College of Education

Permanent URI for this collectionhttps://hdl.handle.net/10877/17049

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    Education and Crime
    (1906-06) Evans, Cecil Eugene
    No abstract prepared.
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    A Source Book of Materials on the San Marcos Chautauqua, 1885-1895
    (1938-01) Henderson, Ruby
    Term paper prepared for the University of Texas course 384f, The history of education in Texas, taught by Dr. Eby, 1937-1938.
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    Southwest Texas State Teachers College: A Documentary History, Vol. I
    (Southwest Texas State Teachers College, 1939-08) Henderson, Ruby
    No abstract prepared.
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    Extra-curricular activities in the Southwest Texas State Teachers College, 1904-1941
    (1941-01) Henderson, Ruby
    No abstract prepared.
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    German Teacher Program. II: Southwest Texas State Teachers College, 1954
    (Southwest Texas State Teachers College, 1954-01) Rogers, J. Lloyd
    For the second year the Southwest Texas State Teachers College in San Marcos has had the privilege of participating in the International Teacher Education Program administered by the U.S. Office of Education in cooperation with the Department of State. Twenty elementary teachers from Germany have been assigned to this campus from September 19 to December 20, 1954. This is a report of the activities carried on for and by this group. From West Germany to Southwest Texas, SWTSTC San Marcos, 1954 [pt.3].
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    Coordinator's Report, German Teacher Training Program at the Southwest Texas State Teachers College, 1953-54
    (Southwest Texas State Teachers College, 1954-01) Rogers, J. Lloyd
    This is the story of the program carried on at the Southwest Texas State Teachers College in San Marcos, from October 5, 1953 to January 29, 1954, for nineteen elementary teachers from West Germany. The program was under the immediate direction of the Division of International Education of the U.S. Office of Education, with Mr. Kenneth Bateman as the specialist for this particular program; the general program was sponsored by the Educational Exchange Service of the U.S. Department of State. From West Germany to Southwest Texas, SWTSTC San Marcos, 1954 [pt.1], Coordinator's Report.
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    German Teacher Training Program at the Southwest Texas State Teachers College, 1952-1954: Pictorial Review
    (Educational Exchange Service, U.S. Department of State, 1954-01) Rogers, J. Lloyd
    This is the story of our stay in Texas, at the Southwest Texas State Teachers College in San Marcos. Here as participants in the Educational Exchange Program at the Department of the State were nineteen of us, elementary school teachers from all over West Germany, from Konstanz on the south to Cuxhaven to the north. From West Germany to Southwest Texas, SWTSTC San Marcos, 1954 [pt.2], Pictorial Review.
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    The Story of Texas Schools
    (The Steck Company, 1955-01) Evans, Cecil Eugene
    The Story of Texas Schools portrays the historical development of the public and private educational systems of our commonwealth, from the beginning of the Spanish Empire in 1519 to the middle of the twentieth century. Education in Texas represents more than four centuries of growth; the influence of Spain, France, Germany, England, and other nations in administration; the transmission of cultural elements; and the effects of social, industrial, and racial qualities through the years.
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    Research Conference on the Problem of Dyslexia and Related Disorders in Public Schools of the United States: Final Report
    (Southwest Texas State University, 1967-07) Zedler, Empress Young
    A closed conference on dyslexia and related learning disorders was held at Southwest Texas State College on may 15 and 16, 1967. Twenty-five participants represented key professions and relevant interest groups, and 10 observers represented federal agencies. With respect to dyslexia and related learning disabilities, the conferees addressed their attentions to the areas of research, diagnosis and evaluation, teacher preparation, and corrective education. The executive committee endorsed the reports of the four working groups and recommended that a commission of nonfederal specialists be appointed at the highest possible national level to (a) examine the problem area in detail, (b) make recommendations concerning the need for a continuing national program to deal with the problem, and (c) develop guidelines for establishing a program. A mail survey of the 50 chief state school officers concerning an inventory of activity in the field is included.
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    Report of the Southwest Texas State College Research Conference on the Problem of Dyslexia and Related Disorders in Public Schools of the United States
    (Association for Children with Learning Disabilities, 1968-02-03) Zedler, Empress Young
    Some guidelines and recommendations for improving teacher education in order to meet the needs of severely disabled learners are presented. The suggestions include improving professional training for teachers, psychologists, supervisors, and counselors at all levels. Training should include the study of dyslexia and the preparation of a pilot report as material for workshops, institutes, and in-service training. It is suggested that a national conference of an interdisciplinary nature be held to consider recommendations for further research. Finally, the awarding of grants to school systems and training Institutions is recommended to implement further study and specialized training.
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    Language Therapy for Scholastic Underachievers
    (1968-04-26) Zedler, Empress Young
    Neurologically handicapped children of normal intelligence can be helped to improve their academic achievement through language therapy. A 2-year study suggested not only that this statement is true but also that significantly greater improvement comes in situations where these students are permitted to remain in regular classrooms and to receive individual language therapy by trained clinicians during out-of-school hours. The therapeutic program taught the children to understand what they heard, to express their own thoughts orally, to read, and to write. The study showed that language difficulty for these children often resulted from inability to interpret oral statements or to reproduce their own ideas in accepted speech patterns. Also, reading confusion is frequently the result of picture placement in books, print type and spacing, pronoun usage, figurative language, expanded sentences, and punctuation. This paper was presented at the international reading association conference (Boston, April 24-27, 1968). (BS)
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    Educational Programming for Pupils with Neurologically Based Language Disorders: Final Report
    (1968-12-31) Zedler, Empress Young
    To investigate procedures whereby schools may achieve maximal results with otherwise normal underachieving pupils with neurologically based language-learning disorders, 100 such subjects were studied over a 2-year period. Fifty experimental subjects remained in regular classes in school and received individualized teaching outside of school hours from specially trained clinicians. Fifty matched control subjects were enrolled in special education classes and did not receive clinical teaching after school. Half of the experimental and half of the control subjects had anti convulsive medication prescribed by their physicians; the others did not. Tests of academic achievement and mental functioning indicated that the experimental groups made significantly greater gains in both variables than did the control. However, the medicated groups did not make greater gains than the unmedicated.
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    Relating College to Careers: A Group for First-and Second-Year Students
    (American College Personnel Association, 1979-05) Snodgrass, Gregory
    No abstract prepared.
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    Alcohol and Polydrug Use Among College Undergraduates: Mixing Drugs is Discussed
    (Taylor & Francis, 1983-10) Snodgrass, Gregory; Wright, Loyd Stanley
    No abstract prepared.
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    Integrating College and Career Planning: A Counseling Paradigm
    (American College Personnel Association, 1984-03) Snodgrass, Gregory
    Academic and career counselors can assist students in integrating the total college experience into a problem-solving approach to career planning.
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    Variables Related to Serious Suicidal Thoughts Among College Students
    (Taylor & Francis, 1984-07) Wright, Loyd Stanley; Snodgrass, Gregory; Emmons, Judy
    Self-administered questionnaires were completed by 1768 college students enrolled in freshman level psychology courses at Southwest Texas State University. Of these, 5.7% of the males and 6.1% of the females indicated they had seriously considered a suicide attempt during the previous six months. Those reporting such suicidal thoughts tended to be characterized by inner turmoil, poor self concepts, decreased life satisfaction, and self-reported drug abuse and drinking problems, delinquency, and a history of family problems dating back to childhood and adolescence. Implications for student affairs are presented.
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    Teaching Reading and Study Strategies at the College Level
    (International Reading Association, 1991-01) Flippo, Rona F.; Caverly, David C.
    This book provides a review of the theoretical, empirical, and instructional issues in the field of college reading and study strategies through a careful and systematic examination of the relevant literature. The articles and their authors are, as follows: (1) "Vocabulary Acquisition and the College Student" (Michele L. Simpson and Edward J. Dwyer); (2) "Teacher-Directed Comprehension Strategies" (Sherrie L. Nist and Donna L. Mealey); (3) "Textbook Study Strategies" (David C. Caverly and Vincent P. Orlando); (4) "The Value of Taking Notes During Lectures" (Thomas H. Anderson and Bonnie B. Armbruster); (5) "External Factors That Influence Study" (Victoria J. Risko and others); (6) "Internal Factors That Influence Study" (Victoria J. Risko and others); (7) "Preparing for and Taking Tests" (David M. Wark and Rona F. Flippo).
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    Creating Custodial Classes: An Instructional Program Guide for Custodial Workers
    (1992-01) McBride, Pamela G.; Engel, Jonathan C.; Caverly, David C.
    This program guide documents a custodial job family curriculum that develops competence in generic work force education skills through business writing/clerical skills and reading and writing courses. An annotated table of contents lists a brief description of the questions answered in each section. An introduction presents a program abstract and a guide overview. The remainder of the guide is structured according to the four stages in the process of setting up a work force instructional program: partnership building, curriculum development, actual instruction, and evaluation. A detailed table of contents to each section outlines the steps involved in completing each stage. The section on developing partnerships identifies some key partners and structures for achieving their involvement. The section on developing curriculum describes some structures for assessing and organizing input from a variety of sources. The section on teaching the class presents a curricular model with specific examples of daily classroom activities. The section on assessment and evaluation describes a variety of assessment tools and discusses their advantages and disadvantages. The conclusions section offers a preliminary analysis of the program's results and summary of program effectiveness. Appendixes include sample course outlines and lesson plans, registration and evaluation forms, and a selected bibliography divided into work force skills (59 items), background theory (47), and practitioner resources (20).
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    Manufacturing Math Classes: an Instructional Program Guide for Manufacturing Workers
    (Southwest Texas State University, 1992-01) McBride, Pamela G.; Engel, Jonathan C.; Caverly, David C.
    In keeping with our process-oriented approach to workforce education, this guide was designed to document our Manufacturing Workers Job Family curriculum from the three classes for manufacturing workers. These classes can be a model for many others since the literacy tasks identified are common to many manufacturing environments. For example, workers in our classes were drawn from plants producing heat-conductive wire, oil-field machine parts, and business forms. We conceptualized the process of setting up a workforce instructional program as having several stages: the stages of partnership building and curriculum development before classes begin, the stage of actual instruction, and feedback and evaluation stages during and after instruction. This guide is structured according to these stages in the life of our grant-funded program. An annotated table of contents at the beginning of the guide lists a brief description of the questions to be answered in each section. At the beginning of each section, a more detailed table of contents outlines the steps involved in completing each phase of our grant.
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    Testing for Certification at Work: an Instructional Program Guide for Equipment Operators
    (Southwest Texas State University, 1992-01) Caverly, David C.; Engel, Jonathan C.; McBride, Pamela G.; Burrell, Karen I.
    We conceptualized the process of setting up a workforce instructional program as having several stages: the stages of partnership building and curriculum development before classes begin, the stage of actual instruction, and a feedback and evaluation stages during and after instruction. This guide is structured according to these stages in the life of our grant-funded program. An annotated table of contents at the beginning of the guide lists a brief description of the questions to be answered in each section. At the beginning of each section, a more detailed table of contents outlines the steps involved in completing each phase of our grant.