Division, College, and Department Research
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Browsing Division, College, and Department Research by Type "Book"
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Item A History of Bosque County, Texas(San Marcos Record Press, 1954-01) Pool, William C.No abstract prepared.Item A Naturalistic Theory of Justice: Critical Commentary on, and Selected Readings from C.I. Lewis' Ethics(University Press of America, Inc., 1981-08) Luizzi, Vincent L.This book is designed to acquaint the reader with C.I. Lewis' ethics by providing critical commentary on Lewis' work in addition to reprinting some of Lewis' writings in ethics. The commentary is not meant to be a substitute for the complete work in ethics that Lewis was preparing before his death but merely a systematic study of some central aspects of his thought in ethics.Item Art Activities for Latin-American Children in Elementary Grades(Southwest Texas State Teachers College, 1944-07) Tinsley, Willa VaughnOriginally published by Southwest Texas State Teachers College as a part of a school-community project in Inter-American Teacher Education, made possible by the Office of Education through a grant from the Office of the Coordinator in Inter-American Affairs. This is No. 2 in this special series of bulletins.Item Beacon on the Hill: Southwest Texas State University, 1903-1978(Southwest Texas State University, 1979-01) Brown, Ronald C.No abstract prepared.Item Bilingüismo en Inmigrantes Adultos: Conceptos Fundamentales y Experiencias Pedagógicas(Editorial Kinesis, 2018-12) Galindo, Angelmiro; Larrotta, ClarenaThis book presents an overview of theoretical issues, foundational concepts, and pedagogical experiences fostering the bilingual education of adult immigrants within the context of the United States, more specifically South Central Texas. The focal participants in the research presented here are adult English learners and their teachers. Many books have been written to address the bilingual development of immigrant children within school context; however, literature discussing the bilingual development of adult immigrants is scant. The present book provides an updated discussion of different theories related to bilingualism and how they apply to adults who are immigrants and who are at different stages of bilingual development. The overall purpose of the book is to establish a close connection between theory and practice useful to graduate students, educators, and practitioners in the fields of bilingual education with focus on adults, adult education, second/foreign language teaching, and adult literacy.Item Building Better School-Community Relations in Latin-American Communities(Southwest Texas State Teachers College, 1944-07) Tinsley, Willa VaughnOriginally published by Southwest Texas State Teachers College as a part of a school-community project in Inter-American Teacher Education, made possible by the Office of Education through a grant from the Office of the Coordinator in Inter-American Affairs. This is No. 3 in this special series of bulletins.Item Commencement Speeches of the 75th Anniversary Year Southwest Texas State University(Southwest Texas State University Learning Resources Center, 1980-01) Houston, Ralph H.Commencement Speeches 1978-1979 Southwest Texas State University.Item Computing History at Southwest Texas State University(1983-01) Early, Grady G.This dedication of MCS marks the latest step in Southwest Texas State University's 15-year progression from paper-and-pencil computing to state-of-the-art digital electronic computing. Originally published by Department of Mathematics and Computer Science, Southwest Texas State University, 1983.Item 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. LloydThis 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.Item 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).Item Cuentos and Testimonies I: Diversity and Inclusion at Texas State(Texas State University, Office of the Provost, 2019-05) Bourgeois, Gene; Hayes, Autumn; Bowman, Scott; Pimentel, Charise; Pimentel, Octavio; Guajardo, Miguel A.; Valadez, Monica; Grimaldo, Leticia Romero; Henry, Genise; Henderson, Karon; Roundtree, Aimee K.; Williams, Miriam F.; Scott, Amanda; Norton, Christine; Watt, Toni; Kampschaefer, Scott; Saldivar, Scott; Ramirez, Sara; Pimentel, Octavio; Williams, Miriam F.Cuentos and Testimonies is a collection of short chapters, edited by Dr. Octavio Pimentel and Dr. Miriam F. Williams, is the result of an open invitation for faculty to share their thoughts and vision for diversity and inclusion at a Texas State. This edited book collection is designed to pave a path forward, toward healing and reconciliation. The editors acknowledge that we must continue to share our stories (cuentos) in real time and face to face, but there is power in the written word, carefully crafted and considered. Chapter 1: Introduction (pp. 1-4) Chapter 2: The Yes-Ands (pp. 5-10) Chapter 3: Intentional Inclusion - Thoughts on Galvanizing a Diverse and Inclusive University (pp. 11-17) Chapter 4: I Stress Less and Sleep More at a Hispanic Service Institution (pp. 18-23) Chapter 5: ¡No escondan el nopal! Sus raíces son obvias! ("Don't Attempt to Hide your Latinx Ethnicity! Your Ethnicity is Obvious") (pp. 24-29) Chapter 6: Framing of Pláticas, Reflections and Cuentos (pp. 30-40) Chapter 7: Diversity & Inclusion in Academic Program Development and Faculty Recruitment: An Interview with Professor Libby Allison (pp. 41-48) Chapter 8: Cultivating Activist-Based Pedagogy in the Age of Generation Z (pp. 49-55) Chapter 9: From Foster Care to College Student: Addressing the Need for Equity, Access and Inclusion in Higher Education (pp. 56-63) Chapter 10: Diversity is Essential to a Thriving Collegiate Culture (pp. 64-69) Chapter 11: Pushing Boundaries of Tejanx: Visibility, Inclusion, and Experimentation (pp. 70-75) Chapter 12: A Call for Anti-Discrimination: Embracing Difference through Respect, Responsibility, and Reciprocity (pp. 76-81)Item Cuentos and Testimonies II: Students' Voices, Inclusion, and Anti-Racism(Texas State University, Office of the Provost, 2021-09) Thorne, Debbie; Stills, Aja; Vastakis, Anastasia; Hinojosa, Olivia; Monroe, Rozelle; Kuykendall, Victoria; Serrano, Elisa; Rodriguez, Jack; Rose, Sarah; Esparza, Elizabeth; Dixon, Jhmar; Villalpando, Lindsey; Pimentel, Quetzin; Pimentel, Charise; Jimenez-Lopez, Jesus A.; Pimentel, Octavio; Blanco, Clarice A.; Scott, AmandaCuentos and Testimonies is a collection of short chapters, edited by Dr. Octavio Pimentel and Dr. Miriam F. Williams, is the result of an open invitation for faculty to share their thoughts and vision for diversity and inclusion at a Texas State. This edited book collection is designed to pave a path forward, toward healing and reconciliation. The editors acknowledge that we must continue to share our stories (cuentos) in real time and face to face, but there is power in the written word, carefully crafted and considered. Chapter 1: Introduction (pp. 1-6) Chapter 2: "We Need to Change Everything" (pp. 7-11) Chapter 3: Cautionary Tale (pp. 12-18) Chapter 4: Reclaiming Agency (pp. 19-25) Chapter 5: My Experience as a Black Man in the IT Industry (pp. 26-35) Chapter 6: Attention Deficit Disorder (pp. 36-44) Chapter 7: Aprende del Silencio / Learn from Silence (pp. 45-52) Chapter 8: My Stutter Journey at Texas State University (pp. 53-55) Chapter 9: The Origin of My Fear Trigger Warning: #thepatriarchy (pp. 56-57) Chapter 10: Diversity Amidst Disaster (pp. 58-66) Chapter 11: Soy Panameño y Afro-Americano Viviendo en Tejas: Ethnic Complexity of a Texas State University Student (pp. 67-70) Chapter 12: Constant Mispronunciations and Corrections (pp. 71-76) Chapter 13: A Critical Reflection on College Choice and Hispanic Serving Institution (HSI) Status (pp. 77-86) Chapter 14: Hispanic Serving Institutions: Chipping Away at Systemic Racism (pp. 87-95) Chapter 15: Cracking the Curriculum Code: A Student-Teacher Dialogue on Crisis, Pedagogy, and Practice (pp. 96-109)Item Developing Professionalism in the Child Care Industry: An Instructional Program Guide for Child Care Workers(Southwest Texas State University, 1992-01) Johnson, Ann; Werner, Patrice H.; Caverly, David C.Workforce education, as distinguished from job training, emphasizes instruction in learning how to learn because of the swiftly changing nature of the workplace today. Our focus through the Workforce Instructional Network (WIN) was to work with small businesses in a small town to design instruction aimed at improving the literacy skills of individuals currently in the workforce. We accomplished this by forming a partnership between Southwest Texas State University (SWT), the San Marcos Chamber of Commerce, and the San Marcos Hispanic Chamber of Commerce. The success of our project supports the use of a process-oriented education model which emphasizes transferable skills presented in a series of mini-courses from five to fifteen weeks. In order to develop our curriculum according to an education model, we identified those generic workforce education skills underlying job families rather than concentrating solely on the content knowledge needed for a particular job. Through developing competence with these skills, we hope to have equipped workers for future job changes, many of which cannot even be anticipated in the fast-moving business environment of today. Moreover, these newly developed literacy skills will provide a strong foundation from which the workers can educate themselves given new workforce education demands, resulting in future training savings to the businesses involved. This future efficiency aspect is particularly relevant to small businesses which often rely on on-the-job training by supervisors and co-workers rather than maintaining training staffs.Item Fifty Years of Teacher Education: A Brief History of Southwest Texas State Teachers College, San Marcos, Texas, 1901-1951(Southwest Texas State Teachers College, 1951-01) Vogel, Joe B.No abstract prepared.Item German Teacher Program. II: Southwest Texas State Teachers College, 1954(Southwest Texas State Teachers College, 1954-01) Rogers, J. LloydFor 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].Item Health and Physical Education: Activities for Latin-American Children in Elementary Grades(Southwest Texas State Teachers College, 1944-07) Tinsley, Willa VaughnOriginally published by Southwest Texas State Teachers College as a part of a school-community project in Inter-American Teacher Education, made possible by the Office of Education through a grant from the Office of the Coordinator in Inter-American Affairs. This is No. 1 in this special series of bulletins.Item Inventory of County Records, Hays County Courthouse, San Marcos, Texas(Texas State Library, 1977-01) FitzPatrick, Merry Kone; Clayton, Charles EdwardThe survey of public records of Hays County conducted by students in Historical Research class at Southwest Texas State University as part of Texas County Records Inventory Project, headquartered at North Texas State University, Denton.Item Leathercoat: The Life History of A Texas Patriot(Standard Printing Company, 1938-01) Elliott, ClaudeThe life history of a Texas patriot, James W. Throckmorton, Texas Ranger, Mexican War Veteran, member of the Senate and House of Representatives of Texas, Unionist, Confederate soldier, Confederate Commissioner to the Indians, President of the Constitutional Convention of 1866, Governor of the Lone Star State, and a member of the Congress from Texas. The first biography of a picturesque Texan whose colorful life materially affected the history of Texas from 1842 to 1894.Item Lyndon Baines Johnson: The Formative Years(Southwest Texas State College Press, 1965-01) Pool, William C.; Craddock, Emmie; Conrad, David E.; Saunders, BoydThe narrative that comprises the pages of this book is a story of the pioneer background, the home, and the environmental factors that influenced the early life of Lyndon Baines Johnson. Beginning with the early history of the Texas Hill Country and featuring geographical determinism as a central theme, the authors bring the story of the making of a United States President from his ancestral heritage in the Pedernales River valley of Blanco County through his boyhood and school days in and near Johnson City, to his student years at Southwest Texas State College, and through his first years as a teacher in the public schools of Texas. While this is doubtless a story that will he told many times in the years to come, it is essential that a part of the total contribution be made by Texans who understand and appreciate the forces of geography and sectionalism that loom large in the complex character of Lyndon Baines Johnson.Item 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.