WorldCat Identities

Morse, William Charles

Overview
Works: 84 works in 286 publications in 2 languages and 7,271 library holdings
Genres: History 
Roles: Author, Editor, Other
Classifications: LC4631, 371.94
Publication Timeline
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Most widely held works by William Charles Morse
Conflict in the classroom: the education of emotionally disturbed children by Nicholas James Long( Book )

22 editions published between 1965 and 1980 in English and held by 1,122 WorldCat member libraries worldwide

This collection of 75 readings for teachers consists of eight chapters, each organized as a unit of study discussing a question about the diagnosis, treatment, and education of emotionally disturbed children. The author's responses to individual articles reflect a psychoeducational approach. The question "how does it feel to be emotionally disturbed" is illustrated by 22 excerpts from a variety of fictional works. Other questions to which selected readings respond are--"how can disturbed children be identified,""what kinds of help are appropriate,""what kinds of schools and programs are provided,""how do you manage these children,""how do you teach these children,""how do we measure improvement and interpret failure," and "how is research helping." The bibliography cites 159 items in addition to references following some individual readings. This document was published by the wadsworth publishing co., Inc., Belmont, calif., $4.50. (my)
Psychology and teaching by William Charles Morse( Book )

55 editions published between 1955 and 1972 in English and Spanish and held by 908 WorldCat member libraries worldwide

Learning disabilities : the struggle from adolescence toward adulthood by William M Cruickshank( Book )

6 editions published between 1980 and 1982 in English and held by 814 WorldCat member libraries worldwide

Humanistic teaching for exceptional children : an introduction to special education( Book )

5 editions published in 1979 in English and held by 654 WorldCat member libraries worldwide

Conflict in the classroom: the education of children with problems by Nicholas James Long( Book )

6 editions published between 1971 and 1972 in English and held by 446 WorldCat member libraries worldwide

The collection of readings deals with teaching and managing both emotionally disturbed children and children who are in a state of emotional disturbance or conflict due to external factors. The readings in the first chapter, selected from fictional and non fictional literature and other sources, illustrate how it feels to be emotionally disturbed by describing what the disturbed child feels like from within. The chapter is divided into three parts: one pictures basic intrapsychic difficulties, the second shows aspects of society which breed disturbed behavior, and the third concerns drug use. Other chapters contain selections on identification and diagnosis of the disturbed child, kinds of help available (individual psychotherapy, therapies with different media, group therapy), kinds of schools and programs available, teaching strategies (the behavior modification, educational, behavioral science, and social competence models and, particularly, the psychoeducational model), mental hygienic management in the classroom, and evaluation of methods and treatment. Chapters are preceded by editors' introductions and individual articles are often followed by editorial comments. (Kw)
The education and treatment of socioemotionally impaired children and youth by William Charles Morse( Book )

9 editions published in 1985 in English and held by 400 WorldCat member libraries worldwide

Studies in the psychology of reading by William Charles Morse( Book )

18 editions published between 1948 and 1968 in English and Undetermined and held by 373 WorldCat member libraries worldwide

Public school classes for the emotionally handicapped: a research analysis by William Charles Morse( Book )

9 editions published in 1964 in English and held by 343 WorldCat member libraries worldwide

The study identified themes running through special class programs for the emotionally handicapped, analyzed classroom procedures, and described the teachers' backgrounds, attitudes, and purposes and the students' perceptions of the programs. Initially, 117 public school programs for the emotionally handicapped were located and surveyed by mail; then 54 programs were selected for site visits. Areas surveyed were the origin and operation of the programs, general characteristics of pupils, and classroom conditions and operations. The following conclusions were drawn: pupils, teachers, and observers found positive change as a result of participation, and program types were shown related to changes; specific pattern and uniformity in approach were lacking; school personnel realized that their original program plans required extensive modification and that flexibility was needed; program types differed widely; programs maintained a school related focus; and clinical support and understanding were helpful. The major statistical findings and evaluations are provided. (Bw)
Classroom psychology : readings in educational psychology by William Charles Morse( Book )

14 editions published between 1971 and 1972 in English and held by 298 WorldCat member libraries worldwide

Conflict in the classroom : the education of at-risk and troubled students( Book )

2 editions published in 1996 in English and held by 263 WorldCat member libraries worldwide

Readings in educational psychology by William Charles Morse( Book )

9 editions published between 1962 and 1982 in English and held by 247 WorldCat member libraries worldwide

Affective education for special children and youth by William Charles Morse( Book )

5 editions published in 1980 in English and held by 219 WorldCat member libraries worldwide

Affective education methods in special education are the concern of the text. Goals, definitions, and processes in affective education are considered in Chapter 1, which also examines such topics as the relationship between affective education and mainstreaming, teacher role, and pupil focused affective education. Specific program content is presented in the succeeding three chapters for special preschool, elementary age, and adolescent students. Each addresses the basic support needs for affective growth, affective tasks of each age group, and appropriate affective educational processes. A final chapter touches on evaluation of affective education. (Cl)
Classroom disturbance: the principal's dilemma by William Charles Morse( Book )

4 editions published in 1971 in English and held by 213 WorldCat member libraries worldwide

How principals can be most effective in dealing with and serving emotionally disturbed or socially maladjusted pupils, while recognizing the demands and interests of teachers and parents at the same time, is considered. Much of the success in moving ahead to serve disturbed children with new formats is said to depend upon the principal and how he facilitates whatever resources he has, particularly in the resolving of affective disputes. The discussion of this problem covers several topics: the new role of schools in prevention and rehabilitation, the types of maladjustment the principal can expect to encounter among the students, and the special role of the principal in dealing with disturbed students and what he can do about particular children and his school in his capacity as a special educator. (Kw)
The individual education planning committee : a step in the history of special education by William M Cruickshank( Book )

4 editions published in 1990 in English and held by 196 WorldCat member libraries worldwide

Understanding child variance by William Charles Morse( Book )

3 editions published between 1980 and 1983 in English and held by 179 WorldCat member libraries worldwide

Crisis intervention in residential treatment : the clinical innovations of Fritz Redl( Book )

4 editions published between 1991 and 2012 in English and held by 79 WorldCat member libraries worldwide

Dimensions of children's social and psychological development related to school achievement by Warren A Ketcham( Book )

4 editions published in 1965 in English and held by 67 WorldCat member libraries worldwide

The first task of this research was to construct a set of instruments for the collection of data on children's social and psychological development. The purpose was to produce instruments with a closer relationship to the classroom setting and the interests and concerns of teachers than most of the available ones seemed to provide. A large pool of items was gathered and administered to a stratified sample of 430 third-, fifth-, seventh-, ninth-, and eleventh-grade children. Extensive statistical analysis was made which culminated in a factor analysis. From the findings, three types of instruments were constructed--a classroom questionnaire, a semantic differential, and a card sort. The instruments were then used with the sample to collect data on--(1) the classroom environment with subdimensions for learning, social structure, social climate, and mental health, (2) self-concepts, and (3) self-needs. It was concluded that the current stress on academic achievement has not forced children's needs into a dominant position. The need for affiliation was found to be the most pronounced. When viewed as two global variables, personal social achievement and academic achievement did not appear to be related, significantly, in the classroom groups. The primary implication derived from this study was that a major task of teachers is to prevent the development of a high, positive relationship between personal-social and academic achievement in the classroom. (Gd)
An evaluative approach to the training of teachers of disturbed preschool children by William Charles Morse( Book )

2 editions published in 1973 in English and held by 58 WorldCat member libraries worldwide

A study of school classroom behavior from diverse evaluative frameworks: developmental, mental health, substantive learning, group process by University of Michigan( Book )

4 editions published in 1961 in English and held by 53 WorldCat member libraries worldwide

Seals handbook( Book )

2 editions published in 1969 in Undetermined and English and held by 31 WorldCat member libraries worldwide

 
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Humanistic teaching for exceptional children : an introduction to special education
Alternative Names
Morse, William

Morse, William C.

Morse, William C. 1915-

Languages
English (177)

Spanish (11)

Covers
The education and treatment of socioemotionally impaired children and youthConflict in the classroom : the education of at-risk and troubled students