WorldCat Identities

Whitworth, Jerry 1939-

Works: 20 works in 46 publications in 2 languages and 4,201 library holdings
Genres: Genealogy 
Roles: Author
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Most widely held works about Jerry Whitworth
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Most widely held works by Jerry Whitworth
Works Progress Administration cemetery and Bible records, Cheatham County, Tennessee by Debbie Whitworth( Book )

2 editions published in 1987 in English and held by 26 WorldCat member libraries worldwide

The Regular Education Initiative: A Blueprint for Success. a Description of a Statewide Implementation Project in Illinois by Jerry Whitworth( Book )

1 edition published in 1994 in English and held by 1 WorldCat member library worldwide

This paper defines the Regular Education Initiative (rei) as encouraging both regular and special education personnel to work together more effectively to provide the best education possible for all children, by adapting the regular education environment to better accommodate the student's needs. The paper discusses the results of a statewide effort to implement the rei in Illinois. It presents a conceptual model which outlines effective principles and practices found to be successful in implementing the rei at the local school level. Each aspect of the framework is discussed with specific suggestions for successful implementation. The model calls for a commitment to change, a school-wide approach, a team concept, a network of services/resources, planning/communication, skills in effective practices, staff development, evaluation/feedback, and focus on individual students. The paper concludes that by observing and following these principles, schools can significantly increase their opportunities for success, and the Regular Education Initiative will evolve from promise into reality. (Contains 26 references.) (Jdd)
Professional Development for Elementary Science Teachers: Implicationsfor Practice by Patricia Hernandez( Book )

1 edition published in 2002 in English and held by 1 WorldCat member library worldwide

This project's goal was to design a professional development model to improve the skills of elementary teachers in providing quality science instruction. Surveys have concluded that lack of training, time, and instructional materials are obstacles for elementary science teachers. Eight elementary schools in a mid-sized west central Texas school district were selected for the project. These eight schools had a student of color population of 40% or greater and the average pass rate on the reading section of the Texas Academic Assessment of Skills test was 10 percentage points lower than the district average. The preliminary survey of elementary teachers in this district identified the following needs for improving their ability to provide quality instruction in science: interaction with the science consultant and other resource personnel to enhance their instruction; increased science preparation to enhance their confidence as science teachers; and additional activities that correlate to the content area using inexpensive materials. To meet these needs, a Summer Institute was conducted with follow-up meetings during the succeeding academic year. These activities provided: (1) a deeper and practical understanding of, and skill at, application of the scientific method in life-science problem solving; (2) hands-on application of methods including time to assemble the needed supplies; (3) increased knowledge of specific life science content; (4) opportunities of the teachers to develop a shared vision of the goals and science vocabulary for each grade level; (5) equipment; and (6) reading resources and manipulatives and materials for classroom science activities. The Summer Institute focused on content mastery and application. Several guest speakers were utilized and teachers had opportunities for hands-on learning in how to teach science concepts. (Contains 28 references.) (Mvl)
Preparing, Recruiting, and Retaining Special Education Personnel in Rural Areas by Jerry Whitworth( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

Nationwide, the shortage of special education teachers is expected to grow, fueled by expanding demand and high teacher attrition rates. The situation in Texas mirrors that of the nation. A needs assessment conducted by Abilene Christian University (acu) in west central Texas found: a continuing need for special education teachers in the area; teacher training needs related to the unique aspects of rural schools, inclusive collaborative settings, the use of technology as an instructional tool, and bilingual and multicultural settings; and the need for a system of professional support. To meet these needs, acu developed Project prime (Preparing, Recruiting, and Retaining Teachers for Inclusive Multicultural Environments). Project components and their activities are: (1) retention of special education teachers (a manual covering topics and common problems in special education, peer support groups, a newsletter for ongoing communication, and a resource center); (2) recruitment of prospective education majors (a recruitment video, a student financial aid manual, faculty visits to area high schools, and meetings with community leaders to discuss recruitment of local minority high school students); (3) preparation (improvement of special education teacher education in the areas of inclusion, technology, diversity, and collaboration); and (4) data collection and analysis (project participation in a statewide effort to track, predict, and analyze teacher shortages). An appendix lists 31 additional recruitment and retention activities. (Contains 10 references.) (Sv)
Increasing the Success of First Year Teachers: A Synthesis of Three Studies by MaLesa Breeding( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

This report presents the results of three studies on beginning teacher needs and support. The first study investigated what one beginning teacher and her mentor talked about in scheduled talk sessions. Audiotapes of the talk sessions and interviews with the teacher and her mentor uncovered how the beginning teacher perceived teaching and herself as a teacher through talks with her mentor. The four prominent issues that emerged as discussion topics were strategy sharing, facilities, classroom discipline, and fear of appearing incompetent. The second study described Project prime (Preparing, Recruiting, and Retaining Teachers for Inclusive, Multicultural Environments). The project was designed to increase the number of well-prepared special education teachers in Texas. This study focused on the project's goal of reducing special education teacher attrition by developing a model for professional support. The third study investigated teacher characteristics that were important for success in various types of school districts. Surveys of school personnel officials throughout Texas indicated that there were certain characteristics which could increase the success of new teachers (being child-centered, able to motivate students, consistent, and empathetic). Other characteristics of successful teachers included teamsmanship, willingness to serve, cooperativeness, good interpersonal skills, and flexibility. (Each study contains references.) (Sm)
Addressing Teacher Supply and Demand by Increasing the Success of First-Year Teachers by John Sweeney( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

This study was designed to clarify beginning teacher characteristics and training that are important for success in various types of school districts. Researchers administered a questionnaire to Texas and Tennessee school personnel. Respondents ranked items in terms of importance, focusing on four categories: personal characteristics, student interaction, group characteristics, and preparation (training areas). Enthusiasm was ranked the most desired personal characteristic for beginning teachers by both groups. Texas respondents deemed empathy the most important student interaction characteristic for teachers, while Tennessee respondents considered child-centeredness and motivation of students the most important interaction characteristics. Texas respondents viewed teamsmanship and cooperation as the most important group interaction characteristics, while Tennessee respondents considered interpersonal skills and teamsmanship the most important group interaction characteristics. In both states, content area, behavior management, and child development were the most desired areas for beginning teacher expertise. In both states, diversity and collaboration were only seen as moderately important. (Contains 48 references.) (Sm)
Seven Steps to Successful Inclusion by Jerry Whitworth( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

This report highlights the experiences of the Lighthouse Project, which successfully included students with disabilities in elementary, middle, and high school general education classes in a school district in southwest Tennessee. Drawing on findings from the Lighthouse Project, the report describes the following seven steps that must be present if a school is to move from exclusive to inclusive practices: (1) someone at the building level must assume a leadership role and that person should be the building's principal; (2) the school must develop a common vision and all members of the school community must understand why inclusion is being implemented; (3) adequate time must be given to the process of planning inclusion and this planning must continue during the implementation phase; (4) there must be a collaborative sprit and atmosphere within the school; (5) provisions must be made for formal as well as informal communication, and personnel in the school must work at the communication process; (6) teachers, administrators, and support staff must be flexible and capable of adapting and changing to meet the needs of children; and (7) training must be providing to faculty and staff on inclusive practices. (Contains 22 references.) (Cr)
Integrating Faith and Learning in Teacher Education by Joyce Hardin( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

This study investigated the integration of faith with learning in teacher education, sending surveys to teacher education programs at institutions affiliated with the churches of Christ. The instrument consisted of two parts. Part 1 examined individual faculty members' perceptions of the integration of faith and learning. Part 2 examined teacher education programs as a whole. Approximately 70 part 1 instruments and 14 part 2 instruments were returned, representing participation by all institutions affiliated with the churches of Christ. Results indicated that most respondents believed faith should play a major role in teacher education at religiously affiliated programs. About three-quarters of the respondents believed it was easy to integrate faith with learning in teacher education. The only question with which participants disagreed was the question about whether integration of faith should be confined to certain aspects of teacher education programs. Many faculty members felt a strong sense of responsibility to express their faith in teacher education and that the development of a strong religious faith is an asset to prospective teachers. They did not feel as strongly about integrating specific religious doctrine as they did about integrating values and positive principles of faith. Few programs reported having a formal process for ensuring that faith was integrated into teacher education. The paper proposes a model for the integration of faith and learning in teacher education (Contains 11 references.) (sm)
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Spy hunter : inside the FBI investigation of the Walker espionage caseBreaking the ring
Alternative Names
Jerry Whitworth American spy

Whitworth, Jerry Alfred 1939-

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