WorldCat Identities

University of California, Berkeley School of Education

Overview
Works: 364 works in 432 publications in 1 language and 2,859 library holdings
Genres: Conference papers and proceedings  Periodicals  Juvenile works 
Classifications: LC5131, 371.81
Publication Timeline
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Most widely held works about Berkeley University of California
 
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Most widely held works by Berkeley University of California
Cultural patterns in urban schools; a manual for teachers, counselors, and administrators by Joseph D Lohman( Book )

3 editions published between 1967 and 1969 in English and held by 540 WorldCat member libraries worldwide

The purpose of this book is to help teachers understand and accept the subcultures from which an increasing number of their students come. The content of this book was developed from the experience of many teachers working at the elementary, junior-high, and senior-high school levels. The teachers were drawn from schools with a large proportion of minority youth and were identified by their colleagues as having shown sensitivity, insight, and skill in engaging alienated youth. They were surveyed through a series of panel discussions and group interviews conducted during the course of the school year, 1963-64. During these sessions, problem situations--partially based on the teachers' own experience--were presented in such a way as to elicit discussion and analysis of various coping strategies. The book is divided into five parts. Every part includes an introduction and three stories, each of which is followed by a set of questions and a commentary. Each part concludes with a number of digests from relevant social science readings. (Editor/JM)
Learning research and school subjects : [proceedings] by Gagne( Book )

3 editions published in 1968 in English and held by 238 WorldCat member libraries worldwide

Five psychologists who have approached the study of learning from different points of view were asked to prepare statements which examined their areas of interest for empirically-based knowledge of relevance to learning as found in the classroom. They presented their viewpoints at a symposium sponsored by Phi Delta Kappa. This book presents the formal papers delivered at the symposium, a selection of the questions asked from the audience, and a discussion of the paper's contents by other experts in the field. Appended to each paper is a reference list. Topics covered include concept learning, perceptual learning, prescriptive values, and the management of instruction. (Jy)
The Quarterly of the National Writing Project and the Center for the Study of Writing( )

in English and held by 72 WorldCat member libraries worldwide

Unexpected directions of change in student writing performance by Catharine Keech( Book )

4 editions published in 1982 in English and held by 60 WorldCat member libraries worldwide

In examining why performance scores on writing tests so often fail to improve in neat positive intervals for individuals and groups, testers have sought the answer in differences in test conditions on progressive retestings. Two other sources of performance variation are possible: the U-shaped learning curve or phenomenon of apparent regression during new skills acquisition and performance strategies; and the ill-defined nature of the writing task which allows the student writer to determine to a large extent the difficulty level of the writing attempt regardless of the testers' intention. A discourse typology was developed for identifying the kind of task the writer sets himself or herself. Abstract to concrete discourse functions; varied time focuses; and discourse narration, description, or commentary are all relevant dimensions within the chronology of the acquisition and development of text design strategies. These strategies can be pre-schema, open-schema, or closed-schema. Task construction should be taken into account when assessing growth or development of writing skills. (Author/CM)
The Quarterly of the National Writing Project & the Center for the Study of Writing and Literacy( )

in English and held by 58 WorldCat member libraries worldwide

The role of response in the acquisition of written language : final report to the National Institute of Education by Sarah Warshauer Freedman( Book )

4 editions published in 1985 in English and held by 54 WorldCat member libraries worldwide

Language ability in the middle grades of the elementary school; final report to the U.S. Office of Education, Dept. of Health, Education, and Welfare by Berkeley University of California( Book )

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

Berkeley review of education( )

in English and held by 41 WorldCat member libraries worldwide

Berkeley Review of Education engages issues of educational diversity and equity within cognitive, developmental, sociohistorical, linguistic, and cultural contexts
The New school of education journal( )

in English and held by 19 WorldCat member libraries worldwide

Agricultural education series( )

in English and held by 18 WorldCat member libraries worldwide

Cooperative training of school executives, the California plan by Berkeley University of California( )

2 editions published in 1930 in English and held by 18 WorldCat member libraries worldwide

Trade and industrial series( )

in English and held by 16 WorldCat member libraries worldwide

The good school of education : linking knowledge, teaching and learning : a report prepared for the Education Review Committee, University of California Systemwide Administration by Bernard R Gifford( Book )

2 editions published in 1984 in English and held by 15 WorldCat member libraries worldwide

The University of California, its campuses, and their individual schools and departments of education have substantial responsibilities for providing research, training, service, and leadership in the field of education. The responsibilities of the units differ. As yet, however, none is fully meeting its obligations to improve education. Part I of this report describes missions it is believed the University of California's schools of education should pursue, including: (1) professional training (teacher education and advanced professional training); (2) advancement of knowledge and training of scholars; (3) service to the field and coordination with institutions; and (4) advocacy of the improvement of education. Also discussed in part I are the changes the University and the campus administrations must make for the University to assume leadership in the reform of public education. Part II of this report describes what the missions of the School of Education at Berkeley should be, their current efforts and plans, and the additional resources and other changes that must be obtained if the university is to achieve its objectives. References, tables, and reviews of school of education faculty personnel are appended. (JMK)
What belongs on a beach? by Jacqueline Barber( Book )

1 edition published in 2007 in English and held by 13 WorldCat member libraries worldwide

Cultural patterns of dirrerentiated youth; a manual for teachers in marginal schools by Joseph D Lohman( Book )

4 editions published in 1966 in English and held by 12 WorldCat member libraries worldwide

What are roots? by Marco Bravo( Book )

1 edition published in 2007 in English and held by 12 WorldCat member libraries worldwide

What's stronger? : the forces that cause erosion by Lincoln Bergman( Book )

1 edition published in 2007 in English and held by 12 WorldCat member libraries worldwide

The unified school district in California : a co-operative study by Berkeley University of California( Book )

1 edition published in 1956 in English and held by 12 WorldCat member libraries worldwide

Preparing leaders for the future : a development program for underrepresented groups in vocational education : volume I - volume II by Jerome Moss( Book )

2 editions published in 1994 in English and held by 12 WorldCat member libraries worldwide

This document is a 2-volume set of instructional materials for a 90-hour leadership development program for vocational educators that places special emphasis on underrepresented groups in vocational education. The two volumes of materials (here combined) are organized into three major sections as follows: introduction to the leadership development program, planning for leadership development, and developing leader attributes. The sections are in turn divided into 32 learning experiences (lessons) that each contain the following: statement of purpose and behavioral objective, instructor's plan and estimated time for each learning experience, bibliography, outline of content to be presented by instructors, list of materials/equipment required, master copies of overhead transparencies and student handouts, and out-of-class assignment. Section I consists of three lessons introducing the program (introduction to the program; system realities; and developing team-building and group facilitation skills). Section II contains six lessons on planning for leadership development (balancing life roles, introduction to leader attributes, assessing leader attributes, assessing personality type, formulating a leadership development plan, and using mentors). The first part of section III includes five lessons on developing personal characteristics (insightful, visionary, stress management, risk taking, and achievement oriented). In the second part of section III are seven interpersonal skills lessons (developing interpersonal sensitivity, motivating others, using assertive communication for leadership effectiveness, developing active listening skills for assertive communication and leadership, using effective presentation skills, and networking). Contents of the third part of section III are as follows: four lessons in a decision-making cluster (decision making, selecting the appropriate decision-making process, improving the ethical quality of organizational decisions, facilitating meetings); three lessons in a leadership styles cluster (selecting leadership styles, delegating tasks and responsibilities, leading through empowerment); and five lessons in a cluster on improving the organization (organizational planning, managing information, managing conflict, influencing system realities, and using the "Breakers Simulation" in applying leader attributes). (MN)
 
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Alternative Names

controlled identityUniversity of California, Berkeley

California. University. School of Education

University of California, Berkeley. Department of Education

University of California, Berkeley. Dept. of Education

University of California, Berkeley. Graduate School of Education

University of California Berkeley School of Education

Languages
English (71)