WorldCat Identities

Birch, Jack W.

Works: 55 works in 204 publications in 1 language and 7,291 library holdings
Genres: Handbooks and manuals  Drama  Fiction  Abstracts 
Roles: Author, Editor
Publication Timeline
Most widely held works by Jack W Birch
Guide to the successful thesis and dissertation : a handbook for students and faculty by James E Mauch( )

13 editions published between 1998 and 2003 in English and held by 1,824 WorldCat member libraries worldwide

Thoroughly updated to reflect the most recent trends in thesis/dissertation (T/D) preparation and research, the Fourth Edition examines confidentiality and privacy in Internet communications and considers the accuracy and reliability of Internet-reported research ... furnishes a new discussion on qualitative research ... focuses attention on intellectual property issues ... supplies a new section on the appropriate use of animal subjects ... details the historical background of advanced degrees ... and much more
Teaching exceptional children in all America's schools : a first course for teachers and principals by Maynard C Reynolds( Book )

13 editions published between 1977 and 1982 in English and held by 805 WorldCat member libraries worldwide

Intended for pre and inservice training of regular and special education teachers, the textbook offers a mainstream approach to educating handicapped and gifted students. The first two chapters give an historical overview of the development of special education and discuss some of the major conceptual shifts that seem to be inherent in the mainstreaming movement. Chapter 3 focuses on assessment of both programs and students, and chapter 4 considers how student and program assessments can be matched to provide individualized programs for each exceptional student with particular emphasis on the parents' role in the planning process. Seven chapters provide information on the state of the art in the following areas: giftedness and talents, mental retardation, learning disabilities and behavior disorders, physical and health impairments, speech problems, hearing impairments, and visual impairments. Additional chapters cover emerging trends in school personnel roles and instructional procedures; emerging programs relating to early childhood education, child neglect and abuse, drug handicapped learners, and school age parents; and present problems and issues that appear to hold strong portents for the future development of public school operations. For each issue considered, the authors contrast the prevailing practices with preferred approaches. Each of the 14 chapters begins with suggestions for students and instructor on how to develop the topic into a learning unit with additional resources and activities. Appended are the names and addresses of organizations agencies concerned with exceptional persons and information on teacher training materials. (Sbh)
Guide to the successful thesis and dissertation : conception to publication : a handbook for students and faculty by James E Mauch( Book )

22 editions published between 1983 and 1996 in English and held by 720 WorldCat member libraries worldwide

Getting started; The research advisor; Developing the proposal; Preparation of the proposal; The thesis or dissertation committee; Approval of the study plan; Conduct of the study; Writing the manuscript; Defense of the thesis or dissertation; The completed thesis or dissetation and future growth
Educating gifted and talented learners by Donald F Sellin( Book )

5 editions published in 1980 in English and held by 612 WorldCat member libraries worldwide

Guide to the successful thesis and dissertation : a handbook for students and faculty by James E Mauch( Book )

13 editions published between 1983 and 1993 in English and held by 459 WorldCat member libraries worldwide

Meeting the challenges of producing and, ultimately, publishing theses and dissertations, the fifth edition of this reference views the addition of references to university research libraries and advanced information on websites, online searches, electronic literature and other computer methods
Designing schools and schooling for the handicapped : a guide to the dynamic interaction of space, instructional materials, facilities, educational objectives, and teaching methods by Jack W Birch( Book )

9 editions published in 1975 in English and held by 386 WorldCat member libraries worldwide

The United States Congress and the individual states are now placing high priorities on supplying school facilities for the handicapped. This book is a comprehensive synthesis of what is unique and different about exceptional children and youth, of what modes of teaching and learning are necessary for their instruction, and of what contributions planning and design of physical environment and facilities can make to maximize their education and rehabilitation. Guidelines are offered for the inclusion of handicapped children in the regular school, as well as for the optimum development of handicapped children in separate schools, where that is appropriate. (Author/MLF)
Adaptive mainstreaming : a primer for teachers and principals by Maynard C Reynolds( Book )

6 editions published in 1988 in English and held by 381 WorldCat member libraries worldwide

The emeritus professor : old rank - new meaning by James E Mauch( Book )

6 editions published in 1990 in English and held by 373 WorldCat member libraries worldwide

Psychoeducational development of gifted and talented learners by Donald F Sellin( Book )

6 editions published in 1981 in English and held by 348 WorldCat member libraries worldwide

Mainstreaming : educable mentally retarded children in regular classes by Jack W Birch( Book )

12 editions published between 1974 and 1975 in English and held by 308 WorldCat member libraries worldwide

Described in the monograph are mainstreaming programs for educable mentally retarded (emr) children in six variously sized school districts within five states. It is noted that mainstreaming is based on the principle of educating most children in the regular classroom and providing special education on the basis of learning needs rather than categories of handicap. Discussed are reasons for mainstreaming, the districts, and mainstreaming characteristics, as well as terminology and a descriptive definition of mainstreaming. Detailed are pupil composition, program qualities, and implementation modes for the following school districts: Tacoma (Washington), Richardson and Plano (Texas), Tucson (Arizona), Louisville (Kentucky), and Kanawha County (West Virginia). Some of the aspects described that are common to all the programs are motivation for mainstreaming, preparation of teachers, inservice teacher education, parental reactions, and costs. It is recommended that school systems intending to mainstream focus on 10 factors such as concerns of regular class and special teachers, teacher attitudes, inservice education, sensitive administration in pupil placement, and assurance of line administrative support. Listed are school districts in 25 states that are conducting mainstreaming for emr pupils. (Mc)
Hearing impaired pupils in the mainstream by Jack W Birch( Book )

6 editions published in 1975 in English and held by 244 WorldCat member libraries worldwide

Provided primarily for regular class teachers and administrators is information on mainstreaming hearing impaired students. Reasons behind the movement toward regular class placement of hearing impaired pupils are noted and two basic views as to how it should be done are identified. Defined are relevant terms such as mainstreaming, hearing aid, and hearing impaired. A chapter on the influence of hearing impairment on education includes discussion of the nature of the hearing defect, and differences in educational needs of deaf and hard of hearing pupils. In a section on characteristics of successful mainstreaming, instructional settings and pupil characteristics are listed and five principles basic to mainstreaming (such as teach toward hearing world participation) are explained. Guidelines presented for making mainstreaming function include a model for preservice and inservice preparation, suggestions for regular class teachers and administrators, and information on professional roles and facilities. The second half of the book consists of descriptions of various complete and partial approaches to mainstreaming in 10 public school systems and four residential schools. The programs were chosen to represent a range of sizes and geographical locations. (Ls)
Challenging gifted children by Jack W Birch( Book )

3 editions published in 1955 in English and held by 103 WorldCat member libraries worldwide

Retrieving the retarded reader, with special emphasis on remedial teaching of vocabulary by Jack W Birch( Book )

6 editions published between 1940 and 1955 in English and held by 92 WorldCat member libraries worldwide

Slingshot( Visual )

2 editions published in 2007 in English and held by 84 WorldCat member libraries worldwide

Two manipulative drifters venture into Fairfield County, Connecticut, looking to seduce wealthy and lonely housewives
Reaching the mentally retarded by Jack W Birch( Book )

3 editions published in 1955 in English and held by 66 WorldCat member libraries worldwide

A field demonstration of the effectiveness and feasibility of early admission to school for mentally advanced children by Jack W Birch( Book )

3 editions published in 1965 in English and held by 62 WorldCat member libraries worldwide

A 4-year study demonstrated the feasibility and effectiveness of early admission to school for mentally advanced children. Approximately 800 children were screened to locate the 36 children who entered kindergarten before the usual time. Criteria for early admission included an intelligence quotient approximately 130 or higher, social maturity at least 1 year advanced, absence of health problems, satisfactory emotional development, approval by kindergarten teachers after observation of a kindergarten visit, and parental approval. Data were collected on attitudes, costs, modifications required in activities of professional staff, and on achievement of pupils. Children admitted early to school on the bases of mental, physical, social, and emotional readiness did as well in academic work as their older classmates of like ability in kindergarten, first, and second grades. On sociometric measures there was no evident difference between early-admitted children and others. The process of demonstration was analyzed in terms of innovation and change. Information about the demonstration was disseminated widely through public information media. (Jm)
The relationship between early manual communication and later achievement of the deaf by Jack W Birch( Book )

7 editions published between 1962 and 1964 in English and held by 61 WorldCat member libraries worldwide

An investigation was undertaken to determine whether early manual communication with deaf children influences their subsequent acquisition of (1) intelligible speech, (2) reading ability, (3) speech reading ability, (4) written language, and (5) psychosocial adjustment. The design involved matched pairs of subjects because of the large number of variables which needed to be controlled. Early manual communication was the independent variable. One subject of each matched pair was a deaf child who had learned manual communication from infancy. The other was a deaf subject who had not learned manual communication from infancy. From 5 schools for the deaf, a preliminary matching led to 105 children of deaf parents being matched with 337 deaf children of hearing parents. All children were 10 years of age or over. Data collected by parental questionnaires were used in pairing of children. Pairs of subjects were matched and tested with regard to several variables. The deaf children who had learned to communicate manually from infancy were superior to the group without early communication experiences in speechreading, reading, and written language. It was concluded that, when the influence of early manual communication on the language of deaf children is present, this influence helps the development of conventional language skills. (Jc)
Programed instruction and the correction of written language of adolescent deaf students by Jack W Birch( Book )

5 editions published between 1963 and 1975 in English and held by 59 WorldCat member libraries worldwide

Special programs for the deaf were developed to determine if grammatical errors in written language could be reduced. Preliminary analyses were made on the language of deaf students and used as a guide for the selection of grammar material to be programed. One control group and two experimental groups were used in the study. The samples consisted of adolescent deaf students who were assigned to one of the three groups. Experimental group 1 consisted of 57 subjects, experimental 2, 52, and the control group, 105 subjects. The two experimental groups received two different treatments, while the control group received representative instruction. The treatments were divided into deductive and inductive forms of programs. Programed language instruction is demonstrably effective for teaching deaf students, particularly when coupled with conventional instruction and used skillfully. (Jk)
School achievement and effect of type size on reading in visually handicapped children by Jack W Birch( Book )

6 editions published in 1966 in English and held by 57 WorldCat member libraries worldwide

The relationship between visual deficits and achievement was studied. Partially seeing children (424) from the fifth and sixth grades were administered five equivalent forms of a standardized test containing school-like reading tasks. A latin square design was used to spread the effects of teachers' skill in test administration, practice, levels of pupil motivation, and possible effects of type size change. Various data on the subjects were obtained from their teachers. A comprehensive achievement test was later printed in type sizes 12-, 15-, 18-, 21-, and 24-point, and administered according to the preference of the subjects. This test was administered under both timed and untimed conditions. Data were collected on reading distance employed and other variables. Statistical analysis revealed no relationship between the best type size and achievement or between the reading distance typically used and test scores. There was educational retardation of one grade level on a grade-to-grade comparison with nonhandicapped children. Other results, implications, and conclusions concerning (1) special education practices, (2) teacher education, (3) vocational rehabilitation, and (4) research were included. (Rs)
The development and evaluation of programmed instruction in language for children with auditory disorders by University of Pittsburgh( Book )

4 editions published in 1962 in English and held by 53 WorldCat member libraries worldwide

The feasibility of programing written language for the instruction of deaf children was studied. A program was developed and presented to a group of deaf children. A control group was taught the same lesson content by teachers. Data were processed by a computer. The total score reliability of the language tests was determined by the application of rielon's formula (1939) to the composite scores. The experimental and control groups were tested for homogeneity of variance on composite scores and on each of six language variables, an f-ratio being computed on each. The hypothesis of a common population mean was examined by means of a t-test. Additional statistical procedures were used in (1) daily record sheets, (2) tests of retention, and (3) original student responses. Observation made by the teachers provided anecdotal information. While the internal consistency of teacher instruction was higher than that of programed instruction, no significant difference was found between the mean scores on five of six language variables. The control group scored significantly higher on one variable. The programed instruction required less than one-half the time assigned to teacher instruction. Written responses were correct on over 90 percent of the frames. Less than 5 percent of the total responses showed uncorrected errors. Participating teachers reacted well to this method of written language instruction. (Hb)
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Guide to the successful thesis and dissertation : a handbook for students and faculty
Alternative Names
Birch, Jack

English (150)