WorldCat Identities

Gloeckner, Gene W.

Overview
Works: 16 works in 30 publications in 1 language and 1,092 library holdings
Roles: Author
Classifications: HA32, 005.55
Publication Timeline
.
Most widely held works by Gene W Gloeckner
SPSS for Windows : an introduction to use and interpretation in research by George A Morgan( Book )

11 editions published between 2000 and 2001 in English and held by 222 WorldCat member libraries worldwide

SPSS for introductory statistics : use and interpretation by George A Morgan( Book )

3 editions published between 2004 and 2007 in English and held by 15 WorldCat member libraries worldwide

This work is designed to help students learn to analyse and interpret research data using basic statistics. The new edition features SPSS 12.0 for Windows, but can also be used with versions 10 and 11. Access to SPSS and familiarity with Windows is all that is needed to use this book
Integrating Basic Skills into Vocational Teacher Education Curricula: Book 5 : Challenges for the Teacher by Cathleen T Love( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This curriculum guide for vocational teacher education focuses on challenges for the teacher, and more specifically, on what should be done to help teachers accept change as a constant in curricula. Introductory materials include a project overview, mission and goals of the curriculum, belief statements, curriculum format, information on preparation and time issues, new basic skills defined, and a guide to lesson categories. This book contains three lessons: The Curriculum Challenge; School Culture; and Modeling Integration of Work and Family. Each lesson format is identical, and each category within a lesson has its own icon, for ease in locating the category in any lesson. Lesson categories are as follows: (1) perennial problem (for this curriculum, what should be done about integrating the new basic skills into vocational education?); (2) practical problem (action that can help address the perennial problem); (3) justification for lesson; (4) learner outcome; (5) instructor resources; (6) teaching strategy modeled; (7) lesson plan (content, new basic skills, process, application objectives); (8) teaching-learning interaction (introduction and steps to guide the teacher educator through the lesson); (9) debriefing strategies (options for summarizing the lesson); (10) evaluation options; and (11) individualized learning plan. Handouts are provided at the end of each lesson. An instructor resources section at the end of the book contains transparencies and handouts suitable for photocopying. (YLB)
Integrating Basic Skills into Vocational Teacher Education Curricula: Book 2 : Changing Attitudes by Gene W Gloeckner( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This curriculum guide for vocational education teachers and school guidance counselors focuses on changing attitudes toward integrating basic skills instruction into their work. Introductory materials include a project overview, mission and goals of the curriculum, belief statements, curriculum format, information on preparation and time issues, definition of new basic skills, and a guide to lesson categories. This book contains three lessons: Affective Domain--Changing Attitudes; Lifelong Learning; and Student/Teacher Expectations. Each lesson format is identical, and each category within a lesson has its own icon, for ease in locating the category in any lesson. Lesson categories are as follows: (1) perennial problem (for this curriculum, what should be done about integrating the new basic skills into vocational education?); (2) practical problem (action that can help address the perennial problem); (3) justification for lesson; (4) learner outcome; (5) instructor resources; (6) teaching strategy modeled; (7) lesson plan (content, new basic skills, process, application objectives); (8) teaching-learning interaction (introduction and steps to guide the teacher educator through the lesson); (9) debriefing strategies (options for summarizing the lesson); (10) evaluation options; and (11) individualized learning plan. Handouts are provided at the end of each lesson. An instructor resources section at the end of the book contains transparencies and handouts suitable for photocopying. (YLB)
Integrating basic skills into vocational teacher education curricula : review of literature by Gene W Gloeckner( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This literature review was designed to help educators teach future vocational teachers how to integrate basic skills instruction into their work, and to guide the development of the preservice teacher education curriculum. Selected literature is organized into four chapters. The first chapter clarifies the concepts of "basic skills" and "integration." Chapter two contains information about how the review was conducted, including the sampling design employed by the reviewers and techniques used to collect and reduce the number of references. Procedures used to analyze and summarize the literature are also given. In chapter three, results are organized according to the following topical focus questions: (1) How are basic skills defined? (2) How successfully are those who are about to enter the workforce acquiring basic skills? (3) Why do those who are about to enter the workforce vary in the degrees to which they possess basic skills? (4) How can weaknesses in the basic skills of the workforce be remedied? (5) In what ways can liberal arts and vocational education be integrated? And (6) To what extent does integrating liberal arts and vocational education enhance the acquisition of basic skills? The document closes with a discussion of the competencies necessary for all preservice teachers as they exit the system. (Contains approximately 130 references.) (Ll)
Integrating Basic Skills into Vocational Teacher Education Curricula: Book 3 : Reality of Learners by Cathleen T Love( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This curriculum guide for vocational teacher education focuses on the reality of learners and specifically on how to help teachers understand how societal conditions and stereotyping affect youth in the public schools. Introductory materials include a project overview, mission and goals of the curriculum, belief statements, curriculum format, information on preparation and time issues, definition of new basic skills, and a guide to lesson categories. This book contains four lessons: Social Conditions of Youth; Learning Styles; Special Populations; and Teaching the Adult Learner. Each lesson format is identical, and each category within a lesson has its own icon, for ease in locating the category in any lesson. Lesson categories are as follows: (1) perennial problem (for this curriculum, what should be done about integrating the new basic skills into vocational education?); (2) practical problem (action that can help address the perennial problem); (3) justification for lesson; (4) learner outcome; (5) instructor resources; (6) teaching strategy modeled; (7) lesson plan (content, new basic skills, process, application objectives); (8) teaching-learning interaction (introduction and steps to guide the teacher educator through the lesson); (9) debriefing strategies (options for summarizing the lesson); (10) evaluation options; and (11) individualized learning plan. Handouts are provided at the end of each lesson. An instructor resources section at the end of the book contains transparencies and handouts suitable for photocopying. (YLB)
Integrating Basic Skills into Vocational Teacher Education Curricula: Book 4 : Change in the Public School by Cathleen T Love( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This curriculum guide for vocational teacher education focuses on change in the public schools and more specifically, on how to help teachers understand: (1) the reform movement; and (2) the interrelationship between the reform movement and the movement to integrate basic skills into education. Introductory materials include a project overview, mission and goals of the curriculum, belief statements, curriculum format, information on preparation and time issues, definition of new basic skills, and a guide to lesson categories. This book contains four lessons: School Reform; Rules, Roles, and Relationships in Schools; Dynamics of Change; and Partnerships Involving the Community. Each lesson format is identical, and each category within a lesson has its own icon, for ease in locating the category in any lesson. Lesson categories are as follows: (1) perennial problem (for this curriculum, what should be done about integrating the new basic skills into vocational education?); (2) practical problem (action that can help address the perennial problem); (3) justification for lesson; (4) learner outcome; (5) instructor resources; (6) teaching strategy modeled; (7) lesson plan (content, new basic skills, process, application objectives); (8) teaching-learning interaction (introduction and steps to guide the teacher educator through the lesson); (9) debriefing strategies (options for summarizing the lesson); (10) evaluation options; and (11) individualized learning plan. Handouts are provided at the end of each lesson. An instructor resources section at the end of the book contains transparencies and handouts suitable for photocopying. (YLB)
Integrating Basic Skills into Vocational Teacher Education Curricula: Book 1 : the Initial Steps by Gene W Gloeckner( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This book offers a knowledge base for the integration of basic skills into vocational teacher education. Introductory materials include a project overview, mission and goals of the curriculum, belief statements, curriculum format, information on preparation and time issues, new basic skills definition, and a guide to lesson categories. The book contains three lessons: Conceptualizing Basic Skills; Models of Integration; and Keys to Integration. Each lesson format is identical, and each category within a lesson has its own icon, for ease in locating the category in any lesson. Lesson categories are as follows: (1) perennial problem (for this curriculum, what should be done about integrating the new basic skills into vocational education?); (2) practical problem (action that can help address the perennial problem); (3) justification for lesson; (4) learner outcome; (5) instructor resources; (6) teaching strategy modeled; (7) lesson plan (content, new basic skills, process, application objectives); (8) teaching-learning interaction (introduction and steps to guide the teacher educator through the lesson); (9) debriefing strategies (options for summarizing the lesson); (10) evaluation options; and (11) individualized learning plan. Handouts are provided at the end of each lesson. An instructor resources section at the end of the book contains transparencies and handouts suitable for photocopying. (YLB)
Selected Colorado Technology Education Programs by Gene W Gloeckner( Book )

1 edition published in 1990 in English and held by 1 WorldCat member library worldwide

The transition from industrial arts to technology education is a priority in Colorado. Millions of dollars have been and will be spent to renovate industrial arts facilities and laboratories. Four Colorado middle schools have exemplary technology education programs. The Eagle Crest Technology Education Laboratory is used for both middle and high school courses. Through modular learning techniques, instructors focus on student outcomes as a necessary component of each module. Eagle Crest programs offer students analytical thinking skills, arts and humanities, citizenship skills, communication skills, environmental awareness, family living skills, health awareness, mathematical skills, science and technology, knowledge, and work skills. Delta County Schools have four model middle school technology education laboratories that provide a positive example to statewide administrators. This program provides students an opportunity to explore the world of technology and how it affects their lives. Boltz Junior High School has provided leadership on the transition to technology education. Erie Middle and Senior Schools have adopted the Lab 2000 philosophy, a process ensuring proper in-service teacher education. Wood shops are being replaced in all four programs with computer-intensive laboratories where students can experiment with the modern technological systems of communication, transportation, design, and manufacturing. Students apply the knowledge they gain to computer-simulated and real products they design, test, and produce. (Descriptions and diagrams of laboratory facilities are included for most programs.) (Nla)
Principles of technology : progress report for the 1987 fiscal year by Gene W Gloeckner( Book )

1 edition published in 1987 in English and held by 1 WorldCat member library worldwide

Instructor's resource CD to accompany SPSS for introductory statistics use and interpretation( )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

Alternative Teaching Strategies for the 1990 S by Gene W Gloeckner( Book )

1 edition published in 1995 in English and held by 1 WorldCat member library worldwide

This paper is intended to assist teachers in examining and altering their own teaching practices and in transforming the classroom from a place of "dull sameness" to an environment where excitement reigns and student growth is at the forefront. The teaching strategies outlined were chosen for three criteria: active student involvement, collaboration, and enhancing thinking skills. A description of each strategy is provided, including a rationale for its use suggesting when its use may be appropriate, explaining how to use it, and providing resources for further information about the strategy. Following the overview, a specific lesson plan using the strategy is provided. The format, identified for each lesson, includes: (1) a perennial problem, which states the curriculum lesson in general; (2) a practical problem, which identifies an action that can help address the perennial problem; (3) objectives, which define what the learners have to do to demonstrate their attainment of the intent of the lesson; (4) debriefing, which summarizes the lesson and provides learners with the opportunity to discuss content and the learning process; and (5) evaluation options, based on content and the learning process; application objectives, and adapted to the needs of the learners. The strategies covered include: (1) Concept Containment Strategy; (2) Games and Simulations Strategy; (3) Synectics Strategy; and (4) Moral Development Strategy. (Nd)
Gender Facts: A Moral Dilemma by Gene W Gloeckner( Book )

1 edition published in 1997 in English and held by 1 WorldCat member library worldwide

Technology education has a long history of attempting to make female students comfortable with the field. Although there has been limited success in recruiting females into the field, the situation is much more positive than it was 75 years ago, when girls were often forbidden to take "manual training" classes. A 1980 Montana report on gender bias in technical education in the state showed less than 10 percent female enrollment in every technical area except graphic arts (where there were 51 percent females). Today, there is still a disparity between males and females in technology education and other technical fields. Among technology teachers, only about 7 percent are female. In most high school subjects the gender differences are striking, with less than 15 percent female enrollment in technology courses. Middle school data, however, show gains in female students in the technical fields. In higher education, more females than males are earning associate's and bachelor's degrees, whereas the reverse is true for doctoral degrees and professional degrees. Far more males than females are earning degrees in the technological fields. Although technology education has come a long way in 75 years, much more progress needs to be made in making technology education acceptable and accessible for girls and women. (Contains 13 references and a gender quiz with answer key.) (Kc)
Technical Education in Russia: Exchanging Educational Values by Gene W Gloeckner( Book )

1 edition published in 1990 in English and held by 1 WorldCat member library worldwide

Soviet children enter elementary school at age 6 or 7. After 4 years of elementary school with the same teacher, they enter secondary school, and after 4 years there, Soviet children earn what might be called a partial secondary certificate. They may then leave school at age 14 or 15. If a student chooses to attend a vocational school or higher-level technical school, the training lasts for 3 years with required on-the-job training. A student may also choose to continue in secondary school for 3 years and then study in a vocational school for 1 year of job-related vocational training or in an institute or university for 5 years. Teachers are prepared in pedagogical institutes. The United States can learn a great deal from the Russian educational system with regard to its emphasis on culture and its close working relationship with local industry. The Soviet system could learn from the United States' experience in demonstrating the practical use of science and mathematics and providing students with access to such tools as computers. (Ylb)
IBM SPSS for intermediate statistics : use and interpretation by Nancy L Leech( Book )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

"Designed to help reader analyze and interpretet research data using IBM SPSS, this user-friendly book shows readers how to choose the appropriate statistic based on the design; perform intermediate statistics including multivariate statistics; interpret output; and write about the results. The book reviews research designs and how to assess the accuracy and reliability of data; how to determine whether data meet the assumptions of statistical tests; how to calculate and interpret effect sizes for intermediate statistics, inncluding odds ratios for the logistic analysis; how to compute and interpret post-hoc power; and an overview of basic statistics for those who need a review. Unique chapters on multilevel linear modeling; multivariate analysis of variance (MANOVA); assessing reliability of data; multiple imputation; mediation, moderation, and canonical correlation; and factor analysis are provided. SPSS syntax with output is included for those who prefer this format." --- text from back of the book
IBM SPSS for introductory statistics : use and interpretation by George A Morgan( )

2 editions published between 2010 and 2011 in English and held by 0 WorldCat member libraries worldwide

This book distinguishes itself from other SPSS resources through its unique integration of the research process (including design) and the use and interpretation of the statistics
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.19 (from 0.14 for SPSS for W ... to 0.98 for Technical ...)

SPSS for Windows : an introduction to use and interpretation in research
Languages
English (29)

Covers
SPSS for introductory statistics : use and interpretation