WorldCat Identities

Anderson, Carolyn S.

Works: 14 works in 24 publications in 1 language and 404 library holdings
Genres: Conference papers and proceedings  Academic theses  Abstracts 
Roles: Author, Editor
Classifications: HF5549, 658.3
Publication Timeline
Most widely held works by Carolyn S Anderson
Human resource management in high technology firms( Book )

9 editions published between 1986 and 1987 in English and Undetermined and held by 363 WorldCat member libraries worldwide

Study guide to accompany Educational psychology, principles in practice by Carolyn S Anderson( Book )

2 editions published in 1984 in English and held by 9 WorldCat member libraries worldwide

Violence, victims and suicide : Nebraska adolescents' attitudes and behaviors by Ian M Newman( Book )

1 edition published in 1991 in English and held by 5 WorldCat member libraries worldwide

This report presents the results of a survey of over 1,500 Nebraska students in grades 8 and 10 in 1988. Students in 37 schools were asked about their involvement in physical fights; about their access to weapons; about being victims of robbery, physical assault, threats and attempts at forced sex; about their attitudes toward violence and coercion; and about attitudes toward and attempts at suicide. Some of the results reported in this document include: (1) over half of 8th-grade and 10th-grade males reported having been in a physical fight at least once during the past year; (2) a substantial majority of the 10th-grade males reported that they could get a gun if they wanted to; (3) 8th-grade males, followed by 8th-grade females were most likely to have been robbery victims; (4) almost half of the students reported having been threatened with physical assault; (5) almost 20% of students were actually attacked either at school or outside of school; (6) a substantial proportion of both males and females reported that attempts were made to force them to have sex; (7) 35% of the females and 18% of the males indicated that they had often felt sad or hopeless in the past 30 days; and (8) a considerable proportion had known someone who had attempted suicide. The report concludes that even though violence is a multifaceted problem, enough is known to develop potentially effective prevention programs. (ABL)
The psychosocial correlates of women's attachment to the labor force by Carolyn S Anderson( )

1 edition published in 1991 in English and held by 3 WorldCat member libraries worldwide

Teaching students to resist pressures to drink and drive, second year evaluation, social studies classes by Ian M Newman( Book )

1 edition published in 1987 in English and held by 3 WorldCat member libraries worldwide

Alienation and alcohol : the role of work, mastery, and community in drinking behavior by Melvin Seeman( Book )

1 edition published in 1985 in English and held by 3 WorldCat member libraries worldwide

Teaching students to resist pressures to drink and drive, first year evaluation, English classes by Ian M Newman( Book )

1 edition published in 1987 in English and held by 3 WorldCat member libraries worldwide

Adolescent Drug Use in Nebraska, 1988. Technical Report 19 by Ian M Newman( Book )

2 editions published between 1988 and 1989 in English and held by 3 WorldCat member libraries worldwide

This research report describes alcohol, tobacco, and other drug use among a representative sample of 7,187 Nebraska junior and senior high school students. The research is from an ongoing project: the Nebraska Adolescent Drug Use survey, which was initiated in 1982. The stated purpose of the project is to provide baseline and updated survey estimates of adolescent drug use in Nebraska to the Nebraska public, to educators charged with the responsibility of providing health education and intervention programs to the youth of the state, and to policymakers. The data upon which the report is based were collected during the spring of 1988. The report includes information on the self-reported use of alcohol, tobacco, marijuana, lysergic acid diethylamide, cocaine, heroin, barbiturates, amphetamines, tranquilizers, stimulants, other narcotics, and glue/inhalants. The report has three sections. The first describes current drug use among adolescents in Nebraska. The second compares current use among Nebraska high school seniors with current use among high school seniors in the United States as a whole. The third compares 1988 use in Nebraska with use as measured by the Nebraska Adolescent Drug Use Survey in 1982. Descriptions of the sample, the questionnaire, and methods used in the survey are provided at the end of this report. (Abl)
Teaching students to resist pressures to drink and drive : summary evaluation, 1984-1986 by Ian M Newman( Book )

1 edition published in 1987 in English and held by 3 WorldCat member libraries worldwide

Screening and Identification Procedures in the Child ServiceDemonstration Programs. Final Report by Harold J Mcgrady( Book )

1 edition published in 1974 in English and held by 2 WorldCat member libraries worldwide

Described and analyzed are procedures used in 38 Child Service Demonstration Projects throughout the U.S. for screening and identifying learning disabled children (ld). It is emphasized that the purpose of the project was to report viable alternatives for screening and identifying ld children rather than to recommend one particular model or screening test as the best. Information given on each of the 38 projects includes the delivery system for intervention (such as an ld resource room), the initial entry system utilized (such as teacher referral), and the personnel involved in decision-making (such as parents and psychologists). Flow charts provided depict the information gathering, information transmittal, decision-making and administrative procedures used in determining a child's eligibility for ld intervention. Among findings reported are: that the resource room is the most prevalent delivery system for ld children in public schools; that almost 80 percent of the projects use teacher referrals to identify potential ld children; and that emotional disturbance is the condition most likely to be specifically invoked as an exclusion criterion. Appended is the interview form used to gather data on projects. (Ls)
Comprehensive Tests of Basic Skills 1985-86 Test Results by Carolyn S Anderson( Book )

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

The Comprehensive Tests of Basic Skills in reading, language, and mathematics was administered to 3,417 second through twelfth grade students plus 201 resource room special education students for a total of 3,618 students, 97% of the student population in the Crete-Monee (Illinois) School District, in April, 1986. The test results were compared: (1) to national norms; (2) to last year's scores; (3) for high, middle, and low achievers; (4) for new students overall; and (5) for new and returning students at different grade levels over two years. Results indicated that scores exceeded the national average in all 11 grades tested, in all three tests, with the best performance at second and sixth grade. More students this year than last year scored in the top half of the nation across all grade levels. The general trend over two years was upward for high, middle, and low achievers. Students who were new to the district did not perform as well as returning students in all tests and at all grade levels, but their scores had relatively little effect on average scores in the district. Performance of new students was inconsistent from year to year, but performance of returning students was stable year to year, except for peaks at grades two and six which were attributed to a better curriculum-test match at those grades. (JGL)
Teacher Response to Proposed Changes in Grouping Impact on Policy and Practice by Carolyn S Anderson( Book )

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

Grouping for instruction has characteristics that make existing structures, habits, and attitudes resistant to change. This case study accordingly describes a school district located 40 miles south of Chicago in which attempts were made to change attitudes about, and the practice of, instructional grouping over a 3-year period. Two ways are highlighted in which staff interest and involvement were solicited in the change process: formal feedback and pilot projects. The paper begins with a brief description of the district and a summary of the project. The subsequent section focuses primarily on teacher attitudes and fears that were expressed in the opportunities for feedback to the Program Council. These concerns included the belief that heterogeneous grouping is bad for students, that heterogeneous classes are larger than ability grouped classes, that the current curriculum "fits" ability grouping, that popular instructional strategies "fit" ability grouping, that school conditions will supersede any guidelines, that changed grouping requires retraining, that grouping guidelines would eliminate transitional grades, and that placement or reevaluation requires time and tools. The next section describes a series of pilot projects that were developed to explore alternative grouping strategies: seventh- and eighth-grade math level reduction; ninth-grade science level reduction; high school English shift from basic to regular; ninth-grade language arts basic level enrichment; ninth-grade movement from prealgebra to algebra; fifth-grade cooperative learning; sixth-grade team teaching; and a fifth-grade reading-as-thinking project. Conclusions from the study are enumerated, and references follow. (TE)
Organizational Factors Affecting Curriculum Change A Case Study of Instructional Grouping Innovations by Carolyn S Anderson( Book )

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

Making changes in the area of grouping for instruction is difficult because it involves adjustments in the curriculum, in teacher planning, and in teacher attitudes. A concern that the present form of grouping may result in intellectual and racial discrimination began in the Central Office and the Curriculum Office of the Crete-Monee School District (Illinois). The issue was referred for study to the Program Council, and after having gathered and discussed grouping research, a fragile consensus was reached that change was needed; however, the advocates of change were afraid that the problem would require too drastic an alteration. The solution was to bring in an experienced consultant, who alleviated their anxiety by advising them and giving a fresh interpretation of the data. Although the Program Council rejected the guidelines first proposed, it gradually evidenced interest in making a change as new measures to increase the members' input and to ensure consensus began to take effect. As this case study suggests, experimentation, flexibility, long-term perspective, and mutual input and communication are organizational traits that affect the extent and thoroughness of a school district's acceptance of the consultant's qualities, such as interest and experience, district knowledge, and problem recognition. Dramatic changes in attitude, approach or focus, and behavior could be observed among members of the Program Council. Attached are a list of references, two tables, and one figure. (RG)
How to establish a high school service learning program by Judith T Witmer( Book )

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

A great deal has been said and written about the importance of giving students the opportunity to provide service to others. This book is designed to provide educators with a "crash course" in how to start or repair such a program in their schools or districts. Following the introduction, chapter 1 defines service learning and explores its origins. The second and third chapters describe the purpose, goals, and principles of service learning programs. Guidelines for conducting needs assessment for the school or district are presented in the fourth chapter. Options for program design and other considerations are examined in chapters 5 and 6. Chapter 7 describes ways to gain the interest, confidence, and commitment of stakeholders. Specific tasks for getting started are outlined in the eighth chapter. Chapter 9 offers tips for understanding the administrative and managerial aspects of operation and maintenance, and chapter 10 discusses how to prepare for and overcome difficulties. The final chapter summarizes and reinforces important points. Appendices contain information sources on service learning and 20 annotated references. Two figures are included. (Lmi)
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How to establish a high school service learning program
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