WorldCat Identities

Barnes, Ellen

Overview
Works: 13 works in 20 publications in 1 language and 115 library holdings
Genres: Educational films  Documentary films  Nonfiction films  Short films  Handbooks and manuals  History  Case studies  Academic theses 
Roles: Author
Classifications: LC4015, 371.9
Publication Timeline
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Most widely held works about Ellen Barnes
 
Most widely held works by Ellen Barnes
Teach and reach : an alternative guide to resources for the classroom by Ellen Barnes( Book )

6 editions published between 1974 and 1977 in English and held by 69 WorldCat member libraries worldwide

This guide to alternative teaching resources suggests ideas to change the system and self, and it presents new ways of thinking about teaching and learning. A section on programming includes ideas for alternative curricula that are activity based, affective, community based, issue centered, interest centered, and mixed media. A section on brainstorming, a technique designed to produce a problem-solving climate, presents guidelines to brainstorming behavior and a transcript of a brainstorming session. A section on values examines values within the classroom in relation to sexism, racism, and studentism. This book also focuses on teaching differences, children's behavior, classroom observation, counseling, legal rights of children, and teacher growth. Reading suggestions are also included. (PD)
What do you do when your wheelchair gets a flat tire? : Questions and answers about disabilities by Douglas Biklen( Book )

2 editions published in 1978 in English and held by 31 WorldCat member libraries worldwide

Paving the Way to Kindergarten Timelines and Guidelines for Preschool Staff Working with Young Children with Special Needs and Their Families by Ellen Barnes( Book )

2 editions published in 2001 in English and held by 3 WorldCat member libraries worldwide

This booklet is designed to offer preschool staff who are working with children with special needs a process for supporting children and families through the transition to kindergarten. It begins by discussing the teachers role as a partner to parents of children with disabilities. A timeline is then presented for planning a child's transition to kindergarten. Goals and student educational objectives are listed for September to December, January to February, and March to June. Tips are provided for writing a teacher report for the Committee on Special Education, as well as for providing a transition portfolio for the kindergarten teacher. Activities are also listed for helping children to be emotionally ready to transition to kindergarten. The booklet then discusses home school placement and placement in inclusive schools. A reading list on transition is provided, along with transition books for students. Appendices include a Kindergarten Survival Skills Checklist, an observation checklist to help parents and educators organize information and impressions of a programs suitability for a particular child, a list of questions for parents to consider to assess a student's program needs, and a transition to kindergarten timeline for planning for preschool staff, parents, and school staff. (Cr)
A Taste of Taber by Ellen Barnes( )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

You don't have to hear to cook pancakes : a workbook in understanding people by Douglas Biklen( Book )

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

Presents children's activities to further understanding of disabilities
"I've Always Been the Kind of Teacher Who Did Things I Believed in Whether Other People Did Them or Not" : an Integrated Kindergarten by Ellen Barnes( Book )

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

This case study depicting mainstreaming efforts describes an integrated kindergarten program. The teacher's enjoyment of the class is commented upon, and descriptions of the physical characteristics of the classroom, the school, and the kindergarten students are offered. Reactions of parents of nonhandicapped children are discussed as well as reactions of the handicapped students' parents. The principal's role and views on the importance of firmness are noted, as are attitudes and functions of the classroom aide and special volunteer. The program is also viewed in terms of its working relationships with community agencies and its leadership under the district's director of special education. Among the teacher characteristics which facilitated mainstreaming were the teacher's typical expectations for handicapped children, the teacher's ways of preparing the class and speaking with them about disabilities, the belief that children solve problems for themselves, the ability to create situations where typical and special children can interact, and analytical thinking about the children and teaching. Brief descriptions of classroom activities and interactions are interspersed throughout the case study. (Cl)
Earth ; structure of the universe by James MacRee( Book )

1 edition published in 1964 in English and held by 1 WorldCat member library worldwide

History of the streets of Battle Creek by Ellen Barnes( Book )

1 edition published in 1931 in English and held by 1 WorldCat member library worldwide

Peer interaction between typical and special children in an integrated setting : an observational study by Ellen Beard Barnes( Book )

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

Scholastic feeling free; teaching guide for print materials( Book )

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

Arson by Ellen Barnes( Book )

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

Mainstreaming in action( Visual )

1 edition published in 1980 in English and held by 0 WorldCat member libraries worldwide

Shows several elementary and secondary classrooms in public schools as teachers work with handicapped students as part of regular classroom sessions. Discusses solutions to problems teachers may encounter, the practicality of mainstreaming, what it means, and how it affects teachers and students. For teacher training
 
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Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.41 (from 0.26 for Arson ... to 0.91 for Earth ; st ...)

Languages
English (20)