Search

Your search keyword '"WYOMING UNIV LARAMIE"' showing total 343 results
Start Over Author "WYOMING UNIV LARAMIE"
343 results on '"WYOMING UNIV LARAMIE"'

1. Teaming with Technology Research Project, September 30, 2000-June 30, 2001. Final Project Report.

Author

Wyoming Univ., Laramie. and Heinlein, Ken B.

Abstract

This final report presents findings of a Wyoming research project designed to test the possibility of using interactive technology in the assessment, at a distance, of infants and toddlers in rural or frontier areas. The project compared the quality of reports developed when a transdisciplinary assessment team conducted assessments either in person or utilized interactive technology at a distance. Evaluation of reports was in terms of their value to the child's parents, to the professionals developing the Individual Education Plan or Individual Family Service Plan, and to those conducting the developmental interventions. The project found no detectable difference in the quality of assessment reports between on-site and distance assessments. Three papers resulting from the project are also included. They are: (1) "Teaming with Technology: Utilizing Interactive Technology To Conduct Distance Assessments in a Frontier State" (Christy L. Thomson, Michelle L. Buchanan, Kenneth B. Heinlein, and Laura L. Westlake); (2) "Utilizing Interactive Technology To Conduct Team Assessments" (Christy L. Thompson, Laura L. Westlake, and Michelle L. Buchanan); and (3) "The Role of the Nurse on a Transdisciplinary Early Intervention Assessment Team" (Mary Beth Stepans, Christy L. Thompson, Michelle L. Buchanan, and others). (Individual papers contain references.) (DB)

Published
2001

2. Heart Mountain Relocation Center: A Lesson Using Primary Source Documents To Critically Analyze the Relocation of Japanese Americans to Wyoming. AHC Primary Sources in the Classroom.

Author

Wyoming Univ., Laramie. American Heritage Center.

Abstract

This lesson, for grades 7-12, correlates with Era 8, Standard 3c of the National History Standards for United States History: "evaluate the internment of Japanese Americans during World War II and assess the implication for civil liberties." The lesson provides background on the internment of Japanese Americans during the war and identifies the camp called Heart Mountain Relocation Center, located between Powell and Cody, Wyoming, where 10,000 people were interned. The lesson's objective is to compare, contrast, and draw conclusions based on competing historical evidence related to the Heart Mountain Relocation Center. It presents four activities for students to investigate the circumstances of Heart Mountain. A chronology of events leading to Japanese relocation and a sample document analysis worksheet are included, along with the following relevant primary source documents: letters, a diary entry, photographs and sketches, a statement from one of the internees, and the executive order of President Franklin Roosevelt. (BT)

Published
1999

3. The New Teacher Education Program at the University of Wyoming. Final Evaluation Report.

Author

Wyoming Univ., Laramie. Coll. of Education. and Moore, Alan D.

Abstract

A new teacher education program implemented at the University of Wyoming in the Fall of 1992, made radical changes in the preexisting program. To take the place of student teaching, the program involves students in field experiences in schools participating as Wyoming Centers for Teaching and Learning. In the Fall of 1993 an in-house formative evaluation of the program was conducted to: (1) examine feedback about how the program was developing as it proceeded from initial implementation toward full implementation over the first few years; (2) provide stakeholders with the opportunity to express their ideas and concerns about the new program; and (3) to build an evaluation component into the teacher education program. The CIPP model was used for a formative evaluation; primary emphases were placed on the input and process parts of the model. Evaluation questions were developed based on individual interviews, focus group interviews, questionnaires, and program documents collected from stakeholders. The report is organized as follows: an evaluation summary; evaluation questions; summary of results; and a summary of questionnaire results. The main body of the document provides detailed survey results on 11 topics which are presented for the College of Education faculty, education students, mentor teachers, and clinical faculty for the Fall 1993 and Spring 1994 semesters. (LL)

Published
1994

4. Wyoming Kindergartens: Past, Present, and Future. Wyoming Center for Educational Research Report Series 1993, No. 4.

Author

Wyoming Univ., Laramie. Wyoming Center for Educational Research., Hook, Jim, and Shaeffer, Peggy

Abstract

This report reviews the history of kindergartens in America and in the state of Wyoming, and examines current trends and future directions of kindergarten programs. Wyoming's first kindergarten was established in Sundance in 1891-92. The University of Wyoming began offering courses in kindergarten theory by the mid 1940s, and the kindergarten became a regular part of the state's K-12 programs by the mid 1970s. Today's academic focus in many kindergarten curricula, which seems to have begun in the early 1980s and continues as a national trend, creates for kindergarten teachers a conflict between what they believe to be best practice and what they are actually expected to do in the classroom. Kindergarten teachers are beginning to question the use of screening instruments prior to kindergarten entrance, the lowering of school entry age, the implementation of kindergarten teaching strategies more suitable for older children, and the practices of retaining kindergarten children or placing them in extra-year programs. Opportunities for spontaneous play in rich environments are becoming a standard in many kindergartens. Districts across the state are carefully examining present kindergarten practices and developing appropriate practices based on historical and empirical research. An integrated curriculum, making connections with previous learning, multi-age grouping, and alternative assessment are keys in re-designing curriculum for young children. Notes contain 23 references. (AP)

Published
1993

5. Teaching, Assessment, and Learning: Invitation to a Discussion.

Author

Wyoming Univ., Laramie. Wyoming Center for Educational Research., Kleinsasser, Audrey M., and Horsch, Elizabeth A.

Abstract

Forms of assessment that are consistent with outcomes based education are discussed. Assessment in service to learning must inform students about their learning, provide data for teachers who plan instruction, inform parents about student progress, and provide data for policymakers. Chapter 1 of this document is "The Implications of Prevailing Testing Practices." Chapter 2, "Connecting Learning and Assessment," summarizes research data about learning. Chapter 3, "Grades, Tests, and Ordeals: The American Testing Culture"; and Chapter 4, "Roles, Rules, and Rituals in a Culture of Assessment: Blurring the Distinctions," show that practices that exist in a culture of testing will probably need to be recast in a culture of assessment. Chapter 5, "Making the Transition: The Assessment of Educational Standards and Outcomes," provides standards for outcomes-based education and examples of performance based assessment from teachers in Wyoming. A resource section contains 13 examples of strategies that teachers in Wyoming use to meet instructional outcomes through assessment, including video assessment; product testing; first grade multidisciplinary assessment; alternative assessment; monographs; a Renaissance fair; self-evaluated gymnastics; integration of computers; literacy assessment in third grade; reading and writing in first grade; assessing the integration of reading, writing, social studies, and science. Three summary sheets and 56 sources are included. (SLD)

Published
1992

6. The Effects of School Health Curricula on Knowledge, Attitudes, and the Onset of Substance Abuse from Kindergarten to Grade 12.

Author

Wyoming Univ., Laramie. Coll. of Education. and Andrews, Richard L.

Abstract

In 1977, a longitudinal study was undertaken to determine the effects of health curricula on children's knowledge level; their attitudes toward good health practices; and their smoking, drinking, and drug-use behavior. Knowledge and attitude tests and a student survey were administered to students who entered kindergarten in 1977. These children were followed longitudinally and retested from first through third grade. Starting in 5th grade, another group of children was added and all children were followed through 12th grade. One group of children received the "Growing Healthy" curriculum from kindergarten through sixth grade. A second group received the standard textbook approach through third grade, then Growing Healthy for fourth through sixth grades. A third group received the standard textbook approach from kindergarten through sixth grade. The findings provide much positive evidence that the elementary school curriculum that children receive has an impact upon their levels of knowledge about health and their attitudes toward health; in addition these curricula appear to have an impact upon present and future health practices of students. Early intervention (using the Growing Healthy curriculum) with children as they entered the school system, when compared with intervention only during the early onset years or compared with standard elementary school health curricula, had a positive impact on the level of children's health knowledge, attitudes, and reported behavior in the reported use of tobacco, alcohol, and other drugs. (NB)

Published
1992

7. Community Involvement in School Improvement. Report Series 1992, No. 3.

Author

Wyoming Univ., Laramie. Wyoming Center for Educational Research., Amstutz, Donna, Amstutz, Donna, and Wyoming Univ., Laramie. Wyoming Center for Educational Research.

Abstract

The potential of community education for building partnerships that help schools become the active agents for addressing social change is discussed in the five papers that make up this report. The first paper, by Donna Amstutz, presents an overview of the purposes and models of community education. Next, a paper by Monica Beglau discusses forms of parent/school/university partnerships that strengthen the school-community bond. Wyoming's statewide initiatives, the benefits of cooperative planning, and "how to's" for community involvement meetings are also described. Paper number 3, by Donna Whitson, identifies some of the community resources that are available to most school systems and specific resources for Wyoming schools. The fourth paper, by Dick Naumann, discusses methods for encouraging volunteers and the reasons for using them. Strategies to motivate schools to reflect community diversity are provided in the final chapter by Caroline Sherritt. A Wyoming State government reorganization chart is included. (Contains 40 references.) (LMI)

Published
1992

8. Project WISP/Outreach: Parent Program Manual.

Author

Wyoming Univ., Laramie. and Flynn, Morita N.

Abstract

The manual sets forth guidelines on developing a parent involvement component as part of an early intervention effort for handicapped children. Modeled after Project WISP (Wyoming Infant Stimulation Program), the guidelines emphasize the role of the parent coordinator in communicating with parents and acting as a resource person. Parent orientation activities are noted, and the function of the buddy system (which pairs a new parent to one established in the program) is explored. Parent and family needs are identified, and a written parent education plan is formulated. (Examples of goals, objectives, activities, and evaluation methods are given.) Parent involvement includes a series of home visits conducted by the parent coordinator, group meetings for information/support, parent volunteers in the classroom, parent newsletters and calendars, and advocacy training. A brief summary of evaluation methods is followed by several forms, including a parent needs checklist and a home visit report. (CL)

Published
1983

9. The Delineation of Economic and Health Service Areas and the Location of Health Manpower Education Programs.

Author

Health Resources Administration (DHEW/PHS), Bethesda, MD. Div. of Manpower Intelligence., Wyoming Univ., Laramie. Div. of Business and Economic Research., and Leyes, John M.

Abstract

The research reported pertains to the interrelationships of the economic system, the health-care delivery system, and the health manpower education systems. In this research it was learned that in a part of the intermountain region predominately rural in nature, the economic and the health systems are closely related. Challenge is given to the traditional usage of practitioner/population ratios, while a rationale is provided for concentrating on communities and economic trade areas for planning purposes rather than using political-geographic jurisdictions. A second and important part of this research was the estimation of the interrelationships of the health manpower education system with the economic and health-care delivery systems. The results varied between inconclusive and fruitless; in view of the lack of fundamental information on the nature of health manpower education programs, additional research in three target areas is recommended before it can be meaningful to suggest the optimal location of programs. (Statistical data are included in the body of the report, represented in tables and maps; further data are appended, as are health and economic bibliographies.) (AJ)

Published
1974

10. Introduction to Monitoring and Surveillance of the Environment.

Author

Wyoming Univ., Laramie. Dept. of Civil and Architectural Engineering. and Champlin, Robert L.

Abstract

This text on monitoring and surveillance is intended for the undergraduate college student and the professional technician. The materials contained within the book are presented from both a practical and philosophical standpoint. The "reason for" and the "how to" are examined within each section, including problems at the end of each chapter which require work in the field, either in making actual measurements or in working with the professionals who make measurements. The text includes four sections. Section I, General Considerations, looks at pollution, monitoring and surveillance systems, sampling, data analysis and presentation, and fundamentals of electricity, electronics, and instrumentation. Section II, The Water Environment, examines properties of the water environment, legal and administrative requirements, parameter significance and variation, monitoring, robot surveillance networks, and available water data. Section III, The Air Environment, covers meteorology, parameters of the air environment, variations in time and space, monitoring techniques, and surveillance networks. The final section, Pesticides, looks at the occurrence and detection of organic pesticides in the environment. A listing of literature cited completes the text. (TK)

Published
1975

11. Malthematical Preparation versus Career Aspirations: A Study of Wyoming's 1978 High School Seniors.

Author

Wyoming Univ., Laramie. Science and Mathematics Teaching Center., Kansky, Bob, and Olson, Melfri

Abstract

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)

Published
1979

12. Instructional Computing in Wyoming: Status and Recommendations.

Author

Wyoming Univ., Laramie. Science and Mathematics Teaching Center. and Kansky, Bob

Abstract

The status of instructional computing in Wyoming's public schols as of April 1980 is reported. Specifically the document indicates the nature and extent of computer usage in grades K-12, summarizes teachers' opinions regarding the potential instructional uses of computers in the schools, and presents the recommendations of a select committee of Wyoming educators with respect to the statewide development of instructional applications of computers. (Author/CS)

Published
1981

13. Metric Education Evaluation Package.

Author

Wyoming Univ., Laramie. Science and Mathematics Teaching Center. and Kansky, Bob

Abstract

This document was developed out of a need for a complete, carefully designed set of evaluation instruments and procedures that might be applied in metric inservice programs across the nation. Components of this package were prepared in such a way as to permit local adaptation to the evaluation of a broad spectrum of metric education activities. The document contains three instruments for measuring content knowledge of The Systeme International d'Unites (SI) (two versions of a multiple-choice test and one form of a laboratory test), an instrument for measuring attitudes toward United States adoption of SI, and an opinionaire for measuring participants' perceptions regarding the effectiveness of a metric education activity. The last of these instruments contains items whose wording is directed to a teacher audience; deletion of selected items would result in a more general instrument. Each instrument is accompanied by information regarding its construction, modification, use, and analysis. With regard to analysis, the package contains listings of computer programs in BASIC specific to the scoring of each instrument and the analysis of the results obtained. (MP)

Published
1981

14. A Metric Smorgasbord: All You Can Measure for $9.99.

Author

Wyoming Univ., Laramie. Science and Mathematics Teaching Center., Kansky, Bob, and Olson, Melfri

Abstract

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)

Published
1981

15. An Annotated Bibliography of Some Recent Articles That Correlate with the Sewall Early Education Developmental Program (SEED).

Author

Wyoming Univ., Laramie., Jackson, Janice, and Flamboe, Thomas C.

Abstract

The annotated bibliography contains approximately 110 references (1969-1976) of articles related to the Sewall Early Education Developmental Program. Entries are arranged alphabetically by author within the following seven topic areas: social emotional, gross motor, fine motor, adaptive reasoning, speech and language, feeding and dressing and simple hygiene development. Citations usually include information on title, source, date and pagination as well as a brief annotation. (CL)

Published
1977

16. Wyoming/NAFSA Institute on Foreign TA Training. Working Papers. Volume II.

Author

National Association for Foreign Student Affairs, Washington, DC., Wyoming Univ., Laramie., Constantinides, Janet C., Constantinides, Janet C., National Association for Foreign Student Affairs, Washington, DC., and Wyoming Univ., Laramie.

Abstract

This document presents some 20 papers on projects conducted by Foreign Teaching Assistant (FTA) participants in the areas of academic/pedagogical issues, cross-cultural issues, and testing issues. Papers are as follows: "The Testing and Evaluation of Foreign Teaching Assistants: Where Are We and Where Are We Going?" (Ralph Pat Barrett); "Screening Tests for Training Programs for Foreign Teaching Assistants: An Examination of Rationale" (Sally Brett); "FTA Tests and University Testing Policies" (Phil Johncock); "A Plan for Testing, Training, and Supervision of Foreign Associate Instructors at Indiana University-Bloomington" (Virginia S. Martin); "The Development of a Questionnaire to Determine the Effectiveness of the Foreign Associate Instructor Examination at Indiana University" (Susan Greer); "Cross-Cultural Considerations in Designing a Foreign TA Training Program" (Lynne A. McNamara); "Pre-departure TA Orientation Workshop in Taiwan" (Chen, Fu-Yen); "FTA Cross-cultural Communication Syllabus" (Jacque S. Behrens); "Integrating Campus and Community Resources into the Social Support Component of an FTA Training Program" (Lawrence H. Bell); "Writing Across Cultures: Cross-cultural Interaction in the Writing Class" (Bruce Leeds); "Questions to Guide Thinking about Pedagogy and Language in FTA Training" (Patricia Byrd); "Some Typical Problems in the Training of Chinese Teaching Assistants: Three Case Studies" (Erik E. Christy); "Focusing on Specifics: Strategies for Improving FTA Lectures" (Cindy Myers); "Oral Communication Training: A Bridge to Teaching Effectiveness" (Lorraine P. Sarhage); "Training Undergraduates to Help in FTA Training" (Peggy Allen Heidish); "Proposal for a University-wide TA Orientation Program" (Daryl Kinney); "The Organization of American Undergraduate Students to Foreign TAs: A Videotape Preparation Survey" (Rosslyn Smith); "Video Use in FTA Training Programs: A Survey" (Peter Lee); "The Language and Purpose of Questions in Teaching" (David Stewart); "Pronunciation, Grammar, and What Else?" (Darlene Larson); "The Teaching of Physics at the University Level" (Mary Anne Wieferich); and "Preliminary Bibliography: Discourse Strategies in Teaching University Biology, Chemistry, and Engineering" (Rosslyn Smith). (GLR)

Published
1988

17. Wyoming Institute on Foreign TA Training. Working Papers, Volume I.

Author

National Association for Foreign Student Affairs, Washington, DC., Wyoming Univ., Laramie., Constantinides, Janet C., Constantinides, Janet C., National Association for Foreign Student Affairs, Washington, DC., and Wyoming Univ., Laramie.

Abstract

This document presents 11 papers that consider the problems and opportunities relating to the design and implementation of training programs for foreign teaching assistants (FTAs): "Academic Sub-cultures within U.S. Higher Education: Implications for FTA Training of Differences in Teaching Styles and Methods" (Patricia Byrd); "Cross-cultural Awareness: Understanding Ourselves and Sensitivity to Others" (Lynne A. McNamara); "Background Issues in Testing and Evaluation of Foreign Teaching Assistants" (Janet C. Constantinides); "Gaining and Maintaining Campus-wide Support for an International Teaching Assistant Training Program" (Jane Averill, Dave Clark, Lynne McNamara); "Oral Interview for International Graduate Assistants" (Ralph Pat Barrett); "Video-taped Teaching Simulations: Issues in the Testing and Evaluation of Foreign Teaching Assistants" (Patricia Byrd); "Clarification of Terms in FTA Training,""Information Classification System," and "Foreign TA Training Programs: An Overview of Design Components and Comparison Chart of FTA Program Formats,""Training Foreign TA's - Pedagogical Teaching Skills: A Matrix System to Target FTA Training" (Claire K. Langham); "Five Phases in a Training Program" (Claire K. Langham); and "ITAs and the Road to Communicative Competence: Learning to Map a Department" (Debra-L Sequeira). References are provided for most papers. (GLR)

Published
1986

18. University of Wyoming/NAFSA Institute on Foreign TA Training. Working Papers, Volume III.

Author

National Association for Foreign Student Affairs, Washington, DC., Wyoming Univ., Laramie., Smith, Rosslyn, Smith, Rosslyn, National Association for Foreign Student Affairs, Washington, DC., and Wyoming Univ., Laramie.

Abstract

This collection contains 16 papers that focus on various problems and challenges relating to the design and implementation of training programs for international or foreign teaching assistants (ITAs or FTAs). It includes: (1) "An Outline of Analysis for Program Design" (Larry L. Loeher); (2) "A Survey of ITA Orientation Programs: Type, Assessment Categories, and Exit Options" (Marion Couvillion); (3) "The Ideal FTA Environment: Notes Based on One Trainer's Experience" (Mike Lyons); (4) "Designing and Implementing an FTA Orientation" (Nancy Pfinstag); (5) "A Program to Improve Student Attitudes Toward Foreign Teaching Assistants" (Kim E. Gilmore); (6) "Assessment for International Teaching Assistant Institute" (Lavon Gappa); (7) "Short But Sweet: A One-Day ITA Orientation Workshop" (Janet M. Goodwin); (8) "Proposal for Vanderbilt University FTA Program" (Janette Lanier); (9) "Plea for an Integrated Approach to Language Testing and Training for Foreign Teaching Assistants: Potential for ESL Training" (Susan Taylor); (10) "Cross Cultural Communications: Understanding the Situation" (Lynne McNamara); (11) "Culture in FTA Training Programs: An Overview" (Rosslyn Smith); (12) "Nonverbal Communication for the FTA: An Annotated Bibliography" (Nancy Frampton); (13) "'Talking': The Basic Act of University Teaching" (Patricia Byrd); (14) "Improving the Intelligibility of FTAs: How ESL Teachers Might Be More Effective" (Linda Grant); (15) "The Assessment and Training of Teaching Assistants in Biology and Chemistry" (Linda Mantel); and (16) "Duties and Activities of Chemistry Teaching Assistants" (Kim E. Gilmore). (Some individual papers contain references.) (MDM)

Published
1989

19. The Dimensions of Measurement of the Affective Domain.

Author

Wyoming Univ., Laramie. Coll. of Education. and Geisert, Paul

Abstract

An attempt to direct the attention of the public school to the measurable dimensions of the affective domain is reported. A seven-step plan is provided for implementing an educational program in the affective domain: Step 1, evaluator develops and states affective goals; Step 2, evaluator determines appropriate behavioral objectives to measure goal achievement; Step 3, evaluator determines a suitable standard of student performance; Step 4, teachers instruct students about the values related to behavioral goals; Step 5, evaluator collected data on outcomes; Step 6, the data are interpreted by comparing results to the criteria of performance; Step 7, evaluator decides if program has been successful. Three major areas comprise the measurement dimensions: self report, record, and observational data. Appendices include a condensed version of the affective domain of the taxonomy of educational objectives, suggested behaviors denoting scientific literacy, and examples of evaluation instruments for the affective domain. (DJ)

Published
1972

20. A Report on the 1968 Adult Basic Education Institute for Administrators in Region VIII.

Author

Wyoming Univ., Laramie. Dept. of Adult Education and Instructional Services. and Jensen, Glenn S.

Abstract

A project to improve the leadership competency of personnel responsible for program development and implementation in ABE is presented. The intent of the program planners was to help the ABE administrator discover new patterns of need, to search for new teaching formats and content, and to reassess the relationships which exist in the world of work. The curriculum of the Institute was designed to utilize fully a variety of instructional methods and techniques in order to provide a sound sequence of learning experiences which would equip the participants to plan, organize and conduct ABE programs, to acquire understandings and insights into problems faced by participants in ABE programs, to plan and conduct teacher training institutes, and to evaluate ABE programs. Basic theories of administration, program development, and evaluation were presented and discussed by authorities in these fields. Participants examined and explored the presentations through practicicums, small groups, and large group discussions. The Institute was evaluated in terms of participants' attitudes and participants' response toward it. Conclusions include: (1) At least one week of the program should be held in a secluded residential setting; (2) Future concern in ABE; (3) Exploration should begin as soon as feasible into the possibility of the utilization of Regional Educational TV; and (4) State Directors of ABE should continue to share actively both in the planning and the conduct of summer institutes. (Author/CK)

Published
1969

21. A Self Renewal Model for Educational Systems. Controlled Change and Accountability Through Discrepancy Evaluation.

Author

Wyoming Univ., Laramie. Center for the Development of School Self-Renewal. and Geisert, Paul

Abstract

This report presents a model that describes the logical steps that should be implemented to maximize self-renewal in a rapidly changing social environment. The model, which uses a systematic approach to the problems of change and accountability, is designed to assist educators in the continual definition, selection, and implementation of viable educational alternatives. The report discusses the theoretical background of the self-renewal model, suggests the segments of the educational system to which the model could be applied, and examines its associated time line. The author provides a step-by-step explanation of the model including (1) the selection of an educational philosophy, (2) the development of written goals from that philosophy, (3) the acquisition of a staff consensus on the philosophy and goals, (4) the development of educational objectives from the goals and priorities, (5) the establishment of a selection criteria for alternative instructional designs, and (6) the dissemination of the program plan. The model calls for continuous discrepancy evaluation to determine inconsistencies between the programs selected and the philosophy and goals desired. (Author/JF)

Published
1972

22. Professional Semester I in Elementary Teacher Education.

Author

Wyoming Univ., Laramie. Coll. of Education. and Carlson, William D.

Abstract

The University of Wyoming elementary teacher education program, Professional Semester I, is designed to relate college theory to classroom practice. Two college instructors and three university school teachers work with students in 4-hour blocks 4 days a week. The students study basic teaching methods relating to the four educative processes--communication, learning, problem solving, and evaluation--for 2 of the 4 hours. The remainder of the time students observe and participate in learning activities in curricular areas involving the processes in grades 1, 3, and 5. Flexible scheduling within the 4-hour block enables students to observe activities both morning and afternoon. (Related program materials are present in the text and in the appendixes.) (MJM)

Published
1969

23. Accountability in Education. Educational Administration Workshop. Summer, 1970.

Author

Wyoming Univ., Laramie. Coll. of Education., Wear, Maurice, and Basom, Myron

Abstract

This publication represents the combined efforts of the participants in a workshop held at the University of Wyoming. The writings discuss accountability at the national, State, and local levels and explain the application of planning, programing, and budgeting systems to be accountability concept. The report presents methods for evaluating both schools and their staffs as means for implementing an accountability system. Appendixes include a paper explaining performance evaluation, a list of internal and external evaluation guides, and a bibliography of evaluation criteria materials. (JF)

Published
1970

24. Inservice Programs for Wyoming Education via Video--VERB.

Author

Wyoming Univ., Laramie. Coll. of Education.

Abstract

In cooperation with the Office of Extension Classes and the Continuing Education Program, the College has developed inservice teacher education courses utilizing video tapes and the Victor Electrowriter Remote Blackboard (VERB). These programs are offered for two semester units of graduate extension credit and include eleven 2 1/2-hour sessions. The first such program entitled "Legal Problems and the Wyoming Education Code," was conducted during the 1970 spring semester. A total of 71 teachers and administrators in 10 communities enrolled in and completed the program. Each session began with a 1-hour presentation by an on-campus professor on the videotape which was broadcast by cable TV systems in Wyoming. Those enrolled then met in the VERB studio in their respective communities for a 1 1/2-hour VERB session with the instructor who made the television tape for that particular week. Evaluation of the first program by students was generally favorable as far as instruction and content were concerned. However, some mention was made of mechanical difficulties and lack of face-to-face contact with the instructor. A course entitled "Accountability in Education" is currently being conducted with 90 teachers and administrators in eight communities enrolled. (The report includes outlines of the two courses.) (RT)

Published
1970

25. A Discrepancy Evaluation System for High School Teachers 1973.

Author

Wyoming Univ., Laramie. Science and Mathematics Teaching Center. and Geisert, Paul

Abstract

A model for evaluating the professional activities of high school teachers is presented. It is based on: (1) a systematic process for reporting their activities; (2) discrepancy evaluation--the comparison of goals and objectives with outcomes; and (3) product rather than process evaluation. Teacher activity in nine categories is assessed--teaching, curriculum, school-related activities, student interactions, administration, service, professional growth, student evaluation, and test evaluation. The ten steps involved in the evaluation are described. The evaluation forms are included. An appendix contains a sample contract for implementing the discrepancy evaluation models and a list of job targets. (For related documents, see TM 003 216-217.) (KM)

Published
1973

26. A Discrepancy Evaluation System for University Professors 1973.

Author

Wyoming Univ., Laramie. Science and Mathematics Teaching Center. and Geisert, Paul

Abstract

This model for evaluating the professional activities of university professors is based on: (1) a systematic process for reporting their activities; and (2) discrepancy evaluation--the comparison of goals and objectives with outcomes. The model assesses a professor's activity in ten categories--teaching; student evaluations; research, creative ability, and scholarship; teaching/research; public service; intra-university activity; extra-university activity; administration; advisee evaluations; and test question evaluations. The evaluation involves 10 basic steps: (1) the professor allocates to the 10 categories the percent of effort he sets as his goal for the coming semester or year; (2) the professor completes the goals and objectives for all categories; (3) the department chairman evaluates the effort allocation and goal intent statements; (4) if discrepancies are noted in step 3, the chairman and professor eliminate or reduce them; (5) the Overall Evaluation Form is completed by the professor and then by his chairman; (6) during the year or semester, the student evaluation form is administered to all the professor's students, the professor submits samples of his tests, and evaluation forms are sent to his advisees; (7) after the year or semester, the professor completes the "description of activities and processes"; (8) the professor then completes the "accomplishment" section, the "products and accomplishments" section of each category, and a self evaluation; (9) the chairman evaluates the discrepancies between goals and accomplishments; (10) on subsequent cycles through the system, the professor tries to reduce discrepancies. (For related documents, see TM 003 217-218.) (KM)

Published
1973

27. A Discrepancy Evaluation System for Elementary School Teachers 1973.

Author

Wyoming Univ., Laramie. Science and Mathematics Teaching Center. and Geisert, Paul

Abstract

A model for evaluating the professional activities of elementary school teachers is presented. It is based on: (1) a systematic process for reporting their activities; (2) discrepancy evaluation--the comparison of goals and objectives with outcomes; and (3) product rather than process evaluation. Teacher activity in nine categories is assessed--teaching, curriculum, school-related activities, student interactions, administration, service, professional growth, student evaluation, and test evaluation. The ten steps involved in the evaluation are described. The evaluation forms are included. An appendix contains a sample contract for implementing the discrepancy evaluation models and a list of job targets. (For related documents, see TM 003 216, 218.) (KM)

Published
1973

28. ABE Administrators' Institute, Region VIII. (University of Wyoming, Laramie, June 16-27, 1969).

Author

Wyoming Univ., Laramie. Dept. of Adult Education and Instructional Services.

Abstract

The 1969 Adult Basic Education (ABE) Institute at the University of Wyoming aimed to provide ABE administrators with skills needed in consultative capacities with teachers, special interest and community groups, state department officials, regional specialists, and boards of education -- as well as specific knowledge about ABE. Through case studies, selected by a leadership resource team, participants were provided an opportunity to acquire a fuller understanding of the philosophy and rationale for ABE, concepts of administration, psychology of adult learning, sociological implications of the educationally disadvantaged, and proven methods and techniques of evaluation. The document contains summaries and reactions written by participants; a results-of-participant-attitude scale; and a comparative analysis of attitudes expressed by participants attending the institutes during the first and second weeks. (se)

Published
1969

29. Factors Related to Classification of Client Problem and Number of Counseling Sessions for Clients at the University of Wyoming, Division of Counseling and Testing 1967-1968.

Author

Wyoming Univ., Laramie., Sharp, W. Harry, and Marra, Herbert A.

Abstract

The purpose of this study was: (1) to determine whether clients seen at the Division of Counseling and Testing were representative of the total student population, and (2) to study the relationship between client descriptive variables, classification of client problem areas, and number of counseling sessions within the group seen at the Division of Counseling and Testing only. The sources of data were: (1) record form filled out by each client when he comes to see a counselor, (2) American College Testing Programs (ACT) test results, required of all freshmen, and (3) diagnostic classifications made by each counselor concerning the client's main problem. Results showed that the client sample differed from the student population significantly only in terms of age. The second aspect of the study showed that for the variables including college, ACT composite score, campus resident, and sex; no difference was detected between either classification or number of interviews. Age, class, marital status, and sex produced significant relationships between either classification or number of interviews. (KJ)

Published
1969

30. Conservation Education Improvement. Final Report.

Author

Wyoming Univ., Laramie., Diem, Kenneth L., and Hennebry, Howard M.

Abstract

In an attempt to improve the teaching of conservation in elementary and junior high schools, a set of integrated sequential core units was formulated and tested in five Wyoming school districts during the fall and early winter of 1968. Based on a total sample of 840 elementary students (38% usable response) and 960 junior high students (49% usable response), statistical analyses indicated that teachers' use of the guides and their classroom presentations were successful in stimulating student interest in conservation problems. With the exception of the unit for grade 6 on minerals and oils, which proved too difficult and will require rewriting, consistent student test performances in all school districts and in all other grades indicated that the materials are at an appropriate grade level of difficulty. Findings support the value of the sequential resource unit approach to both the teacher and the student. In addition to an introductory guide to Wyoming's natural resources and their management, complete curriculum core units for each grade are appended as follows: (1) Wildlife, (2) Water, (3) Soils, (4) Grassland, (5) Forests, (6) Minerals and Oil, (7) Pollution, (8) Human Resources, and (9) Environmental Usage. (JK)

Published
1969

31. Continuing Education: A Study of Opinions of University Faculty and Industrial Personnel.

Author

Wyoming Univ., Laramie. and Brisco, Bill J.

Abstract

Opinions were gathered from college faculty and industrial employees as to the number of college semester hours they felt they could take while employed full time. The sample included 268 randomly selected faculty members and administrators from seven universities in the western states, and 175 industrial personnel of eight firms in the area. Two opinionaires were devised, one for universities and one for industry. A Fisher's t for uncorrelated means was used to determine the significance at the .05 level. Roughly one-fourth of the university faculty members had no time for courses; the rest thought they could take an average of 3.5 semester hours without adversely affecting full time responsibilities. About 80% felt that all tuition should be free to the faculty. The industrial personnel felt they could devote 8.7 hours per week to continuing education and felt the company should pay three-fourths of the cost. A higher percentage of university faculty members than of industrial employees were working toward advanced degrees, but both devoted about the same amount of time to the job and community. More industrial personnel attended noncredit classes. (A bibliography and copies of the questionnaires used are included.) (author/nl)

Published
1968

32. Cooperative Project in Adult Basic Education for Wyoming, 1968-69.

Author

Wyoming Univ., Laramie. Dept. of Adult Education and Instructional Services. and Jensen, Glenn

Abstract

Major elements of this cooperative training project by the University of Wyoming will be a Federally funded 1969 summer institute (the third in a series) for 35 administrators of adult basic education (ABE) in Wyoming, Colorado, Utah, Montana, and Idaho; a year-round demonstration library and center for ABE materials and equipment; a regional system of two-day inservice training seminars for ABE teachers and administrators, with national, state, and local involvement by interested parties; and program evaluation using pretests and posttests of attitudes on principles of adult learning and teaching, a 50-item questionnaire, and the Kropp-Verner Attitude Scale. Such steps as more intensive teacher training programs, undergraduate opportunities for teacher preparation, use of a full-time, qualified ABE coordinator, planner, and teacher, and an experimental adult high school program beginning in the fall of 1970, have been recommended. (The document includes the seminar agenda, the attitude scale, evaluation forms for administrator workshops, seminar discussion topics, a curriculum outline, and statistical data on attitudes of summer participants.) (ly)

Published
1969

33. Selected Proceedings and Information from the 1968 Summer Workshop in Research in Vocational-Technical Education.

Author

Wyoming Research Coordinating Unit in Vocational-Technical Education, Cheyenne., Wyoming Univ., Laramie. Coll. of Education., Zancanella, James, and Black, Fred P.

Abstract

The 3-week workshop concentrated on techniques and procedures for research proposals and projects in vocational education, with special emphasis on research at the local level. Participants were involved both in the formal workshop sessions and in the design of actual research proposals. A summary of two panel discussions and manuscripts for the following presentations are included: (1) "The Framework and Concept of the Wyoming Research Coordinating Unit" by Bruce C. Perryman, (2) "Basic Research Methods in Vocational Education" by Robert F. Noble, (3) "Regional Project Research" by Lewis Crum, (4) "Research in Industrial Arts Education" by Lyndall Lundy, (5) "Research in Vocational Agriculture, Off-Farm Opportunities and Training Needs" by William W. Stevenson, (6) "Spiralling Curricula and Instruction in Home Economics" by Pauline G. Garrett, (7) "Research in Business Education" by Roland C. Waterman, (8) "Vocational Education and the Occupational Mix" by Calvin Lower, and (9) "Private Business Schools" by Charles Lein. (CH)

Published
1968

34. Profile of a Rural Area Work Force: The Wyoming Uranium Industry.

Author

Wyoming Univ., Laramie. Agricultural Experiment Station., Dobbs, Thomas L., and Kiner, Phil E.

Abstract

Designed to provide insights into policies relative to human resource investments and employment information channels, the study's objectives were to: (1) relate types of employment in Wyoming's uranium mines and mills to work force participants; (2) determine employee earnings and relate those earnings to employment categories and characteristics; (3) examine employee tenure and turnover patterns; and (4) describe employment channels of information. Between December 1971 and June 1972, data were collected on 1,059 males via questionnaires administered to either the manager or personnel manager of each of 6 Wyoming uranium operations and via questionnaires taken to county Employment Security Commission offices in the study areas. Utilizing tabular techniques of analysis, the following variables were analyzed: type of job held, earnings, tenure, formal education, vocational-technical training, age, racial-ethnic classification, industrial and occupational category of last job, and previous place of residence. Findings indicated that the Wyoming uranium industry had: a high employee turnover, favorable median employee earnings, little need for formal education, and inadequate long term information relative to the projected decline in uranium industry. Broader training of young men and retraining of middle-aged men were recommended, therefore. (JC)

Published
1974

35. Are Wyoming's Secondary School Vocational Programs Geared to Wyoming Industry? A Project Submitted to the Wyoming Research Coordinating Unit, Cheyenne, Wyoming.

Author

Wyoming Univ., Laramie. Dept. of Vocational Education. and Wright, Robert D.

Abstract

To determine whether or not the vocational curriculum offered in Wyoming secondary schools was directed toward providing graduates with occupational skills that permitted employment, three sources of information were examined: (1) industrial arts and trades and industry classes for the 1962 to 1967 school years, (2) attitudes of Wyoming industry concerning vocational education in secondary schools, and (3) the types and numbers of non-agricultural job placements in Wyoming for 1962 to 1967. Some findings were: (1) Job placements in the state of Wyoming were generally declining, (2) The number of classes and the class enrollments were increasing, (3) The data indicated a need for vocational education in Wyoming, (4) Employers thought it feasible for Wyoming schools to prepare students for specific vocations, (5) A vocational program more technical in nature might be desired, and (6) Employers felt industry should provide on-the-job training for employees, but schools should teach good work habits and good attitudes toward work along with skills and knowledge. Recommendations included: (1) better means of communication between educators and industrial personnel, (2) more involvement of industry in vocational education, (3) special attention to development of post-high school vocational programs, and (4) more opportunity for vocational training by the high schools. (DM)

Published
1968

36. Selected Proceedings and Information from the 1967 Summer Workshop in Research in Vocational-Technical Education.

Author

Wyoming Univ., Laramie. Coll. of Education., Zancanella, James, and Lein, Charles D.

Abstract

Attended by five school administrators and 13 vocational teachers from the state of Wyoming, a 2-week workshop was held in the summer of 1967 on the campus of the University of Wyoming in an effort to better meet the vocational needs of youth. The featured presentations in this seminar were: (1) Progress and Needs in Vocational Guidance, (2) The Framework and Concept of the Wyoming Research Coordinating Unit for Vocational-Technical Education, (3) Basic Research Methods in Vocational Education, (4) Basic Aspects of Research, (5) Program Evaluation and Review Techniques for Educational Research Project Development and Control, (6) Vocational Education Research and Goals in Utah, (7) Research at the Local Level to Solve Problems in Vocational Education, (8) Research, Developmental-Pilot, and Training Projects in the Field of Vocational Home Economics Education, (9) A Case for Agricultural Education in the Public Schools, (10) New Developments and Their Impacts on Trade and Industrial Education, (11) The Future of Computers in Education, (12) 3R+R=Innovation, (13) Communication Technologies, (14) The Technology for Children Project, and (15) Programed Instruction. A listing of Wyoming's industry by county for 1967 is included. Each seminar participant was required to develop a proposal for an individual research project to be conducted during the 1967-1968 school year. (DM)

Published
1967

37. A Handbook for Teachers of Migrant Children in Wyoming.

Author

Wyoming State Dept. of Education, Cheyenne. and Wyoming Univ., Laramie. Coll. of Education.

Abstract

The purpose of this handbook is to assist those who work with the Migrant Children's Summer Programs in providing improved educational offerings. Objectives of a migrant program instituted in Wyoming for the children of Mexican American migrant workers are enumerated, along with personnel and administrative requirements necessary to institute similar programs in other locations. Specific guidelines to be followed in the teaching of migrant children are provided in each of 10 curricular areas (including art, health and safety, mathematics, and language arts). A system is also outlined which is being used to provide for the maintenance and transfer of a student's academic records as the migrant family moves within a state or between states. A selected bibliography is included on teaching the educationally disadvantaged. (DA)

Published
1968

38. A STUDY OF THE EDUCATIONAL NEEDS OF ADULTS IN WYOMING, A STUDY OF POST-HIGH SCHOOL EDUCATIONAL PROGRAMS AND NEEDS IN WYOMING.

Author

Wyoming Univ., Laramie. Div. of Adult Education and Community Service., O'DELL, EARL D., and THOMPSON, JOHN T.

Abstract

THIS IS THE REPORT, FROM THE ADULT EDUCATION DIVISION OF THE UNIVERSITY OF WYOMING, OF A SURVEY MADE IN 1965 OF ADULT EDUCATIONAL NEEDS IN THE STATE. THE PURPOSES OF THE STUDY WERE TO POINT UP POSSIBLE IMPROVEMENTS IN CURRENT EDUCATIONAL PROGRAMS AND TO PROVIDE A DESIGN FOR INTELLIGENT PLANNING FOR FUTURE NEEDS. FOUR MAJOR TASKS WERE UNDERTAKEN--(1) AN ANALYSIS OF SOCIAL AND ECONOMIC CONDITIONS WHICH INFLUENCE EDUCATION, (2) A DEFINITION OF THE ROLE, PURPOSES, FUNCTION, AND NEEDS OF HIGHER EDUCATION, (3) AN ANALYSIS AND APPRAISAL OF EXISTING PROGRAMS AND SERVICES OF POST-HIGH SCHOOL AND ADULT EDUCATION, AND (4) RECOMMENDATIONS FOR IMPROVEMENT. NUMEROUS TABLES AND FIGURES ARE INCLUDED. (PG)

Published
1966

39. RESEARCH STUDIES WITH IMPLICATIONS FOR ADULT EDUCATION, MOUNTAIN-PLAINS REGION, 1945-1966.

Author

Wyoming Univ., Laramie. Coll. of Education., BURRICHTER, ARTHUR, and JENSEN, GLENN

Abstract

THIS COMPILATION OF ABSTRACTS OF ADULT EDUCATION RESEARCH STUDIES CONDUCTED IN NEW MEXICO, ARIZONA, NEVADA, UTAH, IDAHO, WYOMING, AND COLORADO COVERS COLLEGE AND UNIVERSITY ADULT EDUCATION, PUBLIC SCHOOL ADULT PROGRAMS (MAINLY SECONDARY AND ADULT BASIC EDUCATION), VOCATIONAL AND TECHNICAL TRAINING (INCLUDING INDUSTRIAL INSERVICE TRAINING), ADULT LEARNING AND CREATIVITY AND APPROPRIATE TESTING, MIGRANT ADULT EDUCATION, CIVIL DEFENSE EDUCATION, EDUCATIONAL METHODS AND MEDIA, PROGRAM ADMINISTRATION, SOCIOECONOMIC INFLUENCES, THE NEED FOR RESEARCH PERSONNEL, AND THE NEEDS, INTERESTS, AND OTHER CHARACTERISTICS OF VARIOUS CLIENTELE GROUPS (RURAL DWELLERS, VETERANS, THE AGED, AND WELFARE RECIPIENTS). CRITERIA FOR JUDGING THE SIGNIFICANCE AND SUITABILITY OF THESE STUDIES INCLUDED (1) STUDIES COMPLETED SINCE 1945, (2) SPECIFIC STUDIES CARRIED ON IN EACH STATE AND DISTINCLY PERTAINING TO THAT STATE, AND (3) STUDIES DONE IN A GIVEN STATE, INVOLVING PEOPLE OF PROJECTS OUTSIDE THE STATE WHERE THE FINDINGS WOULD APPLY TO THE ENTIRE FILED OF ADULT EDUCATION. EACH ABSTRACT CONTAINS THE PURPOSES, METHODS USED, AND A SUMMARY OF THE FINDINGS. (LY)

Published
1967

40. A HANDBOOK FOR TEACHERS OF MIGRANT CHILDREN IN WYOMING, 1967.

Author

Wyoming Univ., Laramie. Coll. of Education. and BENITENDI, WILMA LEE

Abstract

A SURVEY MADE DURING THE SUMMER OF 1967 SHOWED THAT ALMOST ONE THOUSAND SCHOOL-AGE MIGRANT CHILDREN WERE IN THE STATE OF WYOMING FOR 6 TO 8 WEEKS DURING THE SUGAR BEET SEASON. THIS HANDBOOK, PREPARED FOR THE USE OF THOSE TEACHERS AND ADMINISTRATORS WHO WORK IN SUMMER SCHOOL PROGRAMS, IS DIVIDED INTO FIVE CHAPTERS. CHAPTERS 1 AND 2 DEAL WITH THE BACKGROUND OF MEXICAN AMERICAN MIGRANTS AND GIVE SUGGESTIONS FOR WORKING WITH BOTH MIGRANT PUPILS AND PARENTS. THE 3RD CHAPTER PRESENTS IN DETAIL THE ADMINISTRATION AND ORGANIZATION OF A SUMMER SCHOOL PROGRAM FOR THE MIGRANT CHILDREN. THE 4TH AND 5TH CHAPTERS INCLUDE GUIDELINES FOR TEACHERS OF MIGRANT CHILDREN AND A BASIC CURRICULUM TO BE USED IN THE MIGRANT SUMMER SCHOOLS. A SELECTED BIBLIOGRAPHY FOR TEACHING THE EDUCATIONALLY DISADVANTAGED IS INCLUDED. (ES)

Published
1967

41. CERTAIN ASPECTS OF THE TEACHER'S ROLE IN WYOMING JUNIOR COLLEGES WITH IMPLICATIONS FOR PROGRAM PLANNING AND IMPROVEMENT.

Author

Wyoming Univ., Laramie. and CHRISTOPHER, JOHNNY L.

Abstract

REPLIES TO A QUESTIONNAIRE SENT TO JUNIOR COLLEGE TEACHERS IN WYOMING SHOWED THAT (1) FEW HAD TAKEN OR WANTED A UNIVERSITY COURSE RELATED DIRECTLY TO THE JUNIOR COLLEGE, (2) MOST HAD A MASTER'S DEGREE AND SECONDARY SCHOOL TEACHING EXPERIENCE, WANTED TO STUDY COMMON PROBLEMS WITH THE UNIVERSITY TEACHERS, PREFERRED THE OPEN DOOR POLICY WITH REMEDIAL COURSES, WOULD ACCEPT VOLUNTARY INSERVICE TRAINING, AND PLANNED TO REMAIN IN JUNIOR COLLEGE TEACHING, AND (3) ALL WERE UNLIKELY SOON TO PRESS FOR MERIT PAY OR FACULTY RANK, WANTED AN ORIENTATION PROGRAM, OPPOSED SETTING UP CERTIFICATION REQUIREMENTS, AND WANTED TO REMAIN THE BALANCE OF TRANSFER, TERMINAL, AND GENERAL COURSES. THE RESEARCHER RECOMMENDS (1) MORE TEACHERS WITH SPECIFIC JUNIOR COLLEGE PREPARATION AND A WIDER GEOGRAPHIC REPRESENTATION, (2) GREATER ACCESS TO THE "COMMUNITY COLLEGE" COURSE OF THE UNIVERSITY EXTENSION SERVICE, (3) MORE MEETINGS WITH THE UNIVERSITY STAFF TO EXAMINE A POSSIBLE INTERMEDIATE DEGREE AND SPECIAL COURSES FOR JUNIOR COLLEGE TEACHERS, (4) CONTINUED EXPERIMENTATION FOR BETTER TEACHING, (5) A SYSTEM OF PROFESSIONAL UPDATING, WITH A LEAVE POLICY, (6) A BETTER PUBLIC IMAGE OF THE JUNIOR COLLEGE, (7) BETTER COMMUNICATION BETWEEN STAFF AND ADMINISTRATION, (8) MORE REMEDIAL COURSES, AND (9) CONSIDERATION OF AN INTERNSHIP PROGRAM AND OF ESTABLISHING A STATE COMMISSION ON TEACHER STANDARDS. THIS REPORT WAS SUBMITTED AS A DOCTORAL DISSERTATION AT THE UNIVERSITY OF WYOMING. (HH)

Published
1966

42. Prospectus of the Prescriptive Teaching, and Diagnostic - Prescriptive Teaching Training Programs Area of Special Education.

Author

Wyoming Univ., Laramie. Coll. of Education.

Abstract

The undergraduate Prescriptive Teaching and graduate Diagnostic-Prescriptive Teaching training programs are designed to prepare generalist, multidiscipline teachers and school consultants to systematically and successfully intervene with problems of learning and behavior. The programs are competency based, by means of course and program performance objectives. They emphasize continuous practicum experiences, for which the demonstration of prescriptive teaching performance objective proficiency is required of each student. In terms of student demonstration of performance objective proficiency, the effects of the performance objectives are cumulative. The courses and performance objectives are sequenced, with each course accompanied and defined by a performance objective. In addition, there is an undergraduate as well as a graduate program objective. (Included are tables with course and performance objective descriptions.) (Authors/JA)

43. Helping People Have Fun.

Author

Wyoming Univ., Laramie. Dept. of Vocational Education. and Simpson, Sharyn

Abstract

The book, written for intermediate grade students, describes leisure time occupations in a format that can be used for independent study or as a supplement to classroom instruction. The specific careers described and illustrated are grouped into seven general categories: food service, conservation, lodging, outdoors, entertainment and sports, travel, and related fields. An introductory page for each category provides general information on the career group and a list of vocabulary words with an asterisk indicating those defined in the four-page glossary. Descriptions of job activities, skills and educational background required, hours and pay basis, and where to write for more information are given for each occupation. Directions for using the book are written for the student. A three-page list of books, tapes, films, and filmstrips and a page of teaching suggestions are also included. (MS)

44. Office Practice/Procedures Course Titles and Content in the State of Wyoming and Selected States.

Author

Wyoming Univ., Laramie. Coll. of Education. and Marrs, Glenna

Abstract

In an effort to provide consistency in office practice/procedures course titles and content, a study was conducted in Wyoming that found that at least 40 Wyoming high schools (55 percent) offer office practice, office procedures, or a similar class. Wyoming junior/community colleges provided information showing that four junior/community colleges (57 percent) offer an office practice procedures course. From information provided by 21 high schools, 4 junior/community colleges, and 22 curriculum guides from states in the United States, an outline of an office administrative systems course was compiled. Fifty-seven concepts and skills described as "most commonly offered" or "useful" when time permits are listed. A list of over 80 office procedures are listed in the areas of reception and receiving, mail, information processing, duplicating and reprographics, filing and retrieving, calculating and recordkeeping, communications and telecommunications, human relations, professional manners and appearance, administrative support/management functions, careers and job support, and simulations and model office procedures. Care was taken so that the categories of competencies would reflect actual competencies included in the course outline. (The competency list and frequency-rating scale are included in this report.) (KC)

Published
1991

45. A Manual of Classroom Strategies/Activities for Basic Business.

Author

Wyoming Univ., Laramie. Coll. of Education.

Abstract

This manual contains 75 strategies or classroom activities for teaching basic business education. All activities can be adapted for special needs students. The activities were prepared by 19 business education teachers during a 3-weekend continuing education course for business education teachers at the University of Wyoming. Examples of activities included in the manual are figuring out amounts of food needed for groups, getting acquainted, values listing, project budgeting, telephone simulations, restaurant rating, calculating car costs, examining personal ethics, computer ethics, insurance estimates, small government budgeting, flip card mathematics, credit applications, small claims court case, lease agreements, channels of distribution, role playing, and entrepreneurship. Activities are arranged in a variety of formats. Some include objectives and competencies, transparency masters, information sheets, and activity sheets. (KC)

Published
1991

46. Strategies: Office Procedures with Communications Math.

Author

Wyoming Univ., Laramie. Coll. of Education.

Abstract

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)

Published
1991

47. Integrating Technology: Strategies.

Author

Wyoming Univ., Laramie. Dept. of Vocational Education. and Kercher, Lydia

Abstract

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)

Published
1990

48. Strategies for Communications, Math with Technology.

Author

Wyoming Univ., Laramie. Dept. of Vocational Education.

Abstract

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)

Published
1990

49. Communication and Growth Promoting Behavior.

Author

Wyoming Univ., Laramie., Emmert, Philip, and Miller, Keith A.

Abstract

The papers collected in this volume were originally presented at a conference, funded by the University of Wyoming humanities program, designed to stimulate discussion of the issues surrounding the role of communication in establishing healthy human interaction. Section one contains the major position paper of the conference: John Stewart's "Where Are Our Roots? Crucial Questions in the Application of Growth-Promoting Communication in the Dyadic Setting." John Keltner and Lyle L. Miller offer responses to Stewart's commentary. Section two includes discussion of critical questions in the application of growth-promoting communication in the group setting, by Bobby Patton, Raymond Tucker and Roger Wimmer, and William C. Donaghy. Crisis communication and growth-promoting behavior is discussed by William E. Arnold, William D. Brooks, and Hugh McGinley in section three. Section four offers analysis of the present state of research and research directions in the area, by Larry L. Barker and Loretta A. Malandro, Carl E. Larson, and Patrick J. McDermott. An overview of the implications of the topics discussed completes the volume. (KS)

Published
1976

50. Preschool Curriculum: A Child Centered Curriculum of Concepts and Activities Including All of the CDA Functional Areas--Bi-lingual and Home Activities.

Author

Wyoming Univ., Laramie. Coll. of Education. and Cunningham, Dorothy

Abstract

This preschool resource curriculum, intended for use in a Head Start center, was written to correspond with a work plan and curriculum for children 3 to 5 years of age. The units included in the curriculum guide are aimed at integrating growth experiences with the learning of basic skills. Each of the 16 units contains material related to each of the CDA functional areas, as well as bilingual activities, and emphasis is given to affective as well as cognitive activities. Activities provided are intended for use with small and large groups. Each unit provides cultural activities to promote pride in ethnic background and race. Most units include suggestions for activities that children can do at home with their parents plus references to resources such as books, records and films, many available in Spanish. Names of units included are: About Me; Nursery Rhymes; The Senses; Plants; Transportation; Children of Other Lands; Birds, Spiders, Insects and Worms; Community Helpers; Animals; The Farm; Circus; Sea Life; Seasons; Holidays; Free Play; and Pre-Writing. In addition to activities, most units include preassessment and postassessment materials and general unit objectives. (Author/RH)

Published
1979

Catalog

Books, media, physical & digital resources
See catalog results