vocational education teachers and guidance counselors in working with parents to reduce sex-role stereotyping in vocational education and employment. Discussed first are recent developments in the area of ensuring equity in vocational education and parent involvement in career decisions. A list of pertinent definitions is provided. The next sections examine the issues of family influence, assumed male and female characteristics, and sex bias in the language. Covered in a section on legislation pertaining to equity in education are Title IX of the Education Amendments of 1972, the Women's Educational Equity Act of the Education Amendments of 1974, the Vocational Education Act as amended by the Education Amendments of 1976, and the Carl D. Perkins Vocational Education Act of 1984. The rationale for equity in educational and employment opportunities and pertinent trends in employment patterns and enrollments in vocational education programs are examined. The next section, which sets forth a model of career choice as a developmental process, includes specific goals for sex-fair career education activities at the K-6, 7-8, 9-10, 11-12, and postsecondary grade levels. The occupations included in the 15 career cluster areas of vocational education are listed. Concluding the guide are lists of actions that teachers can take to eliminate sex-role stereotyping in vocational programs and to counsel parents in how to work to eliminate sex bias. (A final project report detailing the procedures followed in developing the handbook is included.) (MN)