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Your search keyword '"M Kay"' showing total 7 results
Start Over Author "M Kay" Publication Type Reports
7 results on '"M Kay"'

1. The Technical Production Handbook: A Guide for Performing Arts Presenting Organizations and Touring Companies.

Author

Western States Arts Federation, Santa Fe, NM., Barrell, M. Kay, Barrell, M. Kay, and Western States Arts Federation, Santa Fe, NM.

Abstract

This handbook is designed for specific use by performing arts presenters and touring companies. These companies pose an immense range of production requirements and challenges to a presenter. The book stresses the basics of technical production with an emphasis on presenting dance. Dance has more inherent pitfalls in its production requirements, yet is on tour the most of any of the performing arts. The first section deals with needs and responsibilities common to both theater and dance. The second section singles out separate production aspects of each. The third section is a glossary of terms to help the presenter understand the technical language of production. Chapters include: (1) "Introduction"; (2) "Presenters and Performers"; (3) "Differences between Disciplines"; and (4)"What Does It Mean? A Glossary of Terms." Appendices offer additional information on technical riders, technical questionnaires, sample light plots, section drawing of the theater, fly system cross-section, and hanger log. (EH)

Published
1991

2. Motivation Theory and Practice for Preservice Teachers. ERIC Teacher Education Monograph No. 4.

Author

ERIC Clearinghouse on Teacher Education, Washington, DC., Alderman, M. Kay, and Cohen, Margaret W.

Abstract

The authors in this volume propose expanding the topic of motivation in the preservice teacher education program by including contemporary research. Margaret W. Cohen reviews a body of research and theory concerned with the effects of extrinsic reinforcers on intrinsic motivation. She notes that contemporary research in the area of intrinsic motivation has consistently demonstrated that extrinsic reinforcers may undermine rather than facilitate performance on and interest in activities that are intrinsically motivating. Carole Ames addresses the implications of attribution theory for the teacher preparation curriculum. She believes it is important for teacher educators to help preservice teachers understand the positive and negative effects of types of classroom structure and evaluation on attribution. Dale H. Schunk suggests that social comparison is an inherent factor in every classroom and can have positive or negative motivation effects. M. Kay Alderman suggests that the preservice component in motivation should provide the preservice teacher with a repertoire of motivation-linked strategies, such as goal-setting, in order to facilitate learning and to educate students with high-achievement patterns of thought and action. Drawing from research on teacher effectiveness and decision making, Mary Rohrkemper argues that if preservice teachers are to be adequately prepared, they need concrete skills that will enable them to observe motivation, diagnose the need for motivational strategies, and assess the effectiveness of strategy implementation. Bibliographies accompany each of the articles. (JD)

Published
1985

3. Transition from School to Work: Final Program Evaluation Report 9/1/85-8/31/87.

Author

Employment Opportunities, Inc., Raleigh, NC., Holjes, M. Kay, and Hatcher, Debra N.

Abstract

The final report of the Transition from School to Work Project of Employment Opportunities, Inc. in Raleigh, North Carolina, describes efforts to provide students with job experiences and leisure education. The project provided work experiences for 49 students, ages 17-22, with disabilities including autism, mental retardation (IQ range from less than 28 to 63), and multiple disabilities. An additional 95 students received indirect services in a program of classroom discussion and job development. Students receiving direct services spent 12-89 hours each in volunteer work experience. Formal recommendations were made for each student to the family, teacher, and adult service agencies for referral and job placement services. Additional project achievements included: (1) full- or part-time paid job placement for 20 of the participating students; (2) cost savings to the local school district as a result of early graduation for students; (3) local vocational rehabilitation and mental retardation/developmental disabilities policy changes to provide more complete services to the severely disabled; (4) development of a formal interagency agreement for transition between the schools and adult service agencies; and (5) awareness raising at the local and state levels due to the advocacy of and information provided by project staff. Recommendations for similar projects are included, and appendixes include samples of initial and final individual transition plans and of a vocational evaluation report; an interagency agreement for transition; teacher and employer questionnaires; a copy of the enabling legislation for the project; and a list of businesses toured and jobs tried. (DB)

Published
1987

4. University of Wisconsin - Madison Norms for the Miller Analogies Test.

Author

Wisconsin Univ., Madison. Counseling Center. and Bennett, M. Kay

Abstract

Normative data for the students taking the Miller Analogies Test at the University of Wisconsin-Madison are reported. Separate norms are provided for U.W. students (N=366) and non-U.W. students (N=162). All students were tested in 1969 or 1970 with either Form M or Form L. (Author)

Published
1972

5. Explorations of Preservice Teachers' Learning Strategy Use.

Author

Alderman, M. Kay and Wilkinson, Loretta

Abstract

Ninety preservice teachers completed the Learning and Study Strategies Inventory (LASSI), a diagnostic inventory of 10 scales, before and after an educational psychology course that included learning strategies instruction. By course completion, student LASSI mean scores improved on six scales but continued to show a need for remediation. Scores were related to student grade point average and course grade. (SV)

Published
1997

6. Metacognitive Self-Portraits: Preservice Teachers as Learners.

Author

Alderman, M. Kay

Abstract

Focuses on a content analysis of learning logs kept by preservice teachers in an educational psychology course at an open admission university. Finds differences among strategy use of successful, unsuccessful, and improving students. Develops profiles of each category. Discusses implications for strategy instruction. (RS)

Published
1993

7. Reaching Out: Achieving Community Involvement with Developmentally Disabled Children: A Step by Step Approach.

Author

Blackard, M. Kay and Barsh, Elizabeth T.

Abstract

Intended for parents of developmentally disabled children, the handbook provides information on speaking to community groups. The parent speaker program is designed to correct public misconceptions about disabilities, help people learn more about disabilities, and share practical information. The first section of the handbook provides basic information on mental retardation, epilepsy, autism, and cerebral palsy; reviews myths and stereotypes; and highlights aspects of federal laws and financial assistance. Suggestions for delivering the basic talk are offered. The second section includes fact sheets on mental retardation, cerebral palsy, autism, epilepsy, blindness, and deafness. Each fact sheet considers incidence, etiology, characteristics, management and resources. The third section lists resources for specific disabilities. Suggestions for getting started as a parent speaker touch upon making contact with the community and reaching out to other parents. Appended is a guide designed to help establish parent speaker programs. (CL)

Published
1982

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