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Your search keyword '"Jackson, Louise"' showing total 4 results
Start Over Author "Jackson, Louise" Publication Type Reports
4 results on '"Jackson, Louise"'

1. Increasing Critical Thinking Skills To Improve Problem-Solving Ability in Mathematics.

Author

Jackson, Louise

Abstract

This report investigated to what extent a curriculum designed to actively teach critical thinking skills resulted in students utilizing higher-order thinking skills (e.g., analysis, synthesis and evaluation). An intervention strategy was designed for a sixth grade class located in a diverse suburban community in northern Illinois. The intervention targeted the mathematics curriculum and was designed to incorporate the teaching of critical thinking skills. Students were administered a pretest to determine baseline data. The intervention included the daily use of a variety of thinking skill enhancers and guided assessment of problem-solving strategies for a twenty-week period. Results indicated success on many levels. Students displayed increased self-esteem and confidence in their abilities to problem-solve. Self-reflection of their work was also observed. Students were able to verbalize their thought processes in analyzing problems. As an indicator of success, however, it was hoped that there would have been a higher number of students displaying an increase in posttest results. Nevertheless, with over fifty percent of the students involved in the intervention showing increased scores, the time and energy expended in this project were affirmed. (Contains 13 references.) (Author/YDS)

Published
2000

2. Statistics on Public Institutions for Delinquent Children, 1966. Children's Bureau Statistical Series 89.

Author

Children's Bureau (DHEW), Washington, DC., Jackson, Louise T., and Ligons, Daisy C.

Abstract

A nationwide statistical survey of training schools, forestry camps, ranches, and diagnostic and reception centers for long-range treatment of delinquent children was conducted in 1966. Of the 304 known institutions in the United States, 292 returned reports. Approximately 51,000 children (79% boys) were living in the facilities, an increase of 16% over 1964 and a rate of 195 per 100,000 of the total child population in the country (aged 10 to 17). Further findings were as follows: in over 50% of the institutions, children stayed 8 months or less; 80% of the institutions were operating under state, and 20% under city and county auspices; 38% had a capacity for over 150 children, the maximum capacity recommended by the Children's Bureau; and four out of 10 were overcrowded. There were 2.2 children for every full time employee (administrative, treatment, educational, operational, and maintenance). Average per capita operating expenditure was $3,345 and a total of $184 million spent by all institutions, a 37% increase over the 2-year period from 1964 to 1966. Findings are summarized nationally and by geographic divisions in the 19 tables. (SN)

Published
1967

4. When an Author Comes to Visit.

Author

Jackson, Louise A.

Abstract

Teachers who wish to invite authors into the classroom, should consider a number of things. First, they should choose the right author. Children generally want to meet authors who write at their own levels of reading interests. If in doubt, teachers might call a publisher and ask the publicity director to make some recommendations based on the needs of the classroom. Second, authors and teachers should discuss their needs and preferences well in advance of the visit. This preparation should include such things as meal preferences, scheduling, transportation arrangements, and so forth. Third, to prepare the children for the author's visit, the teacher should familiarize the students with the author and his or her books by bringing the books into the classroom and sharing some biographical information about the author with the class. Fourth, since authors enjoy selling their works, arrangements should also be made with the school, parent group, or local reading council to purchase or sell the authors' books. Providing the author with media exposure and offering local groups an opportunity to meet with the author helps bring crowds and helps sell books. It is also a major enticement to the author. Finally, the teacher should make certain the author receives his or her fees promptly. Arrangements should be made for voucher signing and other similar formalities at the beginning of a visit. (HOD)

Published
1984

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