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12 results on '"Hartley, Nancy K."'

1. Reinventing the Undergraduate Curriculum: Strategies To Enhance Student Learning in Mathematics and Science.

Author

Colorado State Univ., Ft. Collins., Nelson, Barbara J., Wallner, Barbara K., Powers, Myra L., Hartley, Nancy K., Nelson, Barbara J., Wallner, Barbara K., Powers, Myra L., Hartley, Nancy K., and Colorado State Univ., Ft. Collins.

Abstract

This publication is a compilation of examples of practical, easily implemented activities to help mathematics, science, and education faculty duplicate efforts by the Rocky Mountain Teacher Education Collaborative (RMTEC) to reform and revise curriculum for preservice educators. Activities are organized by content areas: mathematics; geology, physics, and biology; chemistry; and educational methods. Each activity lists the RMTEC strategies relevant to that activity, the class in which the activity was used, and the instructors. There is some repetition among activities, since each is intended to stand alone. Activity handouts for students are in boxes and may be reproduced. Contact information is listed for participants in the production of this publication. The publication concludes with a description of searching the ERIC Database on science and mathematics topics. (SM)

Published
2000

2. Promoting Excellence in Teacher Preparation: Undergraduate Reforms in Mathematics and Science.

Author

Colorado State Univ., Ft. Collins., Powers, Myra L., Hartley, Nancy K., Powers, Myra L., Hartley, Nancy K., and Colorado State Univ., Ft. Collins.

Abstract

This monograph presents a collection of papers that focus on excellence in teacher education and examine questions which are critical to the reform of curriculum and pedagogy. The 10 chapters are: (1) "Using a Multi-Dimensional Web Site for Physics Instruction" (James P. Downing and Ruwang Sung); (2) "College Algebra Reform: Documenting Student Attitudes and Performance" (Kelly Chappell and Darel Hardy); (3) "A Method for Increasing Scientific Literacy in Non-Majors Science Courses" (Karen Wardle); (4) "Math and Science Education Reform: A Community College Perspective" (Susan Hobson-Panico, Bill Hoard, and Chris Romero); (5) "Investigating the Role of Standards-Based Education in a Pre-Service Secondary Math Methods Course" (Lawrence M. Lesser); (6) "Meeting the Challenges of Diversity in a Context of Reform" (Nancy Hartley, Marta Cruz-Janzen, Kevin Oltjenbruns, and Jeff Farmer); (7) "Lecture? Group Work? Activities and Case Studies? A Search for Balance" (Roberta Smilnak, Steve Williams, and Betsy Forrest); (8) "The Genesis of Change: Teacher Preparation to Promote Implementation of Multicultural Math" (JoLean Ruggles, Marilyn J. Taylor, and Jeff Buck); (9) "Teaching Physics in an Experiential Learning Studio Environment" (Sanford Kern); and (10) "Chemistry Reform Takes Root in University Setting" (Thomas C. Pentecost). (Each chapter contains references.) (SM)

Published
1999

3. Beyond Tradition: Preparing the Teachers of Tomorrow's Workforce.

Author

University Council for Vocational Education., Hartley, Nancy K., Wentling, Tim L., Hartley, Nancy K., Wentling, Tim L., and University Council for Vocational Education.

Abstract

This monograph contains eight papers examining vocational teacher education theory and practice within the context of new teacher education reforms and practices. Various theoretical and practical aspects of preparing vocational teachers for tomorrow's workplace are discussed, including the following: challenges/opportunities affecting the field; contemporary approaches to reform; the links between vocational education and the workplace, family, and community; and changing teacher roles in view of such educational innovations as tech prep, curriculum integration, apprenticeship, career academies, and magnet schools. The papers are: "Foreword" (Birdie Holder, John S. Washburn); "The Past, Present, and Future of Vocational and Technical Teacher Education" (Richard L. Lynch);"Building a Context for Reform" (Nancy Hartley, Corinne Mantle-Bromley, R. Brian Cobb); "Philosophy: The Conceptual Framework for Designing a System of Teacher Education" (Melvin D. Miller); "Principles of Vocational and Technical Teacher Education" (Richard L. Lynch); "General Education and Subject Matter Education Components of the Vocational Teacher Education Program" (George H. Copa, Jane Plihal); "Contemporary Approaches to Teaching and Learning" (Bobbie T. Biggs, Barbara E. Hinton, Sarah L.S. Duncan); "An Alternative Vision for Assessment in Vocational Teacher Education" (Scott D. Johnson, Tim L. Wentling); and "Epilogue" (Keith Bromley, R. Brian Cobb, Nancy Hartley). (MN)

Published
1996

4. An Analysis of the Professional Development Needs of Colorado Vocational Educators. Final Report.

Author

Colorado State Community Coll. and Occupational Education System, Denver. and Hartley, Nancy K.

Abstract

A survey of Colorado vocational educators in spring 1989 examined perceived professional development needs and preferred delivery systems. A statewide sample of 1,043 vocational educators responded to the survey; the response rate was 31 percent. Four professional development needs in the curriculum area received the highest ratings: computer-managed instruction, outcome-based education, development of self-instructional modules, and managing competency-based instruction. The strongest perceived needs in the area of teaching strategies included the following: computer-assisted instruction, motivating students, developing critical thinking skills, integrating business/industry standards into the curriculum, and diagnosing individual learning styles and characteristics. No strong need was expressed for professional development training related to special populations. The highest rated item related to service to institution was writing proposals for funding. Developing business/industry/education partnerships was the greatest perceived need related to service to community. The top ranked needs in the area of student recruitment and advising were increasing knowledge of business and industry, recruiting/retraining students, and improving counseling. Perceived needs related to personal development were keeping abreast of new technology and managing stress. Formats most preferred were all-day, intensive activities. (Appendixes include a 37-item bibliography, instrument, and supplementary data tables.) (YLB)

Published
1990

5. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Business and Office Occupations.

Author

University of Northern Colorado, Greeley. and Hartley, Nancy K.

Abstract

This basic vocational related skills assessment module in business and office occupations is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and vocational interest and awareness. The basic skills assessment includes reading skills, listening skills, using a book to locate information, and mathematics. The reading section offers materials written at two different reading levels: the first paragraph is easy (4-8), while the second paragraph is more difficult (9-12). The motor skills are assessed through teacher observation and recording on a matrices skills checklist. The third area, vocational interest and awareness, is assessed through a vocational awareness questionnaire completed by students. (LRA)

Published
1979

6. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Electricity.

Author

University of Northern Colorado, Greeley. and Hartley, Nancy K.

Abstract

This basic vocational related skills assessment module in electricity is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and vocational interest and awareness. The basic skills assessment includes reading skills, listening skills, using a book to locate information, and mathematics. The reading section offers materials written at two different reading levels: the first paragraph is easy (4-8), while the second paragraph is more difficult (9-12). The motor skills are assessed through teacher observation and recording on a matrices skills checklist. The third area, vocational interest and awareness, is assessed through a vocational awareness questionnaire completed by students. (LRA)

Published
1979

7. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Horticulture.

Author

University of Northern Colorado, Greeley. and Hartley, Nancy K.

Abstract

This basic vocational related skills assessment module in horticulture is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and vocational interest and awareness. The basic skills assessment includes reading skills, listening skills, using a book to locate information, and mathematics. The reading section offers materials written at two different reading levels: the first paragraph is easy (4-8), while the second paragraph is more difficult (9-12). The motor skills are assessed through teacher observation and recording on a matrices skills checklist. The third area, vocational interest and awareness, is assessed through a vocational awareness questionnaire completed by students. (LRA)

Published
1979

8. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Graphic Arts.

Author

University of Northern Colorado, Greeley. and Hartley, Nancy K.

Abstract

This basic vocational related skills assessment module in graphic arts is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and vocational interest and awareness. The basic skills assessment includes reading skills, listening skills, using a book to locate information, and mathematics. The reading section offers materials written at two different reading levels: the first paragraph is easy (4-8), while the second paragraph is more difficult (9-12). The motor skills are assessed through teacher observation and recording on a matrices skills checklist. The third area, vocational interest and awareness, is assessed through a vocational awareness questionnaire completed by students. (LRA)

Published
1979

9. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Agriculture.

Author

University of Northern Colorado, Greeley. and Hartley, Nancy K.

Abstract

This basic vocational related skills assessment module in agriculture is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and vocational interest and awareness. The basic skills assessment includes reading skills, listening skills, using a book to locate information, and mathematis. The reading section offers materials written at two different reading levels: the first paragraph is easy (4-8), while the second paragraph is more difficult (9-12). The motor skills are assessed through teacher observation and recording on a matrices skills checklist. The third area, vocational interest and awareness, is assessed through a vocational awareness questionnaire completed by students. (LRA)

Published
1979

10. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Welding.

Author

University of Northern Colorado, Greeley. and Hartley, Nancy K.

Abstract

This basic vocational related skills assessment module in welding is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and vocational interest and awareness. The basic skills assessment includes reading skills, listening skills, using a book to locate information, and mathematics. The reading section offers materials written at two reading levels: the first paragraph is easy (4-8), while the second paragraph is more difficult (9-12). The motor skills are assessed through teacher observation and recording on a matrices skills checklist. The thid area, vocational interests and awareness, is assessed through a vocational awareness questionnaire completed by students. (LRA)

Published
1979

11. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Woodworking.

Author

University of Northern Colorado, Greeley. and Hartley, Nancy K.

Abstract

This basic vocational related skills assessment module in woodworking is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and vocational interest and awareness. The basic skills assessment includes reading skills, listening skills, using a book to locate information, and mathematics. The reading section offers materials written at two different reading levels: the first paragraph is easy (4-8), while the second paragraph is more difficult (9-12). The motor skills are assessed through teacher observation and recording on a matrices skills checklist. The third area, vocational interest and awareness, is assessed through a vocational awareness questionnaire completed by students. (LRA)

Published
1979

12. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Final Report.

Author

University of Northern Colorado, Greeley. and Hartley, Nancy K.

Abstract

A project was conducted to develop materials that could be utilized by teachers for informal assessment of the needs of students in vocational programs. Sixteen modules were developed to help teachers identify some of the areas in which students have special learning needs, clarify various levels of abilities, and distinguish the different learning styles of students. The sixteen modules cover the following vocational areas: welding, sheet metal, agriculture, graphic arts, woodworking, automotive, autobody, drafting, health occupations, world of work, food preparation, child care, distributive education, electricity, horticulture, and business and office occupations. The materials in the modules allow for informal assessment in three basic areas: academic skills, motor skills, and vocational interests and awareness. (LRA)

Published
1979

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