WorldCat Identities

Georgia State Univ., Atlanta

Works: 101 works in 120 publications in 1 language and 201 library holdings
Genres: Conference papers and proceedings 
Publication Timeline
Most widely held works by Atlanta Georgia State Univ.
Contemporary elementary and middle school physical education conference : proceedings, Friday activity and position paper sessions (Atlanta, Georgia, January 13-15, 1983) by Margaret A Jones( Book )

7 editions published between 1980 and 1983 in English and held by 7 WorldCat member libraries worldwide

Physical activities, games, sports, teaching methods, and other topics concerning the physical education of students from kindergarten through eighth grade are discussed in this collection of 40 papers. (Cj)
Simmons Insurance Agency. a Clerk-Typist Position Simulation. Employer's Manual. Office Occupations by Atlanta Georgia State Univ.( Book )

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

This employee's manual is part of a position simulation developed for use in an office applications laboratory at the postsecondary level. The purpose of the simulation is to give the student an opportunity to become familiar with the tasks and duties performed by a clerk-typist working for an independent insurance agency. Contents include a description of the company, a company organizational chart, a job description for a clerk-typist in the organization, lists of required equipment and references, office rules and regulations (office procedures), general information (attendance, public relations, telephone use, appearance, character traits), information on employee/student evaluation and grading, and evaluation forms. (Ylb)
Mae Conn and Associates. a Legal Secretary Position Simulation. Employee's Manual. Office Occupations by Atlanta Georgia State Univ.( Book )

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

This employer's manual is part of a position simulation for use in an office applications laboratory at the postsecondary level. The purpose of the simulation is to give the student an opportunity to perform those tasks and duties performed by a legal secretary. The employer's manual serves as a general guide to the position simulation. It provides a definition of a position simulation; a description of the tasks experienced in the legal secretarial position; information on when to use the simulation; information on the company; a job description; lists of required supplies, forms and equipment; information on references; information on how to use the simulation (suggestions for introduction, preparation, and student supervision and evaluation); evaluation forms; and an organizational chart. The final section contains the keys to the tasks found in the student packets. Instructor Guide Sheets, which precede each key, provide the unit title and a description of task, and indicate required materials, supplies, and/or equipment, suggested requirements, and areas of specialization. (Ylb)
Word Processing Services, Inc. a Task Simulation for Office Occupations. Employee Manual by Atlanta Georgia State Univ.( Book )

2 editions published in 1984 in English and held by 4 WorldCat member libraries worldwide

This word processing task simulation was developed for use in an office applications laboratory at the postsecondary level. Its purpose is to give students an opportunity to become familiar with the tasks and duties that may be performed by word processing personnel. Following a section of general information about the simulated company, the "employee" (student) manual consists of 24 jobs to be performed by students. Each job is introduced by a job request that provides instructions for completing the task. Jobs in the manual include the following: dictation of correspondence from drafts; evaluation of pre-recorded dictation; dictation of reply to business letter; keyboarding, storing, and printing of mailing list; preparation of form letter; determination of priority of work tasks; transcription of dictation; keyboarding of handwritten correspondence; proofreading and keyboarding of business letters and memoranda; keyboarding, printing, and storing of minutes of a meeting, a business letter, financial statements, and correspondence; keyboarding and merging of purchase orders and variables; transcription of letters containing errors from pre-recorded dictation; dictation of replies to correspondence; and keyboarding and printing of manuscripts. (Kc)
Georgia Right to Read Program External Evaluation Report Part II: Non-Participants by Atlanta Georgia State Univ.( Book )

2 editions published in 1978 in English and held by 4 WorldCat member libraries worldwide

The results of a survey of nonparticipating schools are contained in this, the second of two reports evaluating the Georgia Right to Read Project. The survey solicited information about why the schools had elected not to participate, and it is concluded that lack of time and of money were the major reasons for nonparticipation. (A copy of the survey form is appended.) (FL)
Investigations of the Interactions of Radiation with Matter( Book )

4 editions published between 1983 and 1993 in English and held by 4 WorldCat member libraries worldwide

Work on the interaction of radiation with matter is described. In particular photoabsorption by ions and excited states is discussed, along with relativistic effects in the photoabsorption by heavy elements and charged particle impact ionization of atoms. The relevance of these areas to various applied areas such as radiation protection and safety, x-ray laser schemes and effects, nuclear pumped lasers, and IR detection is pointed out. (Author)
The Statewide Training Model for a Continuing Education Certificate in Gerontology in Religion and Aging by Barbara, Ed Thompson( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

This training model is a guide for developing statewide training for a continuing education certificate in gerontology in religion and aging. It is designed for use by gerontology educators, state office of aging executives, and leaders of religious judicatories. Section I begins with a description of the training model and covers where and how to begin. Chapter 2 focuses on the course format, schedule, requirements, and modifications. Chapter 3 deals with the central focus of the training: building collaborative relationships and using the course content in projects that extend programs and services to older persons in the communities. The chapter covers a project planning process and using the resources of good community involvement, older volunteers, and advisory committees. Chapter 4 provides information on research instruments and research report results and their use for planning and evaluation. Section ii introduces the recommended curriculum content. Each chapter covers one area and identifies content issues and suggested resources. Concepts include the following: biological, social, and psychological processes of aging; similarities and differences in the organizational structure and function of congregations and aging agencies; community and congregational programming; community resources; counseling older persons and their families; and policy issues. Section iii summarizes the model. Appendixes include selected examples of projects and a sample area agency annual plan. (Ylb)
The Role of Refutation Text in Overcoming Difficulty with Science Concepts. College Reading and Learning Assistance Technical Report 85-08 by Cynthia Hynd( Book )

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

Noting that children and adults often hold misconceptions about topics in content area texts, particularly those in the area of science where counter-intuitive notions about how the real world works abound, a study examined the effect of activating students' background knowledge about motion theory prior to asking them to read a physics text. Subjects included a group of 38 students who demonstrated incorrect prior knowledge of motion theory in two pretests. Students were provided with two types of texts. The refutation text consisted of information regarding certain principles of motion, but it discussed those ideas as being in contrast with students' intuitive ideas. The nonrefutation version described Newtonian mechanics but did not discuss any of the ideas as being in contrast with commonly held misconceptions about motion theory. Posttest results revealed that the refutation text was more effective at getting students to change their prior misconceptions about the principles of motion. It did not make any difference if students were asked to activate their prior knowledge or not. In lieu of refutation text, it was recommended that teachers use an anticipation-reaction guide or George Posner's and others' four-step model of conceptual change instruction to dispel students' counter-intuitive notions. (Hod)
Neurochemical Control of Circadian Rhythms( Book )

2 editions published between 1990 and 1992 in English and held by 2 WorldCat member libraries worldwide

The suprachiasmatic nucleus (SCN), which appears to act as a circadian clock, contains a large subpopulation of local circuit neurons in which vasoactive intestinal peptide (VIP) and peptide histidine isoleucine (PHI) are co-localized. We are continuing to investigate the hypothesis that VIP/PHI-containing neurons are essential for the synchronization of circadian rhythms with the day-night cycle. Using in situ hybridization, we demonstrated that some, but not all SCN neurons that contain VIP/PHI mRNA also contain the mRNA encoding a third biologically active peptide, gastrin releasing peptide (GRP). Comparison of the cellular levels of VIP/PHI and GRP mRNA revealed that these mRNAs have distinctly different 24 hr patterns within the SCN. We also examined whether VIP, PHI and GRP interact within the SCN to produce a signal important for circadian control. Co-administration of VIP, PHI and GRP within the SCN in vivo mimicked the phase delaying effects of light on circadian control, and activated SCN single units recorded in vitro. In contrast, administration of VIP, PHI or GRP alone, or co-administration of any two of these peptides did not produce the full behavioral or cellular response observed following co-administration of VIP, PHI and GRP. These data indicate that the interaction of VIP, PHI and GRP may be required for regulation of circadian rhythms by the SCN. Keywords: Peptides; Hypothalamus; Co-localization; Light; Gene expression. (edc)
Academic Objectives in Classroom Management by T Ayllon( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

The misbehavior of children often presents a severe problem to the classroom teacher. An attempt is reported here to eliminate such misbehavior by strengthening a competing and educationally relevant class of behavior, namely academic performance. A classroom was sleected in an urban school which included children with the most severe behavior problems. Fourteen children, ages 6 to 9 years, were included in this study. A simple but reliable method for recording the behavior of the teacher in the classroom was first developed; the emphasis in the recording was placed on objective definition and quantification of behavior relevant to academic performance in the classroom. Through training in behavioral procedures, the teacher was able to eliminate the behavior problems while increasing her effectiveness in the classroom as measured by (1) the proportion of time per day spent discussing academic subject matter with the class; (2) the daily number of assignments given to each pupil; and (3) the proportion of correct work performed by the pupils. The increase in academic achievement by the students and the increase in teaching time by the teacher occurred in a matter of 4 academic days. An additional findings was that 6 out of the 14 children were promoted to the regular classroom following the behavioral intervention. (Author)
An Analysis of Undergraduate Grades by Course in Relation to StudentAbility Levels, Programs of Study and Longitudinal Trends. ReportNo. 76-15 by James E Prather( Book )

2 editions published in 1976 in English and held by 2 WorldCat member libraries worldwide

Investigated are final letter grades in undergraduate courses at Georgia State University from fall 1970 to fall 1975. Grades were examined course-by-course in relation to ability levels, programs of study and longitudinal trends. An analysis was undertaken to determine if "grade inflation" had taken place. The sample was based on records of 9,338 undergraduates who had attempted 40 or more credit hours as of Fall Quarter 1975. Findings were that different courses have differing final grade indicators. Student grades were strongly related to the major field. Grade inflation was found to be present only in a minority of the courses studied. To a great extent, there was a tendency for grades to regress toward the mean; either the "hardest" courses became slightly "easier" in grading or the "easier" courses became marginally "tougher" in grading. It is suggested that the redistribution of grades that had occurred resulted from the diversification of the curricula. (Author/KE)
Sex Stereotyping in Math Doesn't Add Up. Project on Sex Stereotyping inEducation by Atlanta Georgia State Univ.( Book )

1 edition published in 1978 in English and held by 2 WorldCat member libraries worldwide

This instructional module on sex stereotyping and its effect on mathematics education is composed of four transparency masters, two handouts, and a bibliography and is designed to accompany a 25-minute tape. The four transparencies are stereotyping sample mathematics problems, sex differences in mathematical skills, and mathematics courses and job choices. The two handouts illustrate sex stereotyping in mathematics word problems and indicate things to do to combat sex stereotyping in mathematics. (Mp)
Vocational Education in the Atlanta Schools by Wayne J Urban( Book )

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

A study focusing on vocational education in the Atlanta schools reveals that while vocational education in the Atlanta public schools has a long history, full-fledged job training was quite late in coming to Atlanta's high schools. With the onset of desegregation in the mid-1960s, several new projects were initiated to enhance vocational education on the elementary and secondary levels. However, statistics affirm that even today vocational education should be a stronger alternative for Atlanta's students than it is. Among the reasons for this state of affairs are the following: lack of uniform and adequate procedures for hiring and training teachers; lack of federal, state, and local agreement over the immediate purpose of vocational education in high schools, and segregation of vocational programs in inner-city areas. In addition, female and black enrollment statistics and local administrator and teacher attitudes reinforce skepticism of the the state's commitment to sex and race equity. On-site visits to several Atlanta schools and interviews with school teachers and administrators support the notion that while vocational education programs get a fair share of Atlanta's educational budget, they do not get full support in terms of recognition and leadership. (Mn)
Interaction Analysis Gives Insight in to Student-Teacher Exchanges by Gertrude Moskowitz( Book )

1 edition published in 1972 in English and held by 2 WorldCat member libraries worldwide

A method providing objective analysis of teacher and student interaction is described in this article. Feedback derived from a matrix of the teacher's classroom behavior (prepared by a professional observer) provides objective information in 10 separate categories. The categories, characteristic of any teacher's classroom behavior and teaching habits, relate to 100 matrix cells which include categories of teacher talk, student talk, and miscellaneous activities. It is felt that teachers will be in a better position to analyze and improve their teaching through interaction analysis. (Rl)
Evaluative Criteria for College Reading-Study Research. College Reading and Learning Assistance Technical Report 84-02 by Norman A Stahl( Book )

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

Issues pertaining to research on college reading and study skills programs are analyzed, based on a literature review. It is suggested that before educators can provide quality instruction, they need to differentiate practices that are conducive to learning. Evaluative criteria are needed to make such decisions, as well as to design and evaluate experimental investigations. Particularly important are the following: (1) sampling considerations, including a representative study population, randomization, analysis of covariance, and internal validity; (2) independent variables; (3) training in the teaching technique under analysis; (4) instruments that are adequately described and appropriate to the task; and (5) data analysis techniques that are appropriate for the experimental design. To bridge the gap between practice and theory, cooperative research ventures between instructors and researchers must be undertaken. It is suggested that college reading staff need to: understand the contributing role of research, develop the skills necessary for evaluating and conducting studies, and continue to seek the institutional support (release time, seed money, assistants) necessary for conducting applied research. (Sw)
Contemporary Elementary and Middle School Physical Education Conference (Georgia State University, Atlanta, Georgia, January 15-17, 1981). Proceedings, Friday, Activity and Position Paper Sessions by Margaret A., Ed Jones( Book )

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

The second session of the January conference on Contemporary Elementary and Middle School Physical Education was devoted to over 35 workshops and demonstrations of games and sports that could be used by teachers with their classes. Emphasis was placed on the development of individual skills, physical fitness through sports, and noncompetitive games. Position papers were also given on movement education, mainstreaming, young people and drugs, self defense as a means to achieve self assurance, outdoor education program ideas, public school legislation, and student motivation. Various programs among classes, schools, and school districts are described. Activities demonstrated included dance, gymnastics, drama, track and field, golf, orienteering, basketball, weight training, and fencing. (Jd)
Performance Objectives Can They Serve Teachers? by Florence Steiner( Book )

1 edition published in 1972 in English and held by 2 WorldCat member libraries worldwide

A discussion of the nature of performance objectives is summarized in this way: "they state (1) what the student will do, (2) under what conditions, (3) to what level of mastery, and (4) using what time limit (if any)." Having established the importance of performance objectives for modern language teachers, the author suggests their specific possible uses. It is urged that teachers write their own performance objectives and develop student evaluation procedures along lines suggested by sample materials. Performance objectives help the teacher in self-evaluation, provide a good basis for curriculum reform, serve as a basis for program articulation, facilitate material and textbook selection, render teacher and supervisor evaluation more objective, and assist in making budgetary allotments. (Author/RL)
Unskilled College Readers' Comprehension of Connected and Disconnected Text. College Reading and Learning Assistance Technical Report 87-01 by William G Brozo( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

Divided into two phases, a study investigated the differential effects of text with and without logical connectives on college developmental readers' comprehension. In the first phase, 44 sophomores from two sections of a college developmental reading course were administered a cloze comprehension exercise along with a class of 50 regular education students (the control group) to assess their existing knowledge of connectives. Results showed that the control group significantly outperformed both developmental reading groups, who performed similarly. These results verified that the developmental readers had limited knowledge of the role of linguistic connectives in understanding connected discourse. In the second phase, a group of developmental readers (Group 1) read a passage that had intra- and inter-sequential connectives, while another group (Group 2) read the same passage without connectives. Both groups then completed a multiple choice questionnaire. Results supported the hypothesis that readers receiving the connected text would better understand how ideas were linked together, resulting in superior performance on the questions requiring inferencing ability. Findings indicated that Group 1 outperformed Group 2 on the comprehension test. Both groups performed similarly on the explicit questions, but Group 2 answered correctly significantly more questions requiring inferencing. (Jd)
Teaching Students to Recognize and Manipulate Structures of Cohesion. College Reading and Learning Assistance Technical Report 85-04 by William G Brozo( Book )

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

Methods for teaching students to recognize and manipulate structures of cohesion in reading materials are discussed. Teaching students to connect text involves a strategy that combines reading and writing in student- and teacher-directed activities. An example illustrates how the strategy can be applied with specific course content, a ninth-grade unit on the Civil War. In small groups, students generate three statements that come to mind related to the war, and the class identifies statements appropriate to the topic. Next, students discuss a list of connective words and then write a paragraph using connecting words to join together their statements about the war. Finally, students are provided a modified cloze passage from the text with existing connectives removed. Any sentences that could be connected are separated by a blank space, and students use the list to fill in the connecting words, after which the class discusses connectives that were chosen. It is suggested that creating cohesive statements helps students grow in syntactic maturity and metalinguistic awareness. A list of connectives and a sample cloze passage with missing connectives are included. (Sw)
Exercising your rights : eliminating sex bias in physical education by Patricia B Campbell( Book )

2 editions published in 1978 in English and held by 2 WorldCat member libraries worldwide

A module on sex stereotyping and its effect on physical education is described. This unit is a part of a series of instructional modules on sex-role stereotyping in education. Designed to be used independently or to supplement an existing instructional unit, the module is composed of a 25-minute tape, five transparency masters, three handouts, and a bibliography. Messages and myths transmitted to males and females regarding physical education and athletics as well as the effect of sex stereotyping on students' perceptions of male and female competence are explored. (Jd)
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English (36)