WorldCat Identities

California Univ., Berkeley. School of Education

Overview
Works: 99 works in 130 publications in 1 language and 186 library holdings
Genres: Abstracts 
Classifications: LB2832.3.C2, 428
Publication Timeline
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Most widely held works by Berkeley. School of Education California Univ.
Learning about learning, propositional reasoning : a personal workshop by Lawrence F Lowery( Book )

4 editions published in 1974 in English and held by 4 WorldCat member libraries worldwide

This self-instructive workbook focuses on a set of propositional abilities related to learning. It utilizes written materials, manipulative materials, videotapes, and students, and is supplemented by a program and support system which includes instruction, teaching experiences for practice, discussions, and individual conferences. The three major goals of this workbook are to enable the teacher to: (1) use a clinical method to administer, at any grade level, diagnostic tasks related to propositional abilities; (2) identify the developmental level each student in the class has attained in terms of propositional abilities; and (3) select, from resources available, subject matter appropriate to identified levels of development. Propositional tasks are included which deal with various types of reasoning (probablistic, disjunctive, combinational, propositional, deductive, and proportional). The workbook contains outlines for eight self-directed workshops some of which concern (1) developing the ability to administer propositional tasks, (2) administering propositional tasks to a student, (3) solving problems involving propositional abilities, and (4) reading about propositional abilities. There is also a section dealing with a review of some research on propositional abilities, a bibliography, and an appendix which gives examples of various types of problems related to propositional abilities. (BD)
Motivating the Notion of Generic Design within Information Processing Theory The Design Problem Space by Vinod Goel( Book )

2 editions published in 1988 in English and held by 3 WorldCat member libraries worldwide

The notion of generic design, while it has been around for 25 years, is not often articulated, especially within Newell and Simon's (1972) Information Processing Theory framework. Design is merely lumped in with other forms of problem solving activity. Intuitively it is felt that there should be a level of description of the phenomenon which refines this broad classification by further distinguishing between design and non-design problem solving. However, Information Processing Theory does not facilitate such problem classification. This paper makes a preliminary attempt to differentiate design problem solving from non-design problem solving by identifying major invariants in the design problem space. Descriptive protocol studies are used to explore the problem spaces of three prototypical design tasks from the disciplines of architecture, mechanical engineering, and instructional design. Eight significant invariants are identified. The paper concludes by drawing some morals for the development of computer-aided design (CAD) systems, noting the limitations in the work, and indicating directions for further research. Diagrams include the structure of a prototypical design task environment, the design problem space, the conceptual structure of the transformation of goals to artifact specifications, and symbol systems used in architectural design. An Office of Naval Research distribution list is appended. (37 references) (Author/GL)
[The University of California Cooperative Teacher Preparation Project(Ucctpp)] by Berkeley. School of Education California Univ.( Book )

2 editions published in 1974 in English and held by 3 WorldCat member libraries worldwide

The University of California Cooperative Teacher Preparation Project (UCCTPP) began in 1971 as an effort to improve the quality and effectiveness of teacher education programs. UCCTPP is currently implemented through the cooperative efforts of the School of Education at the University of California at Berkeley and the Mount Diablo and Vallejo Unified School Districts. The project is designed to manage a much larger portion of the beginning teacher's experience than has heretofore been attempted. The project functions within an educational framework comprised of three themes: the learner, subject areas, and instruction. Instructional, administrative, and research models consistent with the themes are designed to: (a) improve the quality of teaching at all levels through self-assessment techniques, (b) establish administrative organizations and procedures that open up fresh possibilities for making educational decisions, (c) research the effectiveness of the project and its teachers, and (d) study basic research questions related to the teaching-learning process. Holistically, the UCCTPP is a longitudinal, unified K-12, preservice/inservice model committed to educational innovation and change, with a responsibility for providing evidence of this activity. (Author)
Curricular change in California comprehensive high schools, 1982-83 to 1984-85 by Pam Grossman( Book )

2 editions published in 1985 in English and held by 2 WorldCat member libraries worldwide

Curricular changes among 20 public comprehensive high schools in California from 1982-83 to 1984-85 were analyzed. This report focuses primarily on changes in advanced placement courses in sample schools; it is accompanied by a discussion of policy implications and tables of demographic and course section data. The researchers discovered a substantial increase (34 percent) in advanced placement course sections, with the largest departmental increases occurring in math and science. Home economics and industrial arts offerings have dropped, 21 percent and 16 percent, respectively. Schools with lower parent education (utilized as a proxy measure of socioeconomic status) show the greatest increases in academic offerings. Schools in both high and low socioeconomic status categories display roughly equivalent losses in industrial arts and increases in foreign languages. The pattern of increase in traditional academic offerings indicates that curricular changes are consistent with objectives of recent reform efforts. Policy implications center around the finding that more academic offerings are available to advanced students but that the availability of nonacademic electives for general track students has declined. Also, math and science increases occur during a teacher shortage in those areas. Report findings are placed in the context of a review of related literature. (Cjh)
Writing: A Window to Our Minds. Writing Teachers at Work by Nancy Marashio( Book )

2 editions published in 1982 in English and held by 2 WorldCat member libraries worldwide

A first-hand account of eighth grade students' experiences in learning to write, this monograph, written by students, provides teachers and students with a model for talking about the writing process. The comments in the monograph reflect the students' belief that people can learn to be good writers by writing frequently, sharing their writing and their criticisms with classmates, and discussing their writing process. Appendixes contain various teacher reactions to the writing program and a copy of one student's theme. (Hod)
Some reflections on the honorable profession of teaching by Trish Stoddart( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

This monograph presents analyses of some of the factors that impinge upon the quality of schooling in California. The first section addresses teacher certification and professional standards; it touches briefly upon the matter of raising teacher salaries and improving teacher career structures. The teacher's role in classroom quality control is considered in section two. Findings are presented from studies on teacher behavior and pupil progress and students' involvement with the learning process. In the third section, the selection of teachers is discussed within the framework of the decline of teacher quality and state approval of teacher education programs. The state's role in assuring teacher academic competence is considered with recommendations on examinations for teacher candidates and entrance requirements for teacher education programs. The fourth section examines state policy in the preparation of teachers with recommendations on restructuring schools of education and facilitating the entry of first year teachers. The final section explores how to retain good teachers in the classroom. Five recommendations for improving teacher preparation programs and the teaching profession are offered. A four-page bibliography concludes the document. (Jd)
Long Term Follow-Up Report of Four Bawp Programs. Evaluation of the Bay Area Writing Project. Technical Report by James Stahlecker( Book )

1 edition published in 1979 in English and held by 2 WorldCat member libraries worldwide

Prepared as part of the evaluation of the Bay Area Writing Project (bawp), this report provides results of surveys evaluating four types of bawp programs (elementary and secondary school-year inservice programs, university extension special courses, and summer invitational programs), showing that bawp programs have long-term effects on student and teacher attitudes toward writing and writing instruction. The report contains descriptions of the four types of programs, the design of the study, the results, conclusions, and recommendations. The results section is divided into eight parts and provides information on demographic characteristics of bawp participants, attendance, impact on students, impact on teachers, overall assessment of bawp impact on teaching practices, district support, and presenting respondents' open-ended comments. Eight appendixes provide samples of the questionnaires and show frequencies of responses for the separate and combined cells of the surveys. (Rl)
Two Studies of Writing in High School Science. Classroom Research Study No. 5 by Anne Miller Wotring( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

Presented are two studies examining effects of using expressive writing in the science classroom. The first study, "Writing to Think About High School Chemistry," was conducted by a high school English teacher who enrolled in a high school chemistry course. The course was typical with the exception that students were encouraged to keep a journal in which they were to write whatever they wished, or whenever they were confused or the teacher thought they had gone over difficult material. Analysis of three student journals (including the author's) indicates that writing provoked these students to reflect on their own thoughts, take responsibility for their own learning, and begin to raise and answer their own questions. The second study, "Using Expressive Writing to Teach Biology," examined use of writing assignments (reading logs, notes, practice essays, summaries) in two high school biology classes. It was predicted that writing encourages students to think about subject matter and to discover and clarify points of confusion. Although posttests showed generally similar levels of achievement for experimental (n=69) and control (n=67) groups, the experimental group appeared to do better on the delayed posttests. Statistical analyses were not reported. (Jn)
Writing from Given Information. Collaborative Research Study No. 3 by Stephanie Gray( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

An approach to teaching expository writing and research in support of that approach are presented in this book. The first section of the book discusses writing from given information, a technique by which teachers give students collections of nonverbal data (charts, graphs, maps, and other pictorial information) that the students must organize in written assignments. This section contains a rationale for using the approach, examples of assignments using the approach, ways to organize assignments so that stylistic strategies can be emphasized, classroom use of writing from given information, and suggestions for creating packets of given information appropriate for particular students. The second section of the book reports on two research studies comparing groups of ninth and eleventh grade students who were taught either with or without packets of given information. This section contains discussions of the research design, the methodology used, and the results. The research section concludes with the observation that, although there were mixed results from the studies, writing from given information in a teaching method can have a positive effect on student writing ability and can add to a good teacher's storehouse of resources. (Appendixes contain samples of student writing from the research projects.) (Rl)
Sentence and Paragraph Modelling. Curriculum Publication No. 17 by James Gray( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

The two essays in this booklet reflect the spirit and ideas of Francis Christensen, specifically his exhortations to composition teachers, illustrated by his own practice, to approach the teaching of writing inductively, to look always to the writing of professionals for models, and to behave as scholars. The first essay, on sentence modelling, describes an instructional approach during which students examine variations of the cumulative sentences in scores of sentences written by a number of professional writers, imitating the methods of modification introduced to them. The second essay deals with paragraph modelling and uses Christensen's theory of the paragraph as the basis for an instructional approach during which students learn how to talk about the paragraph, discovering how its thoughts are put together. (Hod)
Inquiry Processes in the Social Sciences by John U Michaelis( Book )

1 edition published in 1973 in English and held by 2 WorldCat member libraries worldwide

During the past decade interest in developing thinking skills has continued to be high and particular attention has been given to basic inquiry of the cognitive processes that are used in investigating topics and problems in the social studies. The central purpose of this study is to identify a set of processes that may be used to plan instruction in the social studies. A review of processes that should be emphasized in instructional planning includes a summary of processes in selected professional publications that deal with inquiry, thinking, and cognitive activities and a summary of processes in social studies textbooks and accompanying teacher's manuals. A cohesive set of processes is identified and teaching strategies and related techniques for each of the processes proposed for instructional planning are described. The investigator makes a critical assessment of strengths and weaknesses of the proposed set of processes. Ways in which the processes may be used to improve instructional planning and to analyze materials are also considered. (Author/SHM)
The Write Occasion. Collaborative Research Study No. 1 by Patrick Woodworth( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

Produced as part of a collaborative research project in which classroom teachers teamed with university-based research assistants to explore questions raised by the teachers in the course of their work with students, this monograph deals with the issue of "occasion." Following a review of theory and research about aspects of occasion that seem to affect student performance, the second section of the monograph describes a particular writing experience that produced outstanding writing and offers insights into reasons for the assignment's success. It also offers writing samples produced by students at different levels of ability and motivation. The third section of the monograph reports on a research project undertaken to discover whether performance on a writing test could be improved by specifying the audience and how a test occasion might be affected by different audience conditions. The fourth section compares the test writing that students did for the research project with the writing they had completed for their English class during the year. It also looks at the question of how a "sense of occasion" might influence performance and how teachers might best create good writing occasions. Appendixes include samples of student writing, three versions of a writing topic, and sample test papers showing holistic scores and analytic ratings. (Hod)
Analysis of Distribution Procedures Used by States to Distribute Federal Funds for Vocational Education by Charles Scott Benson( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

An analysis of the procedures states have adopted to distribute federal funds for vocational education under the 1976 Amendments to the Vocational Education Act shows that there is widespread confusion and variation among the states. While the Act specifies that a formula must be used for distribution of funds, the exact criteria for determining the formula are not spelled out, and states, therefore, have established a variety of formulas, some of which are no more in tune with the Act's intent than a simple per-capita distribution would be. There are three basic steps in designing formulas for distributing funds: data selection, transformation of data into standardized scores, and transformation of standardized scores into dollar allocations or reimbursement rates. States employed a variety of approaches to data collection and to transforming raw data into standardized scores, although they used one of three general methods for transforming standardized scores into dollar allocations or rates of reimbursement: a tabular method, a reimbursement rate equation, or a weighted points method. No state was using a procedure free of technical difficulties, arbitrary judgments, unexplained calculations, questionable interpretations of federal law, or inaccurate and inappropriate questionable interpretations of federal law, or inaccurate and inappropriate data. An alternative formula was proposed. (The final section of this report provides detailed descriptions of the fund distribution practices in each state--see note.) (Kc)
Data-based accountability in education by James W Guthrie( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

The policy papers included in this package address various facets of the topic of data-based accountability for education in California. Guy Benveniste of the University of California, Berkeley, School of Education explores the underlying issue of accountability and describes the implications of different types of accountability measures. In "New Directions for State Education Information Systems," Michael Kirst of Stanford University's School of Education argues for a state "information czar" who would coordinate and integrate the various "data streams" that are currently collected and disseminated in a fragmented fashion. An argument for identifying and rewarding merit schools, rather than merit teachers, is presented by Walter I. Garms of the University of Rochester. Garms discusses methods of measuring merit and specific indicators of merit, arguing that schools need freedom to manipulate resources to achieve desired results. Gene Dawson of the School of Education at Berkeley describes how data are collected for the California Basic Educational Data System, and offers suggestions for improving reliability. Edward Haertel of Stanford University discusses general problems of measuring the effects of reform, and David Stern of the University of California at Berkeley further explores the merit school concept and discusses issues related to California's new "quality indicators" program. References are included for each paper. (Te)
Writing to Think. National Writing Project Occasional Paper No. 4 by Marlene Griffith( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

Intended for writing teachers, from middle-elementary level through college, this booklet describes a teaching method that lets students write their own way into ideas, merging personal experience with intellectual thought in expository writing. The booklet first describes in greater detail the concept of writing to think as focused free writing--required but not graded or revised--that allows students to bring vague perceptions to a verbal level explicit enough for them to reconsider or extend. It then presents four examples, writing samples from two students who write easily and two who have difficulty, to illustrate different kinds of mindwork made possible by this kind of thinking on paper. Discussion of the examples focuses on the personal and intellectual qualities present in the writings. (Hth)
Dropout Prevention and Recovery in California by David Stern( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

The costly supplemental or alternative programs that combat chronic school failure and continued high dropout rates are not always effective for the following reasons: (1) students do not always find out which programs are available, and (2) if no suitable program is available, there is usually no one responsible for trying to create one. People with local responsibility for dropout prevention should use an efficient procedure for assessing the situations of individual students and referring them to the most suitable program. Students drop out for numerous reasons, and there are numerous possible responses to students at risk of dropping out. Dropout prevention programs offer various curricula, including the following: (1) regular academic curriculum leading to local diploma; (2) remedial academic curriculum leading to diploma equivalent; (3) specialized vocational program leading to job placement; and (4) combined academic and vocational curricula. Dropout programs vary in their locations (regular high schools, other schools, non-school organizations), instructional processes, administrations, ranges of related activities, and schedules. A comprehensive assessment system should be developed to better match students with the available programs. A 35-item bibliography is appended. (Bjv)
Showing-writing : a training program to help students be specific by Rebekah Caplan( Book )

2 editions published in 1980 in English and held by 2 WorldCat member libraries worldwide

A training program designed to teach high school students to be specific in their writing is described in this booklet. The first section of the booklet explains the three stages of the program: (1) daily practice in translating a "telling" sentence into a "showing" paragraph; (2) application of "showing" writing to the editing and revision process; and (3) the study of particular techniques to improve specificity. The second section of the booklet describes a study conducted to test the effectiveness of the training program. Among the reported findings are: a concentrated training program can make a significant contribution to students' writing skills, and students are less likely to transfer specific techniques to their usual writing style if those techniques are not systematically reinforced in a variety of ways in all phases of the instructional program. Appendixes contain a copy of the writing test used in the study and student writing samples. (FL)
An Experimentally Induced Reversal in the Normal Sequence ofDevelopment by Robbie Case( Book )

1 edition published in 1973 in English and held by 2 WorldCat member libraries worldwide

This paper presents a study using a neo-Piagetian theory to analyze the micro-structure underlying Piaget's "control of variables" scheme. Data are presented which support the conclusion that young children are capable of acquiring and utilizing this scheme before they acquire Conservation of Weight, that is, providing (1) that the children are at least 7-8 years old; (2) that they are field independent and (3) that they have been exposed to previous situations in which an uncontrolled test was conducted and the ambiguity of the results was made apparent. The results are discussed with regard to Piaget's theory of development and the limitations of development on learning. (Author/CS)
The tutor and the writing student : a case study by Jerry Herman( Book )

2 editions published in 1979 in English and held by 2 WorldCat member libraries worldwide

This booklet is one of a series of teacher-written curriculum publications launched by the Bay Area Writing Project, each focusing on a different aspect of the teaching of composition. The first part of the booklet describes a college writing center and the tutorial teaching that takes place in the center. The second part reports a case study of a student who worked through six drafts of a piece of writing. Appended is a transcript of the tutorial session on the fifth draft. (AEA)
Building Self-Esteem Through the Writing Process. WritingTeachers at Work by Lynn Howgate( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

Acknowledging that the process approach to writing instruction is particularly valuable for lower ability students (because carrying a project through from prewriting to publication enhances their self-esteem), this book presents procedures for teaching writing to build student confidence and subsequently to improve student writing. Following an introduction, the first chapter discusses ways to set the stage for a conducive writing atmosphere. The next three chapters present activities for the stages of the writing process--prewriting, drafting, and revising. The fifth chapter discusses peer review of students' work before publication, while the sixth chapter suggests the proofreading stage as a final opportunity for students to discuss their papers with the teacher before publication. The last chapter explores various forms in which student writing can be "published," such as classroom books, letter exchanges, book reports, and screen plays. The appendix includes a curriculum guide, a guide to planning effective writing assignments, excerpts from student-authored books, and student poems and letters. (Hth)
 
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English (29)