ED 282 542 Professional Resources Catalogue 87. Alberta Dept

DOCUMENT RESUME

ED 282 542 IR 012 691 TITLE Professional Resources Catalogue 87. INSTITUTION Alberta Dept. of Education, Edmonton. REPORT NO ISBN-0-920794-47-5 PUB DATE 87 NOTE 157p.; This catalogue supersedes the 1982 catalogue. PUB TYPE Reference Materials Directories/CataIogs (132) LANGUAGE English; French

EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Audiovisual Aids; Elementary Secondary Education; Filmographies; *Films; Filmstrips; Higher Education; *Learning Modules; *Professional Development; School Personnel; Schools of Education; Student Teachers; *Videotape Recordings ABSTRACT Designed for use by student teachers, professional teachers, or other groups invoiving local educators, this catalog lists kits (35mm slide/audiotape kits, etc.), videotapes,and 16mm films. Materials are listed in three sections: (1) Information, which includes an introduction, information about ordering zate:Aals,and the organization of the catalog; (2) Subject Heading Ihdex, which lists the titles of the materials alphabetically under Library of Congress subject headings; and (3) Alphabetical Title/Series Index, in which each entry includes the title, publisher, date of publication, media format, an annotation, subject headings,and an accession number for use in ordering that item. Both Frc.nch and English materials are included, and annotatiens for materials designed for use by French speaking professionalsare written in that language. (MES)

*********************************************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original eocument. * *********************************************************************** U.S. DEPARTMENT or EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFCRMATION CENTER (ERIC) Tills document has been reproduced as received from the person or organization originating IL 0 Minor changes have Peen made to improve reproduction Quality

Points (Avis* or opinions Stated in this docu . ment do 110t necessarily represent official OERI position or policy

THIS CATALOGUE SUPERCEDES THE 4. 1982 CATALOGUE 111

CID Dm dm. amp .5, MI MI AN/ Air AN WV MEP4B? INN J=I AN PROFESSIONAL LU RESOURCES87 CATALOGUE

"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY S. Wol odko BEST COPY AVAILABLE

vvr9 TO THE EDUCATIONAL RESOURCES INFORMA) ION CENTER (ERICI." Alborta Education Cataloguing in Publication ttta

Professional resources catalcgue 87.

Cover title: Professional resources catalogue. At head c* title: "This catalogue supercedes the 1982 catalcgue." ISBN 0-920794-47-5

1. Albarta. Alberta Educatic-1. Library SerVices Catalcgs. 2. Audio-visual materials-- Alberta -- Catalcgs. 3. Teachers -- ln-Service training -- Catalogs. 4. Teaching -- Aids ahd devices Catalcgs. I. Alberta. Alberta Education. Library Services.

25814.73.P964 1987 016.371.146

3 AbznaEDUCATION LIBRARY SERVICES

Shirley Wolodko, Manager of Library Services

David Rushton, Head of Acquisitions

Bob Leccmber, Audiovisual Technician

Hilary Riley, Clerk-Typist and Assistant

Typipg and assistance by staff cf Special EducationalServices, Alberta Education

Art work by Shih-iChien Chen, ACCESS

Office and Mailing Address:

Devonian Building, 4th Floor West 11160 Jasper Avenue Edmonton, Alberta T5K OL2

Phone (403) 427-2985

4 TABLE OF CONTENTS

MNIMISMIIM NI- MN MN MN NO INIMINON MIN MIN MINZINMNAWNW

INFORMATION

Introduction

Ordering information ii -iii

Catalogue Organizat/on iv

ADDENDUM 1 -2

SUBJMTHEADING INDEX 1 - 37

ALPHABETICAL TrTLE/SERIES INDEX 1 133

APPENDIX

Ten Basic Points in 16mm Projector Cleaning

Types of Film Damage

5 INFORMATION unvoucr I ON

The Professional Resources Catalogue is a collection ofmaterials whicn have been designed

foruse by adults, studentteachers in training, professional teachers, or other groups

involving local educators. Wehaverestricted ourdistribution of materialsto AlWrta

Education personnel, including Regional Offices, superintendents, local office personnel and1MC

directors,principals and teachers, ATA Specialist Council personnel, University Faculty of

EducationPersonnel, community colleges, ctherAdvanced Education institutions offering

teacher-aide programs, and all Early Childhood educatorswho come under the jurisdiction of

Alberta Education.

The oatalogue containskits, video tapesand 16mm films. These materials are frcm

collections ofthe Alberta Education Library Services ProfessionalResources collection, the

Regional Offices of Education, the Faculties of Educationof the University of Alberta and the

University of Calgary, and ACCESS.

Most of our material is quite specific and is likelyto be of interest only to small groups

of eSucators. There is, however, a limited numberof 16mm films that are suitablefor

parent-teacher meetings, institutes, and conventions.

Since most ofthis material Is designed to be usedby skillod resource psople, it Is

advised that the material be previewed before teing used. The materials for the most partare

best used in a systematic in-service program where there Isan opportunity for guided discussion and application.

7 ORDER I IG I NFORNAT I ON

Video tapes which are available frcm this catalogue may be obtainedon 1/2 Inch cassette and 3/4 inch cassette.

Video tape programs preceded by an "A" In the accession number are heldby the Laiversity of Alberta. Programs will be dubbed on request bysupplying blank tapes to:

Patricia D. Pesos Departmental Secretary Instructional Technology Centre University of Alberta Edmonton, Alberta T6G 2E1 (Phone 432-3667)

Video tape programs preceded by a "C" In the accession numberare held by the University of Calgary. Programs will be dubbed on request by supplyingblank tapes to:

Dr, E. Schieman Learning Technology Unit Roan 738, Education Tower University of Calgary Calgary, Alberta T2N 1N4 (Phone 204-5630)

All other video tapes, including ACCESSprograms, are available from:

Library Services Professional Resources Collection Devonian Building, 4th Floor West 11160 Jasper Avenue Edmonton, Alberta T5K OL2 (Phone 427-2985)

All 16mm films and kits may be obtainedfrom:

Library Services Professional Resources Collection Devonian Building, 4th Floor West 11160 Jasper Avenue Edmonton, Alberta T5K OL2 (Phone 427-2985)

Some resourcPs are also located at and available for borrowing frcm theRegional Offices of Educatior and the Alberta School for the Deaf, as noted below each such titleentry by "Also at REDD, ASFD", etc. These five locations and contactsare:

8 I I ASFD Alberta School for the Deaf Library, Edmonton (434-1481) CALG - Calgary Regional Office of p Education Library (297-6353) GRPR - LIrande Prairie Regional Office of Education Library (538-5130) LETH - Lethbridae Regional Office Officeof Education Library (381-5243) REDD - Red Deer Regional Office of Education Library (340-5262)

Materials uest Forms

All materials to be borrowed fran Library Services shouldbe requested on a Materials Request Form, a sample of whichappears below. These forms may be obtained bytelephoning Bob Lecomber, Audiovisual Technician, at 427-2985orbywriting to:

Bob Lecomber Library Services 4th Floor West Tower, Devonian Building 11160 Jasper Avenue Edmonton, Alberta T5K OL2

SCHOOL e TELEPHONE FOR BRANCH USE ONLY 1 111111 NUMBER Albena OUR SHIPPING YOUR RETURNING DATE DUE REOUESTING , DATE DATE EDMONTON 1 lEACHER EDUCATION DAY MONTH DAY MONTH LAN, MONTH.._ _ 1 A-v "1RDINATOR MATERIALS REOUEST FORM PRINT rE 1 9 NUMBER YOUR FIRST CHOICE IS:- -, CI : 1 LIBRARY SERVICES BEING SENT UNAVAILABLE WITHOTIAWN 4th Floor ON YOUR DATES YOUR ALTERNATE IS:- Devonian Building, West Tower C 0 BEING SENT UNAVAILABLE VoiH13-RAWN 11160 Jasper Avenue ON vOuR DATES _VIA Edmonton, Alberta, Canada 0 0 Li 7 . usu. BUS TRUCK 07 HI A .-..-- S. --- _ e ( vr PREFERRED t ARLIES7 LAILSI CATALOC ,,,HH.ER FORMAT DATE DAIS 1,7 LI,ONI.ONL Y PER-LINEI'LF ASF1 DATE S s 3. DAY moNI P. DAV MONTH DA, ImONIM FIRST 7 b is II I I I I I CHOICE ALTERNATE I IIII 1 F-O-L-D A. Complete all areas surrounded by RED. rATTENTION: Note, areas marked: SCHOOL: 5. The two-letter code defining type of material. 6. Our catalog numerals. ADORES. 8 When borrowing videotapes. indicate choice ot ./2" or %" format. CITY: L F B. SeRd complete form INTACTtothe POSTAL CODE LibraryServices.Ifyou foldon the perforation marked F-0-1.D, this form will THIS IS YOUR SHIPPING LABEL fit a No. 9 Window Enveocie. RC 5 3 8 3 6 WHEN RETURNING FILM TURN THIS LABEL OVER Form13412S

I i CATALOGUE ORGANIZATION

This catalogue is divided into three sections. The INFORMATION section includes the

introduction,information about ordering, and the organization of this catalogue. The SUBJECT

HEADING INDEXlists the titles of the material arranged under Library of Congress subject headings. The ALPHABETICA' TITLE/SERIES INDEX lists alphabeticallythe materials In the various collections with an annotation for each. "See" references connect titles toseries entries:

Personalizing ReaOing for Children SEE: A CHILD'S RIGHT TO READ: Personalizing Reading for Children

Lodes Used in the Catalogue

Each title listed in this cataloyue has an accession number (e.g. MP-04301). The two digit letter prefix indicates the kind of materials:

MP - Motion picture (I6mm film)

KT - Kit (35mm slide/audiotape kit, etc.)

VT - Video tape

A sample entry Is illustrated below:

TitZe -Accession Number (Use /\ this when orderino material) A CHILD'S RIGHT TO READ:Personalizing -W-04301 Reading for Children !motion picture). 1Palo Alto, Calif.): Variation, Format Films, 1976.

List of 1 film reel (30 min.) : sd., col., Producer, Copyright date Contents, 16mm. -- (A Child'.s right.to read Technical ser!es) Data, Series Information SUNNRRY: This film describes how volunteers program can assist in improving the quality of reading Descrivtion instruction in the classroca. Subject 1. Reading. Headings 2. Volunteer workers in education.

iv 10 ADDEK1UM

Page 1

EVALUATING AND IMPROVING TEACHING PER- VT-05451 Tape 1-4, The C Conference,VT-05454 (35 FORMANCE: 1nservice Kit to mfnutes. Ivideorecordingi / Edmonton: VT:05480 Tape 1-5, Conferenoing Witha Teacher in Dr. Laur' Mureau; Alberta Education, Difficusty, VT-05455 (52 minutes). Planning aervIces Branch, c 1985. 30 videocasse-tes (22 hour): sd., Chapter 2: Classroom Management Skills col.; 1/2 inei. and 3/4 in. Tape 2-1, Classroom ManagementSkills, Includes: 3-ring bound guide text, and Trainer's VT-05456 (47 minutes). Manual to Inservice Kit, both by Dr. Laurie Tape 2-2, The Power Struggle. Mureau (Alberta Education, 1985). Companion VT-05457 (43 minutes). documents: Planning For An Evaluation of Teach- ing Performance, Volumes 1-1V, by Iris Yuzdepskl Chapter 3: Instructional Skills and Linda Elliott (Alberta Education, Planning Tape 3-1, Instructional Skills,Part 1, Services Branch, 1985). VT-05458 (52 minutes). Tape 3-2, Instructional Skills,Part II, SUMMARY: A thirty tape training package tor VT-05459 (55 minutes). InservIcing Alberta teachers and educational Tape 3-3, Student Engaged Time,Part 1, administrators on teacher evaluation and VT-05460 (43 minutes). performance, the kit Is designed to assist Tape 3-4, Student Engaged Time,Part 11, educators in maintaining and enhancing the VT-05461 (48 minutes). quality of teaching in Alberta schools.The video and text materials Illustrate effec- Chapter 4: Verbal Interaction Skills tive teaching strategies through sixteen Tape 4-1, Verbal Interaction Skills demonstration tapes of eleven Edmonton Pub- VT-05462 (47 minutes). lic School teachers in classrocm action, and fourteen tapes for training and practice of Chapter 5: Interpersonal Skills teacher performance measuring, evaluation, Tape 5-1, Interpersonal Skills,VT-05463 and Improvement methods. Classroom activi- (57 minutes). ties and Instructional modes provide the Tape 5-2, Teacher Handling ofControversial setting for measurement and analysis. The Issues, VT-05464 (36 minutes). learning klt is comprised of six chapters of

text, each supplemented by a series of Chapter 6: Summary video tapes which total over twenty-two Tape 6-1, Grade 1', Biology, hours of viewing time. The tapes average VT-05465 (59 minutes). forty-four minutes each in length.The Tape 6-2, Grade 11, Mathematics, first five chapters of the kit contain four- VT-05466 (43 minutes). teen tapes, while the sixth chaper- the Tape 6-3, Grade 1, Language Arts, coding practice series - Includes the eleven VT-05467 (55 minutes). practice tapes. The program titles and Tape 6-4, Grade 5-6, Language Arts, accession numbers are as follows: VT-05468 (48 minutes). Tape 6-5, Grade 12, Mathematics, Chapter I: Introduction: VT-05469 (60 minutes). Tape 6-6, Grade 10, French, Tape 1-1, Introductory Tape, VT-05451(25 VT-05470 (55 minutes). minutes. Tape 6-7, Grade 8, Science, Tape 1-2, Test Tape, VT-05452 (20 minutes). VT-05471 (32 minutes). Tape 1-3, The B Conference, VT-05453 (34 Tape 6-8, Grade 7, Art, minutes. VT-05472 (43 minutes). Tape 6-9, Gral? 7, Mathematics, VT-05473 minutes). ADDENDUM Page 2

Tape 6-10, Grade 2/3, Mathematics, 1. Teachers, Rating of. VT-05474. (50 minutes). 2. Classroom Management. Tape 6-11, Grade1, Language Arts, 3. Learning, Psychologyof. VT-05475 (49 minutes). 4. Teacher - Student Relationships. S. Teachers - In-servIceTraining. Practice Tapes Series: Planning for an 6. Teaching. Evaluation of Teaching Performance.

Tape 1 - Lessons IA and 1B LEARNING (videorecordingl VT-05481 VT-05476 (36 minutes). Calgary: ACCESS Network; (Grade 9, Social Studies, 18 minutes). Edmonton: Alberta Education, 1986. (Grade 12, Statistics, 18 minutes). 1 videocassette (39 mitt.); sd.;col.; 1/2 in. Tape 2 - Lessons 2A and 2B Includes "Learning: A Resource Booklet" VT-05477 (47 minutes). (c 1986, ISBN 0921071183, 16 p.). (Grade 10, French, 31 minutes). (Grade 2/3, Language Arts, 16 minutes). SUMMARY: A three-part ACCESS Network television program on Childrenlearning. Tape 3 - Lessons, 3A, 3B, 3C Part 1, "Freedom to Choose" looksat VT-05478 (52 minutes). learning influences and choicesfor (Grade 12, Mathematics, 15 minutes). children. Part 2, "Making It Work", (Grade 7, Calligraphy, 15 minutes). demonstrates learning styles and (Grade 7, Mathematics, 22 minutes). approaches. Part 3, "Parents, teachers and children" brinjs together these three Tape 4 - Lessons 4A and 48 elements of the learning process. The VT-05479 (30 minutes). Resource Booklet is a guide and (Grade 7, Art, 18 minutes). bibliography. The Program and Bookletare a (Grade 1, Mathematics, 12 minutes). cowproductIon of ACCESS and Alberta Education Department. Tape 5 - Lessons 5A and 5B 1. Learning by discovery. (VT-05480 (44 minutes). 2. Learning, Psychology of. (Grade 1, Mathematics, Language Arts, 27 m1nutes). (Grade 1, Language Arts, 17 minutes).

The companion publication Planning foran Evaluation of Teachlno Performance is comprised of four volumes. entitled: A Manual of Guidelines (Vol. 1); Teacner Effectiveness: Annotateo Bibliography and References (Vol. 11); Evaluation Procedures: Annotated Bibliography and References 0_1. III); Summaries of Instruments foruse in Evaluating Teaching Performance (Vol. IV). These documents focus on gatheringand interpreting information about the teaching and learning in classroom settings, and the correlation of teaching with effective learnins,. 12 SUBJECT HEADING IN EX

4,81-811 MI fel MM III If/ INF MN 41I MI I II &WSieNommlopI AM AI al Page I

ABILITY - TESTING ADOLESCENT PSYCHOLOGY

Finding My Own Way: Testing On the Level: Alternate Route

On the Level: Behind the Scenes ABSENTEEISM (LABOR) On the Level: Face to Face Controlling Absenteeism On the Level: Getting Together

ACTIVITY PROGRAMS IN EDUCATION On the Level: Journey Through Stress

Block Building On the Level: A Little Help From my Friends

Blocks On The Level: Side By Side

Blocks: A Medium For Perceptual Learning On The Level: Solo

Dolls On The Level: Surrounded

Sand ADULT EDUCATION Take Time: Dressing Up and Role Flaying Further Education Councils in Alberta: Take Time: Waterplay People Make It Happen

Water Further Education Councils in Alberta: Resources Make it Happen Waterplay AGE GROUPS

ADOLESCENCE On The Level: Surrounded

Adolescence and Learning Disabilities AGRESSIVENESS IN CHILDREN Developmental Psychology, Infancy To Adolescence: Individual Differences: Inside/Out: Bully Infancy to Early Childhood Inside/Out: Getting Even

Self-Incorporated : Double Trouble

Self-Incorporated : Trying Times ALBERTA - ANTIQUITIES

Self-Incorporated : What's Wrong With Jonathan? Schooling: Faces of Yesterday:The Rural/ Urban Experience

ADOLESCENT GIRLS ALBERTATEACHER'S ASSOCIATION On the Level: Daddy's Girl Schooling: Faces of Yesterday: Masters not Servants

1 4 Page 2

ALBERTA. ALeERTA EpuurioN. EARLY mum° Amu-LINGUAL Nom (LANGUAGE YEAcNING) sERvicEs

Apprendre en Francais: L'Apprentissage Propre Early Childhood Services Overview Dit de la Lecture

Early Childhood Services Philosophy Apprendre en Francais: La Miseen Marche du Processus D'Apprentissagede la Lecture Growin' Up

Apprendre en Francais: Une Pedagogie Growing Together D'Apprentissage - La Methode Dynamique

AU010-VISUAL EDUCATION AL0HOL/MI.0MM

Toward improved Candid Classroan- ITV Finding My Own Way: Alcoholism Session 1: Teaching On Television

AUD1O-VISUAL LIBRARY SERVICE AMATEUR MOVING PICTURES

One-Stop Shopping: Organizing Media For Let's Make a Film Accessibility

The Young Art: Children Make Their Own The Role of the Librarian In Media, Films Parts 1 & II

ART-STUDY AND TEACHING ALIT1SM

Children tnd The Visual Arts: Looking Indoors One Giant Step - The Integration of Children With Special Needs: Behaviorally Disordered Children And The Visual Arts: Visual Awareness

AUTISM - CASES, CLINICAL REPnRTS, STATISTICS ARTICULATION DISORDERS IN CHILDREN A Soy Named Terry Egan Selected Articulation Disorders Of Children

BEHAVIOR NODiFICATION ASSERTIVENESS (PSYCHOLOGY)

Behavioral Case Management Finding My Own Way: Assertiveness Behavior Management Procedures For The Classroom ATTITUDE (PSY)HOLOGY) Learner Accountability Between Men

Eye Of The Beholder BIOEMERGETIC PSYCHOTHERAPY

Lowen and Bloenergetic Therapy

1 5 Pi Ve 3

BLIND - EDUCATION CAMADA-HISTORY-AMECDOTES, FACETIATE, SATIRE,E.

Let Me See 100 Percent Canadian Content

One Giant Step - The integration of Children With Special Needs: Visually Impaired CANADIAN MATERIALS

Vision Of the Blind, Parts 1 and 11 Canadian Resources

BLCCK BUILDING (EDUCATION) CMADIANS, FRENCH-SPEMIIG - ALBERTA

Block Building Apprendre en Francais: L'Enseignement du Francais en Alberta

BOOKS CASCADE MODEL (EDUCATION)

Books and the Library One Giant Step - The Integration of Children With Special Needs: Overview

BOOKS AND READIPG

CH I LD DEVELOPMENT Developing Effective Reading Materials

The Child: (Part 1) : Jamie, Ethan and Marlon: The First Two Months BOOKS AND READING FOR CHILDREN

The Child: (Part 2) : Jamie, Ethan and Keir: Two Things That Scare Us to Fourteen Months

The Child: (Part 3): Debbie and Robert: 12- 14 BRDTHERS AND SISTERS Months

Inside/Out: Brother and Sisters The Child: (Part 4): Kathy and Ian: Three-Year-Olds Take Time: Sibling Relationships Developmental Psychology, Infancy To Adolescence: Individual Dliferences: BULLETIN BOARDS Infancy to Early Ch!idhood

Bulletin Boards: An Effective Teaching Device Developmental Psychology, Infancy To Adolescence: Personality: Early Childhood

BURNOUT Dimensions of Child Development: Child Develop- ment: A Harmony of Dimensions Burnout

Dimensions c4 Child Development: Emotional Development: A Right To My Own Feelings CANADA - EMIGRATION AND IMMIGRATION - FICTION Dimensions c4 Child Development: Physical The Newcomers: Inhabiting a New Land Development: Provisions for Growth 16 Dimensions of Child Development: Self-Concept: Take Time: Toys for Infants An Image of Me Take Time: Toys For PreP-Schoolers Dimensions of Child Development: Social

Development: 1 Am Me, This Is My World Take Time: Toys For Toddlers

Field Experiences In Early Childhood Programs Take Time: A Trip To The Supermarket

Inside/Out: Can Do/Can't Do Take Time: Where Feeding Problems Begin

Inside/Out: Just One Place Take Time: Why Children Play

Inside/Out: You Belong CHILD MOLESTING Take Time: Cooking Better Safe Than Sorry 11 Take Time: Developing Language Skills NowI Can Tell You My Secret Take Time: Fear, Anger and Dependence

Take Time: Language Development CHILD PSYCHOLOGY

Take Time: Physicist Development: 0 - 3 months Child Behavior You

Take Time: Physicfsl Development: 3 - 6 months Classification

Take Time: Physical Development: 6 - 9 months Confidence and Control

Take Time: Physical Development: 9 - 12 months Conservation

Take Time: Physical Development: The One-Year- Dimensions of Child Development: Child Old Development: A Harmony of Dimensilns

Take Time: Physical Development:The Two-Year- Formal Thought OId Inside/Out: Breakup Take Time: Physical Development: The Three- Year-01J Inside/Out: Getting Even

Take Time: Physical Development:The Four-Year Inside/Out: Home Sweet Home Old Inside/Out: How Do You Show? Take Time: Physical Development: The Five-Year Old Inside/Out: I Dare You?

Take Time: Self-esteem Inside Out: I Want To

Take Time: Sexuality inside Out: Jeff's Company

Take Time: Stages In Play Inside Out: Just Joking Pa905

Inside/Out: Living With Love The Parent Puzzle: Self Discipline

Inside/Out: Lost is A Feeling CHI LIREN GROWN Inside/Out: Must I/May i?

Developmental Psychology, infancy To Inside/Out: A Sense of Joy Adolescence: Physical Development

Inside/Out: Someone Special Dimensions of Child Development Creative Developmont: The Child's Way Inside/Out: Strong Feelings Dimensions of Child Development: Social Inside/Out: Traveling Shoes Development:I Am Me, This Is My World

Inside/Out: When Is Help? Early Childhood Services Philosophy

Inside/Out: Yes, I Can The Parent Puzzle: Creating A Climate

My Goat The Parent Puzzle: Individual Differences

The Parent Pwrzle: Parenting As AProcess CHILDREN BOOKS AND READING Systematic Training For Effective Parenting Take Time: Selecting Books

Through the Language Barrier: Alone...With Things That Scare Us Language

Where Do Children Play? CHILDREN CARE AND HYGIENE

Take Time: Accidents To Pre-Schoolers CHILDREN HOSPITAL CARE

Take Time: Accidents to Toddlers Take Time: Hospital Visit

CHILDREN mamaOF LIFE CHILDREN LANGUN3E

Free To Be . . You and Me: Friendship Apprendre en Francais: L'Apprentissage and Cooperation (Part 1) d'une Langue Chez L'Enfant

How To Be A Good Kid Apprendre en Francais: Le Preapprentissage de la Lecture The Parent Puzzle: Self Discipline Elementary Language Arts: Basic Concepts

CHILDREN FAMILY RELATIONSHIPS Focus on Childhood: Books, Words and Reading

Childhood: Around with Kareema Nature of Things: Out of the Mouths of Babes The Parent Puzzle: Contracting (Responsibility) Take Time: Developing Language Skills

18 Page 6

Take Time: How Parents Speak To Children CHILEREN AND ADULTS

Take Time: Language Development Child Behavior a You

Through the Language Barrier: Alone...With Dimensions of Child Development: Creative Language Development: Freedom Wilrhin a Framework

Through the Language Barrier: At Home...W!th Dimensions of Child Development: Creative Language Development: The Child's Way

Through the Language Barrier: Early Experiences CHILDREN AND DEATH Through the Language Barrier: In the Beginning Inside/Out: In My Memory Through the Language Barrier: An Introduction

Through the LLnguage Barrier: Venturing Out LMILEREN AS ARTISTS

Take Time: Patterns Of Development In Art CHILDREN - MANAGEMENT Take Time: Ways Of Looking At Children's Art Behavior Modifications In the Classroom

Early Childhood Services Overview CHILZREN IN FOREIGN COUNTRIES - FMILY RELAT I ONSH IPS Early Childhood Services Philosophy Parents and Children: A Child's Place Glasser on Discipline

The Parent Puzzle: What is Discipline? CHILDREN CF DIVORCED PARENTS

Systematic Training For Effective Parenting Inside/Out: Breakup

Take Time: Discipline CHILDREN'S ACCIDENTS Wlthitness (Elementary School) Take Time: Accidents to Toddlers Withitness (Junior High) Take Time: Accidents to Pre-Schoolers

CHILEREN - NurRIT ION CHILDREN'S LITERATURE Dimensions of Child Development: Nutrition: Try It, You Might Like it Max Made Mischief: An Approach to Literature

CHILDREN - wiTING

CH I LEIRBIIS PLAYS PRESENTAT I OHS, ETC. Elementary Langua,,, Arts: Focus on Writing Children's Theatre

19 Pa907

CHILDREN, BLIND comirrioN

Children Without S!!ght Formal Thought

Let Me Se,) COGNITION (CHILD PSYCHOLOGY)

One Giant Step - The integration of Children Conservation With Special Needs: Visually ImpaircA What Do You Think?

CHILDREN, DEAF COGNITION DISORDERS Daddy, Can 1 Hoar The Sun? Resource Room Techniques For The Deaf Like Me Learning Disabled

CHIWREN,DEAF - F/MI LY RELAT I OWN IPS (XIGN ITI ON IN CHILLIFIEN

lt's Okay To Be Deaf, Denise Developmental Psychology, infancy To Adolescence: Three Cognitive SKIlls: Middle We Tiptoed Around Whispering Childhood

CLASSFIXN MANAGEMENT anestmicreriaN

As.rtive Discipline in the Classroom Body Language in the Classroom

Behavior Management Procedure For Listening Beyond Words the Classroom The Communication Process Evaluating and improving Teaching Performance: inservice Kit COMMUNICATION - CONTENT ANALYSIS Behavioral Case Management Reflection Of Content Learner Accountability

Praise and Corrective Feedback COMMUNICATION - METHODOLOGY

Project A.S.K. - Teacher Evaluation: Classroom Clarity and Emphasis Observation Skills Learning Package (series) Comftunicating Non -DefeGsively: Don't Take it Personally Reward and Punishment Effective Communication Skills 01: Paraphrasing Teacher, Lester Bit me!

Effective Communication Skills 02: Reflection Of Feelings COACHES ( AT HLET I CS )

Coaches '104 Page 8

Effective Communication Skills 13: Open- COMMUNICATIVE DISORDERS IN 011LOREN Ended Questions

Lisal Pay Attention Levels c4 Questioning

Praise and Corrective Feedback COMMUNITY AND SCHOOL

Questioning Strategies Beyond the Classrocm Walls

Reflection Of Content The Community Council: A Reaffirmation of the Democratic ideal Sharing Time

Cooperative Agency Relationships: 2 + 2 = 6

COMMUNICATION - PSYCHOLOGICAL ASPECTS ideas Of A Community School

Communicating Non-Defensively:Don't Take it Ideas Of Community Education Personally

Pendulum Finding My Own Way: Communications

School Community interaction- Module 1- COMMUNICATION - STUDY AND TEACHING Community Relations: Building Bridges

Concreteness Of Specificity Of Meaning School Community Interaction- Module 1- Community Relations: Needs Assessment: Empathic Understanding

School Community interaction- Module 1 - Immediacy Community Relations: Needs Assessment Techniques ... Madsen's Intermediate Sign Idioms /1 School Community Interaction - Module 1 - Madsen's Intermediate Sign idioms /2: "Think", Community Relations: No News "Zero", "Feel", and -Succeed" Idioms

School Community Interaction - Module I - Madsen's Intermediate Sign idioms /3: "Lie Community Relations: The Parent-Teachers.T. Down", "For", "Derogatory" idioms

School Community interaction - Module 1 - Madsen's Intermediate Sign Idioms/4: "Useless, Community Relations: The Principal... Why Not", "Will You", "Wow", "Money", "Questioning" idioms School Community Interaction- Module 1- Commmnity Relations: A Professional... Madsen's intermediate Sign idioms /5: "Me More Me", "Mimic", "Compound" &"Repeating" School Community Interaction- Module 1 - idioms Community Relations: Students, Parents,

Madsen's Intermediate Sign idioms 16: School Community interaction- Module 1- "Miscellaneous" idioms Community Relations: A Systematic ...

Open-Ended Statements Schooling: Faces of Yesterday: School Life/Community Life Reflection of Feeling

21 P.90 9

Suggested Strategies For Establishing COOPUTER MGR/WM NANAGENEKT A Community Education Program: A Rebirth of Community Access Academy For Microcomputers Series

Using Human Resources DataBase Management II

Introduction To Computer ProgrammingFor oommuNrrY LIFE Grade 3

School Community Interaction - Module I- Ccmmunity Relatirms: Needs Assessment: CXIMPUT ER MUMS Collecting ...

Demonstration of Authorized Microcomputer Courseware: Mathe:atics Series COMMUNITY SCHOOLS

Beyond the Classroom Walls COMPUTEWASSISTED INSTRUCTION

The Community School Co-Ordinator Fast Forward 2: EOucation

The Community Council: A Reaffirmation Computers In The Classroom of the Dewocratic Ideal

Cooperative Agency Relationships: 2 + 2 = 6 COMPUTERS - ACCESS CONTROL

Ideas Of A Conmunity School Electronic Delinquents

Ideas Of Commbnity Education COMPUTERS AND CIVILIZATION Suggested Strategies For Establishing A

Conmunity Education Program: A Rebirth ot Fast Forwara 2: implications Community

COCENTRATID STUDY COMPARATIVE EDUCATION immersion: A Learning Alternative A Visit To Hsin Hua School In Pekii:g

Parents and Children: What Did You Learn In CONCEPT LEARNING School Today? Water

COMPUTER CRIMES COIF IDOCE Electronic Delinquents Confidence and Control

COMPUTER MANAGED INSTRUCTION

CIOWLICT (PSTOIOLOGY) Computers In The Classroom How To Be A Good Kid

22 Page 10

On The Level: Face To Face Creative Drama: The First Step

Dimensions of Child Development: CONSUMER EDUCATION Creative Developeert: Freedom Withina Framework

The Challenge Is Yours Dimensions of Child Development:Creative Development: The Child's Way

CONTROL (PSYCHOLOGY) The Invention Convention:

Confidence and Control Painting Time

Racing Cars COOKERY

Take Time: Drawing Take Time: Cooking

Taro Time: Fingerpainting

CORPORATE MEETINZ Take Time: Sculpture

Meetings, Bloody Meetings Take Time: Waterplay

COUNSELLING CREATIVE MrTING (ELEMENTARYEDUCATION)

Finding My Own Way: Counselling Creative Writing

CREATION (LITERARY, ART(STIS, ETC.) CREATIVE WRITING (SECONDARYEDUCATION)

The Invention Convention: Creative Writing, A Second Look

CREATIVE ABILITY IN CHILDREN CREATIVE WRITING STUDY AND TEACHING

The Balby Street Kids Teachers Teaching Writing Series

Children And The Visual Arts: Visual Awareness Writing For Real

Children Are Creative

CREE LANGUAGE STUDY AND TEACHING Clay Play

Cree Way Creative Dance With Joyce Boorman: Group A, Ages 3 & 4

CRIME AND CRIMINALS CASE STUDIES Creative Dance With Joyce Boorman: Group B, Ages 3 & 4 Electronic Delinquents

Creative Dance With Joyce Boorman: Group C, Ages 5 6 6: 23 Page 11

CURRICULUM r ADIGE DAY CARE CENTERS

Systems Innovation Finding my Own Way: Day Care

Parents and Children: Part-time Parent, DANCING Full-time Job

Three Approaches To Simple Dance Theme DEAF - EDUCATION

DANCING - STUDY AND TEACHING Understanding The Deaf

I Am Me

DEAF - MEANS OF COMMUNICATION

Now I Am Three fl Deaf Like Me

Now I Am Three 12

DEAF - REHABILTATIV1 DANCING AND CHILDREN Through The Sound Barrier Almost Media

Creative Dance With Joyce Boorman: Group DEAFNESS A, Ages 3 & 4 Listen Creative Dance With Joyce Boorman: Group B, Ages 3 & 4 DEAFNESS - PSYCHOLOGICAL ASPECTS Creative Dance With Joyce Boorman: Group Speaking For Ourselves: The Challenge C, Ages 5 & 6: Of Being Deaf

Creative Dance With Joyce Boorman: Group C, Ages 5 & 6: DECISION-MAKING

The Elf and the Toadstool Finding My Own Way: Goal Settiny and Decision Making

I Am Me

Finding My Own Way: Where Do I Go? Now I Am Three fl

On The Level: Alternate Route

Now I Am Three 12

Situational Decision Making Part I The Pedlar and His Caps Situational Decision Making Pert II Slowly Slowly; Towards Dance

DATABASE MANAGEMENT DECISION-MAKING, GROUP

DataBase Management II Rules For Group Discussion

24 Page 12

DENTAL HEALTH EDUCATICN DRAMA IN EDUCATION

Take Time: Dental Program Building a Collective Creation

Creative Drama DEPRESSION, MENTAL

Creative Drama: The First Step Finding My Own Way: Depression and Stress

Directed Analysis of TrcypeProcess DEPRIVATION (PSYCHOLOGY) improvised Drama

My Goat Mrs. Ryan's Drama Class

DEVELMENTAL PSYCHOLOGY Our Class Drama: Part A & B

Developmental psychology, infancy to Our Individual Dramas adolescence: individual Differences: Infancy to Early Childhood Three Looms Waiting

DISCIPLINE OF CHILDREN DR*114-TEDINIQIE

Behavior Modifications in the Classroom 100 Percent Canadian Content

Glasser on Discipline

DRAWING The Parent Puzzle: What IsDiscipline?

Take Time: Drawing Take Time: Discipline

DYSLEXIA Withitness (Elementary School)

The Invisible Handicap: Dysl?xla Withltness (Junior High)

EDUCAT ION ALBERTA - CURRI DULA DISCUSSION

Elementary Language Arts: Getting It Together, Rules For Grcmp Discussion Integration Of The LanguageArts

D I YOKE MUCK,' ION - CANADA, WESTON- CURRICULA

Self-Incorporated: Family Matters Schooling: Faces of Yesterday: The Learning Process

DIVORCE - PSYCHOLOGICAL ASPECTS Schooling: Faces of Yesterday: A Reader For Every Child Finding My Own Way: Divorce and Grief

2 5 Page 13

EDUCATION - CANADA, WESTERN- HISTORY What Did You Learn At SchoolToday?

ScPlooling: Faces of Yesterday: Building the System EDUCATION - EXPERIMENTALSCHOOLS

Schooling: Faces of Yesterday: Childhood Learning How To Learn: The Open Classroom In Britain Schooling: Faces of Yesterday: Content Versus Method Progressive Education

EDUCATION - JAt lA Schooling: - AIMS AND OBJECTIVES Faces of Yesterday: Discipline

Inside Japan: Grey Youth Schooling: Faces of Yesterday: The Learning Process

EDUCK ION OF CH I LLREN Schooling: Faces of Yesterday: The Life of a Teacher Parent Involvement: An Opportunity for You

Schooling: Faces of Yesterday:Masters Not Servants - Te:^her Politics EDUCATION, ELBENTARY- CURRICULA

Schooling: Faces of Yesterday: An Occupation Charlie and the GoldenHamster: The Non- Graded Elementary School Schooling: Faces of Yesterday: A Reader For Every Child

EDUCATION, PRESCHOOL Schooling: Faces of Yesterday: The Rural/Urban Experience Clay Play

Schooling: Faces of Yesterday: School Dolls Life/Community Life

E.C.S. Learning Centres Schooling: Faces of Yesterday: Transportetion Growin' Up Schooling: Faces of Yesterday: The University

Parents and Children: A Child's Place Schooling: FaceS of Yesterday: Values: The Hidden Curriculum Parents and Children: Goals For the Future

A Piaget Preschool Program In EDUCATION - CHINA Action

Sand A Visit To Hsin Hua SchoolIn Peking

Seeds Of Learning

EDUCATION - EXPERIMENTAL METHODS The Serious Business Of Play

Immersion: A Learning Alternative Take Time: Creating an Environment For

Parents and Children: Goals For the Future Take Time: Drawing 26 Page 14

Take Time: Dressing Up and Role Playing EDUCKTIONAL TECHMOIXGY

Take Time: Fingorpainting Fast Forward 2: Education

lake Time: Physical Development

EDUCATIONAL TESTS ANDMEASUREMENTS Take Time: Sculpture

Administration Of the illinios Take Time: Storytelling Test Of Psycholinguistic Abilities

Take Time: Waterplay Content Of the IllinoisTest Of Psycholinguistic Abilities

EDUCATION, PRESCHOOL- CURRICULA Developmental Articulation Test

F;ald Experiences InEarly Childhood Developmental Test of Visual-Motor Programs Integration

Evaluating and Reporting StudentProgress EDUCATION, PRESMOI- QUEBEC - 1965-

Evaluation Meme Si J'al 5 ans

The Marianne FrostigDevelopmental Test of Visual Perception EDUCATIONAL INNOVATIONS

Peabody Picture VocabularyTest To Make Kids Love School: The 280-Acre Classroom Purdue Perceptual MotorSurvey

Slingerland Screening Tests EDUCATIONAL PSYCHOLOGY

Tests of Auditory Memory A Success-Oriented Classroom

Tests Of Auditory Discrimination Behavior Modifications In theClassroom

The Clinic EMOTIONS IN CHILDREN

Glasser On Schools Dimension of Child Development:Emotional Development: A Right To My OwnFeelings Instructional Tactics ForAffective Goals

Inside/Out: But They Might Laugh Rules For Group Discussion

Inside/Out: Strong Feelings What the Teacher Expects

Take Time: Fear, Anger and Dependence EDWATIONAL SOCIOLOGY

EMPATHY Five Minutes To Midnight

Empathic Understanding Page 15

ENGLISH LANGUAGE - COMPOSITION AND EXERCISES - Resource Room Techniques For The Learning STUDY AND TEACHING (ELEMENTARY) Disabled

Elementary Language Arts:, Focus on Writing Sit Down, Shut Up Or Get Out!

Specific Learning Disabilities: Evaluation ENGLISH LANGUAGE - GRAWAR - STUDY AND TEACHING (ELIOWSTARY) Specific Learning Disabilities In the Classroom Elementary Language Arts: Grammar and It's Uses

Specific Learning Disabilities: Remedial Programming ENGLISH LANGUAGE - IDIOMS, CORRECTIONS,ERRORS Teaching The Learning Disabled: You've Got What Madsen's Inte7mediate Sign idioms 01 it Takes

Madsen's Intermediate Sign idioms 02: "Think", "Zero", "Feel", and "Succeed" Idioms EXCEPTIONAL CHILIREN - FAMILY RELATIONSHIPS

Madsen's Intermediate Sign Idioms 03: "Lie Sara Has Down's Syndrome Down", "For", "Derogatory" idioms

Madsen's Intermediate Sign Idioms 04: "Useless, EXERCISE FDR CHILDREN Why Not", "Will You", "Wow", "Money", "Questioning" Idioms Alberta Elementary Physical Education Curriculum Series Madsen's Intermediate Sign idioms 05: "Me & More Me", "Mimic", "Compound" & "Repeat!ng" Elementary School Physical Education: Idioms Introducing the Elements of Movement Education Madsen's Intermediate Sign Idioms 06: "Miscellaneous" idioms Elementary School Physical Education: Physical Education Activivies For the Classroom Multi Media Response Process

Elementary School Physical Education: Rhythmics A Special Occasion In Movement

EXCEPTIONAL CHILDREN - EDUCATION EXPERIMENTAL FILMS

The Exceptional Child The Eye Hears and the Ear Sees

The Gifted Ones FAMILY One Giant Step -The Integration cf Children With SpecialNeeds: Behaviorally Disordered Exploring Childhood: Around With Kareema

One Giant Step - The Integration of Children Finding My Own Way: Parenting With SpecialNeeds: Overview Self-Incorporated: Two sons 28 Page 16

FAMILY LIFE FRENCH LANGUAGE- COMPOSITION AND EXERCISES

Self-Incorporated: Double Trouble Apprendre en Francais: L'Expression Ecrlte

Self-Incorporated: Family Matters

F11901 LNIGUAGE - STUDYMD TEACH 1/6 FAMILY LIFE EDUCATION Apprendre en Francais: -1Apprentissage Proprement Dit de la Lecture The Parent Puzzle: Creating AClimate

Apprendre en Francais: FATHER AND CHILD Les Demarches en Lecture

Apprendre en Francais: L'Expression Ecrite Inside/Out: Love, Susan

Apprendre en Francais: Les Jeux Logiques On The Level: Daddy's Girl

Apprendre en Francais: La Lecture Courante Take Time: The Role of the Father

Apprendre en Francais: Le LInguicIrque FINANCE, PERSONAL Apprendre en Francais: La Mise en Marche du Processus D'Apprentissegede la Lecture Finding My Own Way: Financial Management

Apprendre en Francais: Le Preapprentissage de la Lecture FINSERPAIATING

Apprendre en Francais: Une Pedagogle Take Time: Fingerpainting D'Apprentlssage - La Methode Dynamique

Strategies D'Enseignement FLUID COPYING PROCESSES - Grade 9

Operation Of a Spirit Duplicator FRENCH LANGUAGE - STUDY ANDTEACHING - ALBERTA

Apprendre en Francais: FOLK DANCING L'Enseignement du Francais en Alberta

Elementary School Physical Education:Creative Folk Dance PRIERDDRIP

Free To Be You and Me: Friendship DLLOIO-UP I N TEACHER TRAI N I NG and Cooperation (Part 1)

What Teachers Do On The Level: A Little Help From My Friends

OW HABITS GIFTED CH I LOREN- EDUCAT I ON

Dimension of Child Development: Nutrition: Try Pearls In the Alphabet Soup It, You Might Like It

29 Page 17

GRADING AND NARKING (STUDENTS) HAND ICPPPED - REHABILITAT ION

Evaluating and Reporting Studr-tProgress Design For Independence: LookingBeyond

Evaivation HANDICAPPED CHILDREN- mucalow

GRAPHIC ARTS One Giant Step - The Integrationcf Children With Special Needs: Physically Handicapped Instructional Graphics For Television

HANDICAPPED CHILDREN- FAMILY RELATIONSHIPS GRAPHIC ARTS - STUDY ANDTEACHING Sara Has Down's Syndrome Basic Educational Graphics

HEALTH EDUCATION HANDICAPPED

Take Time: Hospital Visit Information on the Disabled: Barriers

information on the Disabled: Getting Out HEARING DISORDERS IN CHILEREN

Lisa! Pay Attention HMIDICAPPED - EMPLOYMENT

Design For independence: All In A Day'sWork HOUSING FOR PHYSICALLY IVUOICAPPlgo

Design For inewbendence: Home IsWhat You Make HANDICAPPED - HOUSING It

Design For independence: Home IsWhat You Make It UNAN GROWTH

Evaluation HANDICAPPED - LAM AND LEGISLATION

Design For independence: Looking Beyond IMAGINATION IN CHILDREN

Focus on Childhood: Imagination and Play HANDICAPPED - MEANS OF COMMUNICATION

Design For independence: Getting There IICEPENOBIT STUDY

Design For Independence: The Need To Know independent Study

Teach Me How I Can Do It Myself HANDICAPPED - PSYCHOLOGY

What Did You Learn At School Today? Design For Independence: Attitude IsEverything Page 19

INDIANS OF NORTH MERICA - EDUCATION One-Stop Shopping: Organizing Mesia For Accessibility Schooling: Faces cf Yesterday: A Sense of Mission The Resource Centre

I POI VIDUAL ITY INSTRUCT ICONL MATERIALS PERSONNEL

Developmental Psychology, Infancy To The Role of the Librarian In Media, Adolescence: Parts 11..11

Free To Be .. You and Me: Expectations (Part 2) INTELLECT

The Parent Puzzle: Individual Differences Intelligence: A Complex Concept

Self-Incorporated: By WhOss Rules Agency for Instructional Television, 1975 INTELLIGENCE TESTS

Intelligence: A Complex Concept INDIVIDUALIZED INSTRUCTION

Individual Instruction Kit INTERACTION ANALYSIS IN mucatom

Individualizing Instruction Fair Verbal Behavior

Learniny How To Learn: The Open Classroom Project A.S.K.... Module IV: Verbal In Britain

Project A.S.K.... Module V: Interpersonal

INFANTS - CARE AND HYGIENE

INTERDISCIPLINARY APPROACH IN EDUCATION Parents and Children: Breast Or Bottle? Language Across Curriculum The Parent Puzzle: The Six MonthsBlues

Take Time: Accidents to Infants INTERNATIONAL COOPERATION

The Global Connection INFANTS - GROWTH

The Parent Puzzle: Order, Growth and Chawge INTERNATIONAL ECONOMIC RELATIONS

The Parent P,zzle: The Six MonthsBlues The Global Connection

INSTRUCTIONAL MATERIALS CENTERS INTERNS (MENTION)

Many Roads The Role of the Co-operating Teacher

31 Page 19

INTERPERSONAL REMIONS LANGUAGE NUS (ELEMENTARY)

Between Men Appraising a Child's Useof Language Hello Up There Creative Oral Language

Johnny Lingo Foundations of Reading andWriting

Leaves: An Integrated Approach To INTRAMURAL SPORTS Language Arts

Elementary School Physical Education: The Station Approach To theLanguage Participation For All Arts - Part II

JAPAN - CIVILIZATION Teachers Teaching Writing Series

Inside Japan: Grey Youth LNIGUAGE ARTS (ELEMENTARY)- ALBERTA KODALY NETMOD (MUSIC) Elementary Language Arts: Basic Concepts

Elementary Classroom Music: Kodaly Method: Elementary Language Arts: Part 1 Focus on Reading

Elementary Language Arts: Focus on Writing Elementary Classroom Music: Kodaly Method: Part 2 Elementary Language Arts: Getting It Together, Integration Of The Language Arts Progression Pedagogique, 1st Prog.:

Elementary Language Arts: Integratimg Reading Progression Pedagogique, 2ndProg.:

Progression Pedagogique, 3rd Prog.: LANGUAGE ARTS (SECONDARY)

Progression Pedagogique, 4th Prog.: The Communication Process

Progression Pedagogique, 5th Prog.: Language Across Curriculum

Levels of Questioning LANGUAGE AND EDUCATION

Teachers Teaching WritingSeries Immersion: A Learning Alternative

LANGUAGE MIS (SEONDARY)- ALEIERTA LANGUAGE AND LANGUAGES- STUDY AND TEACHING

Senior High Language Arts: A Change Of Focus Apprendre en Francais: Les Demarches en Lecture

Senior High Language Arts: Language at Twelve Integration In Action

32 Page20

LEARNING BY DISCOVERY Learning

E.C.S. Learning Centres The Learning Process

Learning To Help Them Learn

Learning Centres: An Ed. C.I. Project LESSON PLAIN DS Painting Time

Lesson Organization The Sorious Business Of Play

LIBRARY OD-OPERATION LEARNING OISABIUTIES What's In It For Us? Adolescence and Learning Disabilities

No Time to Lose: How Can We Help the Learning LIBRARY ORIENTATION Disabled?

Books and the Library No Time to Lose: What Is a Learning Disability? The Reference Section

Resource Room Techniques For the Learning The Resource Centre Disabled

Specific Learning Disabilities:Evaluation LISTENING

Specific Learning Disabilities In The Classroom Behavior in Business: The Power of Listening

Specific Learning Disabilities: Remedial Listening Beyond Wore3 Programming

Teaching The Learning Disabled: You've Got what LITERATIRE STUDY AND TEACHING (PRIMARY) It Takes

Max Made Mischief: An Approach to Why Can't I Learn? Literature

LEARNING. PSYCHOLOGY OF LOMB. I IESS

Analyzing Learning Outcomes On The Level: Solo

Blocks

LONE Blocks: A Medium For Perceptual Learning

Inside/Out: Living With Love Evaluating and Improving Teaching Performance: Inservice Kit On The Level: Getting Together

Learners And Their Characteristics 33 Page 21

MAGNETIC RECORDERS AND RECORDING PEET I MS Four Track Mono Tape Recorder Meetings, Bloody Meetings

MAIKSTWAMING IN EDUCATION

1ENTALLY HAND ICAPPED 01 1 LORD1 One Giant Step -The Integration of Children Witi. SpecialNeeds: Behaviorally Disordered Children With Special Needs: The Child and the Family One Giant Step -The Integration of Children With SpecialNeeds: Overview Children With Special Needs: The Child IA the Ccamunity One Giant Step -The Integration of Children With SpecialNeeds: Physically Handicapped First Spps:

One Giant Step - The Integration of ChIldren Parents and Children: If Only We Could Teach With SpecialNeeds: Visually Impaired Them Too

MARRIAGE - PROHIBITED DEGREES NICIICCONPUIIRS

Finding My Own Way: Social and Legal Problems Computers In the Classroom

MANMADE LAN M I CROCOINVT ERS - PROGRNSII ING

Finding My Own Way: Social and Legal Problems Access Academy For Microcomputers Series

Introduction To Computer Programming MATHEMATICS - COMPUTERASSISTED INSTRUCTION For Grade 3

Demonstration of Authorized Microcomputer

Courseware: Mathematics Series 01 I DES

Deaf Like Me MATHEMATICS - STUDY AND TUICHING

Uemonstration of Authorized Microcomputer NOISOLISN Courseware: Mathematics Series First Steps: Foundations of Mathematics

Math's Alive MONTESSORI METHOD OF EDUCATION

Learning To Learn NcLAREN,

Teach Me How ICan Do It Myself The Eye Hears and the Ear Sees MORAL EDUCATION

First Things: A Strategy For Teaching 34 Values Pegs 22

Moral Judgement and Reasoning Elementary Classroom Music: Kodaly Method: Part 1 Self-Incorporated : Who Wins?

Elementary Classroom Music: Understanding Values and Morals: Kodaly Method: Teaching Part 2 Morals and Values

Elementary Classroom Music: Values and Morality In Listening Skills: School: introduction To Part 1 Moral Development

Elementary Classroom Music: Listening Skills: Part 2 MOTHERS

Elementary Classroom Music: Finding My Own Way: Career as a Mother Orff Method: Part 1

Finding My Own Way: Day Care Elementary Classroom Music: Orff Method: Part 2

NDTOR ABILITY IN CHILDREN Elementary Classroom Music: Planning a Music Program Ulmens:ons of Child Development:Physical Development: Provisions For Growth Mur Bur

Progression Pedagogique, MOTOR BUS DRIVING 1st Prog.:

Progression Pedagogique, School Bus Driving Tactics 2nd Prog.:

Progression Pedagogique, 3rdProg.:

MOMENT, AESTHETICS OF- STUDY AND TEACHING Progression Pedagogique, 4thProg.: Teaching Your Wings To Fly Progression Pedagogique, 5thProg.:

MOVING PICTURES- STUDY AND TEACHING MUSIC - INSTRUCTION ANDSTUDY - ALBERTA - CURRICULA Let's Make A Film

Elementary Classroom Music: Curriculum Guide The Young Art: Children MakeTheir Own Films

MUSIC - INSTRUCTICN ANDSTUDY - EVALUATION MDV I PG, HOUSEHOLD Elementary Classroom Music: Evaluation

Inside/Out: Travelin' Shoes

MUS IC IN PHYS I CAL MEAT ION

MUSIC - INSTRUCTION AND STUDY Slowly Slowly: Towards Dance

Elementary Classroom Music: Classroom Management

35 23

NATIONAL CHARACTERISTICS, CANADIAN Focus on Childhood: Uanguage and Communication 100 Percent Canadian Content Sharing Time

Through the Language NATURE STUDY Barrier

Children And The Visual Arts: Looking Outdoors ORFF METHOD (MUS(C)

Elementary Classroom Music: NON-GRADED SCHOOLS Orff Method: Part 1

Elementary Classroom Music: Orff Method: Part 2 Charlie and the Golden Hamster: The Non-Graded Elementary School

PARENT AND CHILD The Improbable Form OfMaster Strum: The Non-Graded High School Almost Media

Finding My Own Way:Parenting NONVERBAL COMMUNICATION(PSYCHOLOGY) Focus on Childhood: Body Language In the Classroom Books, Words and Reading

Focus on Childhood: Children Developing: The Early Years NUrRITION

Focus on Childhood: Children Developing: The ) Dimensions of Child Development:Nutrition: Try Middle Years It, You Might Like It

Focus on Childhood: OPEN PLAN SCHOOLS The Family

Focus on Childhood: Love and Security Learning Centres: An Ed. C.I. Project Focus fi Childhood: Open Area School Kit Play: Materials and Needs

Focus on Childhood: Places For Play OPEN-AIR SCHOOLS Focus on Childhood: Play: An Overview

To Make Kids Love School: The 280-Acre On the Level: Who Am I? Classroom

Parents and Children: Goals For the Future ORAL COMMUNICATION Parents and Children: If Only We Could Teach Them Too Appraising a Child's Use ofLanguage Parents and Children: Clarity nnd Emphasis Part-time Parent, Full-time Job

Creative Oral Language ) Take Time: A Trip To The Supermarket 3 6 Page 24

Take Time: Accidents to Toddlers School Community Interaction- Module 1 - Community Relations: The Parent-Teacher... Take Time: Accidents to Infants

Take Time: Accidents To Pre,-Schoolers PARENTTEACHER RELAT I ONSH IPS

Take Time: A Child's View at the World critical Incidents In Parent-Teacher Relationships Take Time: Cooking Growing Together Take Time: Developing Language Skills

The Heart Of Teaching:The Parent Crunch Take Time: How Parents Speak To Children

Parent Involvement: An OpportunityFor You Take Time: How Safe Is The Environment? School Community Interaction - Module I - Take Time: Physical Development: 0 - 3 Months Community Relations: The Parent-Teacher...

Take Time: Physical Development: 3 - 6 Months Teachers, Parents and Children: Growth Through Co-operation Take Time: Physical Development: 9 - 12 Months

Take Time: Physical Development: The One-Year- PARENTAL DEPRIVATION Old

Parents and Children: Part-time Parent, Take Time: Physical Development: The Two-Year- Full-time Job Old

Take Time: Physical Development: The Three- PARENTING Year-Old

Finding My Own Way: Parenting Take Time: Physical Development: The Four-Year- Old Parent Involvement: An Opportunity for You

Take Time: The Role of the Father The Parent Puzzle: Creating A Climate

Take Time: Self-esteem The Parent Puzzle: Order, Growth and Change

Take Time: Sibling Relationships The Parent Puzzle: Parenting As A Process

Take Time: Where Feeding Problems Begin The Parent Puzzle: The Pre-Natal Crisis

we Tiptoed Around Whispering The Parent Puzzle: The Six Months Blues

The Parent Puzzle: Taking Time For Ourselves ARENT-TEACHER CONFEREICES

The Parent Puzzle: What is Discipline? Critical Incidents In Parent-Teacher Relationships

3 '7 Page25

PARENTING - STUDY AND TEACHING Free To Be . . . You and Me: Independence (Part 3) Systematic Training For Effective Parenting

PERSONNEL INNAGENENT PEDOPHILIA

Controlling Absenteeism Better Safe Than Sorry II

Now I Can Tail You My Secret PHOTOGRAPHY

Close-Up Within The Still Frame PERCEPTION

Worth How Many Words? Eye Of the Beholder

Tell Me What You See PHYSICAL EDWJWION AND TRAINING

Alberta Elementary Physical EducationCurriculum PERCEPTION IN CHILDREN Series

Dimension of Child Development: Self-Concept: An Coaches Image of Me

PHYSICAL EDUCATION FOR CHILDREN PERCEPTUAL LEARNING

Alberta Elementary Physical Education Curriculum Block Building Series

Biocks: A Medium For Perceptual Learning Dimensions of Child Development: Physical Development: Provisions For Growth Children And The Visual Arts: Looking Indoors Elementary School Physical Education: Children And The Visual Arts: Looking Outdoors Introducing the Elements of Movement Education Take Time: Sensory Experience

Elementary School Physical Education: Physical Teil Me What You See Education Activities for the Classroom

Elementary School Physical Education: PERCEPTUAL-NOTOR LEARNING Participation For All

Teaching Your Wings To Fly Elementary School Physical Education: Rhythmics In Movement

PERSONALITY Elementary School Physical Education: Theme Development in Movement Developmental Psychology, Infancy To Adolescence: Personality

38 PogoaNi

PHYSICALLY HANDICAPPED- PSYCHOLOGY Inside/Out: Because Its Fun Design For Independence: Rope Jumping Attitude Is Everything

Teaching Your Wings To Fly PHYSICALLY IWO !CAPPED- REHAB! L ITAT I ON

Design For Independence:Home Is What You Make PHYSICAL EDUCATION FOR CHILDREN- EQUIPMENT AND It SUPPLIES

Design For Independence:Looking Beyond Elementary School Physical Education: Using Large Apparatus In Movement Education

PHYSICALLY HANDICAPPED- TRANSPORTATION

PHYSICAL EDUCATION FOR MENTALLY HANDICAPPED Design For Independence: Getting CHILDREN There

A Larger Self: Veronica Sherborne Discusses PHYSICALLY HANDICAPPED CHILDREN- occalom Developmental Movement For the Retarded

One Giant Step Physically Handicapped

PHYSICALLY HANDICAPPED

PHYSICALLY HANDICAPPED SERVICES Information on the Disabled: Barriers

Design For Independence: GettingThere Information on the Disabled: Getting Out

Design For Independence: TheNeed To Know

PHYSICALLY HANDICAPPED- EDUCMION PHYSICS - STUDY AND TEACHING(SUMMARY) Design For Independence: The Need To Know

Physics: An Interlctive Approach

PHYSICALLY HANDICAPPED- EMPLOYMENT PHYSIOLOGY Design For Independence: All In A Day'sWork Self-Incorporated: Changes

PHYSICALLY HANDICAPPED- LAM AND LEGISLATION PIAGET, JEAN Design For Independence: All in A Day'sWork Classification Design For Independence: LookingBeyond Conservation

PHYSICALLY HANDICAPPED- PERSONAL NARRATIVES

P ICTURES - TRIMMING, MOUNT I , ETC. The World Of One In Seven

Drymount Your Teaching Pictures

39 Pagan

Laminating Pictures PRENATAL CARE

PLAY The Parent Puzzle:The Pre-Natal Crisis

Focus on Childhood: Imagination and Play PRIVACY, RIGHT OF Focus on Childhood: Physical Nature of Play The Unspoken Right - An Examination OfStudents' Rights to Privacy Focus on Childhood: Places for Play

Where Do Children Play? PROBLEM SOLVING

PLAYGROUNDS Who's Got the Power

Focus on Childhood: Physical Education PROFESSIONAL SOCIALIZATION Activities For the Classroom

Teaching Is A Profession Focus on Childhood: Rhythmics In Movement

Focus on Childhood: Theme Development In PROGRAMMING (ELECTR)NIC Movement COMPUTERS)

Introduction To Computer Take Time: Creating an Environment For Programming For Grade 3

Take Time: Stages In Play

PUBLIC RELATIONS- SCHOOLS Take Time: Why Children Play

Using Human Resources Through the Language Barrier: Alone...With l.wnguage

PUBLIC liELFARE Where Do Children Play?

Finding My Own Way: Welfare POVERTY

PUBLICITY Five Minutes To Midnight

School Ccimnunity Interaction- Module 1 - Community Relations: No News PREGANCY - PSYCHOLOGICALASPECTS ...

The Parent Puzzle: ThePre-Natal Crisis PUPPETS AND PUPPET-PLAYSIN EDUCATION

Learning With Puppets PREJUDICES AND ANTIPATHIES(CHILD PSYCHOLOGY)

Inside/Out: But...Names Will Never Hurt?

4 0 Page a

READING DISABILITY QUESTIONING

Horizon: How Do You Read? Learning Through Inquiry

The Invisible Handicap:Dyslexia Levels of Questioning

Questioning Strategies READING INTERESTS

Developing Effective ReadingMaterials RACE DISCRIMINATION

On the Level: Side By Side READING. TEACHERS OF

Elementary Language Arts: Focus on Reading READING

A Child's Right to Read: RECORDER (MUSICAL INSTRUMENT) INSTRUCTION AND STUDY A Child's Right to Read:

Elementary Classroom Music: Change In Your 4orizon: How Do You Read? School: How To Make It

The Teacher Education: Elementary Classroom Music: Personalizing Reading For Children

READING (ELEMENTARY)

REFERENCE BOOKS Big Bad Bruce

The Reference Section Elementary Language Arts: Focus on Reading

Elementary Language Arts: Integrating Reading RELIGIONS STUDY AND TEACHING

Organizing For Reading Instruction In Grele 11 World Religions: Assemblies and Simulations

World Religions: A Subversive Activity? READING (MRESCHOOL) Involvement In World Religions

Informal Reading Experiences In the Kindergarten RESPOMIBILITY

The Parent Puzzle: Contracting(Responsibility) READING ABILITY TESTING

Steward Reading Inventory: Administration and RESUMES (13113LOYMENT) Scar I ng

Finding My Own Way: Job Search and Interviews

41 Pawl29

REWARDS AND PUNISHMENTS IN EDUCATION $CHOOL LIBRARIES

Reward and Punishment Kingsview Village Resource Centre

A Place To Read, Relax and Think ROLEPLAY! 116 The Reference Section Take Time: Dressing Up and Role Playing

The Role of the Librarian In Media,Parts I& II

$CHOOL BUILDINGS What's In It For Us?

Systems Facilities

$CHOOL LIBRARIES - BOOK SELECTION

$CHOOL BUSES Locating Information About Learning Materials

School Bus Driving Tactics

$0CHOOL NMANGENENT AND ORGANIZATION

SCHOOL CHILDREN - TRANSPORTATION The Administrator and the School MediaProgram

Schooling: Faces of Yesterday:

$CHOOL IMAGENENT AND ORGANIZATION- DECISION MAKING $CHOOL DISCIPLINE

Situational Decision Making Part 1 Assertive Discipline In the Classroom Situational Decision Making Part II Behavior Management Procedures For tne Classroom

Learner Accountability $CHOOL PUBLICITY

Schooling: Faces of Yesterday: Discipline School Community Interaction - Module 1- Community Relations: No News ... Withitness (Elementary School)

Withitness (Junior High) SCHOOL SUPERINTENDENTS AND PRINCIPALS

The Principal As Instructional Leader: $CHOOL ENVIRONMENT Reflections On Effectiveness

The Impact of the Classroom Environment School Community Interaction - Module 1- Community Relations: The Principal

$CHOOL LIBRARIANS School Community Interaction- Module1 - Community Relations: Students, Parents, ... Wearer Of Many Hats: The School Librarian

42 P09. 30

SCHOOL SUPERVISION Finding My Own Way: Who Am 1?

The Principal As Instructional Leader: On the Level: Who Am I? Reflections on Effectiveness

Supervising The Marginal Teacher SELF-P19139P1ION IN CHILDREN

Dimensions of Child Development: Self-Concept: SCHOOLS - CHINA An Image Of Me

A Visit To Hsin Hue SchoolIn Peking SELFREALIZATION

SCIENCE - STUDY AND TEACHING (ELEMENTARY) The Parent Puzzle: Taking Time ForOurselves

Foundations Of Science

SELF-REL IANCE

SCIENCE - STUDY AND TEACHING (PRESDHOOL) Free To Be You and W.': Independence (Part 3) waterplay

Sa.F-RESPECT sampTuRE

Inside/Out: Yes I Can Take Time: Sculpture Take Time: Self-esteem

SELF

SENSORY-NOT ION I NTEGRAT I ON Dimensions of Child Development: Emotional Development: A Right To My Own Feelings Teaching Your Wings To Fly

Free To Be . . . You and Me: Expectations (Part 2) SEX (PSYCHOLOG11

MOWS LiVes SELF-ACTUALIZATION (PSYCHOLOGY)

Finding My Own Way: I am me SEX D I 'FEMMES IN EIXICX1 I PI

The Parent Puzzle: Individual Differences Non-Sexist Early Education: The Sooner the Better

SELF-CONTROL

SEX EDUCAT I ON The Parent Puzzle: Self Discipline Sex Educeion In the Schools

SELF-PERCEPTION

Finding My Own Way: Taking Stock 4 3 Page 31

SEX INSTRUCTION FOR CHILDREN Self-Incorporated : Family Matters

Take Time: Sexuality Self-Incorporated : Getting Closer

Self-Incorporated : SEX ROLE My Friend?

Self-Incorporated : No Trespassing Menls Lives

Self-Incorporated : Pressure Makes Perfect Self-Incorporated : Different Folks

Self-Incorporated :Trying Times SEXISM Self-Incorporated : Two Sons

Sexism, Stereotypiug and HiddenValues Self-Incorporated : What's Wrong With Johnathan?

SEXUAL Entics Self-Incorporated : Who Wins?

Self-Incorporated: Getting Closer

MC I AL-EM3T 1011AL DEVELOPMENT

SEXUAL HARASSMENT Meme SI Pal 5 ans

Better Safe Than Sorry II

SOC I AL CHANGE Now I Can Tell You My Secret

Future Shock

SHORT STORY

SOCIAL SCIENCES - STUDY AND A Special Occasion TEACHING (ELEMENTARY)

People In Need: A Classroom Analogy Using Student Ideas

SOCIAL SCIENCES STUDY AND TEACHING (ELEMENTARY) SW 1 AL AIM USTPIMY - ALBERTA

Self-Incorporated : By Whose Rules An Explanation Of Changos In the 1978 Social Studies Program: Excerpts Self-Incorporated : Changes From An Interview With Frank Crowther

Self-Incorporated :The Clique

Self-Incorporated : Different Folks SOCIAL SURVEYS

Self-Incorporated : Double Trouble School Community Interaction- Module 1- Community Relations: Needs As*wsrpent Self-Incorporated : Down and Back Techniques ...

4 4 Page 32

School Community interaction - Module 1- Sharing Time Community Relations: Needs Assessment: Collecting ... Storytelling For Elementary SchoolChildren

Take Time: Storytelling SOCIAL VALUES

Things That Scare Us Dimensions of Child Development:Social Develcpment: I Am Me, This Is My world Thre.Little Pigs

Schooling: Faces oN Yesterday:

STRESS (PHYSIOLOGY) Self-Incorporated : Pressure Makes Perfect Burnout

SONGS, FRENCH - INSTRUCTION AND snArr Coping With Teacher Stress

Progression Pedagogique, 1st Prog.: Finding My Own Way: Depression and Stress

Prcgression Pedagogique, 2nd Prog.: Lown and Bioenergetic Therapy

Prcgression Pedagogique, 3rd Prog.: Cm the Level: Journey Through Stress

Progression Pedagogique, 4th Prog.: STRESS (PSYCHOLOGY) Progression Pedagogique, 5th Prog.: Burnout

SCII/ND Finding My Own Way: Depression and Stress

Listen

STUDENT ACTIVTTIES

SPEECH DISORDERS IN CHILDREN St. Albert Cross Age Helping Program

Selected Articulation Disore,c CI Children STUDENT TEACHING

SPEECH THERAPY Micro-Teaching

Speech Therapy The Role of the Co-operating Teacher

STEREOPTS WSYCHOLUGY) STUDENTS

Sexism, SierecNbing and Hidder Values Glasser On Schools

STORY-TELLINC

Big Bad Bruce

45 Pame 33

Project A.S.K. - TeacherEvaluation: STUDY AND TEACHING Classroom Observation Skills Learning Package(Series)

First Things: A Strategy For Teaching What the Teacher Expects Values

TEACHER'S ASSISTANTS STUDY,PerimOF Teacher Aids In the Classroom Independent Study

TEACHERS (PRES)HOOL) - IN-SERVICE TRAINING SUPERVISION OF EMPLOYEES Field Experiences In Early Childhood Programs Controlling Absenteeism

TEACHERS - ATTIMDES TEACHER MORALE

Project A.S.K. Module V: Interpersonal The Heart Of Teaching: A Faculty Feeling

What Teachers Do TEACHERS - IN-SERVICE TRAINING

A Child's Right to Read: TEACHER-PRINCIPAL RELATIONSHIPS

Essentially Yours: Analysis of Values

Evaluating Teacher Performance- (Parts I and II) Essentially Yours: Concept Development

The Principal As Instructional Leader: Evaluating and Improving Teaching Performance: Reflections On Effectiveness Inservice Kit

School Community Interaction - Module 1 - The Heart Of Teaching: An Eye For Change Community Relations: The Principal ...

Senior High Language Arts: A Change 04 Focus Supervising The Marginal Teacher

Senior High Language Arts: Integration In Action TEACHER-STUDENT RELATIONSHIPS

Evaluating and Improving Teaching Performance: TEACHERS - SELECTION AND APPOINTMENT Inservice Kit

Teacher Selection Interview The Heart Of Teaching: Everyone Is Something Else TEAOTERS PM) COMMUNITY The Heart Of Teaching: Last Hour Clash

School Community Interaction - Module 1 - The Impact of the Classroom Environment Community Relations: Building Bridges ... Organizing Facts To Teach Meaningful Relationships 4 6 34

School Community Interaction- Module 1 - Project A.S.K. Module III: Organir;tional... Community Relations: A Professiewial Using Student Ideas School Community Interaction- Module 1 - Community Relations: A Systematic Approach Verbal Interaction In TheCognitive Dimension TEACHERS, RATIIG OF

Evaluating and Improving Teaching Performance: TEACHING - AIDS AND DEVICES Inservice Kit

Bulletin Boards: An Effective Teaching Evaluating Teacher Performance (Parts I and II) Device

Supervising The Marginal Teacher Canadian Resources

Conceptualizing the Process OfInstruction TEACHERS, TRAINING OF

Drymount 'four Teaching Pictures Essentially 'fours: Analysis of Values

Multi Media Response Process Essentially 'fours: Concept Development

Te.ward Improved Candid Classroom- ITV Learning Centres: An Ed. C.1. Project Session 1: Teaching On Television

The Role of the Co-operatingTeacher TEACHING AS A PROFESSION Senior High Language Arts: A Change Of Focus

TI Hesrt Of Teaching: An Eye For Change Senior High Language Arts: Integration In Action TeacIling Is A Profession

TEACHING TEPr-NG SATISFACTION

Evaluating and Improving Teaching Performanm What Teachers Do Inservice Kit

The Heart Of Teaching: Everyone Is TEETW - CARE AND HYGIENE Something Else

Take TIMA: Dental Program The Heart Of Teaching: A Faculty Feeling

The Heart Ot Teaching: Last Hour Clash TELEV1SION MD CHILDREN

The Heart Of Teaching: The Parnt Crunch T.V.: The Anonymous Teacher

Instructional Tsctics For Affective Goals TELEVISION CRAPHICS Learning Through Inquiry

lnstructional Graphics For Television Organizing Facts To Teach Meaningful Relationships

4 7 Page 35

TELEVISION IN EDUCATICN UKULELE - INSTRUCTION AMD STUDY

Television Utilization Elenentary Classroom Muslc: Ukulele: Part 1

Toward Improved Candid Classroom- rry Elementary Classroom Music: Ukulele: Part 2 Session 1: Teaching On Television

UNDERDEVELOPED /MS THEATER - CANADA Five Minutes To Midnight Collective Creations: Collective Theatre

Collective Creations: Vietnam Project UNIVERSITIES AND COLLEGES - ALBERTA

Schooling: Faces of Yesterday:The University THOUGHT ANDTHINKING

On the Level: Alternate Route UNIVERSITY OF ALBERTA - HISTORY

Schooling: Faces of Yesterday:The University TOWS

Take Time: Toys For Infants VALUES

Take Time: Toys For Pre-schoolers Finding My Own Way: Values and Lifestyles

Take Time: Toys For Toddlers How To Be A Good Kid

TRANSPARENCIES VERBAL BEHAVIOR

Operation Of a Dlazo Printer and Developer Fair Verbal Behavior

Owation Of a Tharaeax Copier Project A.S.A. ... Module IV: Verbal ...

Verbal interaction In The Cognitive Dimension TYPEVRITINO - STMY AND TEACHING

TypewrItIn Instruction improvement VIDEOTAPE RECORDERS AND RECORDING Workshop--Session Ono

Operation Of1/2" Videotape Recorder Typewriting Instruction Improvement WorkshopSession Two VISUAL EDUCATION Typewriting Instruction Improvement Workshop- -Session Three Children And The Visual Arts: Looking Indoors

lypewriting Instruction Improvement Children And The Visual Arts: Looking Outdoors Workshop - -Session Four

Children And The Visual Arts: Visual Awareness

48 NV. 36

VISUALLY HANDICAPPED CHILDREN WILLS

Children Without Sight Finding My Own Way: Social and Legal Problems

One Giant Step - The Integration of Children With Special Needs: Visually Impaired WOMEN - EMPLOYMENT

Finding My Own Way: Job Search and Interviews VOCATIONAL GUIDANCE Women In Educational Administration

Career Decision-Making and Planning, Part 1

Career Decision-Making and Planning, Part 11 WOMEN - PSYCHOLOGY

The Job Finding My Own Way: Alcoholism

On the Level: What's Next Finding My Own Way: Assertiveness

World C4 work Finding My Own Wily: Career as a Mother

Finding My Own Wirt: Communications VCCATIONAL GUIDANCE MR WOVEN Finding My Own Way: Counselling Finding My Own Way: Educational Opportunities Finding My Own Way: Day Care Finding My Own Way: Vocational Opportuni4ies Finding My Own Way: Divorce and Grief

VOLUNTEER WORKERS IN EDUCATION Finding My Own Way: Educational Opportunities

A Child's Right To Read: Personalizing Reading Finding My Own Way: Goal Setting and Decision For Children Making

Finding My Own Way: I Am Me VROON-YETON MODEL Finding My Own Way: Job Search and Interviews

Situational Decision Making Part I Finding My Own Way: Parenting Situational Decision Making Part 11 Finding My Own Way: Social and Legal

WATER - EXPERIMENTS Finding My Own Way: Taking Stock

Water Finding My Own Way: Testing

Waterplay Finding My Own Way: Values and Lifestyles

Finding My Own Way: Vocational guidance for Women

4 9 Page 37

Finding My Owl Way: Where Do I Go?

Finding My Own Way: Who Am I?

WCRTH STUDY AND TEACHING

Understanding Values and Morals: Teaching Morals and Values

Values and Morality In School: Introduction To Moral Development

WRITING STUDY AND TEACHING

Teachers Teaching Writing Series

Writing For Real

Writing With Spirit

5 0 ALPHABETICAL TITLE/SERIES INDEX

51 Page I 2 + 2 = 6 Accidents to Toddlers SEE: CO-OPERATIVE AGENCY RELATIONSHIPS: 2 + 2 SEE: TAKE TIME: = 6 Accidents to Toddlers

Administration 04 the IlliniasTest Of A-0416 Psycholinguistic Abilities (Pt.A and 100 Percent Canadian Content (video- A -0660 B) Ivldeorecordingl /(produced by) recordingl / [produced by] Dept, Faculty of Education, U.of A. ; cd Radio and Television (Faculty (distributed by) AVMC, 1978. of Education, U. of A.),1981. 1 videocassette (Pt. A-55min., 20 1 videocassette (23 min.): sec.; Pt. B-8min., 37 sec.) sd.; 3/4 In. : sd., col.; 3/4 in.

SOmMARY: A group of four poke fun at the SUMMIT: Dr. E.A. Blowers,a professor of Canadian institutions suchas Gordie Howe, Educational Psychology at theUniversity of Pierre Burton, hockeyand the metric Alberta, demonstratesthe administration and system. The comedy is presented through scoring of the Illinois Test ofPsycholln- skits, poems, songs and monologues,by Dr. guistic Abilities to Lynette,a normal ele- Jim Parsons. INTENDED AUDIENCES: Anyone mentary school student. The test is divided interested in forms of drama presentations Into ten subtests and or a comic look at the Canadian identity. two supplementary sub- tests. The subtests, in order 1. as they are National characteristics, Canadian. given, are: 1) Auditory Reception; 2) 2. Canada-History-Anecdotes, Visual Reception; 3) Visual Sequential facetiae,satire, etc. Memory; 4) Auditory Association; 3. Drama - Technique. 5) Auditory Sequential Memory;6) Visual Association; 7) Visual Closure; 6) ACCESS ACADEMV FOR MICROCOMPUTERSSERIES VT-5444 Verbal Expression; 9) Grammatic Closure, lvideorecordingl / (produced by) ano 10) Manual Expression. The two ACCESS and Dr. Milt Petruk,Edmonton, supplementary subtests are: C1983. 1) Auditory Closure and 2) Sound. 20 videocassettes (10 hr.) : sd., col. ; I. 1/2 in. Educational tests and measurements.

SUMMARY: Fil Fraser of ACCESS T.V.as host, The Administrator and theSchool Madia and Dr. Milt Petruk of the 1(1-00065 University of Program (kit) / (produced byl Alberta as instructor, present a "hands on" ACCESS, 1976. computer literacy course in twenty I sound cassette min.) thirty-minute sessions. First broadcast over 75 slides: col. the ACCESS television network insummer 1983, Dr. Petruk Instructs this basicAPPLE 11 SUMMARY: This slide/casette tapepresenta- microcomputer-based course whichIs sponsored tion will assist the schooladministrator in by Alberta Education, AlbertaAdvanced developing a quality mediaprogram. Education, and the Universities of Three Alberta Alberta administrators diSCuss and Lethbridge. practices which can result in the mediaprogram be- 1. Microcomputers - Programming. coming part cf the school'sinstructional 2. Computer Programming Management. program.

1. Accidents to Infants School management and organization. SEE: TAKE TIME: Accidents to infants

Adolescence and Learning Disabilities MP-04234 (motion picture) / produced by Accidents to Pre -Schoolers Lawren Films, 1974. SEE: TAKE TIME: Accidents to Pre-Schoolers 1 film reel (25 min.) : sd., col.; 16 mn. 52 Page 2

SUmMARY: This film introduces the viewer to child Interaction, thegroup Interactions, the general problems oflearning disabili- and the teacher-group relationshipare meant ties of the teenager. It divides these pro- also to socially help the childenter regu- blems Into four areas: developing a satis- lar classes In creativedance for 4 year factory self-image; coming to terms with olds. sex, setting long-range goals; and meeting 1. Dancing and children. society's demands. 2. Parent and child. 1. Adolescence. 2. Learning disabilities.

Alone With Language SEE: THROUGH THE LANGUAGE BARRIER:Alone Alberta Elementary Physical Education VT-5442 Mith Language Curriculum Series IvIdeorecordingl/ and Alberta Education, 11985?) W-5443 3 videocassettes (2 hrs., 9 min.) : Alternate Route sd., col. ; 1/2 In. SEE: ON THE LEVEL: Alternate Route Contents: No. 1: Introduction (15 min.)-- No. 2: Fitness (15 min.) -- No. 3: Game. (15 Analysis of Values min.) -- No. 4: Gymnastics (17 min.)-- No. 5: SEE: ESSENTIALLY YOURS: Analysis of Values Dance (20 min.) -- No. 6: Outdoor pursuits (18 min.) -- No. 7: Aquatics (14 min.)-- No. 8: Track and field (15 min.). Analyzing Learning Outcomes (kW / K1-00034 (produced by) Vfmcet, 1197-71 SUMMARY: Eight programs on physicaleduca- 1 filmstrip, 1 sound cassette, tion activities in the Alberta elementary 1 booklet curriculum. 1. Physical education for children. SUMMARY: In this program, techniques of 2. Exercise for children. task analysis are applied to learningobjec- tives. Practice is provided so thatan operation objective can be analyzed Alcoholism Into subtests, designated as either entryor en- SEE: FIMING MY OWN MAY: Alcoholism route skills. Use of a particular strategy is advocated In which instructionis ap- proached In terms c4 AllIn A Day's Work learners' response rather than teacher presentations. SEE: DESIGN FOR INDEPENOME: AllIn A Day's I. Learning, Psychology of. Work

Animation De Chansons SEE: PROGRESSION PEDAGOGIQUE EN EDUCATION Almost Media lvIdeorecordIngt / A-0557 MUSICALE, 4th PROG.: Animation De Chansons (produced byl U. of A. ; (distributed byl AVMC, 1980.

1 videocassette (6 min., 20 sec.) : Appraising a Child's Use of Language A-0369 sd., col. ; 3/4 In. IvIdeorecordIngl / (produced by) Faculty cif Education, U. of A.; SUMMARY: This Is an Impressionistic over- (distributed by) AVMC, 1977. view of movement sessions heldfor parents 1 videocassette (19 min., 10 sec.): and three year old children. Parents are sd., col.; 3/4 In. encouraged to explore ways andmeans of building a trusting relationshipthrough SUMMARY: This videotape is basedon the physical contact In imaginative playand in book "Listening to Children Talking"by Joan enjoyable response to music. The parent- Tough. Sally Cowell, a teacher, relatesand explains what Tough has writtenabout child- 53 Page 3

ren's language. Cowell shows pictures in APPRENDRE EN FRANCAIS: Les this book to a six VT-05357 year old, Adam Payne. Demarches en Lecture(videorecordIng) She questions Adam /(produced on the pictures using by) ACCESS, 1980.1 videocassette open-ended and enabling sentences. (29 min.) : The aim sd.,col. ; 3/4 in. - - (ApprendreenFrancals) of this is to enable theteacher tc assess and appraise the child'slanguage abilities. SUMMARY: L'origine de l'ecriture et I. Language arts - Study and le role teaching jouer par l'imprimerie (Elementary). sur Ileducation sont examines dans cette emission. 2. Oral communication. Ou y fait egalement le point sur diversedemarches d'enseignement, soli la demarcheanalytique, la demarche synthetique et les APPREMORE EN FRANCAIS: demarches L'Apprentissage VT-05354 mixtes et analytico-synthetiques. d'une Langue Chez L'Enfant Finalement, un bref expose Ivideorecordingl / des theories de Frank Smith est presents. (produced byl ACCESS, 1980. 1. French language - Studyand 1 videocassette (20 min.): sd.,cal.; teaching. 3/4 in. (Apprendre en Francais) 2. Language and languages- Study and teaching. SUMMARY: La Premiere emission demontrela red procite entre la famine, lemilieu et l'acquisition linguistique de l'enfant. Nous APPRENOPE EN FRANCAIS: pouvans voir l'apprentissage de L'Enseignement VT-05355 l'expression du Francais en Albertalvideorecordingl orale chez l'enfant en relation / avec son bien- (produced by) ACCESS, 1980.1 etre et se croissance physique. videocassette (21 min.) : sd.,col. ; 3/4 in. -- (Apprendre 1. French language en - Study and teaching Francais) (Preschool). 2. Children - Language. SUMMARY: Examine certaines situationsque le professeur de francais peutrencontrer, de mem que certains points de APPRENDRE EN FRANCAIS: vue des VT-05361 parents concernant les aspects L'Apprenfissage Proprement culturels et linguistiques de cette education Olt de la Lecture en Alberta. Un bref apoercu de la communaute Ivideorecordingl / francophone est aussi presente. (produced by) ACCESS, 1980. 1. Canadians, French-speaking- 1 videocassette (20 min.): sd., Alberta. col. ; 3/4 in -- (Apprendreen 2. French language - Study and Francais) teaching - Alberta.

SUMMARY: Dans cette emission, :lenseignant guide la communication verbale en posante APPRENDRE EN FRANCAIS: L'Expression VT-05363 des questions specifiques,en lisant deS Ecrite Ivideorecordingl / mots et des structures connus de l'enfant. (produced byl ACCESS, 1980. Une etude grammatical. du texte sienSulTO, 1 videocassa4iv (20 min.) : sd., apres quol les sieves lisentun texts, per col. ; 3/4 in. -- (Apprendreen mettent a l'enseignant dlevaluer lour com Francais) prehension. Une courts interpretation dra matique du texts aidea conselider les con SUMMARY: Cette emission souligne l'impor naissences acqulses. tance de developper Ilecriture,conjoin 1. Audio-lingual method (Language tement a la lecture.L'enseignant dolt en teaching). trainer la memoire visuelle etauditive et 2. French language - Study end choisir des exercices do ecriture/jeux teaching. en rapport avec l'experience et le niveau 54 Page 4

tim;uistique de l'etudiant. Lacomposition 1 videocassette (24 mln.) : sa., ecrite met I' emphase surIf Imagination de col. ; 3/4 In. (Apprendre en l'enfant. Francais) 1. French language - Composition and exercises. SUMMARY: Cette emission expllque certalns 2. French language - Study and elements lInguIstIques de la phrase fran teaching. calse: la structure de phrase de typesob Ilgatolres, soIt enonciatIf, exclamat/f, Imperatlf et Interrogatlf etleurs combine APPRENDRE EN FRANCAIS: Les VT-05364 lsons possibles avec les types facultatIfs, Jeux Logiques IvIdeorecordIngl/ soft negatIff, emphatIque et passlf. De !produced byl ACCESS, 1980. plus, on y examine les elementsdes parties 1 videocassette (15 mIn.) : sd., de !a phrase, tels que les groupes ccl. ; 3/4 In. (Apprendre en fonctionnels, les indIcateurs et les specI rrancals) fIcateurs du nom at du verbs. 1. French language - Study and SUMMARY: Cette emission explIque comment teaching. certain jeux loglques, falser'? partle inte gale de la Methode Dynamlque, servant d'alde-meAolre et tamIllarIsent les APPRENDRE EN FRANCAIS: La VT-0! :AO etualants avec les symboles ecrIts, la MIse en Marche du Processus lecture et la grammaIre. Les cIng,jeux D'ApprentIssage de la Lecture logiques presentes dans cette emission sont: IvIdeorecordIngl /1produced byl le clagramme de Venn, l'arbre logIque, le ACCESS, 1980.1 videocassette labyrinthe, ia machine operatolre (les (28 mln.): sd.,col.; 3/4 In. transformations) et le jeu aes relations (Apprendre enFrancals) Ict;lues. I. French language - Stuay and SUMMARY: ExplIque les debuts de teaching. l'apprentIssage de la lecture et Incorpre les concepts de temps, doespace et desuc cesslon ralatlfs ala lecture. Lleleve est APPRENURE EN FRANCAIS: La VT-05362 encourage a s'exprimer en utilisant aes Lecture Lourdntelvideorecordingl /1produced byl structures connues de phrase et l'emphase ALLESS, 1980.1 videocassette (20 min.): sd est mise sur la communication verbale. Une ; 3/4 in. (Apprendre enFrancaIs) fixation methodIque de mots-clese prodult ensulte. SUMMARY: Cette emission suggere a 1. AudIo-1Ingual method (Language Ilenselgnant comment alder Iletudlant a teaching). acquerlr de bonnes habltudes de lecture, 2. French language - Study and dont a Ilre couramment. Le materiel de lec teaching. ture donit otfrIr ;me qualIte et une grande varIete de genres Iltteralres. Les actI vites d'expression et le travalll de APPRENDRE EN FRANCAIS: Une VT-05358 recherche Incltent l'etudIant a developper Pedagogic D'Apprentissage - un style d'expressIon personnel et une m La Methode DynamIque ethode de travail. IvIdeorecordIng) / 1. French language - Study and !produced by) ACCE'S, 1980. teaching. 1 videocassette (15 mIn.) : sd., col. ; 3/4 In. (Apprendre en Francais) APPRENDRE EN FRANCAIS: Le YT -05356 LInguicirque Ivideorecordingl / SUMMARY: Dans cette emission est expllque Iproducea byl ACCESS, 1960. la philosophic, de la Methode Dynamlque. 55 Page 5

Cette mcrhode se busesur Assertive Discipline In theClassroom l'enfant-explorateursur sn action, lui NP-04313 !motion picture] / produced permettant de slapprourier by la connrissauce Media Five, 1978. en decouvrant par lui-meme. L'enseignant 1 film reel (29 min.): stimule cette croissancea l'aide sd., col. ; 16 mm. d'activites et de situationsde v:e connues de l'enfant. SUMMARY: This film describes 1. Audio-linyual method :Lar- an effective ,tge plan for establishing teacidGg). discipline in the classroom.Based on a system of 2. French language - Study and rewards rather than a series of teaching. punishments, with a plan of implementation forthe classr.Jom, the assertive disciplineprogram .'eates a APPREAVRE EN RRANCAIS: controllable teaching environment. Le VT-05359 1. Classrocm management. Preapprentissage de la 2. School discipline. Lecture lvideorecordingi / !produced by] ACCESS, 1980. 1 videocassette (20 min.) : sd., Assertiveness col. ; 3/4 in. (Apprendre en SEE: FINDING NY ONIC NAY: Francais) Assertiveness

SUMMARY: Cette emission presents la At Home....With. Language premiere etape de la Methode Dynamique. SEE:THROUGH 7E2 LANGUAGE BARRIER: C'est la periode ou l'enfant At Home apprend a con ...with Language naltre son nouveau milieu scolaireet cama rades. Le role de perceptions visuelleset auditives. 1. French language- Study and teaching. 2. Children - Language.

L'Apprentissage D'Une Langue ChezL'Enfanl SEE: PPFRE/CRE EN FRANCAIS: L'Apprentissage D'Une Langue Chez L'Enfant

L'Apprentissage Proprement Dit dela Lecture SEE: PPFRENIRE EN FRANCAIS: L'Apprentissage Proprement Dit de la Lecture

Around the Way With Kareema SEE: EAPLORINa CHILDHOOD: Around the Way With Kareema

Assemblies and SiLilations SEE: MRLD RMIGIONS: Asseoblies and Simulations

5 6 Page 6

Behaviorally Disordered SUMMARY: This kit contains four prcgrams: SEE: ONE GIANT STEP - THE INTEGRATION OF Making Friends with Books, LearningThrough CHILDREN WITH SPECIAL NEEDS: Behaviorally Books, Exploring Books, and Discoveringthe Disordered Library. The first orogram, Making Friends with Books, Introduced children to books, in Better Safe Than Sorry 11 OP-04333 particular, picture books. The second program !motion picturel / Film Fair describes the various kinds of books,from Communications; !distributed byl dictiocaries to story books. 7he third program, Marlin Motion Pictures Ltd., Exploring Books, describes indexes,table et Mississauga, Ont., C1983. contents, and otrer components ofa book. The 1 film reel (15 min.) : sd., 16 mm. fourth program describes the care catalogueand Dewey system. SUMMARY: with a group of youngsters aged 1. Books five to nine years, Stephanie Edwards 2. Library orientation. discussed three simple rules which can help children prevent and/or deal with potential sexual abuse. Through dramatization and Building Bridges: A Rationale For Community role-playing, the children learn how to Relations recognize danger, prevent harm to SEE: SCHOOL (OMMUNITY INTERACTION- MODULE I - themselves, and cope with abusive or COMMUNITY RELATIONS: Building Bridges: A potentially abusive adults and elder Rationale For Canmunity Relations strangers. 1. Child molesting. 2. Pedophilia. Burnout Ivideorecordingi / YT-05404 3. Sexual harassment. !produced by) MT1 Teleprograms Inc., 1979.

1 videocassette (27 min.) : Block Building ikiti / by Mary KT-00112 sd., col.; 1/2 in.

W. Moffitt. -- Arlington, Va. : Childhocd Resources, Inc., c1971. SUMMARY: Defines "burnout" as a state e4 1 sound cassette (15 min.). emotional, physical, and mental exhaustion. 40 slides : col. Taking a humourous approach, thisprogram 1 folder. demonstrates methods which can diffuse negative elements, thereby convertingburnout Into a positive learning experience. SUMMARY: A set c4 40 slides and 15 minute 1. Stress (Physiology). audio tape discusses the educational value 2. Stress (Psychology). of time spent by children in block play. It 3. Burnout. also explains the importance of careful planning of the block center so that optimal learning occurs. 1. Block building (Education). 2. 11:ctivity programs In education. 3. Perceptual learning.

Also at LETH.

Backs and the Library !kit! / produced 1(1-00076 by EDUCOM, 1977. 4 filmstrips, 4 audiotapes,1 guidehonk

4 sound cassettes, 1 guidebook Pa 961 7 Can Do/Can't Do Services Division of AthabascaUniversity, SEE: INS10E/OUT: Can Do/Can't Do this program deals with career planning. In this program, Peter O'Donnellconcludes his discussion by describing in Can 1Help? detail program development: SEE: "1 know how I'm going toget INSIOE/OUT:Can I Help? there." 1. Vocational guidance.

Canadian Resources lkiti /lproducedbyl KT-00064 AVSB, 1976. The Challenge Is Yours I sound cassette (4 min.) VT-05148 lvideorecordingl / produced by kVSB 57 slides : oaf. ; Idistributed byl CFRU, 1978.

1 videocassette (25 min.) : SUNIMRY:This tape-slide set describes the sd., col.; 3/4 in. Canadian Resources Listing whichlists print and non-print materials forLanguage Arts SMART: An introduction to the Consumer and Social Studies. The materials are lor Education project that was undertaken students from Grades 1-12, in as well a4 1976-77 by Fred Seymour Elementary teachers. School in Calgary. The program describes the various I. Teaching - Aids and devices. aspects of the project, fromthe grade one 2. Canadian materials. baking to the grade six pricecomparisons that occurred in the local shoppingmarket. 1. Consumer education. Career as Pher SEE:FINDING NY CNN WAY: Career as a Mother.

Change ln Your School: How To Make It Happen SEE: A CHILD'S RIGHT TO READ: Change In Your Career Oecision4laking and Planning, VT-05146 School: How To Make It Happen Part IIvideorocordingl / (produced byl AVSB ;Idistributod byl CPRU, 1977. 1 videocassette (31 min., 30 sec.) : sd., A Change of Focus col. ;3/4 in. SEE: SENIOR HIGH LANGUAGE ARTS: A Change of Focus SUMMARY: The first of two programs pre- sented by Peter O'Donnell of the Community Services Division of Athabasca University, Changes this program deals with thereason for SEE: SELF-INCORPORATED: Changes developing career plans.Peter O'Donnell divides the material into threeareas: self-exploration, decision-making, and Charlie and the Golden Hamster:The Non- RP-04001 program development. Graded Elementary School Emotion 1. Vocational guidance. picture) / Iproduced byl 1.D.E.A., 1969. 1 film reel (13 min.): sd.,

col. : 16 mm. Career Decision-Raking and Planning, VT-05147 Part 11 Ivideorecording) / produced by SUMMARY: An examination of the non-graded AVSB ;(distributed by) CPRU, 1977. curriculum in the elementary school. 1 videocassette (32 min., 45 sec.) : sd., 1. Non-graded schools. col. ; 3/4 in. 2. Education, Elementary - Curricula.

SUMMARY: The second of two programs pre. sented by Peter O'Donnell of the Community

-) Page 8

1 film reel (29 min.) : sd., col. ; THE CHILD : (Part 1): Jamie, Ethan MP-04289 16 mm. -- (The Child series) and Marlon : The First Two Months !motion picture). IMontreall SUMMARY: TN- three-year-old chilJ entersa National Film Board, 1973. phase c4 finskill corordination and mast- 1 film reel (29 min.) : sd., col. ; ery. The twt zhildren described In this 16 mm. -- (The Child series) film explore ever-widening environment and acquire m:re sophisticated language SUMMARY: Starting with the birth, followed skills. by a physical examination, this film Intro- 1. Child development. duces three infants who are followed throuyh until the age c4 two months. The emphasis is on the physiological and mentaldevelop- The Child and the Family ment. SEE: CHILDREN IIITH SPECIAL HEEDS: THe Child 1. Child development. and the Family

THE CHILD: (Part 2): Jamie, Ethan MP-04290 Child Behavior = You W-04216 and Keir : Two to Fourteen Months (motion picturel / !produced byl (motion picture!. -- IMontreall : Crawley Films, 1972. National Film Board, 1973. 1 film reel (14 min., 17 sec.) : sd., 1 film reel (29 min.) : sd., col. ; col. ; 16 mm 16 mm. (The Child series)

SUMMARY: Through animation 0 typical SUMMARY: A continuation c4 the study of child-adult situations, an approach for child development of three children. Prim- shaping children's behavior Is portrayed. arily a study of the acquisition of physical While on one hand, the film is light- skills, this film documents eating solid hearted, its message can be used to motivate foods, first steps, and exploration of their discussion groups who are looking at environment. alternative child-rearing methods. 1. Child development. 1. Child psychology. 2. Children and adults.

TPS CHILD: (Part 3) : Debbie and W-04291

Robert : 12 - 14 Months Child Development: A Harmony of Dimensions (motion picturel. IMontreall : SEE: DIMENSIONS OF CHILD DEVELOPMENT:Child National Film Board, 1973. Development: A Harmony c4 Dimensions 1 film reel (29 min.) : sd., col. ; 16 mm. -- (The Child series)

The Child In the Community SUMMARY: The film describes bow children SEE: CHILDREN wrrH SPECIAL HEEDS:The Child In get along with others and how they acquire the Community finer motor control In their secondyear. Two children's acquisition of these kinds of skills Is focused on. A Child's Place 1. Child development. SEE: PARENTS AND CHILDREN: A Child's Place

THE CHILD: (Part 4): Kathy and MP-04292 A CHILD'S RIGHT TO READ: Change In MP-04300 Ian : Three-Year-Olds Your School: How To Make It (motion picturel. IMontreall : Happen (motion picture). National Film Board, 1973. (Palo Alto, Calif.): Verlation 59 Page 9

artistic adventures. Films, 1976. 1. Art-Study and teaching. 1 film reel (20 min.) : sd., col. ; 2. Visual education. 16 mm. -- (A Child's right toread 3. Perceptual learning. series)

SUMMARY: This film describes how school CHILDREN AND THE VISUAL ARTS: VT-05399 personnel can acquire the necessary skills Looking OutdoorsIvideorecordingl/ and techniques to facilitate the necessary [produced bOACCESS and Visual Arts change In a school reading program. Branch,Alberta Culture, 1983. 1. Reading. 1 videocassette (15 min.) 2. Teachers - In-service training. :sd., col. ; 1/2 in. (Children andthe visual arts series)

A CHILD'S RIGHT TO READ:Personalizing MP-04301 SUMMARY: Explores how nature provides a Reading For Children [motion vast gallery of visual art as there exists picture!. -- [Palo Alto, Calif.) : many different examples of each visual Variation Films, 1976. element. The program urges parents to 1 film reel (30 min.) : sd., col. 1 become involved with their childrenand to 16 mm. (A Child's right to read allow simple everyday activities to series) become sensory and aesthetic adventures. 1. Nature study. SUMMARY: This film describes how volunteers 2. Visual education. can assist in improving the quality of read- 3. Perceptual learning. ing instruction in the classroom. 1. Reading. 2. Volunteer workers In education. CHILDREN AND THE VISUAL ARTS: Visual VT-05400 Awareness Ivideorecordingi / [produced byl A Child's View of the World ACCESS and Visual Arts Branch, SEE: TAKE TIME: A Child's View of the World Alberta Culture, 1983.

1 videocassette (15 min.) : Childhood sd., ool. ;1/2 In. -- (Children and SEE: SCHOOLING: FACES OF 7ESTERDAY:Child- the visual arts series) hood

SUMAARY: Introduces the primary elements of visual arts - line, terture, colour,and CHILDREN AND THE VISUAL ARTS: VT-05398 shape, and demonstrates how they all playan Looking Indoors important role In our daily lives.The Ivideorecordingl / [produced byl Importance of visual arts In a child's ACCESS and Visual Arts Branch, development Is outlined as it Is stressed Alberta Culture, 1983. that children need constant encouragement 1 videocassette (16 min.) : and stimulation In order to be creative. sd., col. ;1/2 In. -- (Children and 1. Art-Study and teaching. the visual arts series) 2. Visual education. 3. Creative ability In children. SUMMARY: Encourages parents to interact with their children, stimulating their child's visual awareness and creative Children Are Creative lmotion picture) /NP-04116 expression through activities in interior [produced byl BFA, 1970? environments. The program offers several 1 film reel (10 min.) : sd., col. ; suggestions that will prove invaluableas 16 mm. parents plan for playtime activities and 6 0 Page 10

feelings towards this as well. Highlights SUMMARY: Demonstrates the job of the tea- include: peer reactions, family outings and cher as helping to stimulate and develop the integration Into community programs. Dis- creativity of a child, not by directing him cusses how these children are really not too in everything he does, but by providing a different from their peers. Recommended for suitable environment to stimulate his ECS Operators. imagination, increase his observation, and 1. Mentally handicapped children. Introduce new techniques and ideas to him. 1. Creative ability in children. 4 Also at LETH, CALG.

Children Without Sight !motion P4P-04Z6 Children Developing: The Middle Years picture! / !produced by1 Campbell SEE: FOCUS ON CHILDHOOD: Children Developing: Films, 1972. The Middle Years 1 film reel (6 min.): sd.,

col. ; 16 mm.

Children Developing: The Early Years SUMMARY: This film is an Introduction to SEE: FDCUS ON CHILDHOOD: Children Developing: the blind child. It attempts to destroy the The Early Years myths regarding the capabilities ofche blind. The thesis cf the fil Is that the blind need an opportunity to grow emotional- CHILDREN WITH SPECIAL NEEDS: The Child VT-05256 ly, mentally, and physicall y. in addition, and the Family Ivideorecordingl there is a need to develop a sense of in- !produced byl ACCESS, 1979 dependence.

I videocassette (30 min.) : sd., 1. Childron, Elline. col. ; 3/4 in. -- (Children with 2. Visually handicapped children. special needs series)

SUMMARY: Looks at the chlid with speciel Children's Theatre Ivideorecordingi C-3082 needs and how he/she can be integrated to produced by LTU; (distriOu11 byl live within the family unit through inter- U. of C. 1975. views with parents. Highlights include: 1 videocassette (60 min.) : parental reactions, family acceptance and sd., b & w ;1/2 in. coping skills that a family develops. Em- phasizes how these children need love, SUMMARY: Three plays performed by students security, new experiences, recognition and for presentation in schools: of the three achievement, which are COMM for all child- plays, one is for the elementary level and ren. Recommended for ECS Operators. includes participation; one is for the jun- 1. Mentally handicapped children. ior high; one for senior high. The junior high makes use of masks and is about Indians * Also at LETH, CALG. and their adapting to white man's society and values.The elementary is a story about mtce, based on a story by Coloni. The CHILDREN WITH SPECIAL NEEDS: The Child VT-05257 senior high is a story about the Esicimos. In the Community lvideorecordingl / 1. Children's plays - Presente"lons, !produced byl ACCESS, 1979.1 etc. videocassette (29 min.) sd.,col. ; 3/4 in. -- (Children withspecial needs series) Clarity and Emphasis Ivideorecordingl/ A-0562

!produced byl U. of A. ; (distributed SUMMARY: Looks at the integration of the by! AVMC, 1980. child into the community end the family's 1 videocassette (19 min., 44 sec.) : sd.: col.; 3/4 in. 61 Page 11

SUMWRY: A teacher's use oflanguage can SUMMARY: The film offers a brief study of affect pupil achievement. Two concepts re- how two pre-school children differ in style lating to teacher language are clarity and and needs through pursuing a similar acti- anphasis.This videotape shows a teacher vity. displaying two behavioral indicators for 1. Creative ability in children. clarity - defining new words and usingpre- 2. Education, Preschool. cise language and three behavioral indica- tors for emphasis - modulating one's voice, paraphrasing, emphasizing. The teacher is The Clinic lvideorecordingl / (produced A-0335 Mr. Dan Green at McKee Elementary School, by) Faculty of Education, U. of A. ; Edmonton. (distributed by) AVMC, 1978. 1. Communication - Methodology. 1 videocassette (2, min., 25 sec.) : 2. Oral communication. sd., col. ; 3/4 in.

SUMMARY: This introduction to the Division Classification (motion picture) / 143-04103 of Clinical Services, Faou!ty of Education (produced by) Davidson Films, 11972?I is introduced by Dr. Harvey Zingle. Each of 1 film reel (17 min.) : sd., col.: the five clinics (Reading and Language, 16 mm. Counselling, Psychological Testing, Speech, and Learning and Development), is described SUMMARY: This film features Robert Karplus by its director who outlines servicespro- and Cella Lavetelli. There is an explana- vided to the community and how theyare tion of the process, and then a demonstra- obtained. Numerous examples of the type of tion ofthe Piaget tasks related to classi- work undertaken and the facilities available fication being administered to chiloren. are also provided. Author: Dr. Harvey 1. Child psychology. Zingle, Education Clinic. 2. Piaget, Jean. 1. Educational psychology.

Classroom Management The Clique SEE! BLIDNENTARY CLASSROOM MUSIC: Classroom SEE: SELF-INCORPORATED:The Clique Management

Close-Up Within The Still Frame C-1059 Classroom Management AndControl Strategies lvideorecordingl / (produced by) LTU : SEE: PROJECT A.S.K.- TEACHER EVALUATION - (distributed by) U. of C., 1971. CLASSROOM OBSERVATIONSKILLS LEARNING PACKAGE: 1 videocassette (20 min.) : sd., Module II: ClassroomManagement And Control b & w ;1/2 in. Strategies

SUMMARY: Use of a TV or motion picture camera to simulate movement or structure se- Classroom Observation Skills Learning Package quences when reproducing static illustra- SEE: PROJECT A.S.K. - TEACHER EVALUATION- tions. CLASSROCO4 OBSERVATION SKILLS LEARNING PACKAGE I. Photography. (Series)

Coaches(motion Dictum) / 14P-0426 Clay Play !motion picturel / (produced MP-04197 produced by National Film Board, by) Education Development Centre, 1974. 1976.

1 film reel (8 min.) : sd., col. ; 1 film reel (57 min.) : sd., col. : 16 mm. 16 mm. 62 Page 12

(ommunicating Nim-Defeasively: Don't MP-043364 SUMMARY:This film, made the year priorto Take It Persomily !motion picture!/ CRM the Olympics held in 1976, emphasizes the McGrawHill, 1982. role of the coach in a number of sports, 1 film reel (22 min.) : sd., col.; 16 mm.; both team and individual. The various leader's guide. styles of coaching from highly emotionalto clinically efficient are described Inde- SUMMARY: Dramatically illustrates the tail. effective results of positive,non-defen- 1. Coaches (Athletics). sive, person to person communication.. 2. Physical education and training. 1. Communication - Psychological aspects. 2. Communication - Methodology. COLLECTIVE CREATIONS: Collective VT-05254 Theatre lvideorecordingl / !produced byl ACCESS, 1979. The Communication Processlkit) / KT-00073 1 videocassette (30 min.): sd., !produced byi AVSB, 1977.1 soundcassette (17 col.; 3/4 in. -- (Collective min., 30 sec.) 117 slides: col.,I transparency creations series)

SUMMARY: This tape-slide set andaccompany- SUMMARY:Through interviews with the actors ing overhead traosparency isa description and artistic directors of Alberta's Cataiyst of the new junior high litinguagearts pro- Theatre and the Theatre Network, thenature gram. It is to be used to generatean of the collective theatreprocess is de- understanding of the cOmmuniCationSmodel fined. Its future In Canada is also dis- which is a basic part of the4iO4 curriculum. cussed. 1. Communication. 1. Theatre - Canada. 2. Language arts - Study and teaching (Secondary).

COLLECTIVE CREATIONS: Vietnam Project VT-05255 Ivideorecordingl / !produced byl Communicatio15 ACCESS, 1979. SEE: FINDING MY OWN MAY: Communications 1 videocassette (30 min.) : sd., col.; 3/4 in. -- (Collective creations series) The COmunity Council: A Reaffirmation KT-00104 of the Democratic ideal (kit)/ SUMMARY: Outlines the sequential stages In produced by Charles Stewart Mott the collective creation process, i.e., in- Foundation, 1976. troductory brainstorming activities: selec- 1 film reel (22 mIn.) : sd., col. ; tion of a subject, libraryand community 16mm. research, rehearsal: initial improvisa- 1 filmstrip : col. tions, reaction from community audience: 1 sound cassette (10 min.) structuring and polishing improvisations: and performance. Excerpts from Drama 452 SUMMY: Program depicts the developmentof Illustrate these stages. a community council. The formation of a 1. Theater - Canada. council, facilitation by thecorordinator, and development of Internal leadership is explained. Main focus is a five-step Collective Theatre problemrsolving process: assess needs; SEE: COLLECTIVE CREATIONS: Collective Theatre identify solutions; organize for action; carry out action; evaluate the action and continue, change, or end theprogram. 1. Community schools. 2. Community and school. 63 Page 13

2 teacher's guides Community Relations 31 booklets SEE: SCHOOL commumny INTERACTION- MODULEI - 1 overview COMMUNITY RELAT1CWS (Series) 1 evaluation report

The Ccmalunity School Co-Ordinator Kf-00106 SIBIARY: The materials in this kit UitJ / (produced by thel Charles are de- signed to assist teachers in analyzing Mott Foundation. -- (Washington, and categorizing variables whichoccur in in- WC.] :National Community structional situations. Education Association, 1976. 1. Teaching - Aids and devices. 1 16mm. film (col.), 19 min. film-

strip (col.), 1 sound recording (cassette tape) and workbook Concern(motion picturel / materials. MP-04161 (produced byl A.E.C.T., 1973. 1 film reel (27 min.): sd., col. ; SUMMARY: This kit describes a cemolunity 16mm. school cop-ordinator's on-the-Job activities, lt shows and discusses tasks SUMMARY: This film, employing a monologue such as; dialogue with the community; technique with 8111 Cosby, exploresthe assessment of relevant resources;strategy reasons for teaching. As well as this, for meeting needs; implementation of Cosby discusses the qualitiesthat he feels strategic programs; and evaluation of are needed by anyone considering teaching. results.1. Community schools. 1. Teaching as a profession.

Computers In The Classroom VT-5434 Concreteness Of Specificity Of Meaning A-0420 Ivideorecordingi / Association for lvideorecordingl / (produced by) Supervision and Curriculum Development, Faculty of Education, U. ofA. ; Alexandria, Va., c1982. (distributed by) AVMC, 1978. 1 videocassette (2.7 min.) : sd., col.; 1/2 in. 1 videocassette (20 min., 30sec.) : With Leader's Guide (20 p.). sd., col. ; 3/4 in.

SUMMARY: Presents the needs for anduses of SUMMARY: This program is part ofa series microcomputers and computer literacy in of programs designed to teachteachers and/ schools, and illustrates curriculum and or counsellors the specific ccomunication administrative applications of skill of ooncreteness e4 specificity. The microcomputers. program is self-instructional. The basic 1. Microcomputers. format followed is; 1) student makes re- 2. Computer-assisted instruction. sponse to client (6 statements- baserate), 3. Computer managed instruction. 2) observation c4 4 minute session in which specific behavior is modelled, 3) observa- tion of a 6 segments ofa counsellor-client Concept Uevelopment interchange, 4) student is required to res- SEE: ESSENTIALLY VOURS: Concept Development pond to 7 client statements andthen ccmpare their response to that made bythe counsel- lor. Student is asked to respond to 6 Conceptualizing the Process Of KT-00022 client statements to assess their improve- Instruction(kit] / (produced byl ment over the program.The program concen- Protocol, 1972. trates on the teaching of onevery specific 1 film reel (8 min.) : sd., col. ; skill. Although self-Instructional the 16 mm. pro- grams are best in conjunction with a class in which role playing of the skills will 6 4 Page 14 take place. and two supplementary subtests. 1. Communication - Study and teaching. The sub- tests, in order as they are given, are: 1) Auditory Reception, 2) Visual Reception, 3) Visual Sequential Memory, Confidence and Control 4) Auditory !motion PP-414276 Association, 5) Auditory Sequential Mem- picture) / !produced by)U. of ory, 6) Guelph, 1972. Visual Association, 7) Visual Closure, 8) Verbal Expression, 1 film reel (25 min.): sd., col. 9) 16mm. Grammetic Closure, and 10) Manual Expres- sion. The two supplementary subtestsare: 1) Auditory Closure and SUMMARY: 2) Sound Blend- The film shows how to buildconfi- ing. The viewer is able tosee some of the dence, particularly in a shy child,and con- items of each subtest. Author: trolin a hyperac;lve child by Dr. E. A. placing these Blowers, Educational Psychology. children in enjoyable butphysically demand- 1. Educational tests aro! measurements. ing situations. Through these situations, the physical capabilities ofthe children improve. Content Selection 1. Confidence. SEE: ESSENTIALLY YOURS:Content Selection 2. Control (Psychology). 3. Child psychology.

Content Versus Mekhod ProgressiveEducation SEE: SCHOOLING: FACES OF YESTERDAY: Conservation Content (motion picture) / I.-04104 Versus Method ProgressiveEducation lproduced by) Davidson Films, 19727 1 film reel (28 min.): sd., col. ; I6mm. Contracting (Responsibility) SEE:THE PARENT PUZZLE: Contracting SUMMARY: Conservation is an important indi- (Responsibility) cator of the development ofcognitive struc- tures through maturation. In this film, Coatrolling Absenteeism Robert Karplus and Colla /iP-04335 Lavatelli demon- !motion picture) / BNA / International strate the application of the Piaget tasks Tele-Film Enterprises, Toronto, related to conservation. 1197471 1 film reel (30 min.): sd., col.; 16 mm.; 1. Child psychology. leader's guide (5p.) 2. Piaget, Jean. ISBN 0699062373 (BNA CommunicationsInc.) 3. Cognition (Child psychology).

SUMMARY: Discusses absenteeism from the workplace, through dramaticsequences. Content C* the Illinois Test Of A-0385 Suggests how supervisorscan effectively Psycholinguistic Abilities deal with "chronic", "escapist", Ivideorecordingl / (produced by) "Immature", "abusive", and "legitimate" absentee Faculty of Education, U. of A. ; employees. !distributed byl AVMC, 1978. 1. Absenteeism (Labor). 1 videocassette (34 min., 34 sec.) : 2. Personnel management. 54., col. ; 3/4 in. 3. Supervision of employees.

SUMMARY: Dr. E. A. Blowers, professorof Cooking Educational Psychology at the University of SEE: TAKE TIME: Cooking Alberta demonstrates the contentof the Illinois Test of PsycholinguisticAbilities to Lynette, a nornal elementaryschool stu- Cooperative Agency Relationships: K1-00107 dent. The test is divided into ten subsets 2 + 2 6 (kit! / produced by 6 5 Page 15

Charles Stewart Mott Foundation, 1976. Creative Dance MIth Joyce Boorman: Group AA0347 1 film reel (20 min.): sd., col. ; A, Ages 3 4 4 Ivideorecording) / 16mm. !produced by) Faculty of Education, 1 filmstrip ;ool. U. of A. ; (distributed byl AVMC, I sound cassette (9 min., 30 sec.) 1977. 1 guide book 1 videocassette (27 min.): sd., col. ; 3/4 in. SUMMARY: Prcgrem demonstrates a new "arith- metic" for community problem-solving by ser- SINIORY: This program is one ef a seritm vice agencies. Six basic elements of bring- showing young children participating in ing about more coroperativeagency relation- creative dance lessons. Joyce Boorman, the ships are covered: timing of efforts to instructor, and her assistantsuse sequences utilize opportunities; communication to of action words, music or specialsounds to identify and understand needs; role defini- suggest various shapes and conditions tothe tion (who does what?); self-fulfillment e4 children. One sees the imagination and servers and served; laws leadership as creativity of the three and fouryear olds structures for change; and collaboration !n being prompted and encouraged throughoutthe activities. dances. Visual techniques includeconcen- 1. Community schools. trating on one child for the durationof 2. Cemmunity and school. one activity. This group el three and four year olds is z5own during the second lesson of their third term of instruction. Coping With Teacher Stress !motion PP-04311 1. Creative ability in children. picture) / !produced by) Media Five, 2. Dancing and children. 1978.

1 film reel (29 min.): sd., col. ; 16mm. Creative Dance With Joyce Boorman: Woup A-0345 B, Ages 3 4 4 Ivideorecordingl / SUMMARY: This film describes the part that !produced byl Faculty of Education, stress plays in a school for both the tea- U. el A. ; (distributed byl AVMC, cher and the student.The expert, Dr. Hans 1977. Selye, describes stress and provides exam- 1 videocassette (26 min.): sd., b & w ; ples of both good and bad stress (distress 3/4 in. and Eustress). The thesis et the film is to use stress which is placing the body under SUMMARY: This program is one of a series tension creatively 93 that it will not be showing young children participating In distress, but become Eustress. creative dance lessons. Joyce Boorman, the 1. Stress (Physiology). instructor, and her assistants use sequences of action words, music or special sounds to suggest various shapes and conditions to the Counselling children. One sees the imagination and SEE: FINDING NY CON WAY: Counselling creativity of the 3 and 4 year olds being prempted and encouraged throughout the dances. Visual techniques include concen- Creating A Clime's trating on one child for the duration ofone SEE:THE PAls_KT PUZZLE; Creating A Climate activity. This group of 3 and 4 year olds is shown during the first lesson of their third term of instruction. Creating an Environment for P!ay 1. Creative ability in children. SEE: TAKE TIME: Creating an Environment for 2. Dancing and children. Play

6 6 Page 16

Creative Dance With Joyce Boorman: Group A-0346 idrama. In the lesson that followsthe grade C, Ages 5 6: lvideorecording! / one class is guided througha warm-up of !produced byl Faculty of Education, expressive movement to words.The Class U. of A ;[distributor; by! AVMC, 1977. then discusses how to hunt "wild 1 videocassette (32 min.) things" and : sd., col. ; goes out to hunt them. 3/4 in. Ms. Trim has the children bring the products ofthe hunt back to camp and share their experienceswith SUMMARY: This program is one of a series each other. The children are sent out again showing young children participatingin to decide what to do withtheir "wild creative dance lessons. Joyce BoorMan, the things", then recalled t- instructor, and her assistants share these deci- use sequences sions with each other. of action words, music or specialsounds to 1. Drama in education. suggest various shapes and conditions tothe children. One sees the imagination and creativity of the five and six year olds Creative Drama: The First Step MP-04235 being prompted and encouragedthroughout the (motion picture! / (producedby! dances. Visual techniques include concert- North-Western University, 1962. tratimg on one child for the duration of one 1 film reel (29 min.) : sd., col. activity. This group of 5 and 6year olds 16mm. is shown during the secondlesson of their third term ofInstruction. SUMMARY: This film traces the development 1. Creative ability in children. of 12 fourth-grade students ina 14-week 2. Dancing and children. creative drama course.The film instructs in the methods ofintroducing students to spontaneous creativity and how Creative Development: a teacher can Freedom Within A Framework elicit these responses. SEE: DIMENSIONS OF CHILD DEVELOPMENT: 1. Drama in education. Creative Development: Freedom Within A 2. Framework Creative ability in children.

Creative Folk Dance Creative Development: The Child's Way SEE: ELEMENTARY SCHOOL PHYSICALE)UCATION: SEE: DIMENSIONS OF CHILD DEVELOPMENT: Creative Folk Dance Creative Development: The Child'sWay

C.reative Dram lvideorecording!/ A-0380 Creative Oral Languege (video- A-0430 [produced by! Faculty of Education, recording! / !produced by! U. of A. : [distributed by! AVMC, Faculty of Educatizm, U. ofA. ; 1978. (distributed byl AVMC, 1978.

1 videocassette (26 min.,30 sec.) : 1 videocassette (35 min., sd., col. ; 3/4 In. 41 sec.) : sd., col. ; 3/4 in.

SUMMARY:Ms. Maureen Trih, grade one teet SUMMARY: This tape is one ofa series de- cher at Grandview Heights ElementarySchool, signed to illustrate a varietyof language introduces her creative dramaclass strat- tasks across the elementarygrades. Pat egies. She presents the idea thatchildren Payne works with students fromMalmo School move easily back and forth from realityto a on different oral language tasks centeredon pretend world, sometimes moldingthe two, the theme of fairy tales. A grade three and tells how this can be usedin creative group works to develop a test forprincesses In "A Princess Is...". A grade four modern- izes the old story In "A Modern Cinderella". Each grade five student takes

67 Page 17 the part of a different character and sum- book, The Elephant Child. marize their roles in "Cinderella A grade six class Retold". draws a description Finally a grade six group observe on their own invention one c4 and present it to the rest their number interacting with of the class. the teacher In They tnen compile their another modern version "Fonz and written descriptions the Bean- into a book and it is placed stalk". in the school library. The above classesare all recorded 1. Language arts - Study and teaching at the Malmo Elementary School. (Elementary). 1. Creative writing (Elementary 2. Oral communication. education).

Creative Writing Ivideorecording) / A-0383 Creative Writing, A SecondLook lproduced by) Faculty of A-0500 Ivideorecordingi / (produced by) Education, U. od A. ; U. of A. ;(distributed by) AVMC, 1979. !distributed byl AVMC, 1978. 1 vtueocassette (27 min.): sd., col. ; 1 videocassette (42 min. 7 sec.) : 3/4 in. sd., col.; 3/4 in.

SUMMARY: Dr. John Oster interviewsDr. SUMMARY: Ms., Trim outlines for the viewer Anthony Adams of Cambrid3eUniversity, the main features of three writingprojects EngIcA about creative writing. Dr. Admas enjoyed by her grade one class ofGrandview re-defines creative writing,discusses Heights Elementary School.The first ex- English and Nbrth Americanteaching methods, cerpt includes samples of thechildren's outlines the stages of writingand reads first writing in the form of diariesor from "The Shrinking (4Treehorn" to make a journals that include picturesand dictated point about schools, childrenand writing. stories. The second one illustrates how Author: Dr. J. Oster, Secondary Education. Ms. Trim introduced the children to story 1. Creative writing (Secondary line, using three words as a basis. Lastly, education). she and the children demonstratefeaturing the important stages included insuch a venture. Cree Way lmotion picture) / (produced MP-04200 1. Creative writing (Elementary by) National Film Board, 1977. education!. 1 film reel (27 min.) : sd., col. ;16mm.

Creative Writing lvideorecording) / A-0447 SUIIMRY: A description of the Introduction lproduced by) Faculty c4 Education, of Cree as the language ofinstruction to U. of A.; (distributed by) Faculty the students at Rupert House. By employing of Education, U. of A.; Idistributed people from the community who by) AVMC, 1978. have knowledge that is not found la the books, 1 videorecording (48 min., 18 the students sec.) : are once again be=ming knowledgeable sd., ool. ; 3/4 in. about their heritage. 1. Cree language - Study and teaching. SUMO: This tape is one ofa series de- signed to illustrate a variety c4language tasks across the elementary grades.A grade Critical Incidents In Parent-Teacher A-0420 three class writes a storyon an imaginary RelationshipsIvideorecordingl / expedition and the unusual creature they (produced by) Faculty of Education, meet. A grade four class writes theirown U. of A. ; (distributed by) AVMC, story about talking animals basedon the 1978. book Charlotte's Web. A grade five class 1 videocassette (24 min., 23 sec.) writes a story simile to Rudyard Kipling's sd., col. ; 3/4 in. 68 SUMMARY: Brian (aldwell, from the depart- ment of Educational Administration, hosts this program on parent-teroher interviews.

Four 3 minute scenes portraying cri+ical in- cidents In parent-teacher interviewsare en- acted: 1) The Appointment; 2) The Irate Parent; 3) My Son Is Not A Failure: 4) Should Bertha Quit. Four questions are posed for analyzing these incidents above.

Simple guidelines to help the teacher havea

successful conference are suggested: 1) Preparing for the conference; 2) Opening the conference: 3) Conference techniques; and 4) Closing the conference. I. Parent-teacher conferences. 2. Parent-teacher relationships.

Curriculum Guide SEE: ELEMENTARY CLASSROOM MUSIC: Curriculum Guide

69 Page 19

Daddy, Can 1 Hear The rest !motion MP-04291 D. Like Ne Imotion picturel /a film MP-04330 picturel / Lproducedi Stanfield by .:411 Callner. -- Pasadena, Calif. : House, 1974. Barr Films, 119811. 1 film reel (30 min.): sd., col.; 1 film reel (24 min.): sd., col., 16mm. 16mm. 1 2-page guide. SUMMARY: A young couple have just discover- LC card number 81-70001% ed their only child ;s deaf. Through their search for help, they encounter a number of deaf SUMMARY: A film about the physical, children and adults and begin to realize how emotional and communicat1on difficulties of their problems can be resolved. the deaf. It focuses on a hearing impaired 1. Children, Deaf. child who :s entranced with a professional mime who visi/s her school. A positive, emotional awakening results when the girl Daddy's Girl discovers that the mime is deaf, like SEE:ON THE LEVEL: Daddyvs Girl her.

I. Ch 11 dren, Deaf. 2. Deaf- Means of communication. Database MWmagssest 11 19'. -5449 3. Mimes. Ivideorecordingl / Digital Equipment Corporation Educational Services, c1981. 1 videocassette (30 min,): sd., col.; 1/2 in. Debbie and Robert: 12-14 Months -- (Computer series for profession31s). SEE: THE WILD: (Part 3): Debbie and Robert: 12-14 Months SUMMARY: Computer industry experts experienced computer usere discuss mimputerized database Tenagement systems (dbms) - the types, Deccmverte DL Langage Musicale and guidelines for implementieg them in business SEE: FADORESSION PEDAGOGIQUE EN EDUCATION and industry. MUSICALE, 5th PROS.: Decouverte Du Langage 1. Compute:- programming managa,ient. Musicale 2. Database management.

L6L Demarches en Liv-ture Day Care SEE: AHMRENDRE EN FRANCAIS: Les Demarches en SEE: FIN)ING NY OWN WAY: Day Care Lecture

De La Chanson A L'Harmonle Et A Llinstrument DEMONSTRATION OF AUTHORIZED MICRLUIMPUTER VT-5435 SEE: PROGRESSION PEDAGOGIQUE EN EDUCATION COURSEWARE: MATHEMATICS SERIES MUSICALE, 3ed PROG.: De La Chanson A Ivideorecordingl / Alberta VT-5441 L'Harmonie Et A 01nstrament Education Clearinghouse and ACCESS, 1984.

7 videocassettes (5 hr. 30 min.) : De La Chanson A La Meloclie sd., col.; 1/2 SEE: PROGRESSION PEDAGOGIQUE EN EDUCATION CONTENTS: Tape 1: Computer graphino experi- MUSICALE, 1st PROD.: De La Chanson ments, Vols. 1-3 (Grades 10-12, Recommended, A La Melodic, VT-5435, 42 min.) -- Tape 2: Allen addition, etc. (Grades 1-6, Supplementary, VT-5436, 39 min.) -- Tape 3: Elementary math drill, etc. De La Chanson Au Rhythm° Et Au Texts SEE: PROGRESSION PEDAGOGIQUE EN EDUCATION MUSICALE, 2mil PROG.: De La Chanson Au Rythme Et Au Texte

7 0 Page 20

(Elementary and Junior, Recommended and 1. Physically handicapped- Employment. Supplemontary, VT-5437, 54 min.) -7-rape 4: 2. Physically handicae.ped- Law and Bumble games, etc. (Elementary and Junior, Legislation. Supplementary, VT-5438, 47 min.) --Tape 5: 3. Handicapped - Employment. Math Skill games, etc. (All levels, Supplementary, VT-5439, 52 min.) --Tape 6: *Also at ASFD. Math Sequences, etc. (Elementary and Junior, Recommended, VT-5440, 47 min.)-- Tape 7: Galaxy math facts, etc. (Elementary and Junior, DESIGN FOR IICIEFENDENCE: Attitude Is VT-05388 Supplementary, VT-5441, 49 min.). Everything IvIdeorecordIngl / !produced by! ACCESS, 1982. 51.6111ARY: Demonstrations of several commer- 1 videocassette (28 min., 50 cially available mathematics microcomputer- sec.): sd., col.; 3/4 in. - - based software programs which have been (Design for Independence series) authorized by Alberta Education Clearing- Open-captioned for the hearing house for use as recommended or supplemen- impaired. tary courseware In Alberta schools.The programs are grouped by pub!isher over seven SUMMARY: Several men and women with video tapes, and are accompanied bya briee different physical disabilities show how printed index. they are striving to attain greater 1. Mathematics - Study and teaching. independence. They have discovered that a 2. Mathematics - Computer-assisted mojor problem to overcome Is one of attitude instruction. towards the dis.A.,)illty and the ,lisabled 3. Computer programs. person. 1. Physically handicapped- Psychology.1 2. Handicapped - Psychology. Dental Program SEE: TAKE TINE: DenTal Program * Also at ASFD

DESIGN FOR INDEPENDENCE: Getting VT-05369 Depression and Stress There IvIdeorecordIng1 / !produced SEE: FINDING MY 0164 MAY: Depressiofi and byl ACCESS, 1982. Stress 1 videocassette (28 mln., 50 sec.) : sd., col. ; 3/4 in. -- (Design for Independence series) DESIGN POR RINFENCIENCE: AilIn A VT-05392 Open-captIoned for the hearing Impaired. Day's Work IvIdeorecordIngl / !produced Ly1 ACCESS. 1982 SUI6411RY: in order to galn access to all that 1 videocassette (28 mi3., 50 sec.): life has to offer, di:abled people have by sd., col.; 3/4 In. -- necessity become an organized voice toremove (Design for Independence series) the barriers that exist in society today. OperpacaptIontd for the hearing Impaired. The program reveals several of these barriers and portrays the efforts of several men and SUMMARY: Demonstrates how many disabled women who are dedicated to Improving society adults are handling responsible positions in - In both the rural and urban areas, for all a variety of field6. However, many disabled the physically disabled. persons are extremely frustrated by the 1. Physically handicapped - negative attitudes that are apparent: in Transportation. their employers, employees, andpeers. 2. Physically hand zapped services. Evidence from case studies Is examined where 3. Handicapped - Meahs of some disabled people hav q.been able to communication. overcome these and other similar problems.

71 Page 21

*Also at ASFD. *Also at ASFD

DESIGN FOR INDEPENDEPCE: Home Is What YT -05390 DESIGN FOR IIIMPINCEACE: The Need To VT-05391 What You Make lt (videorecordingl Know Ivideorecording) / lproducedby)ACCESS, / (produced by) ACCESS, 1982. 1982.1 videocassette (28 min., 50sec.): 1 videocassette (28 min., 50 sec.) sd., col. ; 3/4 in. --(Des.gn :or independence : sd., col. ; 3/4 in. -- series) Open-captioned for thehearing impaired. (Design for independence series) Open-captioned for the hearing impaired. SUMMARY: Different levels of educationare beccming more accessible to disabledpersons SUMMARY: Important housing issues are as various institutions recognize the examined via personal examples ofa number of importance of accommodating specialneeds of different housing styles and living situa- these people and removing the barriersthat +gons for the disabled. Housing oan be exist. Thc prog. am illustrates how disabled either in the form o Institutionsor private people can be educated by supportgroups, dwellings - in rural and urban settings. The trained counsellors and new technological task of finding appropriate acccemodation is aids. a difficult one for most disabledpersons, as 1. Physically handicapped- Education. this program points out. 2. Physically handicapped services. 1. Physically handicapped - 3. Handicapped - Means of Rehabilitation. communication. 2. Housing for physically handicapped. 3. Handicapped - Housing. Also at ASFD.

*Also at ASFD

Developing Effective Reading Materials OF -04238 Media Five, '974. DESIGN FOR INDFENDENCE: Looking YT*05393 1 film reel (29 min.) : sd., col. ; 16mm. Beyond ivideorecordingl / Iproduced byl ACCESS, 1982. SUMMARY: This film describes haw to inte- 1 videocassette (28 min., 50 sec.) grate reading materials which are based on : sd., col. ; 3/4 in. -- the interests and natural curiosity of the (Design for independence series) students. This kind of materialis usually Open-captioned for the hearing impaired. non-threatening and is valuaole for develop- ing and stimulating students. SUMMARY: Four very timely and major issues 1. Books and reading. are discussed in this program by several .2. Reading interests. disabled persons. The icsues concern: discrimination and stereotyping of disabled persons, the unnecessary institutionalcare Developing Language Skills of the handicapped, the removal cf barrers SEE:TAKE TINE: Developing Language Skills within society and the right to self-determination. All cf these issues preimninate the planning fora better future. Developmental ArticulationTest A-0451 1. Physically handicapped - Law and Ivideoreccrding1 / lproduced byl Legislation. Faculty Education, U. cf A. ; 2. Physically handicapped - Idistrhuted byl AVMC, 1979. Rehabilitation. 3. Handicapped - Law and Legislation. 4. Handicapped - Rehabilitation. 72 Page 22

1 videocassette (11 min., 30 sec.) : DEVELOPMENTAL PSYCHOLOGY, INFANCY TO N" -04306 sd., col. ; 3/4 in. ADOLESCENCE:Physical Development (motion picture). -- (Scarborough, SUMMARY: Dr. C. Yewchuk, professor of Edu- Ont.) ;(Montreal): McGraw-Hill cational Psychology, U. of A., administers Ryerson, 1'278. the Developmental Ariculation Test, a 1 film reel (21 min.) : sd., col. ; screening test for kindergart'Qf, and primary 16mm. -- (Developmental psychology, children to test their ability to repeat infancy to adolescence series) initial, medial and final consonants and blends. The child examines pictures and SUMMARY: This fl:m contains a description nmies them as the administrator scores the of physical development in the middle years tesr.1. Educational tests and measurements. (8 to 14). In conjunction with this, the emotional and mental changes and development are described. DEVELCPNENTAL PSYCHOLOGY, I NFNCY TO 102-043013 1. Children - Growth. ADOLESCENCE: Individual Differences: 2. Adolescence. Infancy to Early Childhood (motion picturel. -- (Scarborough, Ont.( ;(Montreal): McGraw-Hill OEVELMENTAL PSYCHOLCGY, I NFNCY TO MI3-04307 Ryerson, 1978. ADOLESCENIX: Three Cognitive Skills : 1 film reel (18 min.): sd., col. ; Middle Childhood (motion picture). 16mm. -- (Developmental psychology, -- (Scarborough, Ont.1 ; (Montreall : infancy to adolscence series) McGraw-Hill Films, 1978. 1 film reel (20 min.): sd., col. SUMMARY: Individual differences are an ex- 16mm. -- (Developmental psychology, pression of each child's abilities. Child- infancy to adolescence series) ren grow at their own pace and each child is responsive to his heredity and socializa- SINONIRY: This film describes three cogni- tion. This uniqueness of the individual Is tive skills that are developed In middle stressed In the film. childhood: creativity, memory, and reading 1. Child development. readiness. The film identifies these com- 2. Developmental psychology. ponents and gives examples of them from 3. Individuality. children ages six to twelve. 1. Cognition In children.

OEYELCPNENTAL PSYCHOLCGY, I NFNCY TO NP-04316 MOLESCENCE : Persona I 1 ty: Eary Developmental Test of Vlsaml-Motor A-0454 Childhood (motion picturei. integration ivideorecordingi / !Scarborough, Ont.) ; (Montreal) : (produced by) Faculty of Education, McGraw-Hill Ryerson, 1978. U. of A. ; (distributed by) 1 film reel (20 min.): sd., col. ; AVMC, 1979. 16mm. -- (Developmental psychology, 1 videocassette (31 min., 16 sec.) : Infancy to adolescence series) sd., col. ; 3/4 in.

SUMMARY:This film describes and illus- SUMMARY: Dr. C. Yewchuk, professor in Edu- trates four major aspects of preschool cational Psychology, U. of A., administers personality: dependency, identification, the Developmental Test of Visual-Motor aggression, and anxiety. Through Integration which involves the reproduction discussions with Paul Musson, Robert chIncreasingly complex geometric figures. Liebert, and Alberta Siegel, these four Criteria for passing or failing the figures concepts are developed. are examined and scoring is shown. 1. Personality. 1. Educational tests and measurements. 2. Child development.

73 Peg. 23

Different Folks Creative Development: Freedom SEE: SELF-INCORPORATED: Different Folks Within A Framework [video- recordingi / [produced byl ACCESS, 1982. DIMENSIONS OF CHILD DEVELOPMENT: Yr-05370 1 videocassette (28 min., 50 Child Development: A Harmony of sec.): sd., col. ; 3/4 in. -- Dimensions Ivideorecordingi / (01mensions of child develop- [produced byl ACCESS, 1982. ment series) 1 videocassette (28 min.) :sd., col. ; 3/4 In. -- (Dimensions of SUMMARY: Examines the role of exper- child development series) iences, activities and adults In the development of creative expression in SWONRT: The developmental needs of the the young child. child are interactive and interdependent. 1. Children and adults. This program identifies the affective, 2. Creative ability in children. physical, cognitive, creative and social needs and examines their interdependence. It * Also at LETH. emphasizes the importance for persons working with young children to understand these relationships. Recommended for ECS DIMENSIONS OF (MILD DEVELCPMENT: Yr-05374 Operators. Emotional Development: A Right Tat. I. Child development. Ivideorecordingi/ (produced by) AS, 2. Child psychology. videocassette (14 min., 30 sec.): sLQ! ; 3/4 in. -- (Dimen-sions of child e4vC1-.10me * Also at LETH, CALG, GRPR. series)

SUMPART: Examines the prore$ by tihk:. DIMENSIONS OF CHIUD DEVELCPMENT: Yr-05373 emotional development taket Otct, in tev,.; g Creative Development: The Child's children and provides some of Way Ivideorecordingl / [produced how to assist young children t 0c- byl ACCESS, 1982. ognitlon, acceptance and exp...,,19 of 1 videocassette (28 min., 50 sec.) their feelings. : sd., col. ; 3/4 in. -- (Dimen- 1. Child Development. sions of child development series) 2. Emotions In children. 3. Self. SUMMARY: Emphasizes the imr.rtance of

creative expression in the total deve- Also at LET.I. lopment of a young rh/id.Environ- ments which tacWriito creative expression and 1474 vwlue of the creative DIMENSIONS OF CHILD DEVELOPMENT: V1-05375 prooess are stressed. Nutrition: Tri_ It, You Might Likelt 1. Creative abiliTy In children. tvideorecordingi / tproducedbyl ACCESS, 1982.1 2. .Chlidre cad ailults. videocassette (28 min., 50 sec.): sd., col. ; 3. Children - Growth. 3/4 in. -- (Dimon -sions ct child development serift) * Also at LETH.

SMART: Highlights the importance c4 nutrition and suggests a variety ofways that nutrition education and activities can ue integrated Into an ECS program.

74 Fag* 24

1. Children - Nutrition. DIMENSIOKS OF CHIW DEVELOPIENT: VT-05377 2. Nutrition. Social Development:1 Am Me, 7;1 3. Food Habits. Is my World ivideorecordingl / 1produced byl ACCESS, 1982. * Also at LETH. 1 videocassette (28 min., 50 fdr) : sd., col. ; 3/4 in. -- (Dimc,'! - DIMEMSIONS OF CHILD DEVELOPMENT: VT-05369 sions of child development series) Physical Development: Provisions For Growth Ivideorecordingl / SUMMARY: Woks at tho pro:,:.Iss by which (produced byl AXESS, 1982. social awareness and skOis develop in 1 videocassette (28 min., 50 sec.) young children and susgesvt: some ways to ; sd., col. ; 3/4 in. -- (Dimensions promote the healthy szicia! oave1opment of of child development series) young children. 1, Child develoero*O'. SUMMARY: The physical dovelooment program 2. Children - Growth. is part of the series on chIA development 3. Social values. wtich follows from the coreprogram "A Harmony of Dimensions". This mocule Is * Also at concerned with the identification and Interdependence of the physical skills zz,f the young child (gross motor co-ordination, Directed Aselyels of Troupe Proems A-039I fine motor and prceptuaU. it stows how IvIdeorecording) / iprodurAx6 bli the effective use t.4 equipment, materiels, Faculty of Education, U. of A4 and activities cbn assist In tho development byl AVMC, 127(14 and refinoment of these skills. Recommended 1 videocassette (56 for ECS Operators. sd., col. ; 3/4 In. 1. Child development, 2. Motor ability in children. SUMMARY: Susan :aw-ghardt, a drama-in- 3. Physical education for children. education greduate student, directs four actor-teachers and the director from Primi- * Also 4t LETH, CALG, GRPR. tive Clvilizntions. An Encounter through a Two part allaiyxis of the experience. In the First part of 1401 interview Ms. Burghardt DIMENSIONS OF CHILD DEVELCPMENT: VT-05376 seeks to develop an analysis of one c* five Self-Concept: An image of Me aeeas of troupe przcesb: concentration, be- -,ideorecordingl / iproduost byl lief, signaling sa4 questioning, student ACC:SS, 1982. verbalization, and leacher-in-role. She 1 videocassette (30 min.) : sd., then wor$4s through a stimulated recallses- col. ; 3/4 in. (Dimensions cf sion using segments pre-selected from tape 1 child development series) to guide ':r«;upe members in a dlscussicm of their thoughts and decisions made duringthe SUMMKRY: Intended to increase the viewers drama-In-education. awareness and knowledge of the development 1. Drama In education. of childrenis selt-voncepts. It provides same suggestions to hov to contribute to the development of healthy self-concepts In Discipline young children. SEE: SCHOOLING: FACES OF YESTEM)AY: Discip- I. Child development. line 2. Self-perception In children. 3. Per,Jption In chlioren. Discipline * Also at LETH. SEE: TAKE TIME:Discipline

7 5 Divorce sod Grief SEE: FINDING MY OWN WAY: Divorce and Grief

Dolls Imotion picture! / (produced by! MP-04186 Schools Council, 1974.

1 film reel (10 min., 30 sec.) : sd., col. ;16mm.

SUMMARY:A demonstration c4 make-belleve and dress-up play, with pre-schoolchild ren. Dolls are used to provide home-like situations to aid each child's learning. The emotional satisfaction andsecurity de- rived by children from this formof play are discussed . 1. Activity programs in education. 2. Education. Preschool.

Donna (Learning to be Yourself) SEE: 11610E/00T: Donna (Learning to be Yourself

Double Trouble SEE: SELF-INCORPORATE): Double Trouble

Down and Back SEE: SELF-INCORFORATED: Down and Back

Drawing SEE: TAKE TINE: Drawing

Dressing Up and Role Playing SEE: TAKE TIME: Dressing Up and Role Playieg

Drymount Your Teaching Pictures IV-04008. (motion picture! / produced by

1 film reel (11 min.): sd., b 6 w ;16mm.

SUMMARY: Step-by-step procedures In the drymountirig of pictures. Would require sup- plementary information regarding alternative ftdo-it-yourself" type methods. 1. Teaching - Aids and devices. 2. Pictures - Trimming, mounting, etc.

76 Page 26 E.O.S. Learning Centres VT-5415 Early Experiences IvIdeorecordingl / ACCESS, c1984. SEE: TIMM THE LANSUAGE BARRIER: Early 1 videocassette (25 min.) ; sd, col.; 1/2 in. Experiences with guide (26 p.)

SUMMARY: Illustrates the concept of "learning Education centres" in early childhood education. SEE: FAST HOWARD 2: Education 1. Education, Preschool, 2. Learning by discovery. Educational Opportunities SEE: FINDING MY OWN NAY: Educational Opportun- Early Childhood Services KT-00113 itlei Overview Ikitl / (produced by Alberta Education, Early Child- hood Services Branch, 1983). Effective Communication Skills A-0312 40 slides :col. Paraphrasing Ivideorecordingl / (produced by) Faculty of Education, SUMMARY: A set of 40 color slides with U. of A. ; (distributed byl AVMC, printed captions (no audio-tape) 1977.

illustrating the need for coordinated 1 videocassette (25 min., 56 sec.) : services for young children. sd., col.; 3/4 in. 1. Alberta. Alberta Education. Early Childhood Services Branch - SUMMARY:Ken McMillan, a graduate student Philosophy. in Educational Psychology, defines theterm 2. Children - Management. 'Paraphrazing' and introduces examples of how it is used to show interest in what is * Also at LETH. said and if a statement Is understoodcor- rectly. Mrs. Sigrid Hundieby, a graduate student in Educational Psychology responds Early Childhood Services KT-00114 to stories and short statements byupper Philosophy lkitl elementary students, in an effort to show duced byl ACCESS, c1977. the viewer cf this videotape how pare- 1 sound cassette (5 min.). phrazing works effectively in promoting 30 slides :col. interpersonal communication. The viewer is 1 script also given a chance to paraphrase statements made by students without the addedresponses SUMMARY: A slide-tape illustrating the of Mrs. Hundleby. This tape is one of a importance of home, community and school series of three tapes on effective communi- environment for the development of young cation skills. The other programs are children. The set includes 30 slides, 'Reflection of Feelings' and 'Open-ended audio-tap° and script. May be used as an Questions'. Author: Dr. Peter Calder, Edu- - Introduction to Early Childhood Services for cational Psychology. parerts and staff. 1. Communication - Methodology. I. Alberta. Alberta Education. Early Childhood Services Branch- Philosophy. Effective Communication Skills 12: A-0313 2. Children - Growth. Ralection Of Feelings (video- 3. Children - Management. recording) / (produced byl

Faculty of Education, U. of A. ; * Also at LETH. (distributed by) NVMC, 1977.

1 videocassette (25 min., 47 sec.) : sd., col.; 3/4 in. Pager/

Electronic Delinquents (motion picturel MP-04331 SU10111RY: Ken McMillan, a graduate student / (produced byl ABC 20/20 and MTI Tele- in Educational Psychology, defines the term programs Inc., c1983. tReflection of Feelings' and introduces ex- 1 film real (9 mln., 30 sec.) : sd., amples of how it is used to show a person col. ;16mm. you are awarechtheir feelings and are 1 discussion guide (c1983, 8 p.) understanding their statements. Mrs. Sigrid Hundleby, a graduate student in Educational SUMMARY: Geraldo Rivera introduces, for a Psychology responds to stories and short general audience, a relatively new juvenile statements by upper elementary students, In crime-electronic cr computer delinquency. an effort to show the viewer of this video- Through interviews with young computer tape how reflection c* feelings works ef- "hackers," he illustrates their "crimes," fectively in promoting interpersonal com- which they consider mere "pranks"- invasion munication. The viewer is also given a of and tampering with other computing chance to use reflection of feelings with systems, through their own computers. The statements made by students without the message is that if these people are dealt added responses of Mrs. Hundleby.This tape with as criminals, and not as mere is one of a series of three tapes on effec- delinquents, then the incidence of computer tive communication skills. The other prop- crime should decline. grams are 'Paraph:azingt and 'Open-ended 1. Computer crimes. Questions'. 2. Computers - Access control. 1. Communication - Methodology. 3. Crime and criminals - Case studies.

Effective Communication Skills 0: Open- A-0314 ELEMENTARY CLASSRDOM MUSIC:Classroom la-O5;41 Ended Questions ivideorecordIngl Management IvIdeorecordingl / / !produced byl Faculty of Education, (produced byl ACCESS, 1980. U. of A. ; :distributed byl AMC, 1 videocassette (15 min) : sd., 1977. col. ; 3/4 In. -- (Elementary 1 videocassette (24 mln., 43 sec.) : classroom music) sd., col. ; 3/4 in.

SUMMARY: Illustrates the need for careful SUMMRRY: Ken McMillan, a graduate student lesson planning and organization in order to In Educational Psychology, defines the term facilitate effective classroom management. "Open-ended Questions" and introduces ex- 1. Music - Instruction and study. amples of how it Is used to encouragea per- son to keep talking without interrupting * Also at REDD. him. Mrs. Sigrid Hundleby, a graduate stu- dent in Educational Psychology responds to stories and short statements by upper ele- ELEMENTARY CLASSRDOM MUSIC:Curriculum Yr-05338 mentary students in an effort to show the Guide viewer of this videotape how open-ended Ivideorecordingl / (produced byl questions work effectively in promoting ACCESS, 1980. interpersonal communication.The viewer is 1 videocassette (15 min.) : sd., also given a chance to use open-ended ques- col. ; 3/4 in. -- (Elementary tions without the added responses of Mrs. classroom music) Hundleby. This tape is one ofa series of three tapes on effective communication SUMMARY: Surveys the Alberta Education Cur- skills. The other programs are "Reflection riculum Guide for Elementary Music, the of Feelings" and "Paraphrazing". place of music in the total curriculum, the 1. Communication - Methodology. music room and various music skills and con- cepts. 78 P1196 25

1. Music - Instruction and study - ELEMENTARY CLASSRDOM MUSIC:Listening Alberta - Curricula. Skills: Part 1 Ivideorecordingl / (produced byl * Also at REDD. ACCESS, 1980. 1 videocassette (16 min.): sd., col. ; 3/4 in. ELEMENTARY CLASSES:SI MUSIC: Eva 1 uat ion VT-05340 (Elementary classroom music) Ivideorecordingl / (produced by! ACCESS, 1980. SUMMARY: Demonstrates good listening ha- 1 videocassette (15 min.): sd., bits, and involves children in moving,sing- col. ; 3/4 in. -- (Elementary ing, playing instruments, reading musicand classroom music) creating music. 1. Music - instruction and study. SUMMARY: Why, when, what and how to eval- uate elementary music class students. 1. Music - Instruction and study- ELEMEMTARY CLASSRDOM MWSIC: Listening VT-05343 Evaluation. Skills: Part 2 lvideorecordingl / !produced byl Also at REDD. ACCESS, 1980. 1 videocassette (14 min.): sd., col.; 3/4 in. -- (Elementary ELEMENTARY CLASSROOM MUSIC: Kodaly VT-05344 classroom music) Method: Part 1 ivideorecording! / !produced by! SUMMARY:Part two is a continuation of the ACCESS, 1980. concepts introducedin program five. 1 videocassette (16 min.) sd., I. Music - Instruction and study. col. ; 3/4 in. -- (Elementary classroom music)

ELEMENTARY CLASSRDOM MUSIC: Orff Method: VT-05346 SUMMARY: Presents the philosophy of the Part 1 Ivideorecordingl / Kodaly Method of teaching music in the ele- !produced byl ACCESS, 1980. mentary classroom. 1 videocassette (16 min.) : sd., 1. Kodaly Method (Music). col.; 3/4 in. -- (Elementary 2. Music - Instruction and study. classroom music)

SUMMARY: Introduces the basic concepts of ELEMENTARY CLASSROOM MUSIC: Kodaly VT-05345 the Carl Orff Method of teaching music. Method: Part 2 1. Orff Method (Music). lvideorecordingl / !produced by! 2. Music - Instruction and study. ACCESS, 1980.

1 videocassette (17 min.) : sd., col.; 3/4 in. -- (Elementary EUEMENTARY CLASSROOM MUSIC: Orff Method: VT-05347 classroom music) Part 2 lvideorecordingl (produced by! ACCESS, 1980. SUMMARY: The philosophy of the Kodaly 1 videocassette (16 minO :sd., Method of teaching music. col. ; 3/4 in. -- (Elementary I. Kodaly Method (Music). classroom music) 2. Music - Instruction and study.

SUMMARY: Provides a continuation of the basic concepts of the Orff Method anddemon- strates more advanced techniques. 1. Orff Method (Music). 2. Music - Instruction and study. Page 29 ELEMENTARY CLASSROOMMUSIC: Planning a VT-05339 ELEMENTARY IAASSICOM Music Program Ivideorecordingl i

SUMMNRY: Presents Ideas for long-range and SUMMARY: daily planning for Illustrates more advanced en elementary musicpro- tech- gram. niques in playingthe ukulele. 1. 1. Ukulele - Instructionand study. Music - Instruction andstudy.

Also at REDD. ELEMENTARY LANGUAGE ARTS: Basic VT-05245 Concepts ivideorecordingl/ ELEMENTARY CLASSROOM !produced byl ACCESS, 1973. 1141SIC: Recorder: VT-05350 Part 1 videocassette (29min.): sd., 1 lvideorecordingl / col. ; 3/4 in. (produced by) ACCESS, 1980. -- (Elementary language arts series) 1 videocassette (16 min.): sd., col. ; 3/4 in.-- (Elementary SUMMARY: classroom music) Discusses the relationshipbetween the language of thechild and the language ofthe school. SUMMARY: How to teach grade four It suggests thatteachers students start with the child's to play the recorderduring the first year language and then c4 instruction. provide the child withlanguage experiences which incorporate the 1. Recorder (Musical instrument) following techniques: - In - concrete to abstract, active structicx. and study. to oral to written, fluency tocontrol and specific to general application. 1. Language arts (Elementary) ELEMENTARY CLASSROOM MUSIC: Recorder: - VT-05351 Alberta. Part 2 Ivideorecordingl/ 2. (produced by) ACCESS, 1980. Children - Langu:ge. 1 videocassette (16min.): sd., col.; 3/4 in. -- (Elementary ELEMENTARY LANGUAGE ARTS: classroom music) Focus on YT -05251 Reading Ivideorecordingl/ SUMMARY: (produced byl ACCESS, 1981. Illustrates more advancedtech- 1 videocassette (16min.): sd., niques in playing therecorder. col. ; 3/4 in.-- (Elementc-y 1. Recorder (Musical Instrument) - language arts series) Instruction and study.

SUPMARY: Helps to provide teacherswith a perspective from which to ELEMENTARY CLASSROOM MUSIC: Ukulele: view their roles VT-05348 as teachers of reading and Part 1Ivieeorecordingl / clarifies the function and role of reeding (produced byl ACCESS, 1980. instruction and evaluation. 1 videocassette (16min.) : sd., 1. col. ; 3/4 in.-- (Elementary Reading (Elementary). 2. classrocm music) Reading, Teachers of. 3. Language arts (Elementary)- Alberta. WHIM% An introduction to teachingstu- dents how to pin7 the ukulele. 1. Ukulele - Instructionand study.

80 P.9. 30

ELEMENTARY 1ANGUAGE ARTS: 7ocus on VT-05253 co-ordinator of the child's own language de- writing Ivideorecordingl / velopment. The program illustrates class- (produced byl ACCESS, 1981. room teaching methods where grammatical 1 videocassette (22 min.): sd., rules are discovered by the children rather col. ; 3/4 in. -- (Elementary than taught by the teacher. language arts series) 1. English larguage Grammar - Study and teaching (Elementary). SUMMARY: Encourages teachers to find the topics and reasons that prompt students to write while demonstrating how to work with ELEMENTARY LANGUAGE ARTS: integrating VT-05252 students as they write. By doing so, stu- Reading Ivideorecording1 / (produced dents can begin to develop their skills as byl ACCESS, 1981. writers. 1 videocassette (16 min.) : sd., 1. English language - Composition and col. ; 3/4 in. -(Elementary exercises - Study and teaching language arts series) (Elementary). 2. Language arts (Elementary) - &MARY: Suggests to teachers and educators Alberta. that they may apply reasiing to other content 3. Children - writing. areas of the curriculum by using many dif- ferent types of reading materials,or by taking reading instruction to other content ELEMENTARY LANGUAGE ARTS:Getting It VT-05250 areas. Tcgether, Integration Of The 1. Reading (Elementary). Language Arts Ivideorecordingl / 2. Language arts (Elementary) - (produced by) ACCESS, 1979. Alberta. 1 videocassette (18 min.): sd.,

col. ; 3/4 in. -- (Elementary language arts series) ELEIKEIHYMT LANGUAGE ARTS: Listening VT-05246 Sii(is IvIdeorecordingl / SUMMARY: Illustrates the importance of otr (produced byl ACCESS, 1974. taining language arts skills when theyare 1 videocassette (24 min.) : sd., integrated with other subject areas. col.; 3/4 in. -- (Elementary 1. Language arts (Elementary) - language arts series) Alberta. 2. Education - Alberta - Curricula. SUMMARY: Stresses the importance oflisten- ing skills within the language arts anden- courages teachers to provide direct Instruc- ELEMENTARY LANGUAGE ARTS: Grammar and VT-03248 tion to improve listening achievement. It's Uses Ivideorecordingl / Categories of sound, components of listening (produced by) ACCESS, 1975. (Acuity, discrimination, comprehension). An 1 videocassette (22 min.) : example of a planned listening lesson which sd., col. ; 3/4 In. utilizes the basic concepts oflanguage arts (Elementary language arts is given. series) 1. Listening. 2. Comprehension. SUMMARY: Defines grammar as the pattern along which oral and written language de- velops. It discusses the process of gramr ELEMENTARY LANGUAGE ARTS:: The Multi- VT-05249 matical mo7;Jration in levels of language Sensory Apprcech to Language usage from simple to ccmplex structures. It Development Ivideorecordingi / defines the role of the teacher as guideor (produced byl ACCESS, 1975. 1 videocassette (47 min.): sd.,

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col. ; 3/4 in. -- (Elementary own creation.The Film has been de- language arts series) signated a ftrecommended"resource for ele- mentary physical education teachers SUMMARY: and is a Explores the child's awareness of component of the Alberta elementary his senses In language physical development. Tea- education teacher in service package. chers discuss the setting up of programs, 1. Folk dancing. learning centres and experienceswhich allow children to make use of theirsenses in the physical aspects c4 lamguageand therefore ELEMENTARY SCHOOL PHYSICAL EDUCATION: MP-04257 improve their language arts skills. Introducing the Elements of Meivement 1. Language arts ;Elementary) - Education (motion picturel. Alberta. [Burnaby, B.C.1: Simon Fraser 2. Children - Language. University, 1970. i film reel (16 min.) : sd., obi. ; 16 mm. -- (Elementary school physical ELEIENTARY LANGUAGE ARTS: Oral VT-05247 education series) Development ivideorecordingl / [produced byl ACCESS, 1974, SMART: Glen Kirchner was consultant for 1 video -assette (30 min.) thls approach to teachingmovement education col. ; 3/4 in. -- (Elementa:y language skills. The program includes safety skills, arts series) building a movement educationvocabulary, shapes, qualities of movement and small SUMMARY: The language arts curriculumre- equipment activities. The film Is a flrecom- cognizes the importance of oral expression mended" resouruy for elementary physical and the child's oral development.Teachers education teachers and is a componentof the must be aware of the common elements of oral Alberta teacher Inservice package. variations in topics, contexts, tasks and 1. Physical education for children. specific skills in order to develop the oral 2. Exercise for children. abilities of children.This program also points out the interfacebetween listening and speaking. ELEMENTARY SCHOOL PHYSICAL EDUCATION: MP-04261 Children - Language. Participation For All !motion Oral comm;:nlcation. picturel !produced byl Simon Fraser University, 1970. 1 film reel (20 min.) : sd., col. ; ELEMENTARY SCHOOL PHYSICAL EDUCATION: PP-04325 16mm. -- (Elementary school physical Creative Folk Dance [motion pictured education series) / [produced byl Simon Fraser University, 197? SUMMARY: This film describes the develop 1 film reel (20 min.) : sd., col. ; ment and implementation of an Intramurals 16mm. -- (Elementary school physical program in an elementary school. The film education series) describes in particular N2111 intermediate students may participate as leaders forthe SUMMARY: The consultant for this movement primary students. education was Glen Kirchner. By 1. Intramural sports. teaching children the steps end patterns 2. Physical education for children. that are.common to all tr:;-,-,Inces, students are able to create thvir own patterns and folk dances. The program demonstrates how ELEMENTARY SCHOOL PHYSICAL EDUCATION: MP-04325 upper elementary students begin by learning Physical Education Aeflvities For how to keep time and progress to combining the Classroom [motion pictured / steps and movements into dance routines of [produced by) Simon Fraser University, 1977. 82 Page 32

1 film reel (22 min.): sd., col. ; SUMMARY.This film describes Glen 16mm. -- (Elementary school physical Kirchner's philosophy cf movementeucation education series) aad illustrates the development ofa move- ment education 'lime, sub theme and extended SUMMARY: Glen Kirchner was the consultant theme. It Is a "recommended" resourcefor for this film which demonstrates howmove- elementdry physical education teachersand ment education activities can be carried out is a component of the Albertaelementary in the classrocm. The activities include physical education teacher in-servicepack- exercises to stretch and extend the flexi- age. bility of the body, rhythmics, shapes, 1. Physical education for children. isometric exercises, and interpretationof ideas. The film has been designateda "re- ccmmended", resource for elementary physical ELEMENTARY SCHOOL PHYSICAL EDUCATION MP-04239 education tep-'-ers and is a comp)nent cfthe Using Large Apparatus in Movement Alberta elemal-dry physical education in - Education (motion picture) / sbryice prcgram. [produced by) Simon Fraser I. Physical education for children. University, 1970. 2. Exercise for children. 1 film reel (18 min.) sd., col. ; 16m. -- (Elementary school physicaleducation ELEMENTARY SCHOOL PHYSICAL EDUCATION: NP-043Z7 series) Rhythmics In Movement (motion picture) / [produced by) Simon SUMMARY: The emphasis in this film ison Fraser University, 1977. using large apparatus suchas turrets and 1 film reel (18 min.): sd., col. ; benches. At the same time, some small 16mm. -- (Elementary physical equipment Is used as a means of offering education series) variety. In addition, cards with instruc- tions are given to the studants, independen- 1 SUMMARY: This film, utilizing the muvement tly and co-operatively. education approach is designed tohelp 1. Physical education for children- teachers teach children to move in time with Equipment and supplies. music. There is a stress on individualac- tivities, creativity and routines withpart- ners. The film includes foot movements, ELEMENTARY SCHOOL PHYSICAL EDUCATION: MP-04258 body exercise and activities with small Using Small Equipment in Movement equipment. The consultant was Glen Education (motion picturel. Kirchner. The film has been designated a !Burnaby, B.C.) : Simon Fraser "recommended" resource for elementaryphy- University, 1970. sical education and is a component of the 1 film reel (18 min): sd., col. ; Alberta elementary physical education in- 16mm. -- (Elementary school physical service package. education series) I. Physical education for children. 2. Exercise for children. SUMMARY: Using small equipment suchas bean bags, hoops, skipping ropes, and traffic cones, the students are taught to jump,run ELEMENTARY SCHOOL PHYSICAL EDUCATION: NP-04260 and crawl. In addition, the film introduces Theme Development In Movement the idea cf partners in relationto small [motion picture). -- (Burnaby, B.C.I equipment. : Simon rraser University, 1970. 1. Physical education for children- 1 film reel (18 min.) : sd., col. ;16m. -- Equipment and supplies. (Elementary school physical educwOon series)

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'rpm Elf and the Toadstool A-0344 client statements to assess their imprcme- (videorecording) / (produced by) ment over the program. The program is prcm Factilty of Education, U. of A. : ducei in colour, concentratingon the ldiFtributed by) AVAC, 1977. teaching of one very specific skill. Al- 1 videocassette (48 min.) : though self-instructional, theprograms are sd., col.; 3/4 in. best used in conjunction witha class in wtich role-playing ofthe skills will take SUMMARY: This program is one of a series place. showing young children participating in I. Communication - Study and teaching. creative dance lessens. Joyc Boorman, the 2. Empathy. instructor, and her assistants usesequences of action words, music or specialsounds to Enseignement du Francais en Alberta (LI) suggest various shapes and conditions to the SEE:APFRENDRE EN FRANCAIS: LIEnseignement du children.One sees the imagination and Francais en Alberta c-eativity of the 7, 8 and 9year olds being prompted and encouraged thoughout the dances. Visual techniques include concen- ESSENTIALLY YOURS:Analysis ofValues VT-05242 trating on one child for the duration of one Ivideorecordingi / !producedbyl activity. This group ends their lesson by ACCESS, 1972. subdividing into 3 smaller groups, each 1 videocassette (15 min.) : group developing its own interpretation of sd., col. ; 3/4 in. -- the feelings inspired by the music theme. (Essentially yours series) 1. Dancing and children.

SUOONRY: Explores the effect of emotions in child and child decision making: Introduces Emotional Development: A Right To my Own Feelings the Taba model to assist in identifying SEE: DIMENSIONS OF CHILD DEVELOPMENT: values in exploring feelings and resolving Emotional Development: A Right To My Own value conflicts related to the unit of Feelings study. 1. Teachers - In-service training. 2. Teachers, Training of. Empathic Understeadieg Ivideorecordingi A-0422 / (produced byl Faculty of Education U. of A.; !distributed byi AVAC, ESSENTIALLY VDURS:Concept Development VT-05240 1978. ivideorecordingi / (produced byi 1 videocassette (19 min., 22 sec.) : ACCESS. 1972. sd., col. ; 3/4 in. 1 videocassette (20 min.): sd., col. ; 311 in. -- (Essentially SUMMARY: This program is part of a series yours series) of programs designed to teach teachers and/ or counsellors the specific communication SUMMARY: Examines concept formation and the skill of empathic understanding. The prcm importance of questioning, cautions in gram is self-instructional. The basic for- concept development. mat follcmsed Is: 1) slydent makes response 1. Teichers - In-service training. to client 6) statements - baserate); 2) 2. Teachers, Training of. observation of 4 minute session in which specific behavior Is modelled; 3) observa- tion of 6 segments of a counsellcr/cf!ent Evaluating and Reporting StudentProgress 1(1-00042 interchange; 4) student is required to res - / (produced by) National lid to 7 client statonents and then compare Association for Secondary School their response to that made by thecounsel- Principals, 1973. lor. Student is asked to respond to 6 1 filmstrip, 1 audiotape, 1 booklet. 8 4 Page 34

SUMMARY: This kit takes a look at the struct test Items appropriate to given ob- evaluation cf the student, provides evalua- jectives, to design both formal and informal tion guidelines, samples of report cards, pre-assessment procedures, and to make ap- and ta1/4es a look at providing incentives for propriate inferences regarding instruction students. (Model Schools Project) based on data obtained from his students. 1. Educational tests and measurements. I. Educational tests and measurements. 2. Grading and marking (Students). 2. Grading and marking (Students).

Evaluating Teacher Performance VT-5446 Evaluation Ikit) / !produced byl KT -00M6 Part I: The Process; Part II: and Calgary Board of Education, 1978. Teaching Episodes Ivideorecording) / VT-5447 slides : Alexandria, Va. : Association for 1 sound cassette (12 min.) Supervision and Curriculum Development, c1981. SUMMARY: This tape-slide set deals with the 2 videocassettes (2 hrs.): sd, col. ; growth that an individual has achieved.The 1/2 in. program shows how to interpret the signs of Includes Instructional materials booklet growth and decay and how to assess them with (41 p.) and Leader's guide (19 p.) humanity. 1. Human growth. SUMMARY: Two one-hour programs hosted by Richard P. Manatt of lowa State University's Research Institute for Studies in Education, Exceptional Child !motion picture! (The) MP-04171 dealing with the research-based Manatt / produced by NBC, 1970. Method of teacher performance evaluation 1 film reel (26 min.) : sd., (TPE). Part I details the steps in the TPE col. ;16mm. cycle, while Part II consists of expanded classrocm scenarios, with narrative SUMMARY: This film describes children who analysis. are perceptually handicapped as a result of 1. Teachers, Rating of. brain injuries suffered at birth or later in 2. Teacher-principal relationships life. The optimism expressed in this film seems to be substantial in the kinds of Evaluation treatment. SEE: ELEMENTARY CLASSROOM MUSIC: Evaluation 1. Exceptional children - Education.

Evaluation An Explanation Of Changes In the 1978 A-0439 SEE: ESSENTIALLY YOURS: Evaluation Social Studies ProgramsExcerpts From An interview With Frank Crowther Ivideorocordingl / !produced byl Evaluation !kit) / i,'-roduced by) KT-00033 Faculty of Education, U. of A. Odistributed byl Vimcet, (14771 AVMC, 1978.1 Videocassette (39 min., 15 sec.) : 1 filmstrip, 1 svvrd cassette, sd., col. ; 3/4 in. 1 booklet

SUMMARY: This program features excerpts SUMMARY: This program discu:ises a rigorous frcm an interlew with Frank Crowther, system for assew-ment of teaching. Test Associate Dir /xi-or of Curriculum, Alberta constructio-, item sampling, and interprata- Education on the subject of the 1978 revi- tion of student performance data are given sions to the elementary social studiescur- attention, and the critical role of pre- riculum in Alberta. Topics covered include assessment c: learner competency is empha- an overview of the major changes; reasons sized. The viewer learns to select andcon- for a greater level of specificity in otjac- tives; the nature of resource materials

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available for use with curriculum; and the SUMMARY: An exercise in perc.*:Ion. importance of valuing objectives in this Michael Gerard an artist, is 1ad by his curriculum. mother, landlord, the cleaning lady, a 1. Social sciences - Study and teaching waiter and a cabbie according to the events (Elementary) - Alberta. which occur during a 12-hour period.The opening scene and these judgements paint the artist as an undesirable character.A re- EXPLORING CHILDHOOD: Around the Way MP-04208 play of the events from a different point of With Kareema [motion picture!. -- view points out the fallacies af judgement (Newton, Mass.!: Education Devel- on the part of these people beceuze of ft-ise opment Center, 1978. perception. 1 film reel (18 min.) : sd., col. ; 1. Attitude (Psycl.,:ogy). 16mm. -- (Exploring childhood series) 2. PercaptIon.

SUMMARY:The role of a pre-school child in a large family is examined.Through activl ties at home and around the neighborhood, the influences which shape this child's learning and thinking are shown. 1. Children - Family relationships. 2. Family.

Expression Ecrite (LI) SEE: APPRENDRE EN FRANCAIS: L'Expression Ecrite

Eye Hears aed the Ear Sees (ihe) RP-04071 Dilation picture! / produced by British Broadcasting Corporation, 1970.

1 film reel (58 min., 30 sec.) :

sd., col. ; 16mm.

SUMMARY: Norman McLaren is interviewed and his life, work, and philosophy arfl discussed with excerpts being displayed from his various productions in work for the NFB. His styling and techniques are also dis cussed. Some excerpts are: Hen Hop, Fiddle-Dt,a-Dee, Color Box, La Ponlette Crise, Blinkety -Blank, Neighbours, Spheres, Mosaic, Striations, Pas de Deux. 1. Experimental films. 2. McLaren, Norman.

Eye CW the BeholderImotion picture! MP-04075 / iproduced byl Stuart Reynolds, 1953. 1 film reel (25 min.): sd., col. ;16mm.

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Face to Face FAST FORWARD 2: Implications ,..:.5353 SEE: ON THE LEVEL: Face to Face a Ivideorecordingi / !produced Ityl Ontario Educational Communications Authority, 1983. Fair Verbel Behavior !kit! /!produced KT-00020 1 videocassetta(3C min.): sd., col. ; byl Protocol, 1972. 3/4 in. -- (Fast forward 2)

1 film reel (15 min.) :

sd., col. ; 16mm. SWIIMMY: This program examinessome of the 2 teachers' guides, 1 overview, implications of the .mid change for society 31 booklets,1 evalualion report as a whole and for t ividual with the advances in comput.ers ,e1 :.cmmtriication SUMMARY: The film in this kit presents two technology. contrasting classroom situations relating to 1. Computers and ciu: fair verbal behavior. The materials are designed to assist teachers in analyzing * Also at REDD (1/2 in., both the existence end the effects of fair and unfair verbal behavior. Fear, Anger and Dependence 1. Interaction analysis In education. SEE: TAKE TIME: Fear, Anger ant; Depondcnce 2. Verbal tehavior.

Field Experieeces In Early Childhood K1-00109 The Family Programs !kit! / Iproduced byl SEE: MIMS ON CHILDHOOD: The Family G.V. Productions, 1981

1 sound cassette (8 min., 30 sec.) 95 slides :col. Family Matters 1 script SEE: SELF-INDORPORATE): Family Matters

SUMMARY: "This preeentation is designedfor an audilnce of teachers and parents. It FAST FORNARD 2: Education !video- YT-05352 provides a retionale for includingout -of - recording! / iproduced byl Ontario class experiences in an ECSprogram and will Educational Communications Ailthority, eesist staff and parents to select,plan, 1980. Implement field experiences for4oung 1 videocassette (30 min.) : nhildren. Could be used by primary teachers scl., col. ; 3/4 in. -- (Fast as well as ECS. forward 2) 1. Teachers (Preschool) - In -seevice training. SUMMARY: Academics, ccaputer technologists 2. Child development. and teachers discuss the growing prominence 3. Education, Preschool - Curricula. of computers in modern education systems. Demonstrating some of the vast possibilities * Also at LETH, CALG. of these complex but individualizedand patient learning fools, the experts maintain that computers will improve the qualityof Financial Management education. SEE: FINDING NY OWN WAY: Financial Management 1. Computer-assisted instruction. 2. Edecational technology.

FINDING HY OMM WRY: Alcoholism YT-05224 * Also at REDD (1/2 in.) ivideorecordingl / iproduced byl ACCESS, 1977.

1 videocassette (30 min.) : sd., col. ; 3/4 in. -- (Finding my own way series) 7 Page 37

SUMMARY: Alcoholism and its problems are ACCESi, 1977. now affecting women more than ever. 1 videocassette (30 min.): sd.r Firstly, there is an Increasing number of col.; 3/4 in. -- (I :riding my own women alcoholics, secondly, many women cope way series) with alcoholic husbands, and thirdlywomen have to recognize the dangers posed with SUMMARY: Serves as an introGoction to good their teenagers.Prevention is the attitude communication skills, emnl'esizing theimpor- stressed in this program, rather than cure. tance of not or:y u.aking sure youare under- 1. Alcohol and women. stood but listening to others and under- 2. Women - Psychology. standing them As well.Communication can be improved upon, not only In your workingen- vironment but with ycmr family as well. FINDING MY 01IN MAY: Assertiveness VT-05217 Suggests methods for improving your skills Ivideorecordingl / (produced byl by becoming aware of outward sienals from ACCESS, 1977. others. 1 videocassette (30 min.) : 1. Communication - Psvhological sd., col. ; 3/4 in. -- aspects. (Fininj my ow.; way series) 2. Women - Psychology.

SUAMRY: Describes the assertive women, a person who expresses what she thinks, with- FINDING MY 0104 MAY: Counse'linglvluo VT-05227 out the inftuence of others. She tells recording{ / (produced byl everyone what she feels and wants in the ACCESS, 1977. most direct manner possible. However, her 1 videocassette (30 min.) : actions are not aggressive, nor Is shepas- sd., col.; 3/4 in. - - sive and takes everything es itcomes. (Finding my own way series) 1. Assertiveness (Psychology). 2. Women - Psychology. SUMMARY: Describes the various '!ypes counselling agencies available ;:ad whoosn make use of them. Their services are FINDING MY OMN MAY:Career as a Mother VT-05220 specialized, for example: cereer develop- ividuorecordingl / (producedbyl ment, education planning and of. pc-,on& ACCESS, 1977. concerns and each counsellor Is s).erha-tetic

; yFJeocassette (30 min.) : towards individual needs any cenceres. sd., co!. ; 3/4 in. -- I. Counselling. Uinding my own way series) 2. Women - Psychology.

SUMMARY: Examines the role at a mother in a wcman's life and the expectations of that FINDING NY OMN MAY: Day Care VT-(yr<29 role, as well. Traditional views versus the Ivideorecordingl / (producedbyl more modern interpretations of a mother's ACCESS, 1977. relationshlp with her family and this leads 1 videocassette (30 min.) : to confusion anti frustration. Many women sd., col. ;3/4 in. -- chose their cereer with their family hew- (Finding myown way series) ever, they forget that this is not a full - time option and that they must plan ahead SUMMARY: Methers often return to the work for the future. force before their children havegrown-up 1. Mothers. and they look to day care certers to provide 2. Women - Psychology. the physical, emotional and educational needs of the'r children. Day care centers vary considerably in quality and cost and FINDING NY MIN MAY: Communications VT-05216 naturally one should be selected only after Ivideorecordingi / (produced byI 88 Page 38

careful examination by 'Me mother. This SUMMARY: Advises women of the various section of the co.,:rse covers what to look educational opportunities open to them. for in a day care center without the cost of Discusses the different types of educational care tein too high. institutions, the level ofinstruction, I. Day care cer-ers. entry requirements and counselling services 2. Mothers. available to help them make the right choice 3. Women, - Psychology. for further education. 1. Vocational guidance for women. 2. Women - Psychology. FINDING NT 0414 NAY: Depression and Stress YT-05223 Ivideorecornal / (produced byl ACCESS, 1977. FINDING MY OWN MAY: Financial ManagementVT-05225 1 videocassette (Ji; min.) : ivideorecordingl / (produced byl sd., col.; 3/4 in. ACCESS, 1977. (Finding own way series) 1 videocassette (30 min.) : sd., col. ;3/4 in. -- SUMMARY: Discusses the problem of depres- (Finding my own way series) edon wil women and its close relation to stress. 'olnts out ways of identifying SUMMARY: Discusses good principles of money Cepression and various forms of treatment management and how to set goals, these in- which are usually successful. Professional clude goals for savings and retirement. As t.elp is often the answer but support and well, an examination is made on how and when encouragement from friends and family is to use credit, loans, and how and where to important as well. invest savings. Examples of budgets are 1. Depression, mental. given and other tips for good financial man- 2. Stress (Psychology). agement in the home. 3. Stress (Physiology). 1. Finance, Personal.

FIN:11% MY CNN WAY: Divorce and Grief VT-05222 FINDING NY OWN WRY: Goal Setting and VT-05233 lvicieorecordingl / (produced byl Decision Making ivideorecordimal / ACZISS, 1977. (produced byl ACCESS, 1977.

1 videocassette (30 min.) : 1 videocassette (30 min.) : sd., col.; 3/4 in. - - sd., col. ; 3/4 in. - - (Finding my own way series) (Finding my own way series)

SUMMARY: Examines the emotional crisis that SUMMARY: Urges individuals to plan ahead is involved with divorce.Marriage break- and take control over the life they lead. down can be dealt with most effectively by Once a decision has been made, that decision looking carefully at each phase involved. should be put into practice, only then can a Once a clear pattern is set, coping becomes women reah her goal. Reaching a goalis much easier and during the aftermath a new what the course is all about and women are life can be reconstructed. encouraged to continue to use the knowledge I. Divorce - Psychological aspects. they have gained from 'Finding My Own Wayl. 2. Women - Psychology. 1. Decision-making. 2. Wcmen - Psychology.

FINDING NY OWN WAY: Educational Oppor- YT-0523I tunities Ivideorecordingi / FINDINS NY OWN WAY: I am me (video- V1-05213 (produced byl ACCESS, 1977. recording1 / (produced byl 1 videocassette (30 min.) : ACCESS, 1977. sd., col. ; 3/4 in. -- (Finding my own way series

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1 videocassette (30 min.) : FINDING MY OW MRY: Social and Legal .7-05221 sd. col. ;3/4 in. Problems ivideorecordingi / (Finding my own way series) (produced by) ACCESS, 1977.

1 videocassette (30 min.) sd., SUMMARY: Urges women to gsin a better col.; 3/4 in. -- (Finding my own understanding of themselves, by acquiring way series) personal information through a self - assessment. As well they are encouraged to SUMMARY: Explores family lawin our society gain practical information about the options by examining some of the myths that exist in that are available to them when self-help is relation to marriage and divorce, wills and not enough. Women need to know more about estates and property and maintenance. themselves before they can make realistic 1. Marriage - Prohibited degrees. decisions about their future. 2. Marriage law. 1. Self-actualization (Psychology). 3. Wills. 2. Women - Psychology. 4. Women - Psychology.

FINDING MY OWN MRY: Job Search andInter- VT-05232 FINDING MY OWN MRY: Taking Stock VT-05220 views ivideorecording] / ivideorecordingl / (produced byl (produced byi ACCESS, 1977. ACCESS, 1977.

1 videocassette (30 min.) : 1 videocassette (30 min.) : sd., col. ; 3/4 in. -- sd., col. ; 3/4 in. -- (Finding my own way series) (Finding my own way series)

SUMMRRY: Presents Instruction for job hunt- SUMMRRY: Oovers a re-assessment of the in- ing, emphasizing that an effort should be 'aking into account what she may taken in order to find a suitable job. Once have learned over the last few lessons about a Job is found, the next stage is to sell herself. Self-knowledge leads to reasoning yourself successfully - shows how to produce and decision making that is r.alistic and a concise resume and how to prepare for an the basis c4 aims and goals. interview situation. 1. Self-perception. 1. Resumes (Employment). 2. Women - Psychology. 2. Women - Employment. 3. Women - Psychology. FINDIE; MY OWN MAY:Testing (video- VT-05215 recording] / (produced byl FINDING MY OMN MAY:Parenting (video- VT-05219 ACCESS, 1977. recording) / (produced byl 1 videocassette (30 min.) : ACCESS, 1977. sd., col. ; 3/4 in. --

1 videocassette (30 min.) : (Finding my own way series) sd., col. ; 3/4 in. - - (Finding my own way series) SUOMI% Familiarizes women who are think- ing of entering the work force after a long SUMMARY:Examines the family in today's absence, with complex aptitude tests. Dis- society, its extensions and modifications cusss, the types of tests used and what in- and the changing role of women.Parent and formal :n can be extracted from the an- child relationships are discussed and the swers. As well, the program describes ways needs and positions that develop from them. of preparing for such tests after being away 1. Parenting. from a tesr situation for 4 number of years. 2. Parent and child. 1. Ability - Testing 3. Family. - Psychology. 4. Women - Psychology.

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FINDING MY OWN WAY: Values and Lifestyles VT-05218 FINDING MY OWN WAY: where DoI Go? VT-05254111 (videorecordingi / (produced byl ivideorecording! / (produced by! ACCESS, 1977. ACCESS, 1977.

1 videocassette (30 min.) : 1 videocassette (30 min.) : sd., col. ; 3/4 in. -- sd., col. ; 3/4 in. -- ,Finding my own way series) (Finding my own way series)

SUMMARY:Discusses the values that women SUMMARY: Presents a final synopsis based have today in comparison to their life- upon the entire course and urgeswcmen to styles. Through different exercises wcmen participate.The series does not makede- can examine their lifestyles in relation 1.) cisions, it only opens the doorsand gives a their values and perhaps throughthis dis- women motivation and interest. It should covery alternatives oon be found to make be recognized that decision makingis an on- life more rewarding. going process throughout lifeand it can 1. Values. certainly enhance anyone's lifestyle ifthey 2. Women - Psychology. make the right decisions. 1. Decision-making. 2. Women - Psychology. FINDING MY OWN MAY: Vocational Oppor- VT-05230 tunities ivideorecordingl (produced byl ACCESS, 1977. FINDING MY OWN MAY: Who Am 1? (video- VT-05214 1 videocassette (30 min.) : recording! / (produced by) sd., col. ; 3/4 in. -- ACCESS, 1977. ,(Finding my own way series) 1 videocassette (30 min.) : sd., col. ; 3/4 in. -- SUMMARY: Discusses the number of decisions (Finding my own way series) a wcman must make, especially If she hasa family when going back to work. There are a SUMMARY: Explores further the concopt of numter of vocational opportunitiesopen to self-assessment and the steps taken inthat her and she should select the one that will discovery. Several roles that are charac- be the most flexible, yet rewarding. terize(' by women must be identifiedIn order 1. Vocational guidance for women. to see how wcaen themselves feel aboutsuch 2. Women - Psychology. stereatypes. Discussions and exercise fol- low to help women deal with their complex roles in society. FINDING MY OWN WAY: Welfare (video- VT-05226 1. Self-perception. recording! / (produced byl Women - Psychology. ACCESS, 1977.

1 videocassette (30 min.) : sd., col. ; 3/4 in. - Fingerpainting (Finding my own way series) SEE: TAKE TIME: Flngerpaintimg

SUMMARY: Helps clear up many misconceptions related to social welfare and will help First Steps: (motion picture! / MP-04224 women cops with feelings of guilt. Social produced by National Film allowance is a right for those who need it. Board, 1976. It provides the basic necessities ofliving: 1 film reel (24 min.) : food, accommodation, clothing andutilities. sd., col. ;16mm. 1. Public Welfare

91. Page 41

SUMMARY: This film takes an in-depth look 1 videocassette (30 min.) : sd., at two children who have Down's Syndrcme. col. ; 3/4 in. -- (Focuson child- This is a form c4 inherited mental hood series; no. 11) retardatioo. The thesk; presented here is one that children placed in normal SUISMY: Deals with reading as an outgrowth situations will adapt to the extent of their of language development. A child must be abilities. able to understand the symbolisnature of 1. Mentally handicapped children. language itself and must have developedcer- 2. Mongolism. tain muscular coordination beforehe is able to read. Parents are shown how to recognize a child's abilities, as well, theycan serve First Things: A Strategy For Teaching K1-00047 as a model for children at an early age. Values lkitl / Iproduced byl Recommended for ECS Operators. Guidance Associates, 1972. 1. Children - Language. 3 filmstrips, 2 sound cassettes 2. Parent and child. (26 min.),1 discussion guide.

* Also at LETH, CALG. SMART: Part I, The Strategy, outlines some of the problems of traditional value education and presents a solution. Part 11, FOCUS ON CHILDHOOD: Children Developing: YT -05152 The Teacher's Role, deals with howa teacher The Early Years lvideorecordingl / can apply the theory of moral development to !produced by] ACCESS, 1977. a classroom situation. Part III, A Class- 1 videocassette (30 min.): sd., room Model, is designed for children. It col.; 3/4 in. -- (Focus on child- can be sbowr to a class to acquaint them hood series; no. 1)

with the teacher's expectations. 1 1. Mcral education. SUMMARY: Discusses the developmental as- 2. Study and teaching. pects of childhood dealing with the infant and toddler.Takes a serious look at the first contact between parents ando newborn five Minutes TeMidnight lmotion MP-04310 child since this establishes the pattern of picture] / (produced by1 a relationship which continues throughout World Films, 1978. their lives. Recommended for ECS Operators. 2 film reels (112 min.) : 1. Child development. sd., col. ;16mm. 2. Parent and child.

SUMMARY: This film describes the state of * Also at LETH, CALG. unmitigated poverty and underdevelopment that is found in the majority of countries of the world. The thesis a the film is FOCUS ON CHILDHOOD:Children Developing: YT -05153 that through education and the realization the Middie Years Ivideorecordingl / that we all live on the same planet, we must !produced by1 ACCESS, 1977. work together for the survival and blossom- 1 videocassette (30 min.) : ing of the world. sd., col.: 3/4 in. -- 1. Educational sociology. (Focus on childhood series; 2. Underdeveloped areas. no. 2) 3. Poverty.

SUMMARY: Concentrates upon the preschool years in a child's life by showing the phy- FOCUS ON CHILDHOOD: Books, Words and VT-05162 sical, social, emotional developments which Reading Ivideorecording1 / permit a child to have a greater amount of Iproduced by] ACCESS, 1977. control over his/her environment. A child

92 Page 42

begins to break away from his family with FOCUS ON CHILDHOOD: Language and ft-05161 this feeling cfindependence and Is in - and Communication Ivideorecording1 / fluenccd by the behaviours and attitudes of (produced byl ACCESS, 1977. his friends. Recommended for ECS Operators. I videocassette (30 min.) : 1. Child developmant. sd., col. ; 3/4 in. -- 2. Parent and child. (Focus on childhood series; no. 10) Also at LETH, CALG.

SUMMNWf:Traces child's speech habits back to infancy, stressing the development of FM:US ON CHILDHOOD: The Family Ivideo- VT-05160 correct speech habits through adult partici- recording! / (produced byl ACCESS, pation and role modeling. The program 1977. points out the importance of a verbal envir-

1 videocassette (30 min.) : onment which encourages children to ask sd., col. ; 3/4 in. -- questions, and exposes them to books at an (Focus on childhood series; early age.Recommended for ECS Operators. no. 9) I. Children - Language. 2. Oral communication. SUMMARY: Children learn and retain a great deal from their families, as they are an es * Also at LETH, CALG. sential unit for establishing cultural stan dards within children. As children teccme core independent, changes occur in the FOCUS ON CHILDHOOD: Love and Security VT-05154 family and therefore children are important Ivideorecordingi / (produced byl factors in family development.Recommended ACCESS, 1977. for ECS Operators. 1 videocassette (30 min. : 1. Family. sd., col. ; 3/4 in. - - 2. Parent and child. (Focus on childhood series; no. 3) * Also at LETH, CALG.

SUMMNRY: Explores the ways in which child- ren transfer the love they recaive back to FOCUS ON CHILDHOOD: Imagination and PlayVT-05157 the parent and emphasize Naw important it is Ivideorecording! / (produced byl for the parent to be consistent In child ACCESS, 1977. rearing. it is through constant family in- 1 videocassette (30 min.) : teraction and parental support that children sd., col. ; 3/4 in. -- come to realize their own self worth and can (Focus on childhood series; then become useful members of society. Re- no. 6) commended for ECS Operators. Parent and child. SUMNRRY: Shows that children must be in- 2. Child development. volved in touching and exploring to learn more about the world around them. * Also at LETH, CALG. Play-acting and role-playing are important components in the development of imagination

and creativity as well as a stepping stone FOCUS ON CHILDHOOD: Physical Nature of VT-05159 for further contact with a child's peers. Play tvideorecordingl / (produced by! Recommenced for ECS Operators. ACCESS, 1977. 1. Imagination in children. 1 videocassette (30 min.) : 2. Play. sd., coi. ; 3/4 in. - (Focus on childhood series: * Also at LETH, CALG. no. 6)

93 Page 43 SUMMARY: A close-up look st physical acti- It for the knowledge it gives vity and play. children. Re- Children experience the commended for ECS Operators. greatest amount c4 physical growth during 1. Play. infancy and childhood and exercise should be 2. Child development. recognized for promoting good health. It 3. Parent and child. shows how children develop confidencein themselves and how they learn to extend * Also at LETH, CALG. their skills through trial anderror. Re- commended for ECS Operators. 1. Play. nocus ON CHILLIHOCD: Play: Materials and 2. Children - Growth. VT-05156 Needs Ivideorecordingl / 3. Child development. !produced by! ACCESS, 1977.

1 videocassete (30 min.) : * Also at LETH, CALG. sd., col. ; 3/4 In.- - (Focus Ofl childhood series; no. 5) FOCUS ON CHILONOOD: Places For Play VT-05150 IvIdeorecordingi / !produced bY1 SUMMARY: Encourages parents to get involved ACCFSS, 1977. with a child's play time,so they may ob- 1 videocassette (30 min.) : serve how their child Is growing andsee how sd., col. ; 3/4 in.-- they may make playing omore educational ex- (Focus on childhood series; perience. Recommended for ECS Operators. no. 7) 1. Play. 2. Parent and child. SUMARY: Deals with a child's play environ- ment and the objects that make up part of * Also at LETH, CALG. the space. Parents are encouraged to choose a wide variety ofitems and they need not be store bought toys since many household tools Focuson Reading can amuse and stimuiate a child. Recom- SEE: ELEMENTARY LANGUAGE ARTS:Focus on mended for ECS Operators. Reading 1. Play. 2. Parent and child. Focus Writing * Also at LETH, CA.G. SIF1 ELEMENTARY LANGUAGE ARTS: Focus on Writing

FOCUS ON CHILDHOOD: Play: An Overview VT-05155 IvIdeorecordingi / (produced byi Formal Thoughtimotion picture) / ACCESS, 1977. MP-04105 Iprodueld byi Davidson Films. 1 videocassette (30 min.) : 1972? sd., col. ; 3/4 in. -- 1 film reel (32 min.) : (Focus on childhood series; sd., col. ; 16mm. no. 4)

SUMMARY: Rotert Karolus and Rita Peterson SUMMARY: Considers play as an important describe ihe development of formal thought Part of a child's development. It reflects patterns and show examples of children at all aspects of a child's growth ard serves various stages in this development. as an indicator of personal needs. It also 1. Child psychology. discusses parental involvement in play,End 2. Cognition. emphasizes that parents shoulti not only tol- erate play but should understand and respect

9 4 Page 44

Foundations of Mathematics linot ion 613-04297 1 videocassette (17 min.) : picture] / produced by Campus Films, sd., b & w;1/2 in. 1 film reel (20 min.) : sd., col. ;16mm. SUMMARY: Self-instructional tape c4 basic procedures in operation e4 Sony TC-105 SUMMARY: Through the use e4 everyday ex- audiotape recorder. Author: E. Schieman, periences, the foundations of mathematics learning Technology Unit. (Media Equipment) may be imparted. By focusing on the activi- 1. Magnetic recorders and recording. ties that occur in the classroom,most basic mathematics skills may be describedand taught. Free To Be . . You and Me: Friendship MP-04205 I. Mathematics - Study and teaching. ae0 Cooperation (Part 1) (notion- picture] / produced by McGraw Hill, 1974. Foundatioas of Reading and Writing 011-04298 ! film reel (14 min.) : (motion picture] / produced by , col. ; 16mm. Campus Films, 1975.

1 film reel (30 min.) : SUMMARY: The necessary quality of friend- sd., col. ; 16mm. ship Is cooperation. Through the use of animation and live action, MarioThomas SUMMARY: In order to read and write, vari- hosts this film which exploresnon-sexist cos skills are required; in particular, friendship among people. With an omphasis motor skills and language acquisition. on children, the film tries to breakdown Through the use of painting, the majority e4 stereotypes. the necessary motor skills are learned. By I. Friendship. listening to stories being readand through 2. Children - Conduct e4life. such things as student dictation, theneces- sary writing skills are learned. 1. Language arts (Elementary). Free To B. . . . You and Me: Expectations MP-04206 (Part 2) (motion picture] / produced by McGraw-Mill, 1974. Foundations Of Science !motion picture] MP-04278 1 film reel (14 min.) : / produced by Campus Films, 1976. sd., col. ;16mm. 1 film reel (20 min.) :

sd., col. : 16mm. SUMMARY: Children frcm birth have expecta- tions applied to them about theirsexual SUMMARY: Through investigation c4 natural identity. This film portrays children doing phenomena, children learn to developand things and saying things thatthey feel, apply scientific laws. The film shows regardless cf sexual stereotyping. children In a wide range ot activities In 1. Individuality. and outside of the classroom. As the film 2. Self. points out, most investigations children undertake contain scientific principles which only need to be highlighted and ex- Free To Be. . . You and Me: panded by the teacher. OP-04207 independence (Part 3) (motion 1. Science - Study and teaching picture! / produced by (Elementary). McGraw-Mill, 1974.

1 film reel (17 min.) : sd., col. ;16mm.

Four Track Mbno Tape Recorder!video- C-0006 SUMMARY: The need for independence isan recording] / produced by important quality which must bestressed for U. of C., 1970.

95 ch;ren. Self-reliance develops a feeling of conviction that one's uniquefeelings and talents are gifts to be used and nothidden. 1. Self-reliance. 2. Personality.

FURTHER EDUCATION COUNCILS IN ALBERTA: VT-05235 People Make It Happen [video- recording! / [produced byl ACCESS, 1976.

1 videocassette (23 mIcl) : sd., col.; 3/4 in. (Further Education Councils of Alberta)

%MARY: Focuses on the function, member- ships, organization andprograms of local Further Educational Councils in Alberta. 1. Achilt education.

FURTHER EDUCATION COUNCILS INALBERTA: VT-05236 Resources Make It Happen Ivideorecordingl / [produced byl ACCESS, 1976.

1 videocassette (19 min.) : sd., col. ;3/4 in. -- (Further Education Councils of Alberta)

SUPIPARY: Concentrates on describing the types of resot :es 'failable to local Fur- ther Education Coun, .ls that assist themin offering prograt 1. Adult edv,!at,an.

Future Shock [motion picture] / N1P-04115 produced by McGraw-Hill, 1972.

1 film reel (42 min.) :

sd., col. ; I6mm.

SUMNRRY: High speed change is at thecore of FUTURE SHOCK.Values, families, friends, institutions aro disappearing. To absorb the impact of change, we too must changeand learn to control change. That is the chal- lenge of the future. Based cm the book Future Shock by Alvin Tattier. I. Social change.

96 Page 46

Generalizing the result of a lack of knowledge of the SEE: ESSEMTIALLY IDURS: Generalizing child's needs, capabilities, wants and de- sires. This film describes In good detail the methods used to implement this approach. Getting Closer 1. Discipline of children. SEE: SELF-110MIRPORATED: Getting Closer 2. Children - Management.

Getting Even Glasser On Schools (motion picture! / MP-004153 SEE: INSIDE/OUT: Getting Even produced by Media Five, 1978. 1 film reel (19 min.): sd., col. 16mm. Getting it Together, Integration ofthe Language Arts SUMMARY: This is an introduction to Dr. SEE: ELEMENTARY LANGUAGE ARTS: Getting It William Glasser's no-fallure approach to Together, Integration of the Language Arts education. The f!Im offers insights into typical school problems and why they exist. Getting Out It also deals seriously with the matter of SEE: INFORMATION ON THE DISABLED: Getting Out failure In school and what to do about it. 1. Educational psychology. 2. Students. Getting There SEE: DESIGN sill IMEPEACENCE: Getting There

Global Connection !motion pititurel(The) MP-04328 / produced by Arthur L. Swerdlolf Getting Together Productions, 1981. SEE: ON THE LEVEL: Getting Together 1 film reel (30 min.) :

sd., col. ; 16mm.

The Gifted Onsil !motion picturel / MR4144S0 SUMMARY: Film explores the concept froma produced by National Film Board, classroom setting and using real world situ- 1959. ations of the interdependence of countries

1 film reel (22 mir..) : through an examination of the sources of sd., b & w;16mm. items used In daily living.Aspects of in- ternational co-operation including different SUMMARY: An excellent documentary which languages, perspectives, and areas ofcon- points out that mentally superior children flict such as ecology, and management of need ;pecial attention as well as those who change. have learning difficulties. The problem is 1. International cooperation. to provide a stimulating and challenging 2. InternatiGnal economic relations. program which will keep them interested and striving. 1. Exceptional chi!dren - Education. Goal Setting and Decision Making SEE: FINDING MY OWN WRY: Goal Setting and De- cision Making Glasser on Discipline !motion picture1 MR-04245 / produced by Media Five, 1972.1 film reel (28 min.) :sc., col. ;16mm. Goals For the Future SEE: PARENTS AND CHILDREN: Goals For the SUMMARY: Dr. William Glasser describes in a Future lecture his views on what discipline should be. He feels that an undisciplined child Is Page 47

Grammar and Its Uses SEE: ELEMENTARY LANGUAGE ARTS:Grammar and its Uses

Grey Youth SEE: INSIDE JAPAN: Grey Youth

Growing Up (motion picture) / (produced MP-04241 by) David Boule, 1976.

1 film reel (11 min.) :

sd., col. ; 16mm.

SUMMARY: This film introduces the services

that Early Childhood Services offers. In particular, the kinds o4 programs that E.C.S. has developed to meet the needs of yocng children are described. Recommended for ECS Operriors. 1. Alberta Education. Early Childhood Services. 2. Education, Preschool.

Growing Together (motion picture) / MP-04242 (produced by) David Boule, 1977. 1 film reel (16 min.): sd.,

col. ; 16mm.

SUMMARY: This film describes how Early Childhood Services requires the support and active participaticm of parents. With the support o4 the parents, appropriae progrwas can be developed to meet the needs of the children in pre-school centers. Recommended for ECS Operators. 1. Parent-teacher relationships. 2. Education, Preschool. 3. Alberta Education. Early Childhood Services.

98 Page 48

The Heart Of Teaching: Everycne Is KT-00067 Too!" (containing photographs Something Else, (kit) / and printed mat:el:Ms); 5 Viewers' (produced by) A.I.T., 1976. Guides (pamphlets) 1 film reel 05 min) :

sd., col. ; 16mm. SUMMARY: This film is designed to help 1 Applications Handbook(binder); Teachers recognize the ;oneliness of 1 Discussion Leader's Gui4e (booklet); teaching, and how it influences their 1 folder: "Teachers Have Feelings Too!" effectiveness. (containing photographs and printed 1. Teaching. materials1; 5 Viewers' Guides 2. Teacher morale. (pamphlets)

* Also at REDD. SUMMARY: In this saMi-documentary,a multi- tude of things a teacher mustkeep in mind simultaneously in order to be helpfulto all The Heart Of Teaching: Lest Hour Clash KT-00071 manner ofindividual students with all man- !kit! / !produced byl A.I.T., ner of needs and backgrounds are described. 1976. 1. Teaching. 1 film reel (15 min.) : 2. Teacher - Student relationships. sd.. col. ;16mm. 1 sound cassette, * Also at REDD. Discussion Leader's Guide xbooklet); 1 folder: "Teachers Have Feelings Too!" (containing photographs and printed The Heart Of Teaching: An Eyo For KT-00069 materials); 5 Viewers' Guides Change (kit) / (produced by) (pamollets) A.1.T., 1976.

1 film reel (15 min.) : SUMMARY: Through caricature, humour sd., col. ;16mm. and ex-11 aggeration, this film considersfrustrations Discussion Leader's Guide (booklet); that teachers feel when theyare unable to 1 folder: "Teachers Have Feelings Too!" reach certain students and showsa few ways (containing photographs and printed teachers may deal with those frustrations. materials); 1. Teaching. 5 Viewers' Guides (pamphlets) 2. Teacher - Student relationships.

SUMMARY: This film details the mixedfeel- * Also at REDD. ings and personal risks involvedin a tea- cher's professional growth.Trudy Bowman's fantasies and recollectionsare juxtaposed The Heart 04 Teaching: The Parent Crunch with real events described KT-00068 by special video (kit) / (produced by) A.I.T., techniques. 1976. 1. Teaching as a profession. 1 film reel (15 min.) : 2. Teachers - 1n-service training. sd.,, col. ;16mm. 1 Applications Handbook (binder); Also at REDD. 1 folder: "Teachers Have Feelings Too!" (containing photographs and printed materials); 5 Viewers' Guides The Heart Of Teaching: A Faculty FeelingKT-00070 (pamphlets) lkiti / !produced byl A.I.T., 1976

1 film reel (15 min.) : SUMMARY: The fiim describes one of themost sd., col. ; 16mm. common stress-producing events inthe life Discussion Leader's Guide (booklet); of a teacher: the encounter with an angry 1 folder: "Teachers Have Feelings parent. This is a tense, open-endeddrama. 1. Teaching.

99 1.'090,49

2. Paront-teacher relationships. How Do You Show? SEE: INSIIDE/O(JT: How Do You Show? * Also at REDD.

How Parents Speak to Children Hello Up There !motionpicture! / MP-04294 SEE: TAKE TIME: How Parents Speak to Children !produced byl TrafcoProductions, 1978. 1 film reel (7 min., 21 sec.) : Hor Safe Is the Environment? sd col. ; 16mm. SEE: TAKE TINE: How Safe is the Environment?

SUMMARY: Using ciJldrents art andcomments, this film describes the distance between How To Be A Good Kid VT-05401 children and adults. The children talk and Ivideorecordingl / !producedbyl describe their feeiings of jealousy, anger, E.C. Brown Foundation, 1980. hurt 3nd love. 1 videocassette (24 min.) : sd, 1. Interpersonal relations. col. ;1/2 in.

SUMMARY: Explores behavior and personal Home Is What You Make It values that young people haveto develop in SEE:DESIGN FOR INDEPEN)ENCE: Home Is What facing conflicts with which You Make It children can identify are depicted. 1. Values, 2. Children- Conduct of Home Sweet Home li+e. 3. Conflict (Psychology). SEE: INSIDE/OUT: Home Sweet Ham

Horizon: How Do You Read? !motion I43-04184 picture! / produced by British Broadcasting Corporation, 1975.

1 film reel (45 min.) :

sd., col. ; 16mm

SUMMARY:Thin film set In Englandand Caudal, deals with reading andthe problems associated with the lack of abilityto read such as dislexia, and also some ofthe re- search that is going on today todetermine how people learn to read. The handicap of illiteracy today is severe and thefilm of- fers some help to correct it. 1. Reading. 2, Reading disability.

Hospital Visit SEE: TAKE TINE:Hospital Visit

How Can We Help the LearningDisabled? SEE: NO TIME TO LOSE:How Can We Help the Learning Disabled? Page50

I Am Me 1. Community schools. SEE; FINDING MY OWN WAY: I Am Me 2. Community and school.

1 Ai Me (A Teaching Demonstration) A-0426 Ideas Of Community Education A-0502 Ivideorecordingi / Faculty of Ivideorecordingi / (produced byl Educetioa, U. of A. ; (dis- Faculty of Education, U. of A. ; tributed eyi AVMC, 1978. (distributed by! AVMC, 1979. 1 videocassette (55 min., 1 videocassette (42 min.) : 35 sec.) :sd., col. ; 3/4 in. sd., col, 3/4 In.

SUMMARY: Virginia Twiner demonstrates her SUNMRRY: Mr. David Mappin interviews Dr. teaching methods in movement anddance with Brian Staples about Community Education. students from the children Dance Theatre4 Dr. Staples defines community education,ad- University of Utah, at the International vocates the use oflocal resources and Conference on Dance and the Child, held at leadership, examines the role of the Further the University of Alberta in duly, 1978. Education Council and the need tor involve- The rhythm of movement revolves around sym- ment of whole communities. He also states a bols of time, color, touch, expression of need tor an "uninvolved" Council Mead who i'eeling, action words, symmetrical design, will bring an attitude of objectivityand concepts of building body shape, etc. Many co-operation to the job. Dr. Staples winds of the dances performed were composed by the up with his views on the future of community children. Author: Ms. J.L. Moorman, Move- education. ment Education. 1. Community and school. 1. Dancing and children. 2. Community schools. 2. Dancing - Study and teaching.

If Only We Could Teach Them Too

I Dare You SEE: PARENTS AND CHILDREN: If Only We Could SEE: INSIDE/OUT: I Dare You Teach Them Too

I kant To Imagination and Play

SEE: INSIDE/OUT: I Want To SEE: PDCUS ON CHILDHOOD: Imagination and Play

Ideas Ot A Community School Ar-0435 Immediacy (videorecordingl / (produced A-0448 Evideorecordingl / (produced hyl byl Faculty of Education, U. of A. ; Faculty of Education, U. of A.; (distributed byl AVMC, 1979. (distributed byl AVMC, 1978. 1 videocassette (20 min., 20 sec.) : 1 videocassette (40 min.) : sd., col. ; 3/4 in. sc., col. ; 3/4 in.

SUMMARY:This program concentrateson Imme- SUMMARY: This interview with Dr. Brian diacy (putting the client in the hereand Staples, Executive Secretary of the Inter- now). The basic format is as follows: 1) departmental Community School Committee, student makes response to client (6 state- explores elements that should be involved ments - baserate); 2) observation of 4 min- when a conscious decision is made to orient ute session in which specific behavior is a school to the community around it. Topics modeled; 3) observation of a 6 segments of discussed include curriculum considerations, a counselor-elient interchange; 4) student necessary human relationships, community in- is required to respond to 7 clientstate- volvement, and school facilities. ments and then compare their response to 1 1 Page 51

that made by the counselor. Student is The Impact at the Classrccm Environment MP-04227 asked to respond to 6 chent statements to Imotion picture) / Iproduced byl assess their improvement over the program. Davidson Films, 1979.

The program is in color, concentrating on 1 film reel (17 min.): sd., col. ; the teaching of one very specific skill. 16mm. Although self-instructional, the programs are best used in conjunction with a class in SUMMARY: This film looks at the physical which role-playing of the skills will take and emotional environment that a teacher can place. create in a classroom. It describes how the 1. Communication - Study and teaching. teacher uses the students and the space to

create a particular environments r-s. addi- tion, it describes how a teacher uses these immersion: A Learning Alternative VT-05414 items to create security for the student and Ivideorecordingl / Iproduced byl increase the students' environment. ACCESS, 1981. 1. Teacher - Student relationships. 1 videocassette (28 min., 50 sec.): 2. School environment. sd., col. ;1/2 in. and 3/4 in. Also available in 16 mm 'ilm reel - MP-04332. Implications SEE: FAST FORWARD 2: Implications SUMMARY: Provides Information on the bene- fits of, the availability of and the acces- sibility to immersion programs, or programs The Improbable Form 0* Master Strum: MP-04003 taught in a language other than English. To The Noe-Graded High School show the reactions of both parents and chil- Imotion picture) / Iproduced byl dren footage includes an actual classroom I.D.E.A., 1969. situation and a school board meeting with 1 film reel (13 min.) : sd., col. ; concerned parents. 16mm. 1. Concentrated study. 2. Language and education. SUMMARY: An examination of the non-graded 3. Education - Experimental methods. curriculum in the high school.Presents highlights of non-grading in a school sys- tem; discusses many ramifications of the irsion: A Learning Alternative 1P-04332 concept; and explains that the individual [motion picture) / [produced byl rather than the group needs are important CCESS, 1981. aspects of non-graded curriculum.

1 film reel (28 min., 50 sec): 1. Non-graded schools. sd., col. ;16mm. Also available In 1/2 in. or 3/4 ln. videocassette - VT-05414. Ili:promised Drama [motion picture) / MP-04086 [produced byl British Broadcasting SUMMARY: Provides information on the bene- Corporation, 1968. fits of, the availability of and the acces- 1 film reel (60 min.): sd., b & w ; sibility to immersion programs, or programs 16mm. taught in a language other than English. To show the reactions of both parents and chil- SUMMARY; Spontaneous creation of Improvised dren, footage includes an actual classroom drama with 8-9 year olds. Probes student situation, and a school board meeting with feelings and their expression, through concerned parents. drama, of their feelings. Also looks at 14- 1. Concentrated study. 15 year olds dramatizing problems and con- 2. Language and education. structing their own dramatic experiences. 3. Education - Experimental methods. 1. Drama in education. 102 Page 52

In My Memory SUMMARY: A multi-media package covering in SEE: INSIDE/OUT: In My Memory depth the nature ofindividualized Instruc- tion. Modules are organized with a films- trip, audiotape, and guide in In the Beginning the'following ways: SEE: THROUGH THE LANGUAGE BARRIER: In the a) its nature and effect Beginning b) objectives and evaluationprocedures c) diagnostic and instruclionalprocedures d) materials and their uses Independent Study !kit) / !produced KT-00041 e) problems and some solutions byl National Association ofSecond- f) recommendations for implementation. ary School Principals, 1973. 1 filmstrip ;1 sound cassette ; A number of case study pamphletsare inc- 1 booklet. luded and there is an instructor'smanual. This package requires extensivestudy. SUMMARY:This kit provides an insight into 1. Individualized instruction. how independent studyon the part of the student was done in the past and how, with teacher guidance, the student isnow able to Individualizing Insiruction lkiti / K1-00035 use a variety of resources to individualize !produced byl Vimcet, 1197-21 his learning. The involvement of a teachtx 1 filmstrip, 1 sound cassette, provides the student with a resource parson 1 booklet. who assists him in planningand incorpora- ting a wide variety of materialsand methods SUMMARY: By attempting to familiarizethe to achieve his goals throughindependent viewer with the alternativeways of devising study. (Model Schools Project) instruction so that it is attentiveto the I. Independent study. individual learner, this programoffers a 2. Study, Method of. teacher alternative ways ofindividualizing classroom instructions. The most popular systems ofindividualizing instruction are Individual Differences examined along with specific instructional SEE: THE PARENT PUZZLE: Individual Differences procedures suitable for largegroup instruc- tion, small group instruction,and indepen- dent study. Individual Differences: infsncy To Early Childhood 1. Individualized instruction. SEE: DEVELOPME1ITAL PSYCHOLOGY, INFANCY TO ADOLESCENCE: Individual Differences: Infancy To Early Childhood Informal Reading Experiences In the A-1591 Kindergarten lvideorecordingl / !produced byl U. of A. ; !distri- individual Instruction Kit !kit] / KT-00013 buted byi AVMC, 1980. !produced by) Association for 1 videocassette (11 min., 52 sec.) : Educational and Communication sd., col. ; 3/4 in. Technology, 1197-fl : 6 film- strips, 6 sound cassetteS, 6 SUMMARY: Jacqueline Poloway with her kin- script books,1 administrator's dergarten class from McArthur Elementary manual, 46 case studies. School, and Wendy Bruntlett withher class from Belmead Elementary Schooldemonstrate informal reading experiences designedfor the pre-schooler. The methods described are a compromise between providing full reading instruction for the pre-schooleror none at 103 Pogo53

all. Examples of how picture books, signs, sd., col. ; 3/4 In. -- (In- labels, and nametags are utilized in the side Japan) classroom are given. Skills the children acquire are discussed, as well as the tea- SUMMARY: A high standard of education is cher's role. one of the main reasons for Japan's economic 1. Reading (Preschool). success. Several schools (kindergarten to high school) are shown and thepressures generated by a highly competitive school INFORMATION ON THE DISABLED: Barriers VT-05291 system are discussed. ivide-recordingi / (produced byl 1. Education - Japan - Aims and ACCESS, 1979. objectives. 1 videoc -.sette (15 min.) : sd., 2. Japan - Civilization. col. ; 3/4 in. -- (Information on the disabled)

INSIDE/OUT: Because Its Fun (video- VT-05261 SUMMARY: Outlines some of the barriers that recording) / (produced byl the physically handicapped must overcome to Agency for instructional Tele- lead lives as socially integrated as the vision, 1972. non-handicapped. The program highlights the 1 videocassette (15 min): sd., barriers that ersst in education, housing, col. ; 3/4 in. -- (Inside/out transportation andin jobs. In keeping with series) the theme of the series the program illus- trates that the greatest barriers faced by SUMMARY: Shows how children can enjof the the physically handicapped are often those good feelings produced by skillfullyengag- inadvertently imposed by society. ing in physical activity or by playing for 1. Physically handicapped. the sheer joy of it. 2. Handicapped. 1. Physical education for children.

* Also at REDD. INFORMATION ON THE DISABLED: Getting OutVT-05292 (videorecordingi / (produced byl ACCESS, 1979. iNSIDE/OUT: Breakup lvideorecordIngl VT-05274 1 videocassette (15 min.): sd., / (produced byl Agency for Instruc- col. ; 3/4 in. -- (Information on tional Television, 1972. the disabled) 1 videocassette (15 min.) : sd., col. ; 3/4 in. -- (Inside/out SUMMARY: A number of physically Nandicap- series) ped people have overccme the barriers Im-

posed by their disabilities und by society. SUMMARY: The difricult problem of separa- By illustrating NDVI these people have coped, tion and divorce is dealt with here byexa- the program shows how society couldmake the mining the problems faced by a young girl ircregration of the physically handicapped whose parents have been separated for quite easier. some time. Helps children recognize and 1. Physically handicapped. understand their emotions rhen confronted 2. Handicapped. with divorce, either rnal or imagined their minds. 1. Children of divorced parents. INSIDE JAPAN: Grey Youth (video- YT-05293 2. Child psychology. recordingl / (produced byl

British Broadcasting Corp., * Also at 0.EDO. 1980.

1 videocassette (30 min.) : 1 4 Page 54

INSIDE/OUT: Brother and Sisters YT -05276 1NSIOE/OUT: But...Names Will Never YT-05267 Ivideorecording1 / (produced by) Hurt? Ivideorecording) / !produced Agency for Instructional Tele- by) Agency tor Instructional Tele- vision, 1972. vision, 1972. 1 videocassette (15 min. : sd., 1 videocasset:e (15 min.): sd., col.; 3/4 in. -- (Inside/out col. ; 3/4 in. -- (Inside/out series) series)

SUMMARY: Deals with personal prejudiceand SUMMARY: Focuses on sibNng relationships how these feelings are aroused inchildren. and problems that develop botweenbrothers Helps children identify discriminationin and sisters. Helps children realize that their own experience and showthem how to compatability must be worked on in order to express their feelings towards it. keep all members cf the family happy. 1. Prejudices and antipathies (Child I. Brothers and sisters. psychology).

* Also at REDD. * Also at REDD.

1$6I11/OUT: Bully !videorecording) VT-05200 INSIDE/OUT: Buy and Buy !video- VT-05270 / (produced by) Agency for Instruc- recording) / (produced by) tonal Television, 1972. Agency for Instructional Tele- 1 vIdegu:assette (15 min.) : sd., vision, 1972. col. ; 3/4 in. -- (Inside/out 1 videocassette (15 min.): sd., series) col. ; 3/4 in. -- (Inside/out series) SUMMARY: Deals with the 'bullying' and the emotions that accompany it. By watching two SUMMARY: Children learn that they need to young boys who resent each other for their make wise decisions, this particularpro- obvious differences, bullying is seen as g7am they see that this applies to buying something violent and children learn to special gimmicks even, when theyare faced avoid it. with group pressures. I. Agressiveness in children. 1. Child psychology. 2. Child psychology.

* Also at REDD. Also at REDU.

INSIDE/OCT: Can Do/Can't Do ivideo- W-0527* INSIDE/OUT: But They Might Laugh YT-05281 recording) / iproduzed by! Agency Ivideorecordingl / Iproduced byl for Instructional Television, 1972. Agency for Instructional Tele- 1 videocassette (15 min.) sd., vision, 1972. ool. ; 3/4 In. -- (Inside/out 1 videocassette (15 min.): sd., series) col.; 3/4 in. -- (Inside/out series;

SUI144MY: Discusses how children should be-f SIMMARY: Shows children how to recognize came aware of their own development through their own feelings cf humiliationand frus- their growing years. Stresses the changes tration, as *ell as underscanding when th_t occur in emotional maturityover the others feel the weight of failure. physical development in pre-teens. I. Emotions 'n children. 1. Child development. 2. Child psychology. * Also at REDD. Also at REDD. 105 Page 55

INSIDE/OUT: Can I Help? ivldeorecordingl VT-0527I INSIDE/OUT: Home Sweet Home [video,- VT-05268 / !produced byl Agency for Instruc-tional recording) / !produced by) Agency Television, 1972.1 videocassette (15 min.) : for Instructional Television, 1972. sd., col. ; 3/4 In. -- (Inside/out series) 1 videocassette (15 min.) : sd., col.; 3/4 in. -- (Inside/out eries) SUMMARY: Follows the story of Lisa, who tries desperately to b-lp her classmate, SUMMARY: Steve and Eddie aro two children Jamie. However, everything she does do to who have encountered similar problemswith help him is misunderstood- this serves as their parents and they decide torun away an example of helping someone who really is from home. This program helps children in danger and what is Involvedonce a child Identify feelings of mistreatment andshows takes on the responsibility. ways of coping with their problems. 1. Child psychology. 1. Child psychology.

Also at REDD. * Also at REDD.

INSIDE/OUT:Donna (Learning To Be YT-05283 INSIDE/OUT: How Do You Show? (video- VT-05262 yourself) Ivideorecordingl / recording) / Iproduced by) Agency !produced byl Agency for for Instructional Television, 1972. Instructional Television, 1972. 1 videocassette (15 min.): sd., 1 videocassette (15 min.) : sd., col. ; 3/4 in. -- :Inside/out series) col. ; 3/4 in. -- (Inside/out series) SUMMARY: Shows children how They can become aware of how they, themselves feel and how SUMMARY: Points ail' the importance of being they can express their feelings to otners. an inolvidual by studying Donna, a blind 1. Child psychology. girl who is learning to accept herself much the same way other children do.Donna has * Also at REDD. learned to cope with her disability and lives with it on her own terms, enlarging her world little by little. INSIDE/OUT: I Dare You Ividec, YT-05287 1. Child psychology. recording) / Iproduced byl Agracy for Instructional * Also at REDD. Television, 1972.

1 videocassette (15 min.) : sd., col. ; 3/4 in. -- (Inside/ INSIDE/OUT: Getting Even [video,- YT-05290 out series) recording) / Iproduced byl Agency for Instructional Tele- SUMMARY: Identifies a situation where vision, 1972. group pressure creates quite a crisis In a 1 videocassette (15 min.) : child's life. Helps children make a wise sd., col. ; 3/4 in. -- ('nside/ decision in a case such as this, by looking out series) at all the factors: risk and safety, per- sonal belief and group pressure, utc. SUMMARY: Discusses groups and what meaber- 1. Child psychology. shlp in a group can mean to a child- rev- enge and rejection are dealt with in detail. * Also at REDD. 1. Aggressiveness in Children. 2. Child psychology.

* Also at REDU.

106 Page 56

INSIDE/OUT: I Want To IvideorecordIngi VT-05278 INSIDE/OUT: Just Joking !video- VT-052661 / (produced by) Agency for Instruc- recording) / (produced by) tional Television, 1972. Agency for Instructional Tele- 1 videocassetle (15 min.) vision, 1972. col. ; 3/4 in. -- (Inside/out series) 1 videocassette (15 min.) : sd., col. ; 3/4 in. -- (Inside/ SUMMARY: Set in an imaginary courtroom out series) SCer.,, Patricia demands for her rights and wai to be treated as an adult. However, SUMMARY:Takes a look at David, who likes she soon finds out she Iswrong and realizes to play jokes on several of hiSclassmates. there is a difference in the responsibili- Although his jokes are not intendedto hurt, ties a child can takeon, as opposed to an sometimes he is not sensitive to othersand adult. their feelings, and he often hurtshis 1. Child psychology. friends. I. Child psychology. Also at REDD.

Also at REDD.

INSIDE/OUT: In My Memory (video- VT-05286 recording) / (produced byl INSIDE/OUT: Just One Place (video- VT-05285 Agency for Instructional Tele- recording) / (produced byl Agency vision, 1972. for Instructional Television, 1972.

1 videocassette (15 min.) : sd., 1 videocassette (15 min.) : sd., col.; 3/4 in. -- (Inside/out col. ; 3/4 in. -- !Inside/out series) series)

SUMMARY:The focus is on Kevin, an inner SUMMARY: Explores the meaning of death and city dwellet i!;ho discovers the beauty of the way it affects children by seeinga nature on a camping trip in the country. He yovng girl, Linda deal with the death of her returns to the city anxious to finda place grandmother. in his own environment, where hecan trans- 1. Children and death. form it into something beautiful. This will help children develop theirown convictions Also at REDD. on maintaining an environment that ishumane and enjoyable. 1. Child development. INSIDE/OUT: Jeff's Company (video- vr-0526 9 recording) / (produced by) Agency * Also at REDD. for Instructional Television, 1972.

1 videocassette (15 min.) : sd., INSIDE/OUT: Living With Love (video- VT-05272 col. ; 3/4 in. -- (Inside/out recordingi/lproduced byl Agency series) for Instructional Television, 1972. 1 videocassette (15 min.): sd., SUMMARY: Students can discover the need to col.; 3/4 in. -- (Inside/out series) be alone and the pleasure of solitudeas Jeff learned with an older man who lives SUMMARY: Shows children the benefits that alone in his cabin. love produces and the differentways of ex- I. Child psychology. pressing affection. In the program, love appears as sharing, physical contact, disci- * Also at REDD. pline, concern and provision for,although 4 107 Page 57

some children are shown who have experienced a lack of love in their lives. SUMMARY: Focuses on Debt?y and Bobby, two 1. Love. children that are learningto gain their In- 2. Child psychology. dependence. These interwoven storieson the two children will help other * Also at REDD. children recog- nize that freedom andresponsibility are part of growing up. 1. Child psychology. INSIDE/OUT: Lost Is a Feeling [video, VT-052132 recording) / [produced by) Agencyfor * Also at REDD. Instructional Television, 1972.1videocassette (15 min.): sd.,col. ; 3/4 in. -- (Inside/out series) INSIDE/OUT: A Sense of Joy (video, VT-05289 recording) / [produced byl SUMNPAY: Takos a look at Amador who feels Agency for Instructional Tele- lost and threatened in a strange citywhere vision, 1972. he does not know anyone. This will help 1 videocassette (15 min.) : sd., children understand similar feelings ifthey col. ; 3/4 in. -- (Inside/out series) are ever alone in a new environment without the support of others. SUMWRY: Encourages children to enjoy their 1. Child psychology. own company by using their senses In rela tion to familiar surroundings * Also at REDD. and everyday events. ThiS will help 'them findout more about themselves. 1. Child psychology. INSIDE/OUT: Love, Susan [video- VT-05275 recording) / [produced byl * Also at REDD. Agency for Instructional Television, 1972.

1 videocassstte (15 min.) : INSIDE/OUT: Some Special [video- VT-05277 Sd.; col. ; 3/4 in. -- (inside/ recording) / [produced byl out series) Agency for Instructional Tele- visica, 1972. SUMMARY: Shows how Susan and her father 1 videocassette (15 min.): sd., come to a reconciliation once they both col. ; 3/4 in. -- (Inside/out series) understand each other's personal triaIs of the day. Susan's nxperience will help SUMMARY:Many young children experience children recognize and cope with parental crushes and usually young boys and girls misunderstanding and mistreatment. have crushes on adults who arevery much a 1. Father and child. part of their ;Ives. Often teachers are the objects of a child's love fantasy and this Also at REDD. program helps chldren understand that crushes are normalIn their development. 1. Child psychology. INSIDE/OUT: Must 1/May 17 [video- VT-05264 recording) / Iproduced byl * Also at REDD. Agency for Instructional Television, 1972.

1 videocassette (15 min.): sd., INSIDE/OUT:Strong Feelfags [video- VT-05263 col.; 3/4 in. -- (Inside/out series) recordionl / [produced by) Agency for Instructional Television, 1972. 1 vidsocassette (15 min.): sd., ; 3/4 in. -- (Inside/out series) 108 Page 58

SUMMARY: Helps children understand and SUMMARY: Illustrates the concept of self- develop an awareness of the effects of esteem by 'doing it on your own'. Inde- str,Ing emotions on the body. This will help pendence will help develop a child's lessen their fears and they w:11 be more in personality, as seen with David, who control of their actions. insists he is ready to go out overnighton 1. Emotions In children. his own. 2. Child psychology. 1. Self respect. 2. Child psychology. Also at REDD.

* Also at REDD.

INSIDE/OUT: Travelin' Shoes ivideo- VT-05265 recordingl / iproduced by1 Agency INSIDE/OUT: You Belong ivideorecording1 VT-05284 for Instructional Television, 1972. / iproduced by1 Agency for Instruc-tional

1 videocassette (15 min.) : sd., Television, 1972.1 videocassette (15 min.) : col. ; 3/4 In. -- (Inside/out series) sd.,col. ;3/4 In. -- (Inside/out series)

SUMMARY: Helps children deal with the dif- SUMMARY: Reveals to children the interde- ferent consequences of moving and the pendence and beauty of nature, and increases feelings of loss and separation by empha- their awarehass of responsibility for the sizing the possible gain and improvement environment. that a change may bring. 1, Child development. 1. Moving, Household. 2. Child psychology. * Also at REDD.

Also at REDD.

Instructional Graphics For Television KT-00011 ikitl / produced by Educational Media INSIDE/OUT: When Is Help? !video- VT -0 577 9 Laboratories, 1197-71 recording! / lproduced oyi Agency 12 transparencies, 1 sound cassette, for Instructional Television, 1972. 14 participants' manuals, 1 instruc-

1 videocassette (15 min.) : sd., tor's manual. col.; 3/4 in. -- (Inside/out series)

SUMMARY: An introduction to producing SUMMARY: Encourages children, once again, graphics for VTR productions. to consider their own feelings in relation 1. Graphic arts. to helping others ald when receiving assis 2. Television graphics. tance.

1. Child psychology. Also at REDD.

* Also jt REDD. Instructional Tactics For Affective Goals KT-00036 ikit1 / iproduced by1 Vimcet, 197-71

INSIDE/OUT: Yes, I Can ivideo- VT -0 528 8 1 filmstrip, 1 sound cassette, 1 recording! / (produced byl booklet. Agency for Instructional Tel- evision, 1972. SUMMARY: Operating on the assumption that 1 videocassette (15 min.) : sd., effective instructional goals are perhaps col. ; 3/4 in. -- (Inside/out series) the most important that classroom teachers can accomplish, this program describes the general nature of three instructional tactics which are particularly useful for. Page 59

prcmoting the attainment of affective goals; An Introduction specifically, modeling, contiguity, and SEE: THROUGH THE LANGUAGE BARRIER: An reinforcement. Introduction 1. Educational psychology. 2. Teaching.

Introduction To Computer Prcgramming A-0608 For Grade 3 Ivideorecording1 Integrating Reading (produced byl U. of A. ; (distri- SEE: ELEMENTARY LANGUAGE ARTS: Integrating buted byl AVMC, 1981. Reading 1 videocassette (25 min., 20 sec.) :

sd., col. ; 2/4 in.

Integration in Action SUMMARY: A demonstration af Mrs. Pat SEE: SENIOR HIGH LANGUAGE ARTS: Integration in Richardson teaching her Grade 3 class at Action Glenora School how to write a simple computer program. The students learn the commands and the symbols to input a story The Integration C/ Children with Special into the computer with which theyare Needs already quite familiar. SEE: OhE GIANT STEP - THE INTEGRATION OF 1. Computer programming management. CHILDREN WITH SPECIAL NEEDS (series) 2. Programming (Electronic computers). 3. Microcompu.ers - Programming.

Intelligence: A Complex Concept Ie -04315 (motion picture) / lproduced byl Introduction To Computer Programming A-0608 CRM/McGraw -Hill, 1978. For Grade 3 Ivideorecording) /

1 film reel (20 min.) : sd., (produced byl U. of A. ; (distri- col. ; 16mm. buted by1 AVMC, 1981.

1 videocassette (25 min., 20 sec.) : SUMMARY: This film explores some of the sd., col. ; 3/4 in. varied definitions ofintelligence, in- cluding those of Piaget and J. P. Guilford. SUMMARY: A demonstraticn of Mrs. Pat In addition, the film explores the various Richardson teaching her Grade 3 class at kinds ofintelligerwe tests, what they do Glenora School NZ* to yrite a simple com- and do not test, their degree of success and puter program. The students learn the the value of them generally. commands and the symbols to input a story 1. Intellect. into the computer with which they are 2. Intelligence tests. already quite familiar. 1. Computer programming management. 2. Programming (Electronic computers). Interpersonal Interaction Strategies 3. Microcomputers - Programming. SEE: PROJECT A.S.K. - TEACHER EVALUATION - CLASSROOM OBSERVATION SKILLS LEARNING PACKAGE: Introduction To Moral Development Module V: Interpersonal Interaction Strategies SEE: VALUES AND MORALITY IN SCHOOL: introduc- tion To Moral Development

Introducing the Elements of Movcment Education SEE: ELEMENTARY SCHOOL PHYSICAL EDUCATION: The Invention Convention: (motion le-04225 Introducing the Elements of Movement Education picture) / lproduced byl MacMillan Company of Canada, 1976.

1 film reel (11 min.) : sd., col. ; 16mm.

11 0 SUMMARY: An artist and teacher organize an event in which young people explore an exci- ting conglomeration of scrap materials. They are limited by the unlimited nature of their imagination. 1. Creative ability. 2. Creation (Literary, artistic, etc.).

The invisible Handicap: Dyslexia I4P-04237 (motion picturel / produced by CBX, 1976.

1 film reel (15min.) : sd.,

col. ; 16mm.

SUMMARY: Designed as an introduction to dyslexia, this film identifies those problems which are commonly part of this eisability. The fllm carefully describes the fact that there are many symptoms and that adequate diagnosis is one of the major problems. 1. Dyslexia. 2. Reading disability.

It's Okay To Be Deaf, Denise PL° -04302 lmotion picture) / produced by Yasny Productions, 1976.

1 film reel (32 min.) : sd., col. ;16mm,

SUMMARY: The impact of a deaf child upon the family is described in thiswell- organized film. Through the use of "total communications," the child and the rest of the family are attempting to establisha normal environment. The parents are aware of all of the problems that their child will encounter, but they are positive about their daughter's future. 1. Children, Deaf - Family relation ships.

1 .1 Page 61

Jamie, Ethan and Keir: Two to Fourteen Months high degree of self-esteemas an important SEE: THE CHILD: (Part 2): Jamie, Ethan and element c4 good interpersonal relations. It Keir: Two to Fourteen Months is a story of Johnny Lingo, theshrewdest trader in all the Polynesian Islands, who amazes everyone by offering eight cows for Jamie, Ethan and Marlon: The First Two MoAts the hand of Aahana in marriage. No one SEE THE CHILD: (Part 1): Jamie, Ethan and thought that he would offer more thanone Marlon: The First Two Months cow for such a beckward girl. Johnny's wis- .dom and his deep understanding of humanna- ture is indicated as Mahana becomes trulyan Jeff's Company eight-cow wife--her beauty blossoms forthas SEE: INSIDE/OUT: Jeff's Company she becomes aware, as a result of Johnny's action, of her own worth as a person. 1. Interpersonal relations. Les Jeux Logiques SEE: APFRENDRE EN FRANCAIS: Les Jeux Logiques Journey Through Stress SEE:ON THE LEVEL: Journey Through Stress The Job (motion picTure1 / !produced NP-04145 byl CTV, 19737

1 film reel (50 min) : id., col. ; Just Joking 16mm. SEE: INSIDE/OUT: Just Jokinj

SUNPARY: Several people working in areas related to the sociology and psychology of JP.st One Place jobs are interviewed. The following topics SEE: INSIDE/OUT: Just One Place are covered: making work interesting; job pressures; mass production; worker creati- vity corflicts; the idealized job vs. real- ity; reasons for leaving jobs. New methods in worker and time management are also con- sidered with examples from Japanese industry and innovative Canadian tactics. The trend to more leisure time and the problems we will have contending with it are also brief- ly examined. 1. Vocational guidance.

Job Search and Interviews SEE: FINDING MY CNN NAY: Job Search and Interviews

Johnny lingo (motion picture! / NP -04079 (produced byl Brigham Young University, 1970.

1 film reel (27 min.) : sd., col. ;16mm.

SUMMARY: A beautiful parable which illus- trates the wisdom of developing in others a

112 Kathy andIan: Three-Year-Olds SEE: THE CHILD: (Part 4): Kathy and Ian: Three-Year-Olds

Kingsview Village Resource Centre Kr-eoun lkitl / (produced byl Etobicoke Board of Education, 1976. 2 sound cassettes (13 min.) 80 slides: col

SUMMARY: This tape/slide set describes the library program at the Kingsview Village Resource Centre. This library has a flex- ible scheduling system which encourages the students to use the library when their tea- chers will allow 'hem.The library promotes reading, care for the materials, use of the card catalogue system, and the use of refer- ence sources. 1. School librarieS.

Kodaly Method: Part 1 SEE: ELEMENTARY CLACSROOM MUSIC: Kodaly Met- hod: Part 1

Kodaly Method: Part 2 SEE: ELEMENTARY CLASSROOM MUSIC: Kodaly Met- hod: Part 2

113 Page 63

Laminating Pictures (videorecording) / C-0017 Language Development produced by U. c4 C., 1970. SEE: TAKE TIME: Language Development 1 videocassette (8 min.): sd., b & w ;1/2 in.

A Larger Self: Veronica Sherborne A-0324 SUMMARY: Demonstrates the operation c4 lam- Discusses Developmental Movement inaticg equipment and the handling c4 eppro- For it* Retarded (videorecording) priate materials. / (produced by) Faculty cf Educa- 1. Pictures - Trimming, mounting, etc. tion, U. c4 A. ; (distributed by) AVMC, 1977.

1 videocassette (36 min., 47 sec.) Language Across Curriculum [video- A-0501 sd., col. ; 3/4 in. recordingl / [produced byl U. of A. ; (distributed by) AVMC, 1979. SUMMARY: In this discussion Jan Valiance, 1 videocassette (20 min.) : sd., Associate Professor c4 Movement Education col. ; 3/4 in. and Marian Irwin, Assistant Supervisor of Physical Education for the Edmonton Public SUMMARY: Dr. John Oster c4 the University School Board, talk with Veronica Sherborne, of Alberta interviews Dr. Anthony Adams of noted British authority on movement educa- Cambridge University, England about the tion. Ms. Sherborne provides a provocative "Across the Curriculum" language movement. point c4 view challenging many of the usual They discuss how such a policy might be set North American approaches to movement educa- up in a school, what the policy should en- tion, specifically in relation to children tail, and common problems encountered.His- with learning disabilities. tory of this international movement is dis- 1. Physical education for mentally han- cussed, and Dr. Adams presents an opinion on dicapped children. how it will progress in the future. 1. Language arts (Secondary). 2. Interdisciplinary approach in Learner Accountability (video- A-0568 education. recording) / (produced by) U.

of A. ; (distributed by) AVMC, 1980. Language and Communication 1 videocassette (18 min., 3 sec.) SEE: FOCUS ON CHILDHOOD: Language and Communi- : sd., col. ; 3/4 in. cation

SUMMARY: Learner Accountabllily is a con- cept in classroom management. If Ihe teacher Language At Twelve (motion picture) / MP-04244 makes children accountable for their learn- (produced by) Australian Film Unit, ing, there is greater pupil involvement In 1976. work and less deviant behavior. This video- 1 film reel (29 min.) : sd., col. ; tape shows three behavioral indicatars of 16mm. learner accountability; goal directed prompts, work showing and peer involvement. SWUM Language acquisition is neM only The tape shows an edited version of a Grade dependent on education, but also on back- 9 language arts class at Woodhaven Jr. High ground, upbringing and peers.This film School, Spruce Grove, Alberta, taught by describes a class preject of 12-year-olds. Mr. Chuck Allen. The project attempted to distinguish the 1. Classroom management. various kinds of language which are used in 2. School discipline. different situations. 3. Behavior modification. 1. Language and languages - Study and teaching.

1 t4 Page 64

Learners And Their Characteristics 10-00024 Learning How To Learn: The Open Classroom MP-041 lkitl / (produced byl Protocol, le Britain (motion pictured / (pro- 1972. duced byl I.D.E.A., 1197?I 2 filmstrips, 1 sound cassette, 1 film reel (20 min.) : sd., col. ; 2 teachers' guides, 35 booklets, 16mm. 1 overview, 1 evaluation report.

SUMMARY: This film outlines theopen class SUMMARY: These materials are divided Into room philosophy of British primaryeduca- three parts. The first part is designed to tion. It stresses the importance ofprac- assist teachers in analyzing students' atti tical experience, and illustratesa variety tudes toward school, and to assist teachers of student activities. Informality in the In planninl learning experiences whichrec interaction of students and statfis ognize these attitudes. The second part Is typical of the open classroom, andstudents designed to assist teachers in understanding are encouraged to find something in which the variety of learner characteristics which they can be successful. influence learning and to assist with In 1. Education - Experimental schools. structional uesign which will take these 2. Individualized instruction. characteristics into account. The third part deals with an explanation ofinstruc tional alternatives with emphasison cate The Learning Process SEE: SCHOOLING: FACES OF YESTERDAY: The tives in a variety of teaching situations. Learning Process 1. Learning, Psychology of.

The Learning Process (motion picture] / MP-0411 Learning Contras: An Ed. GI. Project A-0782 produced by CTV, 1973? Ivideorecording) / (produced by) 1 film reel (50 min.): sd., col. ; Instructional Technblogy Centre 16mm. (U. of A.), 1983. 1 videocassette (21 min.): SUMMARY: Examines the nature ofll'e-life sd.; 3/4 in. learning brain development andmemory. In addition, the nature of language learning SUMMARY: An elementary CI group is with computers is explored. The film con- featured, in which pre-service teacher!: cludes with John Holt and his criticism of developed a number of learning centres for a failure-based education. (Human Journey class at Holy Family Catholic Church. Series) Although the students describe their 1. Learning, Psychology of centres, including a time machine, emotions, telephone use; the focus Is on the chil dren's involvement with these activities. Learning Through Inquiry (motion MP-04022 This program by Dr. Chuck picture) / (produced by) Chamberlin is organized into three parts: I.D.E.A., 1970. the Setting Up, Introduction of Center to I film reel (22 min.) sd., Kids; the Kids at Work! INTENDED AUDIENCE: col. ; 16mm. Elementary education students. 1. Open plan schools. SUMMARY: Demonstrates tne inquiry method of 2. Teachers, Training of. teaching. 3. Learning by discovery. 1. Questioning. 2. Teaching.

11.5 Page 65

Learning To Learn (motion picture) / MP-04076 La Lecture Courante (produced byl AIMS - Cahill, 1969? SEE: APPRE)DRE EN FRANCAIS: La Lecture Cour- t film reel (14 min.): sd., b & w; ante 16mm.

SiteWa'Y: This film reveais how imaginative Lesson Organization Ivideorecordingl / A-0544

methods znd materials can instil , in very (produced byl U. of A. ; Idistributsdby) AVMC, young children the desire to learn. Uses 1980.1 videocassette (28 min., 39sec.) :sd., materials developed by Montessori and col. ; 3/4 in. methods based on Piaget's philosophy.

Although sensory-motor development isempha- SUMMARY: In this tape we see the teacher, sized, the primary goalis cire of and res- Mary Ann Gillesb-Schmidt, and her Grade10 pect for the self and surrounding world. English class at Austin OrBrien High 1. Montessori method of education. Schooi. The student is to look for tte fol- lowing characteristics ofa well organized lesson: review, orientation to task, stated Learning With Puppets Ivideorecordingl A-0496 objectives, signals of transition, emphasis, / [produced by) U. of A. ; (distri- clarity comprehension checking, personalor- buted byI AVMC, 1979. ganization and summary of the lesson. 1 vidnocassette (11 min., 47 sec.) : Author: Dr. A.T. Pearson, Field Services. sd., col. ; 3/4 in. 1. Lesson planning.

SUMMARY:This tape outlines Ww puppetsmay be introduced to enhance curriculum con- Let Me See[motion picture] / W-04016 tent. Various techniques of puppetry are produced by University of Southern illustrated; narration, characterization, California, 1953. and situations using puppets are t own. 1 film reel (20 min.): sd., col. ; T is program shows some of themany uses to 16mm. which puppets may be put. 1. Puppets and puppet-plays in SUMMARY:The film demonstrates answers to education. the questions: What can parents do to help a blind child?Should he be Yreated like Leaves: An Integrated Approach To A-0816 any normal sighted child?Will he ever Language Arts lvideorecording] / really become a useful member of society? (produced byl Faculty of Educa- The technical aspects of the productioncf tion, U. of A. ; (distributed this film are outstandingly welldone. byl AVMC, 1976. It will awaken a real sympathy for the

1 videocassette (22 min., 30 unsighted. sec. ) : sd, b & w ; 3/4 in. 1. Blind - Education. 2. Children, Blind. SUMMARY: This videotape traces the Jevelop- ment of an integrated Language Arts centered on the theme Leaves" and featuring elements Let's Make AFile(kit] / (produced byl KT-00025 of language arts, creative movement, art, Yellow Ball Workshop, 1970. mathematics and science.The focus is on a 1 film reel (15 min.) : 1 hard cover book ; series of language arts concepts designed to sd., col. ; 16mm. build on the strengths the studentspos- sess. The tape begins with the active in- SUMARY: This film portrays the activities volvement of a field trip and progresses to of several children producing theirown composing and writing skills centered around films in the Yellow Ball Workshop. By the similes. use of simple techniques In artwork, 1. Language arts - Study and teaching (Elementary).

116 Page 66

shooting and smiting, these youngsters gain an insight into the world of film and how it Lisal Pay Attention (motion picture) / MP-04253 conveys a message. Segments of the produc- produced oy Niklason-Platt, 1970. tions illustrate the varied techniques and 1 film reel (22 min.) : sd., col. ; abilities of these students. The book, 16mm. Teaching Film Animation to Children, covers to,:cs from supplies and organizations SUMMARY: A guide to discovering hearing im- through the technical aspects at film pairments is included In this film. The production and adapting equipment. film attempts to describe all the impair- 1. Amateur moving pictures. ments which may be found in a classroom 2. Moving pictures - Study and situation. teaching. 1. Hearing disorders in children. 2. Communicative disorders in children.

Levels of Questioning Ivideorecordingi / A-0543

(produced by) U. of A. ; (distributed Listen (motion picture) / produced by MP-042138 by) AVMC, 1980. Total Productions, 1972.

1 videocassette (25 min., 9 sec.) : 1 film reel (30 min.) : sd., col. ; sd., col.; 3/4 in. 16mm.

SUMMARY: In this tape we see Mrs. Mary Ann SUMMRRY: An introduction to the production Gilese-Schmidt and her English 30 classat of sound and a description of the lack of Austin O'Brien High School. Using a lesson production characterize the beginning of on essays we see her using and sequencing this film. A few people who have suffered lower order questions involving memory, and from profound sound loss are interviewed and higher order questions, which call on the describe their deafness. student to translate, interpret, apply, 1. Sound. analyze, synthesize, and evaluate. 2. Deafness. 1. Communication - Methodology. 2. Language arts (Secondary). 3. Questioning. Listening Beyond Words (motion picture) MP-04272 %Jrodcced byl Brigham Young Univer- sity, 1972. The Life ofa Teacher 1 film reel (21 min.) : sd., col. ; SEE: SCHOOLING: FACES OF YESTERDAY:The Life 16mm. ofa Teacher

SUMMARY: This film emphasizes that listen- ing IS an important facet of human communi- Le Llnguicirque cation. Sympathetic attentive listening SEE: APPREMCE EN FRANCAIS: Le Linguicirque often reveals meanings nGt apparent in the words themselves. Several dromatized situ- ations illustrate the reinforcement that positive listening, and destructive effect that inattentive listening can have on the quality of human relationships.

1. Listening. 2. Communication. Page 67

Listening Skills Lost is a Feeling SEE: ELEMENTARY LANGUAGE ARTS: Listening SEE: INSIDE/OUT:Lost is a Feeling Skills

Love and Security

Listening Skills: Part 1 SEE: FOCUS ON CHILDHOOD: Love and Security SEE: ELEMENTARY CLASSROOM MUSIC: Listening Skills: Part 1 Love, Susan SEE: INSIDE/OUT: Love, Susan Listening Skills: Part 2 SEE: OJEMENTARY CLASSROOM MUSIC: Listening Skills: Part 2 Lowen and Bioemergetic Therapy MF)-04250 Ivideorecordingl / [produced byl Psychological Films, 1973. A Little Help From My Piends 1 film reel (44 min.): sd., Sa: ON THE LEVEL: A Little Help from My col. ;16mm. Friends

SUINIPRY: This film describes a humanistic approach to psychological therapy. Dr. Living with Love Lowen, with the help of a patient, demon- SEE: INSIDE/OUT: Living with Love strates the bioenergetics approach to ther- apy. This method involves a physical empha- sis rather than the mental approach of other Locating Information About Learning KT-00057 schools. Materials [kit) / [produced byl 1. Bioenergetic psychotherapy. AVSB, 1973. 2. Stress (Psychology). 54 slides, 1 sound cassette, 2 booklets.

SUMMARY:This program is primarily directed at elementary school teacher-librarians and other elementary school personnel who have not previously used selection aids to locate information about learning materials.Par- ticular emphasis is placed on Canadianma- terials. 1. School libraries - Book selection.

Looking Beyond SEE: DESIGN FOR INDEPENDENCE: Looking Beyond

Looking Indoors SEE: CHILDREN AND THE VISUAL ARTS: Looking Indoors

Looking Outdoors SEE: CHILDREN AND THE VISUAL ARTS: hooking Outdoors Page 68

M6Asen's Intermediate Sign Idioms 01 A-0543 AVMC, 1981. ivideorecordingl / (produced byl 1 videocassette (30 min.) : sd., U. of A. ; (distributed byl AVMC, col. ; 3/4 in. 1981.

1 videocassette (31 min 37 sec.) : SUMMNRY: The third In a series of sixprcr sd., col.; 3/4 in. grams based on Willard Madsen's bookCommun- icational Sign Language II designedto en- SUMMARY:The first In a series of six pro- able students to read signedidicms. The grams based on Willard Madsen's book Com- idioms are presented bySue Bailey who first municational Sign Language 11designed to demonstrates the sign alone usingapprop- enable students to read signed idioms.The riate facial and body movement;then the idioms are presented by Sue Baileywho first sign with vuice; sign andcaption; and sign demonstrates the sign alone using approp- alone again.Pauses are left to allcm the riate facial and body movements;then the student time to practice the Idiom,and num- sign with voice; sign and caption;and sign bers on the screen indicatepage numbers in alone again. Pauses are left to allow the the textbook where the Idiomoccurs. student time to practice the idiom, and numr 1. English language - Idioms, bers on the screen indicate page numbers in corrections, errors. the textbook where the idiomoccurs 2. Communication - Study and teaching. I. English language- Idioms, corrections, errors. 2. Communication - Study and teaching. Nedsen's intermediate Sig4 idioms14: A-0612 "Useless, Why Not", "Will You", "Wow", "Money", "Questioning" Medsern's intermediate Sign idioms 02: A-0610 Idioms Ivideorecordingl / "Tnink", "Zero", "Feel", and !produced byl U. of A.; !distri- "Succeed" Idioms (distributed byl buted byl AVMC, 1981. AVMC, 1981. 1 videocassette (21 min., 18 sec.) : I videocassette (40 min.) : sd., col. ; 3/4 in. col. ; 3/4 in.

SUMMARY: The fourth in a series of sixpro- SUMMARY:The second in a series of six pror grams based on Willard Madsen's book Commun- gramn based on Willard Madsen's book Comr icational Sign Language II designedto en- municational Sign Language II designedto eble students to read signed idioms. The enable students to read signed idioms.The idioms are presented by Sue Baileywho first Idioms are presented by Sue Baileywho first demonstrates the sign alone usingapprop- demonstrates the sign alone using approp- riate facial and body movement;then the riate facial and body movement; thenthe sign with voice; sign and caption;and sign sign with voice; sign and caption; and sign alone again.Pauses are left to allow the alone again.Pauses are left to allow the student time to practice the idiom, andnum- student time to practice the idiom, andnumr bers on the,screen indicate page numbersin bers on the screen indicate page numbers in the textbook where the Idiomoccurs. - the textbook where the idiom occurs. I. English language - Idioms, 1. English language - Idioms, corrections, errors. corrections, errors. 2. Communication - Study and teaching. 2. Communication - Study and teaching.

Madsen's intermediate Sign Idioms 05: Pr0613 Madsen's intermediate Sign Idioms03: A-0611 "Me & More Me", "Mimic", "Comr "Lie Down", "For", "Derogatory, pound" & "Repeating" Idioms (video- Idioms Ivideorecordingl / !produced recording! /(produced byl byl U. of A. ; [distributed byl U. of A. ; [distributed byl AVMC, 1981.

119 Page 69

SUPOORY: The fifth in a series of sixpro,- storehouse, the thesis of the film isthat grams based on Willard Madsen's book Commun- there is a necessary use of allthe ma- icational Sign Language II designed to en- terial. Through the use of the materials, able students to read signed idioms. The other learning opportunitiesare introduced. idioms are presented by Sue Bailey who first 1. Instructional materials centres. demonstrates the sign alone using approp- riate facial and body movement; then the sign with voice; sign and caption; andsign The Marianne Frostig Developmental A-0396 alone again. °auses are left to allow the Test of Visual Perception. !video- student time to practice the idiom, and num- recording) / (produced by! Faculty bers on the screen indicate page numbers in of Education, U. of A. ; (distributed the textbook where the idiomoccurs. by) AVMC, 1978. 1. English language - Idioms, 1 videocassette (58 min.) : sd., col. ; corrections, errors. 3/4 In. 2. Communication - Study and teaching.

SUMMARY: Dr. E. A. Blowers, Professor of Educational Psychology at the University of Madsenls Intermediate Sign Idioms06: M0614 Alberta, introduces and demonstratesthe ad- "Miscellaneous" Idioms ministration of the Frostig Developmental Ivideorecordingl Pproduced Test of Visual Perception. Dr. Blowers pro- byl U. of A. ; (distri- vides some background to Dr. Frostig'swork buted by! AVMC, 1981. and the test, outlining the five sectionsin 1 videocassette (39 min.), it: 1) Eye-Motor Co-ordination; 11) Fig- 58 sec.) :sd., col. ; 3/4 in. ure Ground Differentiation; 111) Form Con- stancy; iv) Positive in Space; and v) SUMMARY:The sixth in a series of six pro.- Spatial Relations. She describes the admin- grams based on Willard Madsen's book Commun- istration of the test in detail,then admin- icational Slim Language 11 designed toen- isters it to Lynette, aseven year old girl able students to read signed idioms. The described as bright and eager.At the con- idioms are presented by Sue Baileywho first clusion of the testing Dr. Blowersshows how demonstrates the sign alone usingapprop- the subtests are scored and tabulatedand riate facial and body movement;then the what conclusions may be drawn. The tape sign with voice; sign and caption;and sign ends with a listing of who is usingthe alone again. Pauses are left to allow the Frostig test at the present time. student time to practice the idiom, and num- 1. Educational tests and measurements. bers on the screen indicate page numbers in the textbook where the idiomoccurs. 1. English language - Idioms, Masters Not Servants - Teacher Politics corrections, errors. SEE: SCHOOLING: FACES OF YESTERDAY: Masters 2. Communication - Study and teaching. Not Servants - Teacher Politics

Many Roads Imotion picture! Iproduced MP-04246 Mathls Aliveimotkon picture! / produced MP-04037 byl 1.D.E.A., 1970. by BIS, 1968?

1 film reel (23 min.) : sd., col. ; 1 film reel (30 min.) : sd., col. ; 16mm. 16mm,

SUMMARY: This film describes a learning SUMMARY: Excellent film--shows many prac- centre which has a vast variety of media. tical ways of relating mathematics toevery- In addition to the learning centre beinga day life, thus making the subjectmore mean- ingful, from simple computationsTo spatial and dimensional relationships and graphs.

120 ge

1. mathematics - Study and teaching. ; 1/2 in.8. accompanying booklet Suitable for ECS operatorS whose nativelanguage Is French. Max Made Mischief: An Approach to OP-04317 Llteraiure. !motion picture! . SUMMARY: This video, with narration in !Toronto): Kinetic Film Enter- French, is intended for use with Early prises, 1978. Childhood teachers whose native languageis 1 film reel (30 min.): sd., French. It depicts scenes from a nursery col. ;16mm. school In Three Rivers,Quebec,showing the staff implementing the ideas ofThomas SUMMARY: The film illustrates the teaching Gordon and Harold Bessell. The focus is on of someaspects c literature in primary developing positive self-concept, self-con- grades. The book, MAX MADE MISCHIEF, by fidence and an understanding of social MauriceSendak Is used as a launching point interactions in the nursery school environ- to thjsintensive study used to explore plot ment. Many of the concepts depicted areap- structure. plicable to ECS programs in Alberta. 1. Literature - Study and teaching 1. Education, Preschool - Quebec- (Primary). 1965-. 2. Children's literature. 2. Social-emotional development.

Meetings, Bloody Meetings IQ-04329 Menos Lives!motion picture) MP-04172 Imotion picture) / Iproeuced produced by New Day Films, by) Video Arts Ltd. (London, U.K.), 1974. c1976. 1 film reel (40 min.) ; 1 film reel (24 min.) : sd., sd., col. ;16mm col. ; 16mm.

1 guide and1 companion booklet. SUMMARY: This film describes the sterotypes that are the exclusive domain of theman. SUMMARY: An entertaining, lighthearted Heavy concentration is given to the effect British film on how to waste timeby running that competition has on men. The subject is bad meetings. Stars John Cleese and Timothy skillfully handled with some rather limited West, who illustrate all the wrongways to technical skills. prepare, participate in and conduct 1. Sex (Psychology). meetings. The clear message Is five points 2. Sex role. for effective, positive meetings:to execute proper planning, pre-notification, prepara- tion, processing, and recording of Micro4eaching Ivideorecording) / C-0003 meetings. Intended for anyone who is produced by U. of C., 1970. Involved with meetings. . 1 videocassette (32 min., 30 sec.) 1. Meetings. : sd., b & w ; 1/2 in. - 2. Corporate.meetings.

SUMMARY: A student-teacher presenting a short unit to a peer group of educationstu- Mame Si Val 5 ens (videorecording) VT-05367 dents shows each step of a televised micro- prcouction de Claire Drochu et teaching situation: presentation, playback Jean-Llaude Boudreault avec of videotape, critique by groupand facility la participation de Lise Parenteau. member. -- Trois-Rivieres, Vue.: Dept. des 1. Stu'ent teaching. science de Ileducation, Universite du Quebec a Trois-Rivieres, 1980.

1 videocassette(61 min.) : sd., col. 121 Page 71

La Mise en Marche du Processus D'Apprentissage dela 1. English literature Lecture - Study and teaching. SEE: APPRDIORE EN FRANCAIS: La Mise en Marche 2. Teaching - Alds and devices. du Processus D'Apprentissage dela Lecture

Tha Multi-Sensory Approachto Language Development Morel Judgment and Reasoning(motion W-04314 SEE: ELEMENTARY LANGUAGE ARTS: The Multi- picture] / P roduced by CRM/McGraw- Sensory Approach to Language Development Hill Films, 1978.

1 film reel (17 min.) :

sd., col. ; 16mm. Nur Bur imotlon picture] / produced by MP-04217 Marlin M,'Ion Pictures, 1969. SUMMARY:This film considers those areas of 1 film reel (10min.): sd., col. ; influence which should be taken intoaccount 16mm. with respect to moral development.They are: moral knowledge, socialization, empa- SUMMARY: An excellent film to Introduce thy, the ethics of rgsponsibility, the and auto- Carl Orff approach to music education. nomy. It concentrates on the applications thismethod 1. Moral educatiun. has In normal classrocm situations. 1. Music - Instruction and study.

Mrs. Ryan's Dram (lass (motion OV-04130 picture] / iproduced byl National Must I/May I? Film Bard, 1969. SEE: INSIDE/OUT:Must I/May I? 1 film reel (34 min., 36 sec.) :

sd., col. ; 16mm. My Friend? SUMHARY: The film follows a volunteer, SEE: SELF-INCORPORATED:My Friend? Mrs. Ryan, who conducts a drama class in improvised drama. Children have the freedom of expression to improvise. Several ses- My Goat imotion picture] /iproduced byl MP-04226 sions of Mrs. Ryan's class are followed. Wombat Production, 1974. The problems and solutionsone encounters in 1 film reel (15 min.) : attempting this type of program in an elem.. ed., col. ; entary setting are well-illustrated. 16mm. 1. Drama in education.

SUMMARY: A child, who has endless play- things of many kinds, discoversa live goat Multi Media Response Process [kit].-- KT-00026 and has a wonderful day playing withhis Jack McFetridge, 1972. pet. The next morning he awakens andrushes 1 film reel (26 min.) : sd., col. ; to find his new playmate, only todiscover 16mm. it on a platter in the refrigerator. The Pamphlets enormity ofhis feeling of loss is under- scored by the concluding shot which shows SUMMARY: High school English studentsuse the child, totally unclothed and cryingbit- sound filmmaking in the study of litera- terly. ture. This multi-media process approach is 1. Deprivation (Psychology). designed as a more effective way in helping 2. Child psychology. students enjoy, understand, amd appreciate literature. By creating the medium, the message is more clearly revealed to the viewers.

122 Page 72

NATURE OF THINGS: Out of the Mouths of MP-04264 were greatly changed by the coming of these Babes (motion picture). -- (Toronto! ethnic groups. : CIBC Enterprises, 1976. 1. Canada - Emigration and immigration 1 film reel (28 min.) : sd., col. ; - Fiction. 16mm. -- (Nature of things series)

SUMMARY: The acqu;;Ition oflanguage by No News Is Bad News: Working With Media children Is still a mystery. It Is known SEE: SCHOOL COMMUNITY INTERACTION- MODULEI - that the.older the child the less potential COMMUNITY RELATIONS: No News Is Bad News: he/she will have of acquiringmore than one Working With Media language. The complexities of anguage, this film points out, are all learned by the age of four. NO TIME TO LOSE: How Can hie Help YT-05295 I. Children - Language. the Learning Disabled? !video- recording! / (produced byl ACCESS, 1978. The Need To Know 1 videocassette (30 min.) : sd., SEE: DESIGN FOR INDEPENDENCE: The Need to Know col. ; 3/4 in. -- (No time to lose)

Neeas Assessment: Collecting Information About The SUMMARY: The etiology, diagnosis and treat- Community ment of learning disorders Is presented SEE: SCHOOL COMMUNITY INTERACTION- MODULEI - through dramatization and expert commentary. COMMUNITY RELATIONS: Needs Assessment: 1. Learning disabilities. Collecting Information About The Community

NO TIME TO LOSE: What Is a Learning VT-05294 111 Needs Assessment Techniques: The Interview And The Disability? Ivideorecordingl /. Questionnaire (produced by) ACCESS, 1978, SEE: SCHOOL COMMUNITY INTERACTION - MODULEI - 1 videocassette (30 min.): sd., COMMUNITY RELATIONS: Needs Assessment col. ; 3/4 In. -- (No time to lose) Techniques: The Interview And The Questionnaire

SUMMRRY: Dramatizes a variety oflearning disabilities, including ayslexia, The Newcomers: Inhabiting a New Land KT-00103 hyperactivity, and impaired auditory kit) / Timothy Findley ... let al.! memory. Also features presentations given ; produced by Nielsen-Ferns Interna- at an international conference on learning tional for Imperial Oil. disabilities. -- Toronto: Imperial Oil, 1. Learning disabilities. 119791.

1 calendar, 7 sets of program study notes, 7 videocassettes, No Trespassing 1 haracover book. SEE: SELF-INCORPORATED: No Trespassing

SUMMARY: A series of documentary dramas about the settlement of Canada. Individual NON-SEXIST EARLY EDUCATION: The Sooner MP-44320 episodes tell the story 00 a particular eth- the Better !motion picture!. nic group who came to Canada from the old (Toronto): Kinetic Film Enter- world to begin a new life, as well as the prises, 1979. story of the original inhabitants whose ways 1 film reel (27 min.) sd., col. ; 16mm. -- (The Non-sexist early education films series)

12:1 Page 73

SUMPARY: Designed to help preschool tea- dances. Visual techniques includeconcen- chers understand sex role stereotyping and trating on one child for the durationof one the importance of non-sexist education. activity. This group of three and fouryear Shows how non-sexist education is applied to olds is shown during the second lessonof preschool teaching emphasizing that it is their second term ofinstruction. not a radically different approach or a sep- 1. Dancing and children. arate curriculum area. 2. Dancing - Study and teaching. 1. Sex differences in education. 2. Education, Preschool.

Now I Can Tell You MV Secret W-04334 (motion picture] / Walt Disney Now I Am Three 01 ivideorecordingl 1-0349 ProdtIctions; (Richmond, B.C.: Magic (produced by] Faculty of Education, Lantern, c1984. U. of A. ;(distributed by] AVMC, 1 film reel (12 min.) : sd., col. ; 1977. 16 mm. 1 videocassette (26 min.): sd., col. ; 3/4 in. SUPORRY: In a gentle reassuring style, this film gives youngsters the importantmessage %WRY: This program is one of a serius that they have the right to protect them- showing young children participating Incre- selves against sexual advances by adults. ative dance lessons. Joyce Boorman, the in- This is the story of a young boy who Is structor, and her assistents use swuences keeping a secret from everyone- the secret of action words, music or special sounds to that he was molested by a neighbor. By suggest various shapes and conditions to the helping children to distinguish between children. One sees the imagination and cre- "good touch" and "bad touch", the film ativity of the three and four year olds teaches children to say "no" to situations being prompted and encouraged throughout the that are uncomfortable. Children are urged dances. Visual techniques include concen- to get to a safe place, then tel an adult trating on one activity. This group of who will believe and help them. three and four year olds is shown during the 1. Child molesting. first lesson of their first term ofinstruc- 2. Pedophilia. tion. 3. Sexual harrassment. 1. Dancing and children. 2. Dancing - Study and teaching. Nutrition: Try lt, You Might Like It SEE:DIMENSIONS OF CHILD DEVELOPMENT: Now IAm Three 12 ivideorecordingl / A-0348 Nutrition: Try It, You Might Like It (produced by] Faculty of Educa-

tion, U. of A. ; (distributed by] AVMC, 1977.

1 videocassette (21 min.) : sd., col.; 3/4 in.

SUMMARY: This program is one of a series showing young children participating incre- ative dance lessons. Joyce Boorman, the in- structor, and her assistants use sequences of action words, music or special sounds to suggest various shapes and conditions to the children. One sees the imagination and cre- ativity of the three and four year olds being prompted and encouraged throughout the 124 Page 74

An Occupation SEE: SCHOOLING: FACES OF YESTERDAY: An SUMMARY: Shows Jean and her father, Mac Occupation working through a new phase in their father- daughter relationship - the acceptance of ON THE LEVEL: Alternate Route (video- VT-05307 Jean as a young woman. It explores Jean's recording) . !Bloomington, Ind.) : first boyfriend-girlfriend relationship with Agency for Instructional Television, Jordan and the ensuing conflict with Jean's 1980. father. It shows Jean's reactions with the

1 videocassete (15 min.) : sd., 'unfair' actions on her father and her at- col. ; 3/4 in. -- (On the level) tempts to deal with the emotional conflict. 1. Father and child. SUMMARY: Illustrates the importance of 2. Adolescent girls. thinking in the processes oflearning, problem-solving, and decision-making. It shows Lisa's carelessness in impulsive ON THE LEVEL: Face To Face (video- VT-05296 thinking and not planning ahead. Kate and recording). -- !Bloomington, Ind.) : Lisa learn that thinking things through, Agency for Instructional Tele- considering alternatives and making vision, 1980. decisions are important facets even in 1 videocassette (15 min.) sd., solving everyday problems. col. ; 3/4 in. -- (On the level) 1. Thought and thinking.

2. Decision-making. SUMMARY: Sets up a conflict between Alice, 3. Adolescent psychology. a yearbook photographer and Gall, the year- book editor, when Gail ignores the rules of fair play and abandons her responsibilities ON THE LEVEL: Behind the Scenes VT-05305 to Alice. It shows how the situation be- Ivideorecordingl. -- (Bloomington, comes progressively more complicated and

Ind.] : Agency for Instructional emotional when steps are not taken toward Television, 1980. resolving the basic conflict. 1 videocassette (15 min.) : sd., 1. Conflict (Psychology). col. ; 3/4 In. -- (On the level) 2. Adolescent psychology.

SUMMARY: Teeches that recognizing, under-

standing and expressing one's feelings are ON THE LEVEL: Getting Together VT-05302 natural and necessary to growth and well- lvideorecordingl. -- (Bloomington, being. Here, David experiences periods of Ind.1 : Agency for Instructional infatuation towards Susan, his play direc- Television, 1980. tor, however, his girlfriend shows him the 1 videocassette (15 min.) : sd., importance of expressing his feelings. col. ;3/4 in. -- (On the level) 1. Adolescent psychology.

SUMMARY: Introduces the concept oflove

which is special in every relationship. It ON THE LEVEL: Daddy's Girl !video- VT-05297 shows Cindy in her relationship with Dave

recording). -- (Bloomington, Ind.) : and through flashbacks, Cindy's former rela- Agency for Instructional Television, tionship with Bob. It reveals some of the 1980. emotions or feelings associated Ina love

1 videocassette (15 min.) : sd., col. ; relationship - trust, respect, affection and 3/4 in. -- (On the level) caring. 1. Love. 2. Adolescent psychology.

125 Page 75

ON THE LEVEL: Journey Through Stress VT-05299 ON THE LEVEL: Solo YT-05304 Ivideorecordingl. -- !Bloomington, Ivideorecordingl. !Bloomington, Ind.) : Agency for Instructional Ind.) : Agency for Instructional Television, 1980. Television, 1980.

1 videocassette (15 min.): sd., 1 videocassette (15 min.) : sd., col.; 3/4 in. -- (On the level) col. ; 3/4 in. -- (On the level)

SUMMARY: Examines and shares student peer's SUMMARY: Shows the differencebetweenfeel comments on the effect of stressful situa- ing lonely and being alone. Ben finds him tions in Brad's life. It shows common signs self alone and often lonely. He learns that of stress -- upset stomach, sweaty palms, these feelings are natural and heuses them shortness of b;eath, and suggests construc- to gain an understandingofhimself. Ben tive ways to handle the pressure. also senses a need for attachment and social 1. Stress (Psychology). contact as he tries to cope with being 2. Adolescent psychology. alone. 1. Loneliness. 2. Adolescent psychology. ON THE LEVEL: A Little Help From My VT-05301 Friends Ivideorecordingl. - IBloomington, ind.1 : Agency for ON THELEVEL: Surrounded VT-05300 Instructional Television, 1980. lvideorecordingl. -- !Bloomington, 1 videoc.assette (15 min.): sd., col. ; Ind.1t Agency for Instructional 3/4 in. -- (On the level) Telev,sion, 1980.

1 yiJeocassette (15 min.) : sd., SUMIRY: Explores a friendshipbetween col. ; 3/4 in. -- (On the level) Hector and Beto, and shows an uneven ex- change in which Hector continually covers SUMMARY: Portrays Kelly's difficulty in for Beto while Beto takes advantage of him. telling her friends that she has epilepsy. It poses a question which demands a re- It follows Kelly's thinking as she attempts examination of the friendship by both par- to have her mother lift a curfew so that she ties. can go to a summer beach party with her 1. Friendship. friends. It weighs the advantages and dis- 2. Adolescent psychology. advantages cf having Kelly tell her friends about her epileptic condition. 1. Age groups. 2. Adolescent psychology. ON THE LEVEL: Side By Side YT-05303 Ivideorecordingl. !Bloomington, Ind.!: Agency for Instructional ON THELEVEL: What's Next? n-05306 Television, 1980. Ivideorecordingl. !Bloomington, 1 videocassette (15 min.) : sd., ind.1: Agency for Instructional col. ; 3/4 in. -- (On the level) Television, 1980. 1 videocassette (15 min.): sd., SUNN4RT: Explores prejudice and discrimina- col. ; 3/4 in. -- (On the level) tionbetweenlongtime neighbours and friends Nancy and Jennifer. It reveals Nancy's SUPONRY: A situation is set up where two encounter with racial discrimination and teenagers must overcome the anxiety sur- Jennifer's recognition that she must make a rounding a career choice. Sam is unhappy choice. with the career his father expects him to 1. Race discrimination. follow and Harvey has no idea of what he 2. Adolescent psychology. plans for a career. Sam gives Harvey an op- portunity to try out a career. 1. Vocational guidance. 126 Page 76 ON THE LEVEL: Who Am I? VT-05298 SUMMARY:Presents a general overview of lvideorecordingl. -- !Bloomington, the integration of children with Ind.): Agency for Instructional special needs into the regular school Television, 1980. system. Discusses the advantages and problems ofintegration 1 videocassette (15 min.) : sd., and illustrates the Cascade col.; 3/4 in. -- (On the level) Model, as well as describing the roles andresponsibilities of the educational staff SUMMARY: and support The character, Tyrone Barnes is personnel. shown as he struggles to findhimself in 1. Mainstreaming in education. terms of his parents' expectationsand his 2. Exceptional children- Education. desire to be a saxophoneplayer. It reveals 3. Cascade Model (Education). Tyrone's resentful andemotion-laden reac- tions to the implicitexpectations that he be like his deceasedbrother. It ooncludes ONE GIANT STEP- THE INTEGRATION OF with Tyrone's establishment VT-05396 cf a more accur- CHILDREN wrrH SPECIAL NEEDS: ate self-image. Physically Handicapped 1. Parent and child. Ivideorecordingl / (produced byl 2. Self-perception. ACCESS, 1983.

1 videocassette (19 min.) :

sd., col. ; 1/2 in. -- (One giant ONE GIANT STEP - THE INTEGRATIONOF VT-05394 step - the integration of children CHILDREN WITH SPECIAL NEEDS: with special needs series) Behaviorally Disordered Ivideorecordingl / (produced byl SUMMARY: Presents physically handicapped ACCESS, 1983. children in totally integratedclassrooms. 1 videocassette (17 min.) : Illustrates how a severely handicappedchild sd., col. ; 1/2 in. -- (One giant can participate in a regular step - the integration cf children classroom with the help cf a full-time aide. with special needs series) Shows how a handicapped high school studenthas adjusted to the regular school environment. SUMMARY: Ueals with behaviorally disordered 1. Physically handicapped children or autistic children in classroom settings - Education. and illustrates the importance cffull-time 2. Handicapped children - Education. teacher aides. Shows how autistic children 3. Mainstreaming in education. have been successfully integratedInto a regular classroan throughone-to-one teaching. ONE GIANT STEP- THE INTEGRATION OF 1. Autism. VT-05397 CHILDREN wrrH SPECIAL NEEDS: 2. Mainstreaming in education. Visually Impaired 3. Exceptional children- Education. Ivideorecordingl / (producedbyl ACCESS, 1983.

1 videocassette (18 min.) : ONE GIANT STEP - THE INTEGRATIONOF VT-05395 sd., col. ;1/2 in. -- (One giant CHILDREN wrrH SPECIAL NEEDS: step - the integration of children Overview with special needs series) Ivideorecordingl / (produced byl ACCESS, 1983. SUMMARY: Presents visually impaired 1 videocassette (16 min.) : children in totally integratedclassrooms. sd., col. ; 1/2 in. -- (One giant Illustrates situations which show step - the Integration of children visually impaired children using braillers with special needs series) and participating in physical education activities. Shows regular children aiding

127 Page 77

their blind peers and learning more about skill of open-ended statements.The prcgram blindness. is self-instructional. The basic format 1. Visually handicapped children. followed Is: 1) student makes response to 2. Children, Blind. client (6 statements- baserate), 2) obser- 3. Blind - Education. vation of 4 minute session in which specific 4. Mainstreaming In education. behavior Is modeled, 3) observation of 6 segments of a counsellor-client interchange, 4) student is required to respond to 7 One-Stop Shopping: Organizing Media For KT-00072 client statements and then compare their Accessibility lkltl lproduced bylMisconsin response to that made by the counsellor. Association of School Librarians, 1975.1 Student is asked to respond to 6 client f ilmstrip,1 sound cassette, lbooklet statements to assess the improvementover "Cataloguing, Processing, Administering AV the program. The program is in color, Materials,"1 picture-cued text booklet. concentrating on the teaching ofone very specific skill. Although self-instructional SUMMARY: This kit distusses the methods and the programs are best usedIn comjunction the advantages cfintegrated shelving of with a class In which role-playing ofthe media. A valuable tool when first wrestling skills will take place. with the problem of shelving non-print ma- 1. Communication - Study and teaching. terials. 1. Audio-visual library service. 2. Instructional materials centers. Openers SEE: ESSENTIALLY YOURS: Openers

Open Area School Kit (kitl / (produced KT-00019 byl Canada Education Association, Operation Of 1/2° Videotape Recorder Cr0009 1973. Ivideorecordingl / produced by U. 1 sound cassette,1 typescript of of C., 1970. audiotape,1 open area checklist, 1 videocassette (10 min.) : sd., 2 booklets, 1 annotated list of b 8 w ;1/2 in. information on opf)n area schools in Canada in June, 1973. SUMMARY: Demonstrates the threading and re- lated operations on the Sony 1/2" videotape SUMMARY: The pamphlets provide: a) dis- recorder. cussion on pros and cons of open spaces; b) 1. Videotape recorders and recording. personal impressions of open area schools; and c) sample floor plans of open area schools and open area additions to conven- Operation Of a Diazo Printer and Developer C:0012 tional schools in Canada. lvideorecordingl / produced by U. of 1. Open plan schools. C., 1970. 1 videocassette (19 min.): sd., b 8 w ;1/2 In. Open-Ended Statements tvldeorecordingl /A-0421 (produced byl Faculty of Education, SUMMARY: Operation of the Mercury diazo U. of A..; (distributed byl AVMC, printer and developer and production of 1979. transparencies from this equipment. 1 videocassette (20 min.) : sd., 1. Transparencies. col.; 3/4 in.

SUMMARY:The prcgram is part of a series of prcgrams designed to teach teachers and/ or counsellors the specific communication

128 Page 78

Operation Of a Spirit Duplicator C-0011 1 film reel (15 min.) : sd., col. ; lvideorecordingl / produced by 16mm., 2 teachers' guides, 31 book- U. of C., 1970. lets, 1 overview, 1 evaluation report 1 videocassette (6 min.) : sd., b & w; 1/2 in. SUMMARY: The film and related materials In this kit present the viewer with questions SUMMARY:This unit shows the operation of and two classroom situations Intendedto an AB Dick spirit duplicator. produce understanding of strategies involved I. Fluid copying processes. in teaching for concept developmentand

other forms of higher levellearning. It also attempts to assist recognitionby Operation Of a Thereofax Copier C-0013 teachers of any new knowledge structures ivideorecordingl / produced by which have been attained by learners. U. of C., 1970. 1. Teacher-student relationships. 1 videocassette (18 min.): sd., 2. Teaching. t w ; 1/2 in.

SUMMARY: Operation oftne Thermofax copier Organizing For Reading Instruction In A-0597 and the production of transparencies using Grade 11 Ivideorecording1 / (produced 3M acetate. byl U. of A. ; (distributed byl AVMC, 1. Transparencies. 1980.

1 videocassette (15 min. 37 sec.) sd., col.; 3/4 in. Oral Development SEE: ELEMENTARY LANGUAGE ARTS: Oral SUMMARY: Ways of organizing Grade 11 stu- Development dents for reading instruction are demonstra- ted by Crystal Farrar with her class from Westbrook Elementary School, and Valerie Order, Growth and Change Krenz and her class from Dunluce Community SEE: THE PARENT PUZZLE: Order, Growth and School. The rationale ant procedures for Change organizing class groupings will enable teachers to gain some ideas for organizing children, space and time. The emphasis is Orff Method: Part 1 on achievement groups, whole class instruc- SEE: ELEMENTARY CLASSROOM MUSIC:Orff Method: tion and groups of varying sizes with dif- Part 1 ferent purposes such as needs, interests and research. 1. Reading (Elementary). Jrft Method: Part 2 SEE: ELEMENTARY CLASSROOM MUSIC: Urff Method: Part 2 Our Class Drama: Part A 8 (video- A-0491 recording] / (produced byl U. of

A. ; (distributed byl AVMC, 1979. ,,r.janization And Instructional Strategies 1 videocassette (Par/ A - 42 min., SEE: PROJECT A.S.K. - TEACHER EVALUATICM- Part B - 29 min.) : sd., col. ; CLASSROOM OBSERVATION SKILLS LEARNING PACKAGE: 3/4 in. module III: Organization And instructional Strategies SUMMARY: In Part A, Mrs. Vinge and her Grade 1and 2 class at Grandview Heights School, Edmonton are seen reviewing previous Organizing Fezts To Teach Meaningful KT-00021 drama experiences that relate to the ongoing Relationships lkitl (produced byl Protocal, 1972. 129 classroom theme chosen for the year: The History c4 Edmonton.Using the Dorothy Heathcote approach, Mrs. Vinge uses role & discussion techniques to direct, act and facilitate, and guide the group through the drama. In Part B, the learning process is continued as the children discuss and record the Fort Edmonton Drama through illustration and writing. In conclusion, discussion on the merits ofindividual and class drama are discussed. 1. Drama In education.

Our Individual Dramas ivideorecordingi / A-0490

Iprodeced byl U. of A. ; (distributed byl AVMC, 1979.

1 videocassette (35 min., 6 sec.) : sd., col. ; 3/4 in.

SUMMARY: In the first section of the tape, Mrs. Vinge and her Grade 1 and 2 class at Grandview Heights ScMaol, Edmonton, are seen participating In an actual creative drama experience, designed to foster learning through unique, individual movement and ac- tion. In the next segment, talking and writing experiences in the classroomare shown. Lastly, the children are shown shar- ing their Illustrated stories as they read and discuss them. The value of the drama experience in helping them to write stories is also discussed. Author: Dr. W. Laing, Elementary Education. 1. Drama In education.

Out c4 the Mouths c4 Babes SEE: MATURE OF THINGS: Out Of the Mouths c4 Babes

Overview SEE: ONE GIANT STEP - THE INTEGRATION OF CHILDREN WITH SPECIAL NEEDS: Overview

130 I. Page 80

Painting Time (motion nicturel/ W-04196 THE PARENT PUZZLE: Creating A YT-0538441 (produced byl Education Develop- Climate Ivideorecordingl ment Centre, 1974. / (produced byl ACCESS, 1982. 1 film reel (7 min.) 1. : sd., col. ; 1 videocassette (28 min., 50 sec.) : sd., col. ; 3/4 in. -- (The parent puzzle series) SUMMARY:A 4-yes:--ald Is observed Ina sol- itary easel painting activity.The film SUMMARY: Stresses the need to "createa shows how children learn new operations by climate" for a child, one thatIs teaching themselves. stimulating and provides a mutualfeeling of 1. Creative ability In children. belonging. The home and community both 2. learning by discovery. contribute to a healthy environmentwhere learning and growing can be fun. The Halls realize that they are losing contact with Parent Involvement: An Opportunity KT-00115 their children and must afford them For You [kit] / (produced by something that is a very precious commodity Alberta Education, Early - their time. Childhood Services Branch, 19831. I. Children - Growth. 1 sound cassette (14 min., 30 sec.) 2. Parenting. BO slides :col. 3. Family life education. 1 booklet.

SUMMARY: A set of 80 slides and a 14 1/2 THE PARENT PUZZLE: individual YT-05385 minute audio tape which emphasizes the Differences Ivideorecording1 importance of parents being involved In Iproduced byl ACCESS, 1982. their childrens development and educational 1 videocassette (28 min., 50 sec.) program. Suitable for an audience of sd., col. ; 3/4 in. -- (The parents and school staff. parent puzzle series) 1. Parenting. 2. Parent-teacher relationships. SUMMARY: Explains how every child reactsto 3. Education of children. his/her environment In a uniqueway and that parents must be aware of their abilityto

respond to this sensitivity In a child. In THE PARENT PUZZLE: Contracting YT-05383 the program, Jan and Michael discoverthat (Responsibility) lvideorecordingl their children are uniquely different,each / (produced byl ACCESS, 1982. with their own abilities and interests. 1 videocassette (28 min., 50 sec.) 1. Children - Growth. : sd., col.; 3/4 In. -- (The 2. Individuality. parent puzzle series) 3. Self-actualization (Psychology).

SUMMARY: The Hall family has limited success In coming to terms with the sharing THE PARENT PUZZLE:Order, Growth VT-05380 of family responsibilities. The program and Change ivideorecordingl demonstrates aow any form of contractingor / (produced byl ACCESS, 1982. "making a deal" can be a successful approach 1 videocassette (28 min., 50 sec.) when the entire family is able to communi- sd., col. ; 3/4 in. -- (The cate and mutually accept role performances. parent puzzle series) The advice and experiences of oitherparents will aid the viewer in working out his/her SUMMARY: Portrays the difficulties facedby own approach. the Halls when Adam is a toddler. Jarils 1. Children - Family relationships. 2. Responsibility.

131 Page 81

experiences with Adam are totally different parent puzzle series) from her husband's, as he is away at work all day. SUMMARY: Dmnonstrates how, as children 1. Parenting. grow, they take responsibility for their 2. Infants - Growth. actions and a system of shared behaviourand consequences within the family develops. This program deals with the issuesand THE PARENT PUZZLE: Parenting As A VT-05387 concerns of pre-adolescent children within Process Ivideorecordingl / the family and suggestssome ways for !produced byl ACCESS, 1982. parents to approach self-discipline and 1 videocassette (28 min., 50 sec.) moral education. : sd., col. ; 3/4 in. -- (The 1. Children - Family relationships. parent puzzle series) 2. Self-control. 3. Children - Conduct of life. SUMMARY: Focuses cm the fact that parenting is a lifelong process, and in that contin- uous development, parents are asked to THE PARENT PUZZLE:The Six Months YT-05379 change, adapt, respond and reflect through Blues Ivideorecordingl each stage c4 their child's development. In / !produced byl ACCESS, 1982. this program, the viewer will see bow the 1 videocassette (28 min., 50 sec.) Halls react to the announcement that their : sd., col. ; 3/4 in. -- son, Adam will be a father.The Halls will parent puzzle series) beccme grandparents, another step in the ccmtinuum of parenting. 5UPIWZY: Shows how the arrival of baby Adam 1. Parenting. became the most difficult six months that 2. Children - Growth. the couple ever had to face. There is no doubt that the baby's waking, sleeping, eating and changing schedulescan be a trial THE PARENT PUZZLIE: The Pre-Natal YT -05378 for everyone's patience. Crisis Ivideorecordingl 1. Parenting. / Iproduced byl ACCESS, 1982. 2. Infants - Care and hygiene. 1 videocassette (28 min., 50 sec.) 3. Infants - Growth. : sd., col.; 3/4 in. -- (The parent puzzle series)

THE PAREK7 PUZZLE Taking Time For VT-05386 SUMMARY: Introduces the star performers of Ourselves Ivideorecordingl the series, Jan and Michael Hall whoare not / [produced byl ACCESS, 1982. exactly elated with the news c4 Jan's 1 videocassette (28 min., 50 sec.) pregnancy. The program shows how the Halls : sd., col. ; 3/4 in. -- (The make the adjustment in preparation for their parent puzzle series) first born and face the pressures ofwell meaning grandparents and friends. SUMMARY: Stresses that parents require time 1. Parenting. that they can call their own. Often parents 2. Pregnancy - Psychological aspects, feel pressured when trying to sort out who 3. Prenatal care. comes first - their children, their spouses or themselves. Here, the Halls must tackle the difficult question c4 time and find THE PARENT PUZZLE* Self Discipline VT-05382 balance where quality time is spent with the Ivideorecordingl / !produced byl children, the other partner and with ACCESS, 1982. themselves. 1 videocassette (28 min., 50 sec.) I. Parenting. : sd., col. ; 3/4 in. -- (The 2. Self-realization.

132 Page 82

THE PARENT PUZZLE. what Is VT-05381 British Broadcasting Corp., 1976. Discipline? ivideorecordingl 1 film reel (30 min.) : sd., col. ; / (produced byl ACCESS, 1982. 16mm. -- (Parents and children series) 1 videocassette (28 min., 50 sec.)

: sd., col. ; 3/4 in. -- (The SUMMARY: This film examines the child's Parent puzzle series) place in four different societies--Russia, China, Sweden, and Israelin terms ofnur- SUMMARY: Dramatizes how parents often face sery schools and the family. conflicting and confusing advice on how best 1. Children In foreign countries- Fam- to discipline their children. Experts on ily relationships. child development, parents and friends all 2. Education, Preschool. have their point of vlew to offer. 1. Parenting. 2. Discipline of children. PARENTS AND CHILDREN: Goals For the MP-04254 3. Children - Management. Future (motion picture!.-- (Toronto! : British Broadcasting Corp., 1976.

1 film reel (30 min.) : sd., col. ; Parent-Teacher Connection: Focus On Communication 16mm. -- (Parents and children series) SEE: SCHOOL COMMUNITY INTERACTION- MODULEI - COMMUNITY RELATIONS: The Parent-Teacher SUMMARY: This film examines the concept of Connection: Focus On Communication parental involvement in preschoolprograms in England as a means of solving teenage de- linquency and criminality.One idea put Parenting forth by an educator Is starting over--this SEE: FINDING MY OWN WAY: Parenting involves a co.-ordination of parents,educa- tors, medical and other professionalperson- nel to provide an education for children Parenting As A Process based on parent demand. One strong point SEE: THE PARENT PUZZLE: Parenting As A Process which came out was the enjoyment derivedby those parents who are involved in what their children do In school. PARENTS AND CHILDREN: Breast Or Bottle? MP-04268 1. Education - Experimental methods. [motion picture! . (Toronto! : 2. Education, Preschool. British Broadcasting Corp., 1976. 3. Parent and child. 1 film reel (30 min.) : sd., col. ;16mm. -- (Parents and children series) PARENTS AND CHIUMEN: If Only We Could MP-04270 Teach Them Too SUMMARY: This film describes the debate of (motion picture!. -- (Toronto! : breast or bottle feeding of newborn in- British Broadcasting Corp., fants. The discussion is prefaced by a his- 1976. tory of hottle feeding. In conclusion, the 1 film reel (30 min.) : sd., col. ; film describes "demand fuelling" and its 16mm. -- (Parents and children series) benefits and problems. The film comes out in support of breast feeding. SUMARY: This film looks at the possibili- 1. Infants - Care and hygiene. ties of parents managing and teaching their mentally handicapped children. Parents are involved In a group ccwrse which attemptsto PARENTS AND CHILPREN: A Child's Place MP-04267 teach them the necessary skIlls.

imotion picture!. -- (Toronto! : 1. Mentally handicapped children. 2. Parent and child.

133 Page83

PARENTS AND CHILDREN: Part-time Parent, MP-04266 Patterns of Development in Art Full-time Job SEE: TAKE TIME: Patrerns c4 Development in Art (motion picturel. (Toronto! : British Broadcasting Corp., 1976. Peabody Picture Vocabulary Test A-0367 1 film reel (30 min.) : sd., col. ; Ivldeorecording1 / (produced byl 16mm. -- (Parents and children series) Fticulty of Education, U. of A. ; !distributed by1 AVMC, 1978. SUMMARY: Examined in this film is thecon- 1 videocassette (18 min. 50 sec.) : flict in our society between parentingand sd., col. ; 3/4 In. working. Either the mother stays at home, tied to the children until a tired father SUMMARY: Dr E. A. Blowers, Prcfessor of comes Nxne frcm work, or both parents work Educational Psychology, Faculty of Education and the children are left with someone. In at the University of Alberta discuses the order to find a solution to this problem, administrat!on of the Peabody and adminis- the solutions used in other countriesare ters the test to a 14 year old normal boy. examined - -the day care centre in Sweden and The test is scored on the tape andsome com- the kibbutz in Israel. ments are made on use of the results. 1. Day care centers. 1. Educational tests and measurements. 2. Parent and child. 3. Parental deprivation.

Pearls In the Alphabet Soup (motion MP-04322

picture). -- (Oakville, Ont.) : PARENTS AND CHILDREN: What Did You MP-04273 Magic Lantern Film Distributors, Learn in School Today? 1980. !motion picture). -- (Toronto) : 1 film reel (28 min.) : sd., British Brcedcasting Corp., col. ; 16mm. 1976. 1 film reel (30 min.) : sd., col. ; SUMMARY: Through interviews, discussions 16mm. -- (Parents and children series) and descriptions of classrocm prcgress,this film discusses the problems of the gifted SUMMARY: This film looks at the issue of student. The underlying thesis of this film conformity in schools in China, U.S.S.R., is that the gifted child should be givenas and England. Urie Bronfenbrenner discusses many experiences as they are capable of the issue and draws the concluzion thatcon- handling. formity does not allow for Western man's 1. Gifted children - Education. need for individuality.However, the system In China, Bronfenbrenner maintains, is the most effective system in the world today. Une Pedagogie D'Apprentissage-La Methode I. Comparative education. Dynamique SEE: APPRENCRE EN FRANCAIS: Une Pedagogic, D'Apprentissage - La MethodeDynamique Part-time Parent, Full-time Job SEE: PARENTS AND CH1LCREN: Part-time Parent, Full-time Job The Pedlar nd His Caps Ivideorecording) A-0446 (produced byl Faculty of Education,

U. of A. ; (distributed byl AVMC, Participation For All 1978. SEE: ELEMENTARY SCHOOL PHYSICAL EDUCATION: 1 videocassette (15 min., 25 sec.) : Participation For All sd., col. ; 3/4 in.

134 Paget,.

9JIMMARY: This program presents three short People Make it Happen creative dances to provide Ideas and motiva- SEE: FURTHER EDUCATION COUNCILS INALBERTA: tion for children as spectators of dance. People Make it Happen The dances were developed and choreographed by Movement Education students at the Uni- versity of Alberta under the direction of Personality: Early Childhood Joyce Boorman. The dances included are The SEE: DEVELOPMENTAL PSYCHOLOGY, INFANCYTO Pedlar and His Caps; The Burglar;and My ADOLESCENCE: Personality: Early Childhood Arms Reach Out. 1. Dancing and children.

Personalizinc Reading For Children SEE: A CHILD'S RIGHT TO READ: Personalizing Pendulum [motion picture] / (produced MP-04255 Reading For Children by] Andrew S. Field Productions, 1976. 1 film reel (30 min.) : sd., col. ; Physica) Development 16mm. SEE: DEVELOPMENTAL PSYCHOLOGY, INFANCY TO ADOLESCENCE:Physical Development SUMMARY:This film explores what happensto a school when a portion of the community feels that it is not providing the kind of Physical Development, 0- 3 months education that has been asked. An articu- SEE:TAKE TIME: Physical Development,0- 3 late argument for rational discussioncf ed - months ucation with a concern for the students. 1. Community and school. Physical Development, 3- 6 months SEE: TAKE TIME:Physical Development,3- 6 People In Need: A Classroom Analogy A-0443 months Ivideorecordingl / (produced byl

Faculty of Education, U. of A. ; !distributed by] AVMC, 1979. Physical Development, 6- 9 months 1 videocassette (24 min., 50 sec.) : SEE: TAKE TINE: Physical Development,6- 9 sd., col. ; 3/4 in. months

SUMMARY: Dr. C. Chamberlin and Dr. D. Massey, professors at the University of Physical Development, 9- 12 months Alberta, conduct an experiment witha grade SEE: TAKE TIME: Physical Development,9- 12 4/5 class at McKernan School inEdmonton. months The students are divided Into twogroups, the 'Haves' and the 'Have Notsl. They are Instructed to make perfect 5cm x 5 cm Physical Development: Provisions For Growth squares; the Haves using pencils and rulers, SEE: DIMENSICNS OF CHILD DEVELOPIENT: Physical the Have Nots using no materials to help Development: Provisions For Growth them. A jellybean Is awarded to ihe students for each square made to exact measurement. The students are then asked to Physical Development: The One Year Old draw a picture ch how they feel after the SEE:TAKE TIME: Physical Development: The One experiment.The unit problem cf the Year Old experiment Is discussed and solutionsare made on how people in the world who haveSo much can help people who have not. 1. Social sciences - Study and teaching (Elementary). 135 Page 85

Physical Development: The Two Year Old A Piaget Preschool Program In Action KT-00002 SEE: TAKE TIME: Physical Development: The Two lkitl / (produced byl Centrefor Year Old Media Development, University of Illinios, 1197 7). 1 guide, 2 sound cassettes, 2 Physical Development: The Three Year Old filmstrips. SEE: TAKE TIME: Physical Development: The Three Year Old SUMMARY: Studies of Piaget maintain thatto acquire knowledge inany discipline, the child must have availableto him certain Physical Development: The Four rear Old ways of thinking, certain mentaloperations SEE: TAKE TIME: Physical Development: The for dealing with the new knowledge Four Year Old In a log- ical way. The activities seen in this kit have been designed to help childrennct only to develop basic mathematicalconcepts but Physical Development: The Five Year Old to become better thinkers andbetter problem SEE: TAKE TIME: Physical Development: The solvers in any area of mental Five Year Old activity. 1, Child psychology. 2. Education, Preschool.

Physical Education Activities Forthe Classroom SEE: ELEMENTARY SCHOOL PHYSICAL EDUCATION: A Place To Read, Relax and Think KT-00059 Physical Education Activities For the Classroom lkitl / (produced byl Gwen North, Calgary, 1197 71.

1 sound cassette (12 min.), 80 Physical Nature c4 Play slides,: col. 9 printed pamphlets. SEE: FOCUS ON CHILDHOCO: Physical Nature of Play SUMMARY: This program demonstratesa dif- ferent approach used by SaM) libraries. With a wide array of resources available, Physically Handicapped tha student no longer usesa single textbook SEE: CNE GIANT STEP - THE INTEGRATION OF as a source of information. CHILDREN WITH SPECIAL NEEDS: Physically 1. Library orientation. Handicapped 2. School libraries.

Physics: An Interactive Approach (motionMP-04147 Places for Play picture] / produced by National Film SEE: FOCUS ON CHILDHOOD: Places for Play Board, 1968.

1 film reel (14 min.) : sd., col. ; 16mm. Planning a Music Program SEE: ELEMENTARY CLASSROOM MUSIC: Planning a SUIONRY: Points out cross-media and multi- Music Program media use in teaching concepts in physics and their use to have the students become

involved in the learning process. Example: Planning for an Evaluation of TeachingPerformance overhead transparencies, 8 mm loop, appara- SEE: EVALUATING AND IMPROVING TEACHING tus, etc. PERFORMANCE: Inservice Kit 1. Physics - Study and teaching (Secon- dary).

Play, An Overview SEE: FOCUS ON CHILDHOOD: Play, An Overview

136 Page 86

Play: Materials and Needs SUMMARY: Portrays the effective school SEE: FOCUS ON CHILDHOOD: Play: Material and principal as a supportive leader of the Needs staff and a resourceful visionary for the school program. The research-based content is a useful resource for inservice to The Power of Listening principals. The discussion guide includes SEE: BEHAVIOR IN BUSINESS:The Power Of readings and references. Listening 1. School superintendents an0 principals. 2. School Supervision. Praise and Corrective Feedback (video- A-0561 3. Teacher-principal relationships.

recording( / (produced byl U. of A. ; (distributed byl AVMC, 1980. 1 videocassette (18 min., 35 sec.) : A Professional Responsibility: Community Relations sd., col. ; 3/4 in. For Teachers SEE: SCHOOL COMMUNITY INTERACTION- MODULE I - SUMMARY: The quality of classroom inter- commumm RELATIONS: A Professional Responsibi- action can be Improved by the teacher'suse lity: Community Relations for Teachers of praise and corrective feedback.Two techniques of praise, verbal and nonverbal, PROGRESSION PEDAGOGIQUE EN EDUCATION A -0689 and four techniques of corrective feedback; MUSICALE, 1st PROG: De La Chanson cueing, giving directions, maintaining res- A La Melodie ponses, and probing; are exemplified In this ivideorecordingi / (produced byl lesson taught by Bob Bowen at Grace Martin Faculty of Education, U. of A., 1983. Elementary School, Edmonton. 1 videocassette (27 min.) : 1. Classroom management. sd., col.; 3/4 in. -- (Progression 2. Communication - Methodology. pedagogique en education musicale series)

The Pre-Natal Crisis SUMMARY:This Is first of five programs In SEE: THE PARENM PUZZLE- The Pre-Natal Crisis a French Language series.Through the animation of five songs, Sr. Therese Potvin Is teaching a fifth-grade class at Grandin Le Preapprentissage de la Lecture School the melodic content of these songs; SEE: APPRENDRE EN FRANCAIS: Le Preapprentis - two of them In the major mode, two others In sage de la Lecture the minor mode and the fifth one beinga mixture of both modes. For teachers of elementary music, In French.Presented by Pressure Makes Perfect Mr. D. A. Mappin of the ITC. SEE: SELF-IN:ORPORATED: Pressure Makes Perfect 1. Music - Instruction and study. 2. Kodaly method (Music). 3. Songs, French - Instruction and The Principal As Instructional VT-5445 study. Leader: Reflections On Effectiveness

Ivideorecordingl / Alexandria, Va. : Association For Supervision and PROGRESSION PEDAGOGIQUE EN EDUCATION A-0689 Curriculum Development, c1984. MUSICALE, 2nd PROG.: De La Chanson 1 videocassette (1 hr., 15 min.) : Au Rhythms Et Au Texte ivideorecordingl sd., col. ; 1/2 in. / (produced byl Faculty of Education, Includes Discussion guide (45 p.) U. of A., 1983.

13 7 Page 87

1 videocassette (26 min.): finally play the "Carillons" from amore sd.. col.; 3/4 In. -- (Progression complex and more challenging section of pedagogique en education musicale music. For teachers of elementary music, in series) French. Presented by Mr. D.A. Mappin of the ITC. SUMMARY: This Is the second of flve I. Music - Instruction and study. programs in a French language series. 2. Kodaly method (Music). Through the animation of songs, Sr. Therese 3. Songs, French - Instruction and Potvin is teaching to the same grade class study. at Grandin School the rhythmic content by comparing two songs at 5/8 time and one song at 3/4 time. Then, through mime of two PROGRESSION PEDAGOGIQUE EN EDUCATION A -0692 songs, she helps students to discover the MUSICALE, 4th PROG.: Animation importance of lyrics In the sense of De Chansons ivideorecordingl / linguistic richness and humanist message. !produced by) Faculty of Education, For teachers of elementary music, In U. of A., 1983. French. Presented by Mr. D.A. Mappin of the 1 videocassette (24 min.) : ITC. sd., col. ; 3/4 in. -- (Progression I. Music - instruction and study. tadagogique en education musicaleseries) 2. Kodaly method (Music). 3. Songs, French - Instruction and SUMMARY: This is the fourth of five study. programs in this French language series. This program shows Sr. T. Potvin at work with a second-grade class at Grandin School, PROGRESSION PEDAGOGIQUE EN EDUCATION A-0691 one of the many she had initiated to musical MUSICALE, 3rd PROG.: De La Chason education. It is a catalogue of animated A L'Harmonie Et A L'Instrument songs (dance, rondo, games). For teachers lvideorecording) / iproduced byl of elementary music, In French. Presented Faculty of Education, U. of A., 1983. by Mr. D.A. Mappin of the 1TC. 1 videocassette (14 min.): I. Music - instruction and study. sd., col., 3/4 In. -- (Progression 2. Kodaly method (Music). pedagogique en education musicale 3. Songs, French - Instruction and series) study.

SUMMARY: This is the third of five programs in a French language series. In this PROGRESSION PEDAGOGIQUE EN EDUCATION A -0693 program, Sr. T. Potvin leads a fifth-grade MUSICALE, 5th PROG.: Dccouvrte class at Grandin School to the discovery and Du Langage Musicale the mastery of the harmonic aspect of a few ivideorecording) / iproduced by) songs to some musical expression with Faculty c4 Education, U. of A., 1983. instruments. First she initiates the group 1 videocassette (36 min.): to polyphonic singing with some songs in sd., col., 3/4 in. - - (Progression canons and with the reading of a few pedagogique en education musicale songs to some musical expression with series) instruments. First she initiates the group to polyphonic singing with some songs in SUMMARY: This 5th and last program In the canons and with the reading of a few series shows the progression of the same sections involving two, or three even second-grade class at Grandin School into a voices. Secondly, the group presents some new phase: the discovery of bas c elements music for the Flute played by ear, and of melody and rhythm of all the Dngs the students had learned and animate,;. This musical discovery Is first centered on a

138 Pa9. 88

melodic progression and then on the rhythmic PROJECT A.S.K.- TEACHER EVALUATION - VT-5419 aspect leading to a synthesis of these two CLASSROOM OBSERVATION SKILLS elements. This program Is produced entirely LEARNING PACKAGE: Module III: in French. For teachers of elementary Organizational and instructional music, In French. Presented by Mr. D.A. strategies iVIdeorecordIng1 / Mappin of the ITC. (produced byl The Instructional Technology 1. Music - Instruction and study. Centre (Faculty of Education, U. ofA.), 2. Kodaly method (Music). 1983. 3. Songs, French - Instruction and 1 videocassette (70 min.): study. sd., col.; 1/2In. -- (Project A.S.K.- teacher evaluation - classroom obetrvation skills learning package series) PROJECT AL,S.K. - TEACHER EVALUATION- VT-5416 CLASSROOM OBSERVATION SKILLS and SUMMARY: In general, the skills in this LEARNING PACKAGE: Module 1 (Tapes YT -5417 module deal with organizational aspects of 1 1. 2) ivideorecordingl / U. of A., teaching such as direction-giving, student 1983. listening, clarifying, varying the 2 videocassettes (91 min.) : sd., col.; presentation oflessons, and optimizing 1/2 In. academic learning time. Presented by Dr. 1. Classroom management. Laurie Mireau. 2. Teacher-student relationships. 1. Teaching. 2. Teacher-student relationships.

PROJECT A.S.K. - TEACHER EVALUATION- Iff-5/18 CLASSROOM OBSERVATION SKILLS PROJECT A.S.K. TEACHER EVALUATION - VT-5420 LEARNING PACKAGE: Mbdule II: CLASSROOM OBSERVATION SKILLS Classroom Management And Control LEARNING PACKAGE: Module IV: Strategies IVIdeorecordingl / Verbal Interaction (produced by The Instructional Technology Strategies IVIdeorecordingl / Centre, Faculty of Education, U. of A.I, (produced by The Instructional Tehnology 1983. Centre, Faculty of Education, U. of A.I, 1 videocassette (54 min.): 1983. sd., col.; 1/2 in. -- (Project A.S.K. 1 videocassette (49 min.): - teacher evaluation - classroom manage- sd., col.; 1/2 in. -- (Project A.S.K. ment observation skills learning package - teacher evaluation - classroom manage- series) ment observation skills learning package series) SUMMARY: Dr. Laurie Mireau discusses the importance of effective classroom management SUMMARY: Dr. L. Mireau discus:ses the and control strategies. The main topics importance of using various verbal illustrated are 1) Classroom rules and Interaction strategies in the classroom. routines, 2) Behavior awareness, 3) low-key The four main topics demonstrated in this handling discipli:le, and 4) Monitoring tape are 1) the selection of students, 2) seatwork. Studrints and teachers are techniques for eliciting responses from observed in claisroom situations which students, 3) the use of praise rather than illustrate these topics. criticism. Teachers and students are 1. Classroom management. observed during several lessons in which 2. Teacher student relationships. teachers demonstrate each of the above techniques.

1. Verbal behavior. 2. Interaction analysis in education. 3. Toacher-student relationships. 139 Page 89

PROJECT A.S.K. - TEACHER EVALUMION- VT-5427 4 videocassettes (3 hr., 23 min.) : CLASSROOM OBSERVATION SKILLS sd., col. ;1/2 In. -- (Project A.S.K. LEARNING PACKAGE: Classroom series) Observation Pre-Test ivideorecordingl / 1. Classroom management. U. c4 A., 1983. 2. Teacher-student relationships. 1 videocassette (45 min.) : sd., col. ; 1/2 In. -- (Project A.S.K. series) 1. Classroom management. Purdue Perceptual Motor Survey A.0453 2. Teacher-student relationships. Ivideorecording) / !produced byl Facultyof Education, U. of A. ;Idistributed bylAVMC, 1979.1 videocassette (52 min, 5 sec.):sd., PROJECT A.S.K. - TEACHER EVALUATION- VT-5426 col. ; 5/4 in. CLASSROOM OBSERVATION SKILLS LEARNING PACKAGE: Clinical Supervision SUMMARY: Dr. C. Yewchuk, Department of Edu- Ivideorecordingl / U. of A., 1983. cational Psychology, U. of L., administers 1 videocassette (33 min.): sd., col. ; the Purdue Perceptual Motor Surveyused to 1/2 In. -- (Project A.S.K. series) identify motor skill problems in early 1. Classroom management. childhood. It consists of eleven subtests. 2. Teacher-student relationships. These are: 1) Walking board; 2) Jumping; 3) Identification of body parts; 4) Imi- PROJECT A.S.K. - TEACHER EVALUATION- VT-5421 tations of movements; 5) Obstacle course; CLASSROOM OBSERVATION SKILLS 6) Kraus-Weber (body strength) ; 7) LEARNING PACKAGE: Module V: Angels in the snow; 8) Chalkboard; 9) Interpersonal Interaction Rhythmic writing; 10) Ocular pursuits and Strategies IVideorecordingl / 11) Visual Achievement forms. Criteria and (produced byl The Instructional Technology scoring are examined tnroughout. Centre (Faculty of Education, U. of A.), 1. Educational Tests and measurements. 1981.

1 videocassette (35 min.): sd., col.; 1/2 in. -- (Project A.S.K. - teacher evaluation - classroom observation skills learning package series)

SUMMARY: Dr. Laurie MIreau identifies eight global variables of teacher qualities and provides: videotaped classroomsequences

illustrating each of the following: 1) Clarity; 2) Overlappingness; 3) Withitness; 4) Smoothness; 5) Warmth & Empathy;6) Warmth & Empathy; 7) Momentum; 8) Persua siveness. 1. Interaction analysis in education. 2. Teachers - Attitudes. 3. Teacher - student relationships.

PROJECT A.S.K. - TfACHER EVALUATION- VT-5422 CLASSROOM OBSERVATION SKILLS lo LEARNING PACKAGE: Module VI YT -5425 IvIdeorecordIngl / U. of A., 1983. Questioning Strategies lvideorecordingl A-0558

/ Iproduced byl U. of A. ; !distri- buted byl AVMC, 1980.

1 videocassette (21 min., 44 sec.) : sd., col. ; 3/4 in.

&MARY: In this tape we see Mr. Dan Green and his grade six class at McKee Elementary School in Edmonton. The tape presents vari- ous questioning strategies; positive ques- tioning, personal questions, refocusing,re- direction and soliciting feedback. I. Questioning. 2. Comniunication - Methodology. Page 91

Racing Cars imotion picturel / W-04195 the reference section. When it is encyclo- Iproduced byl Education Develop- pedia. This production not only mentions ment Centre, 1973. the materials found in the reference 1 film reel (7 min.) : sd., col. ; section, but indicates ways in which they 16mm. can be used. 1. Library orientation. SMART: A 5-year-old boy is shown painting 2. Reference books. at an easel for the first time.The film 3. School libraries. seeks to enhance the viewer's skills in ob- serving children. 1. Creative ability in children. Reflection Of Content Ivideorecordingl / A-0424

Iproduced byl Faculty of education,U. of A. ; Idistributed byl AVMC,1978.1 videocassette (19 A Reader for Every Child min., 36 sec.) :sd., col. ;3/4 in. SEE: SCHOOLING: FACES OF YESTERDAY:A Reader for Every Child SUMMARY: This program is part c4 a series of programs designed to teach teachers and/ or counsellors the specific communication Reading - A Language Experience Approach skill of reflection of content. The program SEE: THE TEACHER EDUCATION: Reading - A Lan- is self-instructional. The basic format guage Experience Apprcech follmeed is: 1) student makes response to client (6 statements - baserate); 2) obser- vation of 4 minute session in which specific A Reaffirmation of the Democratic Ideal behavior is modeled; 3) observation cd 6 SEE:The Community Council: A Reaffirmation of segments of a counsellor-client interchange; the Democratic Ideal 4) student is required to respond to 7 cli- ent statements and then compare their res- ponse to that made by 6 client statements to A Rebirth of Community assess their improvement over the program. SEE: Suggested Strategies for Establishing a The program is in color, concentrating on Community Program: A Rebirth of Community the teaching of one very specific skill. Although self-instructional, the programs are best used in conjunction with a class In Recorder: Part 1 which role-playing of the skills will take SEE: ELEMENTARYCLASSROOM MUSIC: Recorder: place. Part 1 1. Communication - Methodology. 2. Communication - Content analysis.

Recorder: Part 2 SEE: ELEMENTARY CLASSRDOM MUSIC: Recorder: Reflection Of Feeling Ivideorecordingl / A-0423 Part 2 (produced by) Faculty of Education,

U. of A. ; !distributed byl AVMC, 1978.

The Reference Section 1 n-05402 videocassette (18 min., 46 sec.) : Ivideorecordingl / !produced byl sd., col. ; 3/4 in. Barr Films, 1980.

1 videocassette (22 min.) : SUMMARY: This program is part of a series sd., col. ; 1/2 in. of programs designed to teach teachers and/ or counsellors the specific communication SUINMY: Libraries report that one area of skill of reflection of feeling. The program the school library that is under-utilized is is self-instructional. The basic format

142 Page 92

followeo is;1) student makes response to diagnosing these childrenas learning dis- client (6 statement - baserate), 2)observa- abled. The program discusses the psychology tion c4 4 minute session in which specific of the learning disabled childand behavior is modeled, 3) observation c4 6 illustrates how he/she is unableto inte- segments of a counsellor-client interchange, grate sensory functions inorder to learn. 4) student is required to respond to 7cli- Finally, the role of theresource room in ent statements and then compare theirres- providing remedial service to learningdisa- ponse to that made by the counsellor. Stu- bled students is documented. dent is asked to respond to 6 client state- 1. Learning disabilities. ments to assess their improvement over the 2. Cognition disorders. program. The program is in color, concen- 3. Exceptional children- Education. trating on the teaching cfone specific skill. Although self-instructional, the programs are best used in conjunction witha Resources Make it Happen class in which role-playing of the skills SEE: FURTHER EDUCATION COUNCILS IN ALBERTA: will take place. Resources Make It Happen 1. Communication - Study and teaching.

Reward and Punishment !motion picturel/ 14'-04247 The Resource Centre ikitl / produced by KT-00001 (produced byl CRM, 1974. National Film Board, 1197 ?I. 1 film reel (14 min.): sd., col. ; 1 filmstrip,1 booklet "Media for 1. Discovery,"1 guide "The Resource Centre." SUMMARY: This film, narrated by Dr. James Gardner, discusses the relative meritsand SUMMARY: Audio visual technology is disadvantages of the systematicuse of re- producing new learning patterns inmany ward and punishment with children. This Canadian schools. A bewildering array of topic has clear relevance for teachers strips, loops, slides, charts,films and Interested in effective classrccmmanagement models is now available. However, most of techniques. us need to know more about their use- -how 1. Classroom management. to select and evaluate--how to build an 2. Rewards and punishments in effective resource facility. "The Retource education. Centre" is the National Film Boare!viswer to the problem. It consists of a profus4ly illustrated handbook, filmstrip withprloiti rillylhmics In Movement commentary and descriptive manual. SEE: ELEMENTARY SCHOOL PHYSICAL EDUCATION: 1. Instructional materials centers. Rhythmics In Movement 2. Library orientation.

Theft!. cf tho Co-operating Teacher A-0549 Resource Roam Techniques For The Learning VT-05403 Ivideorsoordingl / (produced byl Disabled IvIdeorecordingl / U. of A. ;(distributed byl AVMC, [produced byI James R. Martin, 1980. 1983. 1 videocassette (24 min., 47 sec.) : 1 videocassette (20 min.) : sd., sd., col. ;3/4 in. col. ; 1/2 in.

SUMMARY: This tape serves as an introduc- SUMMARY: Describes how 15% to 20% of school 'Hon to the duties expected ofthe teacher children are unable to meet the requirements who hes a student teacher workingin the of the curriculum and illustratesmethods of classroom for hiS or her practicum. The Pa9. 93

tape covers the ten functions of aco-opera- 1 videocassette (24 min., 30 sec.):sd., b 1. w. ting teacher, which include: familiarize ; 3/4 In. with expectations, orient to school, struc- ture teaching experiences, demonstrate UMW: This videotape was used as part of teaching techniques, evaluate, analyze, and a research study designed to teach elemen- so on. tary school children.rules forgroup discus- 1. Interns (Education). sion. It contains six references which show 2. Student teaching. grade 4 students participating in dis- 3. Teachers, Training of. cussions with an adult teacher.Each sequ- ence contains a commentary which periodically describes the discussionrules Role of the Father to which the children are adhering.Three SEE:TAKE TIME:Role cf the Father of the sequences Illustrate the children self-disclosing, sticking to the topic,and showing that they have been listeningto The Role 0 the Libraries In Media, Kr-410092 others In the group (seq. 1, 3, 5). Sequen- Parts I 4 II Ikitl / Iproduced ces 2,4,1. 6 each show adherence to a separ- byl Miller-Brody Productions, ate rule for group discussion (Seq.2- 1975. Sticking to the topic; Sequence 4- 2 sound cassettes, (8 min. each), Self-disclosing; Sequence 6 - showing 1 guide. evidence of having been listeniny).The development and organization of thlsprogram SUMMNRY: Part 1 deals with the spaces, per- was done by Bill Borgen, a graduate student sonnel, selection and organization that is in Educational Psychology. required to run an efficient library in to- 1. Decision-making, Group. day's multi media world. Part II describes 2. Educational psychology. in some detail elementary, secondary, and 3. Discussion. faculty services.The methqds and services that the librarian offers are describedso that some Imilcatlon as to how to setup The Rural/Urben Experience those services can be seen. SEE: SCHOOLING: FACES OF YESTERDAY: The 1. School libraries. Rural/Urban Experience 2. Instructional materials personnel. 3. Audi-visual library service.

Rope jempileg (motion :$;cture1 / M3-04094 prod4cc4 by Bailey Films, 1968. 1 film read (12 mlet.) sd.,

col. ; 16mm.

SUMMARY: Demonstrates various exercises in rope Jumping. Beginners are instructod to first exercise without a rope, practising the basic movements. 1. Physical educaticm for children.

Rules For Group Discussion k-0225 IviJeorecordingl / (produced by)

Faculty of Education, U. of A. : (distributed by) AVMC, 1976.

144 Page 94

Sand (motion picture) / (produced byl 14'-04187 Ivideorecordingl / (produced byl Schools Council, 1974. ACCESS, 1983.

1 film reel (12 min., 30 sec.) : 1 videocassette (27 min.) sd., sd., col. ; 16mm. col. ; 1/2 in. -- (School community

Interaction - module 1 - community SUMMARY: Structured sand'play activities relations series) for pre-school children are demonstrated.

Particular attention is focused upon the SUMMARY: Discusses why school -ccmmunity supporting role an adult can provide Insan relations are vital to both the schooland activities. Sand box tools and toys are the commurity. Emphasizes that the public described. character of schools, the lack of community 1. Activity programs in education. input, and the effect of societal changeson 2. Education, Preschool. education are the principal reasons for attempting to create a community relations program. Outlines the major steps Involved Sora Has Downes Syndrome (motion picturel MP-04192 in developing such a program and provides / (produced byl Education Development examples of programs currently In operation. Centre, 1973. 1. Community and school. 1 film reel (16 min.) : sd., col. ; 2. Teachers and community. 16mm.

SUMMARY: The supportive family setting of a SCHOOL COMMUNITY MONTRACTION- VT-05408 severely handicapped 6-year-old girlis por- MODULE 1 - COMMUNITY RELATIONS: trayed. The film focuses on her growing Needs Assessment:Collecting sbllity to help herself and older sibling Informalion About the Community feelings t,ward har. Ivideorecordingl / (produced byl 1. Exceptional children - Family rela- ACCESS, 1983. tionships. 1 videocassette (30 min.): sd., 2. Handicapped children - Family rela- col. ;1/2 in. -- (School community tionships. interaction - module 1 - ccamunity relations series)

School Bus Driving Tactics (motion MP-04283 SUMMARY: Emphasizes that collecting infor- picturel / produced by Charles mation abouI the community Isan essential Cahi(1, 1976. part of devoloping and maintaininga syste- 1 film reel (22 min.) : sd., col. ; matic school-community relationsprogram. A 16mm. database of community information allows for meaningful goal formulation and activity SUMMARY: This film oontains a description selection. Examines reasons for establish- of what a novice school bus driver would en- ing a database, indicates the kind of infor - counter. Careful analysis of the procedures matIon a school needs, and discusses how for starting, picking up passengers, and such information can be collected. travelling are depicted. The film also 1. Community and school. shows two mock accidents. 2. Community life. 1. Motor bus driving., 3. Social surveys. 2. Schoo) buses.

SCHOOL commumm INTERACTION - Yr-o5409 SCHOOL COMMUNITY INITRACTION - VT-05407 MODULE 1 - COMMUNITY RELATIONS: MODULE I - COMMUNITY RELATIONS: Needs Assessment Techniques: The Building Bridges: A Rationale Interview And The Questionnaire For Community Relations Ivideorecordingl / (produced byl ACCESS, 1983 145 Page 95

1 videocassette (42 min.) : sd., Ivideorecording) / [produced byl col. ;1/2 in. -- (School community ACCESS, 1983.

interaction - module 1 - community 1 videocassette (30 min.): sd., relations series) col. ; 1/2 in. -- (School community interaction - module1 - community SUMMARY: Focuses on the fact that acompre- relitions series) hensive survey Is necessary toaccurate assess a communItyls attitudes tmwards the SUMMARY: Fmphasizes that productive school and how well the school Iscommuni- parent-teacher oonferences area result of cating with the community. Examines two context, preparation, invitation,time- methods of information gathering: paper and frame, conference and follow-up. Identifies pencil questionnaires and face-to-face common problems that occur In conferences interviews. Explains when and how to use and demonstrates alternativepositive each form and discusses the advantages and prev-Aces. Also discusses the role of the disadvantages of each method. principalIn parent-teacher relationships. 1. Community and school. 1. Community and school. 2. Social surveys. 2. Parent-teacher conferences. 3. Parent-teacher relationships.

SCHOOL COMKINITY1101RAC1ION - VT-05410 MODULE 1 - 011004INITYRELATIONS: SCHOOLCOMMUNITYINTERACTION - No News Is Bad News: VT-05413 Working MODULE 1 - commumrrY RELATIONS: With Media The Principal in Action: Community ivideorecordingl / iproduced byl Relations Within The School ACCESS, 1983. ivideorecordingl / iproduced by) 1 videocassette (28 min.) : sd., ACCESS, 1983. col. ;1/2 in. -- (School community 1 videocassette (24 min.): sd., interaction - module 1 - community col. ;1/2 in. -- (School community relations series) interaction - module1 - community relations series) SUMMARY: Discusses how to make effective use of the media and emphasizes that school SUMMARY: identifies the specific administrators must understand how media responsibilities a principal mustassume in works, decide what image the school should an effort to build a good working relation project, develop a harmonious, systematic ship and cooperative alliance withstudents, working relationship with the media,and be parents, and the community at large. De- prepared to handle media in a crisis situa- scribes methods a principalcan use to tion. Demonstrates the difference between strengthen the school-parent relationship, crisis management and a systematic approach and discusses vehicles for improving to media relations and describes techniques two-way communications between the school for the effective use of the press, radio and community. and television. 1. Community and school. 1. Community and school. 2. School superintendents and 2. School publicity. principals. 3. Publicity.

SCHOOL COMMUN ITT INTERACT ION- VT-05405 SCHOOL commumrrY INTERACTION- VT-05412 NODULE 1 - COMMUN ITY RELAT IONS: MODULE 1 - COMMUNITY RELATIONS: A Professional Responsibility: The Parent-Teacher Connection: Community Relations For Teachers Focus On Communication ivideorecordingl / !produced byl ACCESS, 1983.

146 Page 96

1 videocassette (24 min.): sd., the System ivideorecordingi col. ;1/2 in. -- (School Community /Iproduced byl ACCESS, 1978.1 videocassette(15 min.) interaction - module I- community : sd.. col. ; 3/4 in. -- (Schooling: relations series) faces of yesterday)

SUMMARY: Stresses that the successful SUISIARY: Looks atone of the major changes development and implementationcf a in the educationalsystem in Alberta community-relations program requires - the centralization and active participation and its effect cm the history support of ofschooling. teachers. Discusses why teachers should 1. Education -Canada, Western- take an active role insuch a program and History. reviews scne of theirresponsibilities. Describes severalmeans by which teachers can develop community relations awareness SCHOOLING: FAG'S OF YESTERDAY: and skills. Childhood VT-05310 lvideorecording) / Iproduced byl 1. Community and sc5ool. ACCESS, 1978. 2. Teachers and community. 1 videocassette (15 min.): sd., col. 3/4 In. -- (Schooling: Faces of yesterday) $CHOOL COMMUNITY INTERACTION- VT-05411 MODULE 1 - COMMUNITY RELATIONS: S(MMARY: Shows how children were Students, Parents, And The an impor- tant economic asset, forthe value of their Community: Key Publics In A labour and an insurance Community Relations Program against destitution and loneliness in oldage. ivideorecordingl / Iproduned byl Though a child's life was tied to basic ACCESS, 1983. concerns, the school offered an opportunity for 1 videocassette (30 work and play, min.) : sd., and contact with others. col. ;1/2 in. -- (School community 1. Education - Canada, Western- interaction - module I- ccmmunity History. relations series)

SUMMARY: Identifies the specific $CHOOLING: FACES OF YESTERDAY: Content VT-05322 responsibilities a principalmust assume In Versus Method ProgressiveEducation an effort to build a good working relation- Ivideorecording) / Iproduced byl ship and cooperative alliance with students, ACCESS, 1978. parents, and the community atlarge. De- 1 videocassette (15 min.) : sd., col. scribes methods a principalcan use to 3/4 in. -- (Schooling: Faces of strengthen the school-parent relationship, yesterday) and discusses vehicles forimproving two-way conmunications between the schooland SUMMARY: 'Content vs Method', has community. been a continuing conflict in thehistory of 1. Community and school. schooling. It was probably the mostsigni- 2. School superintendents and ficant change in all educational principals. advance- ments and approaches, and Isthe most scru- tinized in any discussion ofschooling. 1. Education - Canada, Western School Life/Community Life - History. SEE: SCHOOLING: FACES OF YESTERDAY: School Life/Community Life

147 Page 97

SCHOOLING: FACES OF YESTERDAY: Discipline VT-05313 SCHOOLING: FACES OF YESTERDAY: Masters VT-05316 lvideorecordingi / (produced byl Not Servants - Teacher Politics ACCESS, 1978. Ivideorecordingl / (produced byl 1 videocassette (15 min.): sd., col. ; ACCESS, 1978. 3/4 in. -- (Schooling: Faces e 1 videocassette (15 min.) : sd., col. yesterday) 3/4 in. -- (Schooling: Faces of yesterday) SUMMARY: The 'strap' used in the schools in the early years became a major issue as a SUMMARY:Traces the development of the form of discipline and teachers beganto Alberta Teacher's Association or Allianceas look for ways to keep the children inter- it was first known. ested in their school work. However, with I. Alberta Teacher's Association. new methods of progressive education, the 2. Education - Canada, Western - 'strap' was thrown out and teachers actedas History. guides. 1. School discipline. 2. Education - Canada, Western - SCHOOLING: FACES OF YESTERDAY: An YT -05317 History. Occupation lvideorecordingl / (produced byl ACCESS, 1978. SCHOOLING: FACES OF YESTERDAY:The VT-05314 1 videocassette (15 min.) : sd., col. ; Learning Process 3/4 in. -- (ScMoolIng: Facesof Ivideorecordingl / (produced byl yesterday) ACCESS, 1978. 1 videocassette (15 min.) : sd., col. ; SUMMARY: Sketches the development e4 the 3/4 in. -- (Schooling: Faces of education provided for future teachers to yesterday) prepare them for their profession. 1. Education - Canada, Western- SUMMARY: Covers the debate of the 1970's History. over a return to the basics in education and goes back to the changes in curriculum and philosophy in Alberta schools about forty SCHOOLING: FACES OF YESTERDAY: A Reader VT-05315 yearsago. For Every Child 1* Education - Canada, Western - Ivideorecordingl / (produced byl Curricula. ACCESS, 1978. 2. Education - Canada, Western - 1 videocassette (15 min.) : sd., col. ; History. 3/4 in. -- (Schooling: Faces of yesterday)

SCHOOLING: FACES OF YESTERDAY: The Life VT-05308 SUMIARY: Shows how a progressive education of a Teacher movement in the 1930's was the starting ivideorecordingl / (produced byl pointofadapting the curriculum to suita ACCESS, 1978. child's needs and interests. 1 videocassette (15 min.) : sd., col. ; 1. Education - Canada, Western 3/4 In. -- (Schooling: Faces of Curricula. yesterday) 2. Education - Canada, Western History. SUMMARY: Focuses on the general experience and nature of teaching in the earlyyears - a backdrop to the development e4 education. 1. Education - Canada, Western - History.

148 Page 98

SCHOOLING: FACES OF YESTERDAY: The Rural/VT-05309 cDHOOLING: FACES OF YESTERDAY: Transpor-VT-053201 Urban Experience tation Ivideorecordingl / (produced byl (videorecordingl / (produced byl ACCESS, 1978. ACCESS. 1978.

1 videocassette (15 min.) : sd., col. ; 1 videocassette (15 min.) : sd., col. ; 3/4 in. -- (Schooling: Faces of 3/4 in. -- (SchooliGg: Faces of yesterday) yesterday)

SUMMRRY: Initiates a look at the differ SNOWY: Shows how the accessibility to the ences in society by exploring the often school houses and districts became ofprime sharp contrasts between the educational importance in the early days and deals with opportunities that existed in the rural the variety of modes of transportation areas to those in the urban populations. available to the student throughout the 1. Alberta - Antiquities. years. 2. Education - Canada, Western - 1. School children - Transportation. History. 2. Education - Canada, Western, - History.

SCHOOLING: FACES OF YESTERDAY: School VT-05319 Life/Community Life SCHOOLING: FACES OF YESTERDAY: The VT-05318 Ivideorecordingl / Iproduced by! University ACCESS, 1978. Ivideorecordingi / (produced byl 1 videocassette (15 min.) : sd., col. ACCESS, 1978. 3/4 in. -- (Schooling: Faces of 1 videocassette (15 min.) : sd., col. ; yesterday) 3/4 in. -- (Schooling: Faces of yesterday) SUMMKRY: Focuses on the role of the SChool within the community and the various ways It SUMMARY: Essentially, this program traces served community lIfe, particularlycommon the development and growth of the University Inrural areas. of Alberta in Edmonton, looking at the 1. Community and school. growth at the facilities available and In 2. Education - Canada, Western - particular the progress of the Faculty of History. Education. 1. Universities and colleges - Alberta. 2. University of Alberta - History. SCHOOLING: FACES OF YESTERDAY: A Sense VT-05311 of Mission Ivideorecordingl / Iproduced byl SCHOOLING: FACES OF YESTERDAY: Values: VT-05312 ACCESS, 1978. The Hidden Curriculum 1 videocassette (15 min.) : sd., col. ; Ivideorecordingl / (produced byl 3/4 In. -- (Schooling: Faces of ACCESS, 1978. yesterday) 1 videocassette (15 min.) : sd., col. ; 3/4 In. -- (Schooling: Faces at SUMMARY: Shows how the education for the yesterday) native population in western Canada and the

belief that schools should be controlledby SUMMARY: Features the considerable British the communities they serve remains a value influence on education, especiallyas it consistent with the effect of 'schooling° on permeated in the early years. The war had a the Indian lifestyles. considerable effect on the pupils in those 1. Indians of North America - days as the thrift mentality filtered down. Education. Covered as well is the power of religion and the influences at school competitionson the

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children. 1. Articulation disorders in children. 1. Social values. 2. Speech disorders In children. 2. Education - Canada, Western - His tory. Selecting Books SEE: TAKE TIME: Selecting Books Sculpture SEE: TAKE TIME: Sculpture

Self-Concept: An Image Of Me SEE: DIMENSIONS OF CHILD DEVELOPMENT: Seeds Of Learning ivideorecordingi / N3-04112 Self-Concept: An Image Of Me (produced byl BFA, 1969.

1 film reel (8 min.) : sd., col.

; 16mm. Self-Discipline SEE: THE PARENT PUZZLE: Self-Discipline SUMMARY: Sensory experiences, basic to psychological development and learning, allow the child to discover and enjoy the Self-Esteem world around him- -to reach beyond himself. SEE: TAKE TIME:Se"-Esteem This film conveys the interaction of the five senses with the fcyr lamonts--air, fire, earth, and water- -and sees this SELF-IWORPORKIED : Different Folks VT-05331 interaction as providing the child witha IvIdeorecordingi / (produced byi means et expanding his imagination and Agency for instructional Television, creativity. Particularly suitable for 1975. pre-kindergarten teacher training programs. 1 videocassette (15 min.): sd., 1. Child psychology. col. ; 3/4 in. -- (Self-incor- 2. Education, Preschool. porated series)

SUIDARY: Designed to help young adolescents Selected Articulalion Disorders c* A -0749 recognize and deal with the ambiguity about Children appropriate male-female roles. ivideorecordingi / (produced by 1. Sex role. The Instructional Technology 2. Social adjustment. Centre, Faculty c4 Education,

University of Albertal, 1983. * Also at REDD. 1 videocassette (13 mln.): sd., col. ; 3/4 In.

SELF-INCOIN'ORKTED : Double Trouble VT-05337 SUPPRRY: Organised into four parts, this ivideorecordingi / (produced byi tape presents three children with articula- Agency for Instructional Television, tion disorders engaged in speaking activi- 1975. ties, with a pause between each for discus- 1 videocassette (15 min.) sd., sion purposes. Each child is seen In con- col. ; 3/4 in. -- (Self-incor- versation and in close-up; and after the porated series) third pause - an oral device is demon- strated. Presented by Mrs. H. llott of the SUMMARY: Encourages young people to discuss Elementary Education Dept. INTENDED and participate In learning activities that AUDIENCE: Education professionals Inter- will improve their skills for dealing with ested In speech disorders. family Aversity. 1. Articulation disorders In children. I. Family life. 2. Speech disorders In children. 2. Adolescence. 3. Social adjustment. 150 Page 103

* Also at REDD. SELF-INCORPORATED : Pressure Makes PerfectVT-05326 Ivideorecordingl / !produced byl SELF-INCORPORATED : Down and Back VT-05327 Agency for Instructional Television, Ivideorecording) / [produced byl 1975.

Agency for Instructional Television, 1 videocassette (15 min.) : sd., 1975. col. ; 3/4 In. -- (Self-Incor-

1 videocassette (15 min.) : sd., porated series) col.; 3/4 In. -- (Self-incor- porated series) SUMMARY: Young people often feel pressures to achieve. Externally these ccme frcm SUMMARY: Enables students to become aware well -meaning parents, teachers and friends. of the failure cycle, and shows skills for 1. Social adjustment. dealing ulth their own setbacks. 2. Social values. 1. Social adjustment. Also at REDD. * Also at REDD.

SELF-INCORPORATED : Trying Times VT-05323 SELF-INCORPORATED : Getting Closer VT-05326 Ivideorecordingl iproduced by) Ivideorecordingl / !produced byl Agency for Instructional Television, Agency for Instructional Television, 1975. 1975. 1 videocassette (15 min.) : sd., 1 videocassette (15 min.): sd., col. ;3/4 in. -- (Self-incor- col. ; 3/4 in. -- (Self-incor- porated series) porated series)

SUMMARY: Intended to help young people SUMMARY: Helps students understand feelings learn to make self-enhancing decisions In of anxiety and concern about interacting the face of peer pressure. with persons of the other sex. It will also 1. Adolescence. .lead them To consider ways of coping suc- 2. Social adjustment. cessfully with these feelings. 1. Sexual ethics. * Also at REDD. 2. Social adjustment.

* Also at REDD. SELF-INCORPORATED : Two Sons YT-053Z3 Ivideorecordingl / !produced byl Agency for Instructional Television, SELF-INCORPORATED : No Trespassing VT-05325 1975. IvIdeorecordingl / !produced byl 1 videocassette (15 min.) : sd., Agency for Instructional Television, col. ; 3/4 In. -- (Self-incor- 1975. porated series)

1 videocassette (15 mic..) : sd., col. ; 3/4 In. -- (Self-Incor- SUMMARY: The casting of a child as "good" porated series) or "bad" occurs In many families (and In other groups) unconsciously, aid without SUMMARY: Designed to stimulate discussion malicious intent. about the need for privacy and to help young 1. Family. people cope with their feelings when denied 2. Social adjustmeeli. privacy. 1. Social adjustment. Also at REDD.

* Also at REDD.

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SELF-IPCUIPORATED: What's Wrong With VT 05352 SELF-INCORPORATED: Changes VT-05336 Jrnathan? Ivideorecordingi / (produced by) Ivideorecordingi ! !produced byl Agency for Instructional Television, Agency for Instructional Television, 1975. 1975. 1 videocassette (15 min.): sd., 1 videocassere (15 min.) : sd., ool.; 3/4 in. -- (Self-Incor- col. ; 3/, In. -- (Self-incor- porated series) porated serics)

SIMINRY: Helps adolescents cope with SININRY: Suggests methods of relieving the emotions and social situations related to everyday pressures of adolescenYs. physiological changes. 1. Adolescence. 1. Physiology. 2. Socia; adjustment. 2. Social adjustment.

Also at REDD. * Also at REDD.

SELF-INCORPORATED : Who Wins? VT-05324 SELF-IND0RP3RA1ED: Family Matters VT-05333 Ivideorecordingl / !produced byl lvideorecordingi / (produced by) Agency for Instructional Television, Agency for instructional Television. 1975. 1975. 1 videocassette (15 min.): sd., I videocassette (15 min.): sd., col. ; 3/4 In. -- (Self-Incor- col.; 3/4 In. (Self-incor- porated series) porated series)

SUISORY: This issue of deciding whether or SUI0ORY:Though the program is about di- not to cheat is Illustrated in this program vorce, students look at their own attitudes to stimulate discussion on moral decision- toward the concept c4 a family. making. 1. Divorce. 1. Moral education. 2. Family life. 2. Social adjustment. 3. Social adjustment.

* Also at REDD. * Also at REDD.

SELF-IRCORPORATED: By Whose Rules VT-05335 SELF-VALORPORATED: My Friend? VT-05334 IvIdeorecordingi / (produced by) Iv;deorecordingi / !produced byl Agency for Instructional Television, Agency for Instructional Television, 1975. 1975.

1 videocassette (15 min.) : sd., 1 videocassette (15 min.) : sd., col. ; 3/4 In. -- (Self-incor- col.; 3/4 In. -- (Self-incor- porated series) porated series)

SUPOMRY: Stimulates discussion about rela- SUNNRRY: Helps students understand the need tionshipsbetweenindividuals and social for an ethnic identity. systems. 1. Social adjustment. 1. Individulliv. 2. Social adjustment. Also at RErD.

* Also at REDD.

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SELF-1NCORPORATED:The Clique VT-05330 A Sense of Joy Ivideorecordingl / !produced byl SEE: 1NSIDE/OUT: A Sense of Joy Agency tor Instructional Television, 1975.

1 videocassette (15 min.) : sd., A Sense of Mission col.; 3/4 In. -- (Self-Incor- SEE: SCHOOLING: FACES OF YESTERDAY: A Sense porated series) of Mission

SUMMARY: Helps students become aware of the need for group membership as well as the Sensory Experience need for individuality. SEE: TAKE TIME: Sensory Experience 1. Social adjustment.

* Also at REDD. The Serious Business Of Play friction MP-04134 picture! / iproduced by! Visual Education Centre, 1974. SENIOR HIGH LANGUAGE ARTS:A Change VT-05365 1 film reel (28 min.): sd., Of Focus ivideorecordingI. - - col. ; 16mm. (Edmonton!: ACCESS, 1981. 1 videocassette (22 min.) : sd., SLAKANRY: This film describes the need for col.; 3/4 in. -- (Senior high constructive playing by the child.The language arts) child Is encouraged through play and his curiosity in his environment, to learn. SUMMARY: Presents an overview of the re- Play Is one medium which children haveopen vised Language Arts Program explaining the to them through which they may exploreIdeas philosophy of the new program and the dif- about their environment. The kindergarten ferences between the matriculation and di- described In this film Is well-structuredby ploma streams. As well, information is pro- the teacher, but is student-directed In day- vided on how the programs affect students to-day activities. The child is required and the time lines and mothods used for within the structure to perform certain phasing In the new curriculum. tasks, but these tasks are to be performed 1. Language arts (Secondary) - Alberta. at the discretion of the child. 2. Teachers - In-service training. 1. Learning by discovery. 3. Teachers, Training of. 2. Education, Preschool.

SENIOR HIGH LANGUAGE ARTS: Integration InVT-05366 Sex Education In the Schools ivideo- A-0419 Action IvIdeorecorUlngi. -- recording! / (produced byl U. of lEdmontoni: ACCESS, 1981. A. ;idistributed byl AVMC, 1978.

1 videocassette (27 min.): sd., 1 videocassette (24 min., 52 sec.) : col. ; 3/4 in. -- (Senior high od., col. ; in. language arts).

SUMMARY: The need for schools In Edmonton SUMMARY:leachers of senior high school to put more emphasis on sex education in English courses are motivated to teach the their curriculum Is indicated In thispro- skills and concepts of English usingan in- gram. Sex education was first proposed In tegrated approach rather than teu-hIng dis- 1968 by Or. Jean Forrest, Chancellor atthe crete skills In isolation. Three teachers University of Alberta, who discusses her demonstrate their understanding of the inte- reasons why she proposed the course.Tea- grated approach in classroom settings. chers from the separate and pubILT, school 1. Language arts (Secondary) - Alberta. 2. Teachers - In-service train'ng. 3. Teachers, Training of. 153 Page 103

systems are interviewed outliningthe sex - each presentation. The projects the stu- education ccmrses they teach.Open class- dents chose varied frommap drawing, re- room discussions tetween teacher and stu- search and plays to puppetry, dents, and teacher and parents story-telling are shown. and song-writing. 1. Sex education. 1. Communication - Methodology. 2. Story-telling. 3. Oral communication. Sexism, Stereotyping and HiddenValues MP-04312 imotion picture! / produced by Media Five, 1978. Sibling Relationships 1 film reel (29 min.): sd., col. ; SEE: TAKE TIME: 16mm. Sibling Relationships

SUMMRY: This film is designed to help Side by Side teachers in identifying and dealingwith SEE: ON THE LEVEL: Side by Side sexism and other forms of unwanted stereotyping In their classrooms.

Strategies for recognizing and avoiding Sit Down, Shut Up Or Get Out! IIP-04164 h:dden presumptions and biases Inboth imotion picture( / producedby materials and activities are described and National Broadcasting Corporation, demonstrated. 1975. I. Sexism. 1 film reel (53 min.) : sd., col. ; 2. Stereotype (Psychology). 16mm.

SUMMARY: This film is a description Sexuality of the problems that the system (school)presents SEE:TAKE TIME: Sexuality to the above average child.No volution Is offered to these problems. The only hope is that these children are intelligentencmgh Sharing Time Uvideorecordingl/ A-0384 to survive the injusticesthat they are (produced byl Faculty of served with. Education, U. of A., 1978. 1. Exceptional children- Education. 1 videocassette (49 min.) : sd., col., 3/4 in.

Situational Decision Making Part I A-0516 SUMMARY: Miss Maureen Trim, grade one IvideorecorGingl / (produced byl teacher at the Grandview HeightsElementary AVMC, U. of A. ; (distributedbyl School, shows and explains the variousor- AVMC, 1979. ganized learning oantres setup in her 1 videocassette (38 min.) : sd., classroom. These include a researcharea, a col., 3;4 in. reading area, a mapping centre,a flannel - graph board and several workshops. Ms. Trim SUMMARY: This Is the first of twotapes emphasizes the importance ofproviding which form part of a learningmodule on Sit- children with many differentways to develop uational Decision Making. The module fo- their communication skills,express them- cuses on the use of the Vroom-Yettonmodel selves creatively, and extend bothknowledge and provides a useful frameworkfor answer- and skill through activity centressimilar ing the question "How and whenshould teach- to those shown in the tape. This tape fea- ers be involved In the decision process?" tures the children presenting their finished Using simulations andan ongoing interview, projects to the class in a sharingtime, Dr. Brian Caldwell and Mr. DavidMappin il- with questions and discussionat the end of lustrate and explain seven attributesof the

154 Page 104 model and how to code them. It is assumed SUMWRY: Dr. C. Yewchuk, professorat the that the viewer Is alreadyfamiliar with the U. of A. (EducationalPsychology) demon- vroom-Yetton model; a monograph Isincluded strates the L'ontent ofthe Slingerland in the module for thispurpose. Screening TeS13 by testing 1. Vroom-Yetton model. one child, Michael. Thir test Is intended 2. Decision-making. to identify children with nguagedifficulties or 3. School management and organization - children with .1tential Decision making. language difficul- ties. Eight s-oup subtestsassess varying combinations o kinesthetic, visual and auditory abilities. Instruction is also Situational Decision MakingPart II A-0629 given In how to charteach child's results Ivideorecordingl (produced byl tor evaluation.This involves number of Faculty of Education, U.ot A. ; errors, pattern of errors, (distributed byl AVMC, 1981. and analysis af perceptual processes. 1 videocassette (34 min., 55 sec.) : 1. Educational tests and sd., col. ; 3/4 In. measurements.

SUMMRRY: This Is the second of two tapes Slowly Slowly; Towards Dance A-0559 which form part cfa learning module on Sit- ivideorecordingl / (produced byl uational Decision Making. The module Radio and Television, U.of A. focuses on the use af the ; Vroom-Yetton model (distributed byl AVMC, 1978. and provides a useful framework for answer- 1 videocassette (26 min.) ing the question "How : and when should sd., col. ; 3/4 In. teachers be involved In thedecision process?" Using dramatizations to SININARY: Part 1ot this tape shows children illustrate, narrator David Birdexplains the of the U. of A. Children'sCreative Dance five main modes of decisioe making, their Theatre working with twopoems, In their advantages and disadvantages. in an attempt to combine poetrywith dance. interview with Dr. Brian Caldwell, Part the 11 shows the older children consensus mode e4 decision making Is examining how space may be used in the dance. We see mir- explored in depth. It Is assumed that the roring, the sense of touch viewer has some familiarity with and designing the movements for the dance. Vroom-Yetton model. This segment con- cludes with the dance "Meeting 1. Vroom-Yetton Model. In the Vil- lage", which has a folk theme. 2. Decision-making. 1. Dancing and children. 3. School management and organization - 2. Music In physical education. Decision making.

Social and Legal Problems. The Six Months Blues SEE: FIN)INS MY OWN NAY: SEE:THE PARENT PUZZLE: Social and Legal The Six Months Blues Problems

Slingerland Screening Tests(video- A-0450 Social Development: I Am Me, This Is My World recordingl / (produced by1 SEE: DIMENSIONS OF CHILD DEVELOPMENT: Social Faculty of Education, U.of A. ; Development: I Am Me, This Is My World Idistributed byl AVMC, 1979. 1 videocassette (50min., 25 sec.): sd., col.; 3/4 in. Solo SEE: ON THE LEVEL: Solo

.155 Page 105

Someone Special Specific Learning Disabilities: MP-04178 SEE: INSIDE/OUT: Someone Special Evaluation (motion picture) / produced by MHC, 1975.

1 film reel (28 min.) : sd., The Sooner the Better col. ;16mm. SEE: NON-SEXIST EARLY EDUCATION:The Sooner the Better Fo I I ows two lea r n log -d I sab I ed children through a series c4evaluative tasks. It gives teachers a practicalunder- Speaking For Ourselves:The Challenge MP-04304 standing of evaluative techniques. The film Of Being Deaf (motion picture)/ also interprets evaluation resultsand iden- (produced by) Togg Films, 1978. tifies optional patterns forlearning. 1 film reel (28 min.): sd., col. ; 1. Exceptional children - Education. 16mm. 2. Learning disabilites.

SUOVARY:This film describes the problems that profoundly deaf adolescentsencounter. Specific Learning Disabilities: Remedial MP-04179 Some of them concern the handicap directly; Programming Illation picture) / others are enmeshed in their own adolescence (produced by) Davidson Films, 1975. 1. Deafness - Psychological aspects. 1 film reel (31 min.): sd., col. ; 16mm.

A Special Occasion IvIdeorecordingl / C-1185 MOWRY: The film describes howto estab- produced by LTU ; (distributed by) lish learning patterns on a one-to-one U. of C., 1975. re- lationship with a student who hasa learning 1 videocassette (30 min.): sd., disability. In addition, the film describes b & w ;1/2 in. classroom techniques. 1. Exceptional children - Education. SUM1RRY: Class discussion of the short 2. Learning disabilities. story "A Special Occasion". Involved are Mrs. Sally Groves and an English 30 classat Viscount Bennett High Schoolin Calgary. Speech Therapy Ivideorecordingl / A-0338 1. English literature - Study and tea- (produced by) Faculty of Education, ching. U. of A.; (distributed by) AVMC, 2. Short story. 1978.

1 videocassette (47 min., 20t:ec.) :

sd., col. : 3/4 in.

Specific Learnieg Disabilities In the MP-04177 SUNIARY: Dr. Don Hepburn oi the Faculty of Ciassroam (motion picture) / Education at the University of Albertain- produced by MHC, 1975. terviews Miss Margaret Nesbitt,a speech 1 film reel (23 min.) : sd., coi. ; pathologist, cm speech therapy. Miss 16mm. Nesbitt explains what a pathologistis and the functions they perform.Examples of ar- SUMMARY: Defines and documents the most ticulation and language problems Insome of ccmmon types of specific learning disabili- the young children Miss Nesbitt workson are ties, illustrated by footage which shows how shown. The three main stages of language and why learning disabilities impair academ- development; non-verbal, Imitative, and ic development. spontaneous are discussed in detailas the 1. Exceptional children - Education. tape is being shown. Miss Nesbitt talks of 2. Learning Disabilities. various health clinics and institutionsthat now have pathologists and outlines the

156 Page 106

procedures and machines used indetermining The Statioe ApproachTo the Language a preblem. She gives a demonstration A-0497 of a Arts - Part 11 4 portable audiometer used in ivideorecording! / nest schools to (produced by/ Elementary detect hearing probiems. Education, She then describes U. of A. the type of training ; !distributed by) AVMC, a person needs to be- 1979. come a speech pathologist. 1 videocassette (19 1. Speech therapy. min., 27 sec.) : sd., col. ;3/4 in.

SUMANRY: In part ono, Fran St. Albert CrossAge Helping Program Yeske, a teacher KT-00060 at Belvedere School, Ikit! / (produced bylSt. Albert Edmonton, presentsan overview of a language Public School Board, 1973. arts unit thatwas planned for, developed, 27 slides,1 sound cassette, and culminated by instruction sheet. grade 5 and 6 studentsduring February, 1979, using a stationapproach. She out- SUMMARY: lines the major goalsto be achieved, the Student volunteers assistyounger skills and abilitiesto be developed, and students in a variety ofsubjects, thus the materials used helping the student andalso the teacher. to motivate and enrich learning. Since it was impossible This slide-tape kitalso shows the variety to record all the activities of materials and over the three-week means which are utilized in this student-assisting-student period, examples ofactivities at each of program. the five stations 1. Student activities. are featured. Part two features examples at thechildren preparing for the culmination of the unit es wellas rages in Play excerpts from the culmir-'ingactivity. 1. SEE: TAKE TIME: Stages in Play Language arts (k mentary) - Study and teacAing. handard Reading Inrontory: A-0594 Storytelling Adainisiration and Scoring SEE:TAKE TIME: Storytelling tvideorecordingl / (produoedbyl AVMC, U. of A.; !distributed byl AVMC, 1980. Storytelling For 1 videocassette (24 min., 25 imentary School P-0622 sec.) : Children lvideorecordingl sd., col.; 3/4 In. / (produced byl Faculty of

SUMMARY: Education, U. of A. ; A demonstration anddiscussion of (distributed by) AVMC, 1981. the admin!strationand scoring of the Stan- 1 videocassette (39min., 11 sec.) dard Reading Inventory. Dr. Grace Malicky : sd., ool. ; 3/4 in. administers the test toChristopher, a grade three student with reading difficulYies, SUMMNRY: in this program Dr. WillReese after defining and givingthe purpose of the test as an aid for demonstrates various storytellingtech- diagnostic work.Though niques, using storiesthat he wrote, and the test is difficultto administer and telling them to Grade score, it establishes frustration, 1 students from McKee Indepen- School. dent and instructional Dr. Reese makesuse of a sIory - reading levels telling kit, a rhymingstory, an avioet through oral and silentreading, listening story and a storybook. and recall of the child. 1. 1. Reading - Ability testing. Story-telling.

4 157 Page 107

Strategies DgEnseignement - Grade 9 A-0238 SIJIMMARY: School should be a place where Ivideorecordingl / (produced byl students can work independently,In pa!rs, Faculty of Education, U. cf A. ; small groups, and as a totalgroup to (distributed byi AVMC, 1976. develop confidence and skills thatwill 1 videocassette (29 min.): sd., encourage learning throughout their !Ives. b & w ; 3/4 In. This program includes an uncut 16-minute visit to a classrocm Inone of Dr. William SUMMARY: Dr. Madeleine Monod Introduces Glasser's "schools without failure". this French language tape which explores 1. Educational psychology. some strategies of Mme. Pat Tacall In teach- ing French to grade nine pupils. Mae. Tacall is shown In several teachingsitua- Suggested Strategies For Establishing KT-00105 tions where she presents projected pictures A Community Education Progreso and related sentences to the student. A Rebirth of Community (kit] / Through repetition, individual andgroup produced by Charles Stewart Mott student participation and clarification she Foundation, 1976. works on the concepts of "explication", 1 film reel (28 min., 30 sec.) : "transposition", and the development of vo- sd., col. ; 16e1m. cabulary. The teaching sequences are inter- 1 filmstrip : col. rupted from time to time for discuozians of 1 sound cassette, 1 guide book the approaches and their difficulties bet- ween Mme. Monod and Mme. Tacall. SUMMARY: Presents plans for initiating a 1. French language - Study and teach- community education program.Covers forma- ing. tion of a steering committee, obtainingpro- fessional advice, school staff and citizen involvement, formai commitment of the Board Strong Feelings of Education, hiring a community schoolco- SEE: INSIDE/OUT: Strong Feelings ordinator, forming a community schoolcoun- cil and evaluating the process. 1. Community schools. Students, Parents, And The Community: Key Publics 2. Community and school. In A Community Relations Program SEE: SCHOOL COMMUMrTY INTERACTION- NODULE I - COMMUlirTY RELATIONS: Students, Parents, And The Supervising The Marginal Teacher VT-5448 Community: Key Publics In A Community Relations ivideorecordingl / Alexandria, Va. : Program Association for Supervision and Curriculum Development, c1964. 1 videocassette (59 min.): sd., A Subversive Activity? Involvement in World col. A1/2 in. Religions Includes Instructional Materials booklet (32p.) SEE: WORLD RELIGIONS: A Subversive Activity? and Leader's guide (23 p.) Involvement In World Religions SMART: Dr. Richard P. Manatt of Iowa State University's Research Institutefor Studies In Education uses a real-case A Success-Oriented Classroom (motion MP-04154 situation to exemplify his reccmmended picture) / (produced by) Media Five, process for evaluation and treatment of 1971. "marginally performing" teachers. Useful 1 film reel (28 min., 40 sec.) : for inservice with principals and other sd., col. ;16mm. school administrators who supervise and evaluate teachers. 1. Teachers, Rating of.

158 Pa90 ICS

2. School supervision. Systems Innovation !kit] / lproducedby) KT-00010 3. Teacher-principal relationships. Education Media Laboratories, (197?) .0 manuals, 2 sound cassettes.

Surrounded SU/MARY: How do you create a facilitative SEE: ON THE LEVEL: Surrounded environment for change?Develops models for local curriculum design anddevelopment. 1. Curriculum change. Systematic Approach: A Model For Community Relations SEE: SCHOOL COMMUNtTY INTEREACTION- MODULE I- commumrry RELATIONS: A Systematic Approach: A Model For Community Relations

Systematic Trainieg For Effective KI-00116 Parenting ikiti / (by Don Dinkmeyer, Gary D. McKayl.

-- Circle Pines, Minn. : American Guidance Service, Inc., c1976-982. 5 sound cassettes ; various posters, pamphlets, cards, manual, and handbook.

SUMMARY:This kit of various media offers ECS operators, teachers and parents instruction in the eclectic approach to parenting. The systematic method moves from analyzing misbehaviour and emotions, instructing in effective parent -with-chifd and family-with-child communication approaches. 1. Parenting - Study and teaching. 2. Children - Growth. 3. Children - Management.

Systems Facilities lkitl / !produced byl KT-00009 Educational Media Laboratories, 1197 ?). 10 transparencies, 13 participants' manuals, 2 sound cassettes.

SUMMARY: 1.030kS at the need of modern education and how design of school facilities and buildings relate to future needs. 1. School buildings.

159 Page 109 T.V.: The MOW/6DM 'Teacher PIP-04252 [motion picture) / * Also at LETH, CALG. lproduced by) United Methodist Communications, 1976. 1 film reel (18 min.): sd., col. ; TAKE TIME: Accidents To Toddlers 16mm. Y1-05209 Ivideorecording) / [producedbyl ACCESS, 1978. %MARY:This film describes therole tele- 1 videocassette (7 min.): sd., vision plays in the growth of a child. col.; 3/4 in -- (Take time series) Children learn prejudicial viewsof minori- ties and violence from TV.Children learn SUMMARY: Accidents to toddlers about the roles and relationships are usually of people related to their Increased from television. mobility. Burns Children accept as real and scalds frequently what they see on television. occur to children of this age group and thisprogram provides 1. Television and children. first -aid Informationon the treatment of burns. Reccamended for ECS Operators. 1. Children - Care and hygiene. TAKE TIME: Accidents To Infants VT-05206 2. Children's accidents. IvIdeorecording) / [produced byl 3. Parent and child. ACCESS, 1976. 1 videocassette (7 min.): sd., * Also at LETH, CALG. col. ; 3/4 in -- (Take time series)

SUII1ARY: The inattentions of another indi- TAKE TIME: A Child's View c4 the World VT-05206 vidual are the mostcommon source of acci- Ivideorecordingl / iproduced byl dents to infants at the crib stage. As an ACCESS, 1976. infant becomes mobile, his natural curiosity 1 videocassette (7 min.): sd., leads to hazardous situations that pose a col. ; 3/4 in -- (Take time series) more direct threat. Recommended for ECS Operators. SUMMARY: Discusses haw children proceed 1. Infants - Care and hygiene. at their own rate once they havedeveloped 2. Parent and child. their mental skills throughexperience and maturation. Adults should place expectation * Also at LETH, CALG. of a child's understandingwithin the young ster's range of experience.Recommended for ECS Operators. TAKE TIME:Accidents To Pre-Schoolers VT-05210 1. Parent and child. IvIdeorecording) / !produced byl ACCESS, 1978. * Also at LETH, CALG. 1 videocassette (7 min.): sd., coi. ; 3/4 in -- (Take time series)

TAKE TIME: Cooking VT-05174 SUMWAY: Shows that children must learn the ivIdeorseurdingl / iproduced by! nature of hazards In the household and haw ACCESS, 1976. they can be avoided.Household chemicals 1 videocassette (7 mln.) : sd., and drugs cause most poisonings to children col. ; 3/4 In -- (Take time series) and this program outlinesome first-aid techniques to be usod in the home. Recce - SUMMARY: By taking part In householdrou- mended for ECS Operators. tine, children are provided witha sense of I. Children - Care and hygiene. accomplishment and Independence. Recom- 2. Children's accidents. mended for ECS Operators. 3. Parent and child. 1. Cookery.

160 Page 110

2. Child development. 2. Child development. 3. Parent and child. 3. Parent and child.

Also at LETH * Also at LETM.

TAKE TIME: Creating an Environment For VT-05192 TAKE TIME: DIscipl)le PIay Ivideorecordingl / VT-05199 Ivideorecordingl / !produced byl lproduced byl ACCESS, 1976. ACCESS, 1976.

1 videocassette (7 min.) : 1 videocassette (7 min.): sd., sd., col, ; 3/4 In -- col. ; 3/4 in - (Take time series) (Take time series)

SUMMARY: Parent, should encourage a child SUMMARY: The best way of encouraging self- to set his own ,imits of behavioras a form expression, the most effectivekind of of self-discipline. Spanking Isoften used learning, is to providea play environment as a form of punishment, but parentsshoL:d which does not hinder a childby adult be aware ofIts limitations. logic. Recommended Recommended for ECS Operators. for ECS Operators. 1. Play. 1. Discipline of children. 2. Education, Preschool. 2. Children - Management,

* Also at LETH, CALG. * Also at LEIN, CALG.

TAKE TIME:Dental Program VT-45204 TAKE TIME: Drawing VT-05176 Ivideorecordingl / (produced by) lvideorecordingi / (produced by) ACCESS, 1976. ACCESS, 1976. 1 videocassette (7 min.) : sd., 1 videocassette (7 min.): sd., col. ; 3/4 in -- (Take time series) col, ; 3/4 in- (Take time series)

SUMMARY:Describes a program sponsored by SUMMARY: Drawing is a form of communication the Alberta Dental Associationthat operates for the child. Because of the strong feel- In various centers throughoutAlberta, in- ings involved, an adult shouldbe careful volving parents and children inlearning the never to criticize or quiz the childabout basics of proper dental hygiene. his work. Recommended for ECS Operators. 1. Dental health education. I. Drawing. 2. Teeth - Care and hygiene. 2. Creative ability in children. 3. Education, Preschool. Also at LEIN, CALG.

* Also at LETH.

TAKE TIME: Developing Language Skills VT-05197 Ivideorecordingl / (produced byl TAKE TIME: Dressing Up and Role Playing ACCESS, 1976. VT-05172 IvideorecordIng1 / (produced by) 1 videocassette (7 min.) : sd., ACCESS, 1976. col. ; 3/4 in -- (Take time series) 1 videocassette (7 min.): sd., col. ; 3/4 in -- (Take time series) SUMMARY:This program points out thatpar- ents must stimulate a child'slater interest SUMMARY: Role playing is important 15 in words by providingan enriched language children. Through role playing, theylearn environment. Recommended for ECS Operators. to understand their own personalities,as 1. Children - Language. well as the personalities ofother people 1 61 Page 111

Including their strengths,weaknesses, and SUMMARY: Hospital Visit documents feelings. Recommended for ECS Operators. a service provided by a community 1. Role playing. hospital which al- lows healthy childrento spend a night in 2. Education, Preschool. the hooltal. The program is desI9ned 3. Activity programs in education. to encourage parents to makeuse ct suut a facility, should one exist within Also at LETH. their com- munity.Reccemended for ECS Operators, 1. Children - Hospitalcare. TAKE TIME: 2. Health education. Fear, Anger and Dependence VT-05205 Ivideorecording1 / Iproducedbyl ACCESS, 1976. TAKE TINE: How Parents Speak To Children 1 videocassette (7 min.): sd., VT-05203 ivideorecordingl / (produced col. ; 3/4 in -- (Take time by) series) ACCESS, 1976. 1 videocassette (7 min.): sd., SISOORY: Considers some of a child's basic col. ; 3/4 In -- (Taketime series) emotions In relation to hisor her develop- ment and ways that parentscan prevent them 51110NRY: Since parents primarilyinfluence from hindering a child'sgrowth. Recommmn - the vocabulary and style of ded for ECS Operators. language used by their children, theyare encouraged to 1 Emotions in children. listen to the conversations 2. Child developmmnt. of their children to determine theireffectiveness as a language model. * Also at LETH, CALG. Recanmended for ECS Operators. 1. Children - Language. 2. TAKE TIME: Parent and child. Fingerpainting VT-05170 IvideorecordIngi / !produced by! * Also at LETH. ACCESS, 1976.

1 videocassette (7 min.) : col. ; 3/4 In -- (Take time series) TAKE TIME: How Safe Is The Environment? VT-05207 Ivideorecordingl / (produced SIBOVRY: by) Fingerpainting encourages children ACCESS, 1976. to be creative and expressive. Adults 1 videocassette (7 min.): sd., should encourage children to talkabout what col. ; 3/4 in -- (Take timeseries) they are doing, thus usingfingerpaintlng as an experience In language. Recommended for SUMMARY: Shows how a parent's carelessness ECS Operators. can create a potentially harmfulenvironment 1. Fingerpainting. for children in the home.Children must be 2. Creative ability in children. prcvided with the space andfreedom to play 5. Education, Preschool. but it must be a safe place. Recommended for ECS Operators. * Also at LETH. 1. Parent and child.

* Also at LETH, CALG. TIME TIME: Hospital Visit VT-05108 Ivideorecording! / !produced byl ACCESS, 1976, TAKE TIME: Language Development VT-05196 1 videocassette (7 min.): sd., IvIdeorecordIngi / !produced byl col. ; 3/4 In -- (lake time series) ACCESS, 1976.

1 videocassette (7 min.) : sd., col. ; 3/4 in -- (Take time series)

.162 Page 112

SUMMARY: Viewers are introduced to the 1. Child development. various stages of language development.Re- 2. Parent and child. commended for ECS Operators. 1. Children - Language. * Also at LETH, CALG. 2. Child development.

* Also at LETH. TAKE TIME: Physical Development: VT-05179 6 - 9 months Ivideorecordingi / !produced by! TAKE TIME: Patterns Of Development In Art VT-05212 ACCESS, 1976. Ivideorecordingl / [produced byl 1 videocassette (7 min.): sd., ACCESS, 1976. col. ; 3/4 In -- (Take time series) 1 videocassette (7 min.): sd., col.; 3/4 in -- (Take time series) SUM/ORY: A child's rate cf development slows down after six months, but during the SUMMARY: Describes how children follow a three months which follow, he learns how to set pattern in learning to draw and the crawl, continues to refine his grasping mechanical skills involved In drawing.Par- skills, and also forms a very strongbond ents should be aware of this Inorder to un- with his mother. Recommended for ECS Opera- derstand their child's artistic ability. tors. Recommended for ECS Operators. 1. Child development. 1. Children as artists.

* Also at LETH, CALG. Also at LETH, CALG.

TAKE TIME:Physical Development: TAKE TIME: VT-051804 Physical Development: VT-05177 9 - 12 Months 0 - 3 months Ivideorecordingl / !produced byl Ivideorecordingl / !produced byl ACCESS, 1976. ACCESS, 1976. 1 videocassette (7 min.): sd., I videocassette (7 min.) : sd., col. ; 3/4 In -- (Take time series) col. ; 3/4 in -- (Take time series)

SUMMARY: A child's first steps, and the in- SUMMARY: The program examines some of the creased nemd for proper protection of the challenges presented by newborn babies. Re- childf:z examined in this program. Recomr. commended for ECS Operators. mended fctr ECS Operators. 1. Child development. 1. Child development. 2. Parent and child. 2. Parent and child.

* Atso at LETH, CALG. * Also at LETH, CAL(.

TAKE TIME: Physical Development: VT-05178 TAKE TIME: Physical Development: VT-05181 3 - 6 months The One-Year-Old Ivideorecordingl / (produced by) Ivideorecording) / !produced by! ACCESS, 1976. ACCESS, 1976. 1 videocassette (7 min.) : sd., 1 videocassette (7 min.) : sd., col. ; 3/4 In -- (Take time series) col. ; 3/4 In -- (Take time series)

SUMMARY: The development, both physical and SUMMARY: This program examines the develop- mental, of the three to six-month-old baby ment of a child up to one year and shows Is examined In this program. Recomerended what a parent might expect in themonths to for ECS Operators. follow. Recommended for ECS Operators.

163 Pegs 113 1. Child development. 2. Parent and child. program looks at thosetwo characteristics. Recommended for ECS^perators. * Also at LETH, CALG. 1. Child development. 2. Parent and child.

TAKE TIME: * Also at LETH, CALG. Physical Deve,opment: YT-05182 The Two-Year-Old

Ividoorecordingi / (producedbyl TAKE TIME: Physlchl Development: ACCESS, 1976. Y7-05185 The Five-Year-,Old 1 videocassette (7min.): sd., col. ; 3/4 in-- (Take time series) Ivideorecordingl /(produced byl AMESS, 1976.

SUPIRIRY: 1 videocassette (7min.) : sd., This program examinesthe child's col.; 3/4 In -- (Take time development of speech,and introduces the series) parent pc) what to expectfrom thls increas- SUMMARY: The five-year-old ingly independent child. Recommended for has developed ECS Operators. good muscular control. He shows signs of growing maturity, 1. Child development. but at time he exhibits less mature behavior. 2. Parent and child. This program also loosa at the flve-ycer -old child ina nur- sery school setting. * Also at LETH, CALG. Recommended for ECS Operators, 1. Child development. TAKE 1IME: 2. EducatIon, Pre-school. Physical Development: VT-05183 The Three-Year-Old * Also at CALG. Ivideorecordingi / (producedbyl ACCESS, 1976.

1 videocassette (7min.): sd., TAKE TIME: The Role of the Father col. ; 3/4 in-- (Take time series) YT-05198 Ivideorecording) /!produced byl SUMMARY: ACCESS, 1976. The three-year-old'semerging 1 videccassette (7min.) self -confidence, hisdelight in achievement, : sd., col. ; 3/4 in-- (Take time series) and his growing desirefor 9=181 inter- action make hima delightful, but sometmes trying companion. SUMMARY:This program Recommended for ECS Oper- suggests that in order for the father ators. to take an activerole in the rearing of the 1. Child development. child he must partici- pate in the daily 2. Parent and child. care of the child. Recom- mended for ECS Operators. 1. * Also at LETH, CALG. Father and child. 2. Parent and child.

TAKE TIME: * Also at LETH. Physical Development: VT-05184 The Four-Year-Old

lvideorecordingl / (producedbyl TAKE TIME:Sculpture ACCESS, 1976. VT-05173 ivideorecordingl / 1produced 1 videocassette (7min.) : sd., by) ACCESS, 1976. col. ; 3/4 In-- (Take time series) 1 videocassette (7min.) : sd.. col. SUMMARY: ; 3/4 in -- (Take time series) Aggression and activityboth seem to be pert of being a four-year-old. This

164 Page 114

SUMMRRY: By using play-dough, piasticine, 1. Perceptual learning. clay and other modelling materials, children 2. Education, Preschool. are given the freedom of creativity. Recommended for ECS Operators. * Also at LETH. 1. Sculpture. 2. Creative ability in children. 3. Education, Preschool. TAKE TIME: Sexuality VT-S5200 Ivideorecordingl / (produced by) Also at LETH. 1 videocassette (7 min.) : sd., ACCESS, 1976. col.; 3/4 in -- (Take time series) TAKE TIME: Selecting Books VT-05187 IvIdeorecordIngl / (produced byl SUMMRRY: As children mature they begin ACCESS, 1976. to explore the nature of sexual 1 role through videocassette (7 min.) : sd., play. The program includessome guidelines col. ; 3/4 In -- (Take time sevies) for parenti on how to handlea child's ques- tions on sex. Recommended for ECS Opera- SUMMRRY: This program presents parents with tors. guidelines for choosing books appropriate 1. Sex instruction for children. for the growth and development of a child. 2. Child development. Recommended for ECS Operators. 1. Children - Books and reading. * Also at LETH.

TAKE TIME: Self-esteem VT-05195 TAKE TIME: Sibling Relationships VT-05201 Ivideorecordingl / (produced byl Ivideorecordingl / (produced byl ACCESS, 1976. ACCESS, 1976. 1 videocassette (7 min.) : sd., 1 videocassette (7 min.): sd., col. ; 3/4 5n -- (Take time series) col. ; 3/4 in -- (Take time series)

SUMMARY:This program suggests guidelines a SUMMARY: Siblings provide children with parent may follow to enhancea child's self- more of an opportunity to becomeaware of confidence and esteem. Recommended for ECS their own individuality. Children will Operators. often compete for an adult'sattention, but 1. Self-respect. parents can minimize the frequency ofany 2. Child development. disagreements which result from this 3. Parent and child. competition. Recommended for ECS Operators. 1. Brothers and sisters. Also at LETH. 2. Parent and child.

* Also at LETH. TAKE TIME: Sensory Experience VT-05175 IvIdeorecordingl / (produced byl ACCESS, 1976. TAKE TIME: Stages In Play VI" -05194 1 videocassette (7 min.) : sd., lviderecordingl / (produced byl col.; 3/4 in -- (Take time series) ACCESS, 1976.

1 videocassette (7 min.) : sd., SUMMARY: Providing a child with theoppor- col.; 3/4 in -- (Take time series) tunity to use all of hissenses helps him develop an awareness of the beautyand -on- SUMMARY: This program examines the various der of his environment. Recommended for ECS stages of play and gives the viewersome Operators. guidance on how jo get involved withthe

165 Pegs 115

child's play. RecomAmdee for ECS Opera- SUMMARY: Pre-school children need tors. a wide variety of toys to stimulate all 1, Play. aspects of tr,lir development. Toys at this age should 2. Child development. reflect the child's personalityand meet his specific play needs. It )s better for a * Also at LETH, CALG. child to play with fewer toysas a large number can lead to destructiveplay. Recom, mended for ECS Operators. TAKE TIME: Storytelling VT-0516T4 1. Toys. IvideorecordIngl / [produced byl 2. Child development. ACCESS, 1976. 1 videocassette (7 min.) : sd., * Also At LETH, CALG. col.; 3/4 in -- (Take time series)

SUMMARY: Through the tise of storytelling, TAKE TIrE:Toys For Toddlers an adult can help a child develop language VT-05190 IviUcorecordIng) / [produced byl skills, improve his/her aiility tounder- ACCESS, 1976. stand what he hears, :Ind provide him toith 1 videocassette (7 min.) : sd., the besis for kn interest in books and col.; 3/4 In -- (Take time series) words.The program helps adults discover how they can make storytelling a useful tool SUMMARY: Toys for toddlers should be the In the education of a child. Recommended type that encourage muscular activity. for ECS Operetors. Bftuse the child Is learning language, 1. Story-telling. books 0150 become Important experiences. 2. Education, Preschool. Recommended for ECS Operators. 1. Toys. * Also at LETH. 2. Child development.

* Also at LETH, CALG. TAKE TIME: Toys For Infants VT-05109 Ivideorecordingi / [produced byl ACCESS, 1976. TAKE TIME: A Trip To The Supermarket VT-45202 1 videocassette (7 min.): sd., Ivideurecordingi / [produced byl col. ; 3/4 In -- (Take time series) k.:SS, 1976. 1 videocassette (7 min.): sd., SUMMARY: This program takes a look at the col.; 3/4 In -- (Take time series: kinds of toys children like, and thesafety precautions adults should take when buying 64[MARY: The primary purpose of this pro- toys for infants. Recommended for ECS Oper- yearn Is to show parents how .-outIne tasks ators. are useful kts informal learning experiences 1. Toys. for their children. One way is to take your 2. Child development. child shopping to fhe supermarket; thiswill help extend the role parents haveas oduca- * Also At LETH, CALS. tors. Recommended for ECS Operators. 1. Child development. 2. Parent and child. TAKE TIME: Toys For Pre-schoolers VT-05191 lvideorecordingl / [produced by) * Also at LETH. ACCESS, 1976. 1 videocassette (7 min.): sd., col. ; 3/4 In -- (Take time series) TAKE TINE: Waterplay VT-05171 Ivideorecordingl / [produced byl ACCESS, 1976. 166 Page 116

1 videocassette (7 min.): Sd., SUMMARY: A child's own curiosity, col.; 3/4 In -- (Take time series) as well 4 as adult attitudes towardsplay and leisure, form the basis of self-education. SUMMARY: Because of Recommen- its versatility, water ded for ECS Operators. encourages spontaneous and imaginative I. Play. play. In this program children discuss 2. Child development. things they have learned In theirwater - play. most Important of all, waterplay has * Also at LETH, CALG. a calming effect upon children. ReccmmendeW for ECS Operators. 1. Education, Preschool. Taking Stock 2. Activity programs In education. SEE: FIMING MY CNN MY: Taking Stock 3. Creative ability In children.

* Also at LETH. Taking Time For Ourselves SEE: THE PARENT PUZZLE: Taking Time For Ourselves TAKE TIME: Ways Of Looking At VT-05211 Children's Art ivideorecordingl / (produced byl Teach Me How I Can Do It ACCESS, 1976. Myself WP -04230 (motion picturel / (producedbyl 1 videocassette (7 min.) : sd., Stichting Nederlandse Onderwizs, col.; 3/4 In -- (Take time series) 1971. 1 film reel (29 min): sd., col. ; 16mm. SUMMARY: Children communicate theiremo- tions and experiences through their art. ISUMMARY: This film documents thephilosophy Displaying a child's art workcan stimulate and practices of the Montessorimethod of discussion and strengthen the pride children elementary education. take In their work. It was photographed Recommended for ECS at a kindergarten and Operators. an elementary school which use the Montessorimethod, first enun- I. Children as artists. ciated by Marla Montessori,Italy's first female physician. * Also at LETH, CALG. 1. Montessori method of education. 2. TAKE TIME: Independent stuay. where Feeding Problems Begin VT-05186 lvideorecordingi / (produced byl ACCESS, 1976. Teacher Alds In tto Classroom kit( / KT-00038 1 videocassette (7 min.): sd., (produced byl Vimcet, 1197 U. col. ; 3/4 in -- (Take time series) 1 filmstrip, 1 sound cassette,

1 booklet. SUMMARY: This program examines feeding problems and gives several reasons why the SUMMARY:This program Is designed to child may be a fussy eater. train Recommended for both teachers and aides in ECS Operators. their appropriate classroom functions. 1. Child development. Instructional, rather than clerical, contributions 2. Parent and child. are stressed. The use of older studentsas aides Is also encouraged. A training chc:klist for suit- able aide activity isprov..:ed. TAKE TIME: Why Children Play VT-05193 1. Teacher's aSsistants. lvideorecordingl / (produced byl ACCESS, 1976.

1 videocassette (7 min.) : sd., col. ; 3/4 in -- (Take Time series) 167 Page 117

THE TEACHER EDUCATION: Reading- A MP-04319 to promote discussion aboutconcerns in Language Experience Approach classroom management.

(motion picturel. ITtrontol : 1. Classroom management. Kinetic Film Enterprises, 1962.

1 f!Im reel (30 min.) : sd., col. ; 16mm. -- (The Teacher education series) Teachers, Parents and Children: Growth MP-104295 Through Co-operation (motion picture) SUMMARY: A fundamental concern in the tea- / (produced byl Sterlinc Education ching c4 reading Is how to incorporatethe Films, 1974. students' own experiences. This film des- 1 film reel (17 min.) : sd., col. ; cribes the manner in which thismay be 16mm. achieved by using existing materialsand materials designed to support this reading SUMMARY: This film describes the child's method. need to adapt from a home toa school envi- 1. Reading. ronment. The film stresses the co-operation that Is needed between teachersand parents to ease the child through thetransition. Teacher Evaluation - Classroom Observation Skills I. Parent - teacher relationships. Learning Fackage SEE: PRDJECT A.S.K. -TEACHER EVALUATION- CLASSRIJOH OBSERVATION SKILLS LEARNINGPACKAGE TEACHERS TEACHING WRITING SERIES VT-542B (Series) ivideorecordingi / National Council to of Teachers of English/Association VT-5433 for Supervision and Curriculum Teacher Selection Interview (video- A-0456 Development, c1984. recording) / (produced by1 6 videocassettes (2 hr., 30 min.) : Faculty of Education, U. of A. ; sd., col. ; 1/2 In. (distributed byl AYMC, 1979. 6 discussion guides (one per videotape). 1 videocassette (22 min., 15 sec.) : CONTENTS: Program 1: Flight: writing for a sd., col.; 3/4 in. classroom research project, Grades 4 & 5 (30 min.) -- Program,2: Snake Hill to Spring Bank: SUMMARY: This tape outlines various meth- a classroom publishing project, Grades 11 &12 ods, attitudes and techniques used In inter- (31 min.) -- Program 3: Writing and sharing; viewing the teacher applicant. A dramatiza- journals, peer editing, and publishingwith tion shows: reviewing the job, planning parents, Grade 3 (20 min.)-- Program 4: Bones: questions, knowing your own biases, estab- reading and writing poetry, Grade 3(23 min.) -- lishing rapport, listening, controlling the Program 5: Puppet plays; writing and revising interview, questioning techniques,use of with partners, Grade 3 (15 min.)-- 1.rogram 6: other sources ofinformation. Writers: developing confidence In theyoung 1. Teachers - selection and appoint- writer, Grade 3 (24 min.). ment.

SUMMARY: A teacher inservice programme which presents teachers teaching writing Teacher, Lester WNW (motion picture) MP:04193 skills across the curriculum In the / (produced byl Education Development classroom, illustrated through six student Centre, 1974. writing projects - five at the elementary 1 film reel (9 min.) : sd., col. ; level and one at the senior high level. 16mm. I. Writing - Study and teaching. 2. Creative writing - Study and SUMMARY: Through exaggeration, this -;eaching. animated film shows a pre-school day when 3. Language arts (Elementary). everything goes wrong. The film is designed 4. Language arts (Secondary).

168 Page 118

Teaching Is A Profession Ivideorecordingi A -0759 1 film reel (19 min.): sd.,

/ (produced by) Instruational col. ; 16mm. Technology Centre (Faculty of Education, 2 sound discs U. of A.), 1983. 1 teacher's guide

1 videocassette (23 min.) : sd., col. ; 3/4 in. SUMMARY: Shows how children's self - awareness, self-confidence, physical, crea- SUMMARY: The issue of whether teaching is a tive and emotional development are enhancs4 profession is debated in this tape.The through program of planned movement activi- nature of professionalism is discussed and ties. Focuses cm right hemisphere learning the characteristics and criteria of a and development ofintuitive, aesthetic, and profe:islom are examined. Topics discussed creative abilities. Specific examples of Include teacher autonomy, the organization movement activities which help children of the colleague group, whether teachers become more open to learning through all of provide an essential service, and profes- their senses, while developing a sense of sional control of training centres, certifi- their own personal worth, are used. Recom- cation of members and evaluations by peers. mended for ECS Operators. Presented by David A. Mappin of the ITC. 1. Physical education for children. 1. Teaching as a profession. 2. Perceptual-motor learning. 2. Professional socializtion. 3. Sensory-motion integration. 4. Movement, Aesthetics of - Study and teaching. Teachins Morals and Values SEE: UNDERSTANDING VALUES AND MORALS: Teaching Morals and Values Teaching-Learning Strategies SEE: ESSENTIALLY 'MRS: Teaching-Learning Teaching On Television Strategles SEE: TOWARD IMPROVED CANDID CLASSFDOM - ITV SESSION 1: Teaching On Television

Television Utilization Ivideorecordingl / A-0433 (produced by) Faculty of Education, Teaching the Learning Disabled: You've VT-5450 U. of A. : !distributed byl Got What It Takes Ivideorecordingl / AVMC, 1975. produced by ACCESS, 1985. 1 vkleoccssette (24 min., 35 sec.) : 1 videocassette (29 min.) : sd, col. ; sd., col. ; 3/4 In. 1/2 In. and 3/4 in.; teacher manual. SUMMARY: This documentary presentation ex- SUMMARY: An "Introduction" to Alberta amines television and its educational use. Education Special Educational Services° Topics covered include methods of distribut- printed teacher manual on learning ing a television signal, classification by disabilities, for Alberta teachers of communication Intent, patterns of utilize- learning disabled students. Presents an tiom, prusentation modes, and considerations overview of the topic. foil- effective use and viewing. Examples are 1. Learning disabilities. extansively used throughout. 2. Exceptional children - Education. 1. Television in education.

Teaching Your Wings To Fly (motion 1(1-00108 Tell Ne What You See Ikitl / la -00063 picture) / produced by Lawren (produced by) A.E.C.T., 1197 ?I. Productions ;(distributed by) 1 filmstrip, 1 booklet, 1 sound City Films, 1978. cassette (30 min.)

169 Page 119

SUMMARY: This fIlmstrip-audiotape kit Is numbers. Scoring of these tests Is also based on a report prepared for the U.S. done in each case. Office of Education by the Leadership In 1. Educational tests and measurements. Library Education. This report describes an attempt by the Florida State University to Theme Development In Movement develop and prepare students from grade 1 to SEE: ELIBMENTARY SCHOOL PWSICAL BDUCATIOLC 12 for visual literacy. The Icit Is well- Theme Development In Movement organized and carefully defines visual lit- eracy. 1. Perception. Things That Scare Us IvideorecordIngi/ A-0417 2. Perceptual learning. Faculty c4 Education, U. of A., (distributed by) AVS1C,1978.

1 videocassette (14 mln., 33 sec.) : Testing sd., col. ; 3/4 in. SEE: FINDING MY OMN MAY: Testing

SUMIMIRY: Miss Maureen Trim, grade one tea- cher at Grandview Heights Elementary School Tests ON Auditory Discrimination A-0366 questions her class on things thatscare Ivideorecordingl / !produced byl them. She first has the children tell el

Faculty of Education, U. of A. ; imaginary things that scare them suchas !distributed byl AVMC, 1978. giants, monsters and ghosts. She then al- 1 videocassette (36 min., 42 sec.) ters her approach and has the e-; sd., col. ; 3/4 In. anecdotes about reel things the% ct 1. Story-telling. SUMMARY: Dr. E. A. Blowers, Professor of 2. Books and reading for. c3Ortet. Educational Psychology, Faculty of Education 3. Children - Books ant at the University of Alberta discusses the use of tests of auditory discrimination, and uses two with a 7 year old normal child. Three Approeche To Simple Dance Thl; The Wepman Is used to illustrate the ivideorecordingi / !produced byl "paired-word" approach to assessing auditory Faculty of Education, U. of A. ; discrimination and the Goldman-Fristoe- !distributed by) AVMC, 1979. Woodcock Is used to illustrate the picture 1 videocassette (54 min., 30 sec.) : approach. Problems assoolated with each sd., col. ; 3/4 in. test are discussed briefly. 1. Educational tests and oeasurements. -2401ARY: Joan RUSS6;; conducts tilts live workshop held at the Intcrnational Confer- ence on Dance and the Child, University of Tests 0 Auditory Memory IvNeorecordingi A-0452 Alber;s, July, 197;2., Using techniques in- / !produced byl Facul4:: :4 Education, volving analysis of music, changes inenergy U. of A. ; IdistrIbuteby) AVMC, and developing relationships, Ns. Russell 1979. .eads a work-shop group In the development

1 videocassette (49 min., 50 sec.) ! of an interpretative dance. sd., col.; 3/4 in. 1. Dancing.

SUIMNARY: Dr. C. Yewchuk, Professor of

Educational Psycholeiy, U. of A., eminls- Three Cogoitive Skills:Middle Childhood tars three tests to a slx yew old child. rEE:OEVELO'NENTAL PSYCHOLOGY, INFANCY TO They are The Audltomptention Span For ADOLESCENCE:Three Cognitive Skills: Middle 1.2.4Ss I which tht child repe.i.ets Childhood sentences; Thel_._itE:anAtidOori_Lerne Test In which the child repeats ;.ts of

170 Page 129

Three Little Pigs Ivideorecordingl / A-0381 THROUGH THE LANGUAGE BARRIER: YT-051611 !produced byl Faculty of Education, At Home...With Language

U. of A. ; !distributed byl 'ANC, lvIdeorecordingl / (produced b.i; 1978. ACCESS, 1980.

1 videocassette (15 min., 40 sec.) : 1 videocassette (15 min.) : sd.,col. ; 3/4 in. sd., col. ; 3/4 in. (Through the language barrier SUMMARY: Mt. Maureen Trim, grade one tea- series) cher at Grandview Heights Elementary School introduces her approach to effective story- SUMMARY: Examines the richest resource for telling including selection of stories and language development - the hcele. Recom- eseful techniques. She then tells her class mended for ECS Operaters. the seory of the Three Little Pigs.The 1. Children - telling of the story is tollowee bya oils- cession period in which Ms. Trim questions Also at LETM, CALG. the students on the relationship et this story to real life. 1. Story-telling. THROUGH THE LANGVVrE BPARPER: VT-05165 Early Experiences Three Looms Waiting ivioeorecordingl. ivideorecordingl / (produced byl -- !London]: British Broadcasting ACCESS, 1980. Corp. ; New York : Time Life, 1978. 1 videocassette (15 min.) 1 videocassette (13 min.) ed., sd., Cf.A.; 3/4 in. col. ; 3/4 ire, (Through 4."se language rereier series) SUMMARY: The program shows Mrs. Dorothy Heeecote using her method of teaching IIISUMMARY: Examinethe general stages in the drama. She advocates an improvised form child's language leyelopment and the role which 1E more spontaneous and personally that parents can play in that development. rewarding. We see her working with young Recommended for ECS Operators. people of alC ages who vary from pupils at a 1. Children - Lenguage. ;,.orm school to the mentally subnormal. 1. Drama In education. Also at Luv, CALG.

NE LANGUAGE BARRIER: YT-05168 THROUGH THE LANGUAGE BARRIFR: YT-05164 Alone...With Language In the Beginning Ivideorecordingl / Iproducet byl Ivideorecoreerigi / Ipred.iced byl ACCESS, 1980. ACCESS, 1980.

1 videocassette (15 min.) : 1 videocassetre (15 min.) : sd., col. ; 3/4 In. -- sd., col. ; 3/4 in. (Through the language barrier (Through the language barrier series) series)

SUMMARY: Considers solitary play and its SUMMARY: Examines the role oflanguage as contribution to e child's language develop- the principal form of human communication ment, as well as his or her everall develop- and establishes that children learn language ment. Reccmmended for ECS Operators. through active participation In a wide vari- 1. Children - Language. ety cf experiences. Recommended for ECS Op- 2. Play. erators. 3. Children - Growth. 1. Children - Language. 2. Oral Communication. * Also at LETH, CALG. 171 Page 121

* Also at LETH, CALO. To Help Them Learn (motion picture]/ $12 -04293 (produced byl AECT, 1977.

1 film reel (21 mPn.) : sd., THROUGH THE LANGUAGE BARRIER: VT-05163 col. ;16mm. An Introduction Ividecrecordingl / (Produced byl SUMMARY: Learning in the last half c4 the ACCESS, 1980. 20th century can no longer justrely on the 1 videocassette (15 min.) : textbook, teacher and blackboard. The sd., col. ; 3/4 in. - - amount of media that childrenare bombarded (Through the language barrier with outside the school shouldforce schools serles) to recognize the imperative need. 1. Learning, Psychology cf. SUIBMIRY: Contains segments taken frcm each of the 5 programs in this series. Documents the development c4 language in young child ToMake Kids Love School: The 280-Acre 0412-04248 ren, and the role that parents can play in Classroom (motion picturel (produced stimulating that develoomNit. Recommended byl Hobel-Lelterman, 1973. for ECS Operators. 1 film reel (20 min.) : sd., col. ; 1. Children - Language. 16mm.

* Also at LETH, CALG. 5411881RY: This film describes ar, outdoor school of some 280 acres in Ontario. The descripticn cf the schoolis Intercut with THROUGH THE LANGUAGE BARRIER: VT-05167 an interview with John Brown, Director and Venturing Out Founder of the John Brown Camps. He feels Ivideorecord!rgi / (produced byl that by letting the child return to nature, ACCESS. 1990. both the child and civilization will 1 videocassette (15 min.) : improve. sd., col.; 3/4 In, -- 1. Educational innovation. (Through the langiaspe barrier 2. Open-air schools. series)

SUMMARY: piores the community, another TOWARD IMPROVED CANDID CLASSROOM- A -0685 important ,*-rivironment which can provideop - mg SESSION 1:Teaching On Television portunitiss for a child's language growth. ivideorecordingi / (produced byl Recommendn4 for ECS Operators. AMCEE (Association for Media-based 1. Children - Language. Continuing Education for Engineers, Inc.), (19 - -I. * Also at LETH, CALG. 1 videocassette (21 min.): sd., col. ; 3/4 In. -- (Toward improved candid classroom series) Through The Sound Barrier Dr-04303 (motion picture! / (produced byl SUMMARY: Dr. D.J. Engel of the University Atlantis Films, 1979. of Alberta's Faculty of Education, demon- strates ways in which television may be used SUMRY: A description of the problem and to en snce teaching effectiveness.Techni- the many solutions that being deaf Is ques for lecturing on television are offered about. In a Canadian setting, the film as well as a discussion of the many advant- offers information tor all people about the ages television teaching has to offer. identificaticn of the problem and where to 1N1ENDED AUDIENCES: Teachers and students go to obtain some help. interested in the effective use of televi- 1. Deaf - Rehabilitation. sion teaching.

172 Page 122

1. Television in education. and striking the keys. He concludes by 2. Audio,Esual education. describing class organizbtion and teaching 3. Teaching-Aids and devices. strategies. Handouts are available frcm the

Regional Offices of Alberta ECucationin Edmonton and Leraoridge. Towards Dance 1. Typewri-Ing - Study and teaching. SEE: Slowly, Slowly; Towards Dance

Typewriting Insiruction Improvement Yr-05145 Toys for Infants Workshop--Session Two lvidru- SEE: TAKE TIME: Toys For Ilfants recording] / (produced byI AVSB, 1976. 2 videocassettes (95 min.): sd., Toys for Pre-Schoolers col. ;3/4 in. SEE: TAKE TIME: Toys for Pre-Schoolers

SUMMARY: Fred E. Winger describes proce- dures for developing typing skills through Toys for Toddlers pre-test inventory, selective practice to SEE: TAKE TIME: Toys for Toddlers improve rate and accuracy, and post-test. Practical suggestions are then given for conducting drills to develop speed spurts, Transportation accuracy, timing, and chaining. SEE: SCHOOLING: FALLS OF YESTERDAY: Transpor- I. Typewriting - Study and teaching. tation

Typewriting Instruction Improvement VT-05144 Travelin' Shoes Workshop--Session Three (video- SEE: IN6IDE/00T: Travelint Shoes. recording] / (produced byI AVSB, 1976.

2 videocassettes (114 min.) : sd., A Trip to the Supermarket col.; 3/4 in. SEE: TAKE TIME: A Trip to the Supermarket SONMARY: In this program, Fred E. Winger conducts a question and answer period based Trying Times on information gained In the previous ses- SEE: SELF-INCORPORATED: Trying Times sions. H. then goes on to discuss methods cf improving efficiency through right and left hand drills and the use of controlledcopy. Two Sons 1. Typewriting - Study and teaching. SEE: SELF-IIIXFPORATED: Two Sons

Typewriting Instruction Improvement YT-05145 Typewriti.714 Instruction Improvement YT-05142 t;iwludop--Session Four (video- WorkshopSew:ion One (video- recording) / (produced by) AVSB, recording] / (produced byl AVSB, 1976. 1976. 2 videocassettes (78 min.) : std., 2 videocassettes (137 min.): sd., col. ; 3/4 in.

col. ; 3/4 in.

SOMMRRY:Dr. Fred W. Winger of Oregon State SUMMARY: In this introductory program, Fred University,!71 this program, describesan E. Winger of Oregon State University discus- ses the importance cf equipment, posture, 111

173 Page 123 action research project. In addition, vari- ous methods of grading and tho impor7anceof production are discussed. 1.Typewriting - Study and teaching.

174 Page 124

Ukulele: Part 1 The unspoken Right - An Examination &-0310ill SEE: ELEMENTARY CLASSROOM MUSIC: Ukulele: Of Students' Rights to Privacy Part 1 (videoreCordingl / (produced by)

Faculty of Education, U. of A. ; (distributed by) AVMC, 1977. Ukulele: Part 2 1 videocassette (8 min., 30 sec.) : SEE: ELEMENTARY CLASSROOM MUSIC: Ukulele: sd., col. ; 3/4 in. Part 2

SUMMARY: There are throe main topics of students' rights to privacy examinedIn this Understanding The D. ImotIon picture) / MP-04252 program. These are private property, confi- (produced by) Perennial Education, dential Information and personal Privacy. A 1978. dramatization is enacted as an example for 1 film reel (21 min.) : sd., col. ; each topic. Codes and rules on privacy and 16mm. student rights are listed by Province. 1. Privacy, Right of. SUMMARY: "The deaf ere strangers in the world of the hearing."This film sets out to explain what deafness Is and whatwe can Using Human Resources (motion picture)/ MP-04239 do to teach people who are dee. Emphasiz- (produced by) Media Five, 1974. ing the most successful students, it paints 1 film reel (29 min.): sd., col. ; an encouraging picture of students whoare 16mm. deaf. 1. Deaf - Education. SUMVAY: This program Is a "how to" film which Is designed to involve parentsin the school. The thesis Is to make the parent UNDERSTANDING VALUES AND MORALS: OLP-0420 feel wanted and to give then tasks which Teaching Morals and Values have a degree ofimportance and independence (motion picturel. (Toronto) : in the program. The human resources are International Tele-Film Enter- drawn frcm all areas of the cammunity frau prises, 1977. young marrieds to retirement people. 1 film reel (28 min.): sd., 1. Community and school. col. ; 16mm. -- (Understanding 2. Public relations - Schools. values and morals series)

SUMMARY: Dr. Madeline Hunter leads a Using Large Apparatus In Movement Education discussion about teaching morals and SEE: ELEMENTARY SCHOOL PHYSICAL EDUCATION: values. She describes the ways that values Using Large Apparatus In Movement Education are learned:modeling, reinforcement and Intellectual logic. Interspersed In the discussion are examples of how valuesare Using Smal IEquipment In Movement Education learned. SEE: ELEMENTARY SCHOOL PHYSICAL EDUCATION: 1. Moral education. Using Small Equipment In Movement Education 2. Worth - Study and teaching.

Using Student ideas (videorecordingi/ A-0541 The University (produced by) U. of A. ; (distributed SEE: SCHOOLING: FACES OF YESTERDAY: The by) AVMC, 1980. University 1 videocassette (16 min., 29 sec.) : sd., col. ; 3/4 in.

175 SUMMNRY: Through a lesson on the short story in Mr. Chuck Allents grade nine class, we see him using student ideas.Techniques used ere: simple acknowledgment, reinforce- ment, re-statement, summarization andcom- parisons. 1. Short story. 2. Teaching.

176 Page 126

Values and Lifestyles that are role-expectancy-oriented. In ad- SEE: FINDING MY OWN WAY: Values and dition, the material tries to helpthem dif- Lifestyles ferentiate generally between studentres- ponses that are productive and those that reproduce the teacher's behavior; tohypo- VALUES AND WIRALITY IN SCHOOL: MP-04264 thesize relationships betweenteacher verbal Introduction To Moral Development behaviors and student responses; andto re- (motion picture). -- (Toronto) : cognize and be able to analyzeteacher open- International Tele-Film Enterprises, ness as a variable In interaction. 1977. 1. Teaching. 1 film reel (29 min.) : sd., col. ; 2. Verbal behavior. 16mm. -- (Values and morality In school series)

Verbal Interaction Strategies SUMMARY: After an Introduction by Lawrence SEE: PROJECT &SA. -*TEACHER EVALUATION- Kohburg, moral education is definedas "the CLASSMOM OBSERVATION SKILLSLEARNING PACKAGE: ability to think of moral and ethical Issues Module IV: Verbal Interaction Strategies In their lives." After listing the six stages of Kohburg's model, examples of techniques and classroom examplesare given. Vietnam Project 1. Moral education. SEE: COLLECTIVE CREATIONS:Vietnam Project 2. Worth - Study end teaching.

Vision C4 the elind, Parts 1 and II MP-04279 Values: The Hidden Curriculum (motion picture) / produced by SEE: SCHOOLING: FACES Cf YESTERDAY: Values: British Broadcasting Corporation, The Hidden Curriculum 197G.

1 1 ifw reel (50 min.) : sd., col. ;

Valuing SEE: ESSENTIALLY YOURS: Valuing SUMMARY: The thesis of this film Is that those people who are legally blindhave usa- ble residual vision.The lim shows exam- Venturing Out plow of how attitudes must be changed in SEE: THROUGH THE LAIGUME BARRIER: Venturing order that blind people use the maximum Out vision they have. 1. Blind - Educat:on.

Verbal Interaction In The Cognitive KT-00023 Dimension lkitl / (produced by) Visit To Nein Nue School In Peking (A) Protocol, 1972. 4P-04233 (motion picture) / (produced by) 1 film reel (15 min.) : sd., Lawren Films, 1976. col. ;16mm. 1 film reel (18 min.) : sd., col. ; 1 teacher's guide, 30 hooklets, 16mm. 1 overview,1 evaluation report.

SUMMARY:This film describes a schoolloca- SUMMARY: This kit attempts to help teachers ted In Peking.The emphasis of this film Is recognize the characteristics of verbalin- on the school program which Is undertakenIn teraction; to identify a unit of analysis; all mainland Chinese schools. Such things to differentiate between teacher veruelbe- as labour classes and physical educationare haviors that are task-oriented and those described In detail. 1. Comparative education.

177 2. Schools - China. 3. Education - China.

Visual Awareness SEE: CHILDREN AND THE VISUAL ARTS: Visual Awareness

Visually Impaired SEE: ONE GIANT STEP - THE INTEGRATIONOF CHILDREN WITH SPECIAL NEEDS: Visually Impaired

Vocational Opportunities SEE: FINDING NY OWN WAY: Vocational Opportuni- ties

178 Page 128

Water !motion picture! / (produced byl 14'-04188 1 film reel (23 'On.): sd" col. ; Schools Council, 1474. 16mm.

1 film reel (11 min., 30 sec.) :

sd., col. ; 16mm. SUMMARY:This fi$m describps a number ef parents and thei attitudes when they dis- SUMMARY: Experimental play by young child- cover that their children are deaf., The re- ren with water Is demonstrated. Skills actions range from disbelief to acceptance. through which basic conmpts develop at In addition, the film destroys certain myths water table activities are depicted and dis- about deaf children. cussed. Attention is given tc appropriate 1. Children, Deaf. water activity materials. 2. Parent and child. 1. Activity programs In education. 2. Concept learning. 3. Water - Experiments. Wearer Of Many Hats:The School KT-00062

Librarian (kith -- (Edmonton! : Edmonton Public School Board, 1975. Waterplay ' sound tape/sound cassette (7 min.) SEE: TAKE TIME. Waterplay 58 slides col.

SUMMARY:Thisprogram describes the school Waterplay !kit! / by Dorothy KT-00111 librarian. Ittouches on the librarian's

Levens. -- Arlington, Va. : qualificationsand details the person's Childhood Resources Inc., duties. c1972. 1. Schoollibrarians. 1 sound cassette (15 min.). 40 slides :col. 2 folders. Welfare SEE: FINDING MY OKW WAY: Welfare SUMMARY: A set of 40 slides and 15 minute audio tape that explains why water play isa valued activity in early childhocd What Did You Learn At School Today? MP-04120 programs. It also shows children using !motion picture! / !produced byl various containers and other equipment to James Archibald, 1970? discover science concepts as they engage In 1 film reel (50 min.): sd., col. ; exploratory play. Suitable for viewing by 16mm. parents and staff. 1. Water - Experiments. SUMMARY: The philosophy of a British school 2. Activity programs in education. Is examined. The school is based on a self- 3. Science - Study and teaching education approach.The teachers are pre- (Preschool), sent as generalists to develop the righten- vironment and conditions so that learning * Also at LETH. can tako place. The film describes how some activities are interrelated to crrhers where there would naturally be an oveflap. ways of Looking at ChIldren's Art 1. Education - Experimental methods. SEE: TAKE TIME: Ways of Looking at Children's 2. Educational innovations. Art 3. Independent study.

W. Tiptoed Around Whispering !motion MP-04265 What Did You Learn In School Today? picture! / (produced byl SEE: PARENTS AND CHILDREN: What Did You Learn Washington, D.C. : National AV In School Today? Center, 1972. III 179 Faye 129

What Do You Think? (motion picture) / MP-04232 SUMMARY: Dr. Rosenthal (Harvard) and Dr. (produced byl Mass Media, 1972. S. Rabensvitch (McGill) discussthe impor- 1 film reel (32 min.) : sd., col. ; tance and application of"self-fulfilling 16mm. prophecy": that which is expected ofa per- son Is that which he wiII perform according SUMMARY: Based on the wori: ^4 Jean Piaget, to. Experiments with students inteaching- -.lie film demonstrates three major staces of reading combined with teacherexpectations cognitive development in children ranging in provide the basis fora oanelin which tea- age from 4 to 11. Six children reveal 9DM9 chers discuss expectations andperformance. of their concepts about the physical, moral 1. Educational psychology. and religious worlds. 2. Teacher-Student relationships. 1. Child psychology. 2. Cognition (Child psychology).

What's In It For Us? (motion picture)/ MP-04114 (produced by) Ontario Dept. of What is a Learning Disability? Education, In.d.1 NO TIME TO LOSE: What is a Learning Dis- 1 film reel (10 min.) : sd., col. ; ability? 16mm.

What Is Discipline? SUMMARY:This film indicates oneway in SEE: THE PARENT PUZZLE: What Is Discipline? which schools may utilizea greater variety of resources for theircourses, inter- school and town-school libraryco-operation What Teachers Do ivideorecordingl A-0233 Is diScussed with 1 case studybein; used as / (produced by) Faculty of the vehicle. Education, U. of A. ; (distributed 1. Library co-operation. by) AVMC, 1975. 2. School libraries. 1 videocassette (21 min., 15 sec.) :

sd., b & w. ; 3/4 in. What's Next? SUMMARY: This videotape provides a look at SEE: ON THE LEVEL: What's Next? sw typical teachers feel about what they do and how they go about doing it in theschool environment, at home and in the community. The program is affective by designand What's Wrong with Jonathan? stresses such ideas as commitment, flexi- SEE: SELF-INCORPORATED: What's Wrong with bility, responsibility and communication. Jonathan? The comments also amphasize the necessity for continuing personal growth in a teener, and that their university training is only When is Help? the beginning of learning to be a teacher. SEE: 1l6IDE/OUT: When Is Help? 1. Teaching satisfaction. 2. Follow-up in teacher training. Teacher morale. Where Do Children Play? lkitl / KT-00110 (produced by) ACCESS, c1977.

I sound ctssette. What the Teacher Expects (motion picture) MP-04123 140 slides : col. / produced by National Film Boarj, 1 script. in.d.) 1 film reel (27 min.): sd., col. ; 16mm.

180 Page 130

SUMMARY: A slide-tape illustrating the 1 film reel (50 min.) : sd., col. ; significance of the physical environment in 16mm. children's development. The set Includes 140 slides, audio-tape and script. SUMMARY:This film describes the manyas- Suitable, audio-tape and script. Suitable pects oflearning disabilities. It provides for viewing by parents and staff. a general view of the problems, attempts to I. Playgrounds. identify the symptoms and offers suggestions 2. Play. In the necessary directions thatcan be 3. Children - Growth. taken to resolve the problems. Although it is set In the United States,the Also at LETH. problems, symptoms and suggestionsare all appropriate regardless of the locale. 1. Learning disabilities. Where Do I Go? SEE: FINDING MY OWN WAY: Where Do 1 Go? Why Children Play SEE: TAKE TIME: Why Children Play Where Feeding Problems Begin SEE: TAKE TIME: Where Feeoing Problems Begin

Withltness (Elementary School) !video- A-0569 recordingl / !produced byl AVMC, Who Am I? U. of A. ; !distributed byl AVMC, SEE: FIKIIPG NY OWN WAY: Who Am I? 1980.

1 videocassette (20 min., 4 sec.) : sd., col. ; 3/4 in. who Am I? SEE: ON THE LEVEL: Who Am I? SUMMARY: Withitness Is a classroom manage- ment concept that Is based on the principle that teachers who are aware of what Isgoing Who Wins? on In their classroom are more likely to SEE: SELF-INCORPORATED: Who Wins? have their students engagedIn on-task be- havior and less likely to be engaged Inde- viant behaviour.This tape shows four be- Who's Got the Power !motion picture! / MP-04182 havior indicators of withitness: Desist, (produced byl Boreal Films, 1976. concurrent praise,.suggest alternate be- 1 film reel (25 min.) : sd., col. ; haviour, description of desirable behav- 16mm. iour. The tape Is an edited version of a lesson taught by Mrs. Darlene Hernstedt, SUMMARY: Usly.:: Ideas based on Drieker and John Barnett Elementary School, Edmonton. Gorden's approb to the area of powercon- 1. Discipline of children. flicts, this fJm explores three examplesof 2. Children - Management. problems invong children and adults. A 3. School discipline. well-organim; Iaok at this particularap- proach to problem-solving. 1. Child psItchology. Withitness (Junior Nigh) A-0560 2. Problem solving. ivideorecordingl / (produced byl AVMC, U. of A !distributed byl AVMC, 1980. 1 videocassette (20 min., 38 sec.): Why Can't I Warn? lmotioh picture). MP6-04321 sd., col.; 3/4 in. -- !Toronto] : W'ernat,onal Tele- Film Enterprises, 1974.

181 Page 131

SUMMARY: Withitness is a classroommanage- World CH Work (motion picturgl / MP-04165 ment ccocept that is based on the principle (produced byl Counsellor Films, that teachers who are aware of whatis going 1969. on in their classroom are more likely to 1 film reel (20 min.) : so., have their students engaged in on-task be- col. ; 16mm. haviour and less likely to Oa engagedin de- viant behavior.This tape shows four be- SUMMARY: This film divides work intoten haviour Indicators of withitness: Desist, major categories and shows selectedoco,pa- concurrent praise, suggest alternatebehavi- tions in each area. Useful as dn Introduc- our, description of desirable behaviour. tion to the study of occupations. The tape is an edited version of a lesson 1. Vocational guidance. taught by Mrs. Louise Covey of D.S. MacKenzie Junior High School, Edmonton. 1. Discipline of children. WORLD RELIGIONS: A Subversive VT-05258 2. Children - Management. Activity? Involvement in World 3. School discipline. Religions Ivideorecordingi / [produced by) Ontario Educational Communication; Authority, 1973. Women In Educational Administration A-0434 1 videocassette (20 min.): sd., Ivideorecordingl / [produced byl col. ; 3/4 In. -- (World relloions Faculty of Education, U. of A. ; :Aries) ldistributed byl AVMC, 1979. 1 videocassette (34 min., 10 sec.) SUMMARY: Discusses various methods of tea- sd., col.; 3/4 In. ching religion on a comparativebasis. Through act al classes, ne instructorex- SUNAMRY: This program provides facts re- plains the inquiry method which hefeels is garding the situation of women in the quite effective. Here, the onus is on re- workforce as of the mid-seventies. It then searr. 1 and rgflection by the individualstu- seeks to explain the de facto segregation in dent and each student Is required to put terms of societal norms and values, _nd fc-th his/her own questions andanswers. norms and values In the workiJace using 1. Religions - Study and teaching. examples and dramatizations. Particular attention is paid to how tnese valuesIn society and the workplace affectwomen JORLD AELIGIONS: Assemblies and VT-05259 seeking careers in educational adminis- Simulations Ivideorecordingi / tration. [produced byl Ontario Educational 1. Women - Employment. Communications Authority, 1973. 1 videocassette (20 min.) sd., col. , 3/4 in. -- (World religions The World Of One In Seven !motion W-04236 series) picture) / !produced byl Quarry Films, 1975. SUMMARY: Presents two methods of teaching

1 film reel (20 min.): sd., col. ; comparative religion assembly and simula- 16mm. tion. Simulation is used especially for gaining a complete understanding. SUMMARY: The world of the physically handi- 1. Religions - Study and teaching. capped is explored in a personalmanner in *his film. A number of handicapped people discuss the attitudes other people hold in Wor'..h How Many Words? [motion picture] / MP-04100 relation to them. [produced byl Kodak, 1968. 1. Physically handicapped - Personal 1 film reel (9 min.) : sd., col. ; narratives. 16mm.

182 SUMNRRY: How the many-faceted eyes of pho- tography view the universe, from the crystal structure of matter through the biosphere to man's conquest of space, is the topic of this film. 1. Photography.

Writing Far Real (kit! / (produced byl KT-00097 Calgary Board off Education, 1978.

1 sound cassette (10 min.), 110 slides: col.

SUMMRRY: This tape-slide set describes how a teacher can introduce and successfully teach expressive writing skills. The need for expressive skills Is stressed and the significance of tnem Is shown. 1. Creative writing - Study and teach- ing. 2. Writing - Study and teaching.

Writing With Spirit Ikitl / (produced byl K7-00095 Calgary Board of Education, 1978.

108 slides: col., 1 sound cassette (12 min.)

SUMMRRY:This tape-slide set describes the reasons that the teacher should encourage writing in the classroom. In addition, the method of teaching writing is explored and several alternative strategiesare de- scribed. 1. Writing - Study and teaching.

183 Po° 133

Yes, I Can

SEE: 1t6IDE/OUT: Yes, I Can

You Belong SEE: INSIDE/OUT: You Belong

The Young Art; Children Make Their Own MP-04113 Films !motion picture! / Iproduced byl Van Nostrand 8. Reinhold; IdistriPuted byl CPRU, 1971. 1 film Ilvel (30 min.1: sd., cot., Umm.

SMART: This film illustrates several films prod6ced by children in a New York school -- to communicate their own inter- esYs, c54iss and group projects, social coin- ments and teacher-directed activities.The wide variety of activities involved In film making and the value of film making Ina school context Is discussed. I. Amateur moving pictures. 2. Moving pictures - Study and teaching.

184 PIEBBSlowrooms ma as es ow is SS AW isatioNSI I

1 R 5 TEN BASIC POINTS IN16MM PROdECTOR CLEANING

The audio visual coordinator should Check continually to see that these pointsare brought to the attention of everyone who operates the 16 mm projector. Ignorance or omission of them is responsible for 90 percent of the damage to 16 an film.

1. Use hand test knob. Many makes of projectors have a hand test knob.After threading, always use the hand test knob to check your threading.Make sure that the loops are right.

2. Sprocket track feel test. Everyone who operates a projector should get into the habit of feeling the sprocket side of 16 mm film as it is being takenup onto the take-up reel. Unless you do this, you cannot be reasonably sure that you are not damaging the film.

3. Keep the gate and pressure plate of your projector clean. On many mathines, the pressure plate is removable or swings out.This is the most important part of the projector to clean. It should be cleaned before threading every film.

4. Stay beside the projector. Do not leave the projector during projection.This is very important.

5. Do not unwind film onto the floor. Never let any part of the film trail on the floor. Film easily becomes statically charged, and will pick up dust which willcause scratching.

6. Do not mend film with clear scotch tape. This can stick at the gate the next time the film is projected and at times has caused extensive damage to machine and film. If the film breaks, you do not need to splice it. Simply rethread and tuck the loose end onto the take-up reel. It will be spliced at the Audio Visual Services Branch.

7. Watch the reels on which the film is winding and unwinding. If a reeis badly bent, the film can be torn at regular intervals.

8. Watch for unusual chatter in the machine.This is usually a sign that damage is occurring to the sprocket holes of the film.Never continue projecting if there is unusual chatter or if the picture becomes jumpy.The fault may be worn shuttle ov claws at the aperture or gate. These claws inevitably become undercut after a year or two. They should be replaced at a centre specializing in projector care.

9. Cold film is more brittle. Do not run 16 mm. film when it is cold.Let it come to room temperature. Likewise, keep film away from excessive heat.

10. Watch that the idlers are rolling freely. Keep idlers and sprocket wheels clean.

Your 16 mm motion picture projector should have a check-ow: at leastonce a year. Have particular attention paid to the claws. This should be done by experiencee servicing agents.

The most common cause of poor sound is loose threading over the sound drum. See that the film rides tightly around the sound drum.

186 TYPES OF FILM DAMAGE

Damage Probable Causes Remedies 11111141.1111111910112111111MIM/1 cc=MI a. Dirty rollers, gate, film channel. am; b. Cinching film on reel. Clean projector. c. Letting loose film fall on floor. Handle film carefully. Scratches

a. Stepping on film. 1 11 b. Pinching film in closing filmcan. Handle film carefully. Cteases 41111111ttmermanu lownri a. Too much tension on gate or take-up reel. b. Jerking movement of take-up reel. Have projector attended 1:31 II OD - . c. Shuttle worn or out of adjustment. by approved repairman. d. Worn sprockets. Rethread. Enlarged sprocket holes e. Loss of loops. Amemosmimmirmismsw1 a. Too much tension on gate or take-up reel. Have projector attended b. Jerking movement of take-up reel, by approved repairman. 0 C ChOleamaC012 o. oral. c. Worn shuttle or sprockets. Humidify. d. Cold or dry film; loss of loops. Torn sprocket holes Rethread film. almEEIMMEMIL a. Faulty film splice. IIIIli b. Sudden jerk on take-up reel. 1111111.011110011 c. Film improperly placed in film channel. Make correct splice. d. Failure to allow loops. Breaks

'IMIIIIIM11111M31111111111111111IN . a. Running a sound film on silent type Use appropriate equip- e Ir projector. ment for type of film. a CI a b. Incorrect threading. (Sound track and Make sure film is on Sprocket holes on sprocket track reverscd.) reel properly. sound track or film c. Film failing to engage sprocket teeth. Rethread and check.

1111111111.111-HMIIMINIMINIIMIBM a. Faulty or sticking fire :shutter. Ha ve projector checked cs b. Projector running too slow without fire shutter in place. by approved repairman. Birned spots

-.... iiiJrLJt II I\-

Discard all unservice- ct a. Bent or warped reel. ct ca able repls. Gouges in the film at regular intervals

187