WorldCat Identities

Noar, Gertrude

Overview
Works: 30 works in 91 publications in 2 languages and 3,043 library holdings
Genres: Outlines and syllabi 
Roles: Author, Editor
Classifications: LB3062, 373
Publication Timeline
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Most widely held works by Gertrude Noar
The junior high school, today and tomorrow by Gertrude Noar( Book )

13 editions published between 1953 and 1964 in English and held by 567 WorldCat member libraries worldwide

Individualized instruction: every child a winner by Gertrude Noar( Book )

9 editions published in 1972 in English and Undetermined and held by 566 WorldCat member libraries worldwide

The teacher and integration by Gertrude Noar( Book )

2 editions published in 1966 in English and held by 414 WorldCat member libraries worldwide

Teaching and learning the democratic way by Gertrude Noar( Book )

6 editions published in 1963 in English and held by 364 WorldCat member libraries worldwide

The teacher and integration by Gertrude Noar( Book )

3 editions published between 1967 and 1974 in English and held by 225 WorldCat member libraries worldwide

Teaching the disadvantaged by Gertrude Noar( Book )

8 editions published between 1967 and 1972 in English and held by 199 WorldCat member libraries worldwide

Freedom to live and learn; techniques for selecting and developing units of learning in the modern classroom by Gertrude Noar( Book )

4 editions published in 1948 in English and held by 165 WorldCat member libraries worldwide

Individualized instruction for the mentally retarded : they, too, can be winners by Gertrude Noar( Book )

1 edition published in 1974 in English and held by 157 WorldCat member libraries worldwide

Teacher aides at work by Gertrude Noar( Book )

2 editions published in 1967 in English and held by 95 WorldCat member libraries worldwide

Recruitment, qualifications, training, and duties of teacher aides are described. Major activities are those that free the teacher from nonteaching duties (clerical, library, lunchroom supervision, and home visits). However, the use of teacher aides drawn from the same socioeconomic levels as the parents of disadvantaged pupils could provide a bridge to such pupils only if aides are assigned to classroom activities. Aides are recruited through newspaper or community center announcements or by word of mouth. Qualifications vary with the type of community, socioeconomic level of students, and duties of aides. Selection may be based on personality traits, acceptability as a "language model," interview or neighborhood residence, aides include center-city unemployed, middle-class mothers, and college students. Wages are usually $1.50 an hour ($1.25 to $2.50). discrepancies between conditions of employment for aides and regular teachers are a source of dissatisfaction to some aides, but the work often provides ego support. Use of aides has raised questions about (1) aides as change agents, (2) placement and responsibility of aides, (3) whether many low-paid aides are being hired when a smaller number of additional higher-paid professionals would be better, (4) whether minority group aides are being employed in place of minority group regular teachers, thus supporting inferiority stereotypes. This document is available as stock number 381-11798 from publication-sales section, national education association, 1201 sixteenth street, N.W., washington, D.C. 20036, 32 pages, for $0.75. (af)
Sensitizing teachers to ethnic groups by Gertrude Noar( Book )

5 editions published between 1971 and 1981 in English and held by 48 WorldCat member libraries worldwide

This booklet on human relations attempts to convey to teachers the meaning and intent of "learning to live together." Separate sections deal with what teachers need to know about blacks, American Indians, Mexican-Americans, Puerto Ricans, the disadvantaged, Asian-Americans, Jews, and the many Caucasian ethnic groups. The focus in each race is on their history, social problems, differences within the race, and social differences due to past and present experiences, and in the case of the disadvantaged, on nutrition, environmental influences, and socioeconomic background. (Author/RJ)
Regional problems and issues in human relations education by B'nai B'rith( Book )

2 editions published in 1957 in English and held by 40 WorldCat member libraries worldwide

Information is not enough; the implementation of human relations education in the classroom by Gertrude Noar( Book )

7 editions published between 1958 and 1985 in English and held by 28 WorldCat member libraries worldwide

Living with difference by Gertrude Noar( Book )

4 editions published between 1960 and 1983 in English and held by 23 WorldCat member libraries worldwide

Prejudice and discrimination by Gertrude Noar( Book )

5 editions published between 1964 and 1967 in English and held by 20 WorldCat member libraries worldwide

The school was confronted with the necessity of teaching about prejudice and discrimination as facts of life, as conditions which prevent the full development of every person, as problems that should be solved, if democracy was to function. One of the approaches to a unit that studied prejudice and discrimination consisted of the discussion of a specific incident of scapegoating or discrimination which had occurred in the school or the community. A magazine article or a newspaper story could also be used. The basic objective of curriculum in intergroup relation was development of the kind of person who could live effectively in a democratic society. The basic principles and values of the curriculum included recognition and acceptance of the worth and integrity of every human being. Also all persons in a democracy had the right to share in policy-making, as well as having the right to become something of his own choice. The content of curriculum included the description of the nature of prejudice. It was an unfounded, negative, overgeneralized judgment, formed without benefit of facts and usually accompanied by a feeling tone. Effect of discrimination was the deprivation of an individual of the human and civil rights which were granted to him by the federal constitution and the bill of rights. Corrective measures included preservice and inservice teacher education and many elementary and secondary school courses of the values and facts about predudice and discrimination. The mass media should devote time and space to various aspects of intergroup relations, and public meetings should be held frequently to discuss problems. Intergroup activities and the activities of public and private agencies were also important
Civil rights and civil liberties, a resource unit for teachers by Gertrude Noar( Book )

in English and held by 15 WorldCat member libraries worldwide

A resource unit for teachers is presented. It aims at explaining the rights and liberties of a citizen, developing the principles and concepts of democracy, and developing the ability to think critically about questions of individual rights and responsibilities. Suggested methods for teaching the unit involved--the use of case studies, mass media of communication, and films, field trips to a court session, and problem-solving and sociodrama. The content included the historical events and documents which preceded the writing of the federal constitution, an analysis of the principles written into it to promote the welfare and happiness of the people, and a description and interpretation of the amendments which constitute the bill of rights. Some of the learning activities suggested were word study, reading, discussion, research on historical documents, construction of time-lines, biographical studies, trips to governmental institutions, the use of consultants, letter writing, films, art work, music, and recordings
The third Reich in perspective : a resource unit for teachers and group leaders by B'nai B'rith( Book )

in English and held by 6 WorldCat member libraries worldwide

A brief history of the Nazi rise to power and genocide of Jews is contained in this pamphlet. The pamphlet was designed to supplement secondary social studies textbooks when it was found that most texts omit or skim over the treatment of the Jews by the Nazis. The document begins with a brief overview of historical content which the developers feel constitutes the minimum amount of information that teachers and students need to understand the meaning of the events in Germany that preceded and occurred during the Nazi era. Information is presented on unification of German states into one nation under Otto von Bismarck; Prussian militarism; social collapse following Germany's defeat in World War I; democracy during the Weimar period from 1918-1933; background of Adolph Hitler; Hitler's rise to power; and Nazi treatment of Jews. The second part of the pamphlet contains suggested learning activities and an annotated list of films and books. Activities involve students in word study, reading assignments, group and class discussions, committee work, writing exercises, role playing, arranging for and listening to class speakers, and audiovisual presentations. (Author/JR)
Every child a winner : individualized instruction by Gertrude Noar( Book )

1 edition published in 1981 in English and held by 4 WorldCat member libraries worldwide

The Junior High School-today and tomorrow. Second edition by Gertrude Noar( Book )

3 editions published in 1961 in English and held by 3 WorldCat member libraries worldwide

La educación de los niños necesitados by Gertrude Noar( Book )

1 edition published in 1970 in Spanish and held by 2 WorldCat member libraries worldwide

 
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