John Wesley Hollomon was an Associate Professor of Education, then Professor at the University of Texas at San Antonio (UTSA) from 1974 through 1995. He taught in the areas of curriculum, early childhood education, Spanish and French education, Latin American area studies, developmental psychology, bilingual/cross-cultural/multicultural education, and psycho-sociolinguistics.
Hollomon, an African American, was born in on August 5, 1935. He earned a B.A. from Dillard University in 1958, an M.A. from West Virgina University in 1966, an M.A. from Universidad Interamericana in 1963, and a Ph.D. from The University of New Mexico in 1973. His dissertation topic was "Problems of Assessing Bilingualism in Children Entering School."
At UTSA, he was an active member of Division of Education committees concerned with program and curriculum development and self-studies for approval and accreditation. He was a member of the UTSA Standing Committee on Teacher Education, of the UTSA Advisory Council on Equal Opportunity, and the Advisory Committee to the Tomas Rivera Office on Student Information Retention. He was also Chairman of the College of Multidisciplinary Studies Faculty and Review Advisory Committee.
Before joining the faculty at UTSA, Hollomon taught in a number of higher education settings, including Prairie View A&M University, Clark College (Atlanta, Georgia), Albany State College (Albany, Georgia), and Grambling College (Louisiana). He also taught French and Spanish in East Baton Rouge and Orleans Parishes, 1958-1964, and was Head Teacher, Miller Child Development Center-Annex Inc. (San Antonio, TX), 1977.
Hollomon retired from UTSA in 1995.
Includes course syllabi, teaching materials, articles by Hollomon, manuscripts for publication, correspondence, and other materials.
The researcher assumes full responsibility for observing all copyright, property, and libel laws as they apply.
[Identification of item], John Hollomon Papers, UA 99.0011, University of Texas at San Antonio Libraries Special Collections.
Received in May 2005 (Acc. 2005-030).
The collection was inventoried by Paul Washington, Archives Intern, and encoded by Angela McClendon Ossar, University Archivist. More detailed processing is not anticipated at this time.
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Original Deposit of May 2005 (Acc. 2005-030) |
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Includes course syllabi, teaching materials, articles by Hollomon, manuscripts for publication, correspondence, and other materials. |
Box |
Folder |
1 |
1 |
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Private Group Published Manuscript |
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2 |
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Private Group Manuscript Revision Required |
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3 |
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Private Intervention Manuscript Original |
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4 |
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Private Speech |
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5 |
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Problems, Process and Prospects, Training Elem Teachers |
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6 |
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Problem-Solving |
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7 |
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Problem-Solving Brochure |
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8 |
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Program Evaluation |
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9 |
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Progress and Poverty in Black Community |
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10 |
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Progress and Poverty in Black Community II |
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11 |
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Progress and Poverty in Black Community III |
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12 |
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Progress and Poverty in Black Community IV |
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13 |
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Reading Proposal |
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14 |
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References |
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15 |
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References: Self-Reflection, Error/Failure |
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16 |
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References |
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17 |
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Responding to Child |
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18 |
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Responsiveness: Personal and Social |
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19 |
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SAISD Miller |
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20 |
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SCAMIN |
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21 |
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Self-Concept and Lang. Dev.--Pedagogical Implications |
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22 |
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Self-Concept and Lang. Dev. |
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4 brown envelopes |
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University of New Mexico notebook |
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Module document: Problems of Elementary Teachers |
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A Standard Training Program for infant and toddler caregivers [bound book written by Hollomon] |
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Education 405 Notebook, U of New Mexico, handwritten notes |
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Student paper by Katherine M. Michalski |
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4 wire-bound notebooks |
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Trainer’s Manual--2 copies |
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Loose card-stock material--[1 inch--publication written by Hollomon] |
Box |
Folder |
2 |
1 |
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Categorizing Misbehavers in the Children’s Garden |
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2 |
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Characteristics of Preschool Children |
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3 |
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Creating Affective Classroom Climates--Diverse Cultural Backgrounds |
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4 |
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Curr--Content Areas |
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5 |
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Curr Dev--5 bodies |
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6 |
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Curr Dev--Guidelines for Dev. Appr. Curriculum: NAEVC |
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7 |
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Curr Dev--Task |
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8 |
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Curr. Evaluation--Programs |
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9 |
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Curr. Guidelines for Writing Episodes |
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10 |
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Curr--His. Perspective |
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11 |
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Curr--National Standards |
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12 |
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Curr--proposal for study |
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13 |
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Curr--Scope and Sequence Proposal |
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14 |
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Curr--Quotes and Quips |
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15 |
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Discipline: Dev. Appro. in Children’s Garden |
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16 |
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Discipline--Manners |
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17 |
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Discipline Approaches 5453--Colleen Durrant |
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18 |
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Discipline--Published--Comparing Teacher Perceptions |
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19 |
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Discipline--Sparing the Rod 5453 |
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20 |
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Discipline stages |
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21 |
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Diversity and At-Risk Children |
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22 |
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Dreams--6163--Sp. 1995 |
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23 |
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Drucker, Peter F., How Schools Must Change |
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24 |
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Ecology |
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25 |
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Emotional/Social Dev. Proposal--Manuscript--old |
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26 |
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Errors, Failures and Mistakes--Manuscript--original |
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27 |
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Errors, Failures.....Children in |
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28 |
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Errors, Failures, Mistakes--Questionnaire |
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29 |
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Errors, Failures and Mistakes--Bottom Line, p.13-14 |
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30 |
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Errors, Failures, Mistakes |
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31 |
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Evaluation--Caregiving/Teaching |
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32 |
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ECE Program Evaluation--Southern Assn. |
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33 |
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ECE for Minority Children--Criticisms |
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34 |
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ECE Teacher Characteristics |
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35 |
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ECE Exit Tests--requirements |
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36 |
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ECE 3123--Lectures: BC5d 10 |
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37 |
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ECE 3123, 4113, 5453 and 6163--Build a Better Brain |
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38 |
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ECE 3123 Game of 20 Questions |
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39 |
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ECE 3123--Lecture: On equality |
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40 |
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ECE 3123--Project Guideline sp-95 |
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41 |
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ECE 3123--Projects: Spring--1993 |
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42 |
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ECE 3123 Project Guidelines sp-94 |
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43 |
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ECE 3123--T.IA and B |
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44 |
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ECE 3123--Test II -- |
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45 |
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ECE 3123--Syllabus and Project Criteria--Fall ‘94 |
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46 |
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ECE 3123--Additional Test Items Bee Part V--Unit IV--sp. 95 |
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47 |
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ECE 3123--Add. Test Items sp. 1995 U-I-IV--key |
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48 |
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ECE 4113--T.I. A and B |
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49 |
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ECE 4113--Test III--sp. 1993 |
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50 |
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ECE 4113--T-IV--SS--89 |
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51 |
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ECE 4113--Test IV--Spring--1993 |
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52 |
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ECE 4113--T-IV--SS 94 |
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53 |
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ECE 4113--Syllabus F-94 |
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54 |
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ECE 4113--T-I U-1--Form A |
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55 |
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ECE 4113--Tests: Fall 1992 |
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56 |
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ECE 4113 and 5133 Vygotsky |
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57 |
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ECE 5133--T-II- SS 1992 |
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58 |
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ECE 5133--Abstracts |
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59 |
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ECE 5133--Computer References 5133, 1990 |
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60 |
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ECE 5133--Explorations |
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61 |
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ECE 5133--Investigative Study |
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62 |
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ECE 5133--Guidelines for Investigative Study |
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63 |
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ECE 5133--Information Processing |
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64 |
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ECE 5133--Lang, Learning, Reasoning, Memory, Aging, Brain |
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65 |
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ECE 5133--Lecture: Theories of Language Acquisition--“Hard Words” |
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66 |
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ECE 5133--Syllabus--S-95 |
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67 |
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ECE 5133--Video Games |
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68 |
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ECE 5453--Syllabus Fall 94 Modes and Case Study Format |
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69 |
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ECE 6163--Bio. Basis of Criminal Element--sp. 1995 |
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70 |
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ECE 6163--Bio. Basis of Learning and Individuality -- 1993 |
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71 |
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ECE 6163--Bio. Basis of Violent Behavior -- original |
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72 |
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ECE 6163--Chpt 14 and 16 Test |
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73 |
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ECE 6163--Neurophysiology of Perception |
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74 |
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ECE 6163--Paleoneurology Lecture |
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75 |
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ECE 6163--Perception--1993 |
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76 |
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ECE 6163--Test I |
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77 |
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ECE 6163--T-II |
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78 |
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ECE 6163--Biological Basis of Violent Behavior |
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79 |
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ECE 6163--T-II Revised Questions |
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80 |
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ECE 6163--Syllabus--sp. ‘95 |
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81 |
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ECE 6163--Lecture: Fear 1993 |
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82 |
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ECE 6163--Lecture: Dreams |
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83 |
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ECE 6163--Geopsychology |
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84 |
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ECE 6163--Lecture: Fromm, Hebb, Heisenberg, Maslow |
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85 |
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ECE 6163--Intuitive vs. Analytical thought--sp ‘94 |
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86 |
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ECE 6163--Lecture: Movement, Thinking and Being |
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87 |
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ECE 6183--Project Criteria |
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88 |
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ECE 6183--Project Assignment |
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89 |
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ECE 6183--Syllabus |
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90 |
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Failure--Learning to Cope |
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91 |
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Greene, Maxine |
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92 |
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Hobbes--Chapters |
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93 |
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Hollomon Family Name |
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94 |
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Hollomon Publications and Assorted Papers |
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95 |
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Hollomon Annual Report 1989--Workshop |
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96 |
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Hollomon, John W.--Vita--Short--Consultant Services |
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97 |
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Home Linguistic Environment Rating Scale 4113 |
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98 |
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Intuitive vs. Analytical Thought |
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99 |
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Inventory of Personal-Social Responsiveness--Rating Child’s Behavior |
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100 |
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Lang. Dev--Miller and Johnson--Laird--Lecture Notes |
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101 |
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Lang. and Learning: Teacher Intervention |
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102 |
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Logic Learning Strategies: Proposal |
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103 |
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Learning Styles |
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104 |
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Learning Styles--Developmentally Appropriate--Linkage to literacy--Working Paper |
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105 |
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Learning Styles--Factors Affecting these |
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106 |
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Mediation Strategies--Stanislavski Method |
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107 |
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Memory |
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108 |
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Memo to Advisors/Students |
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109 |
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Montagu--sp.1995 |
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110 |
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Multicultural Classroom--Some Straight Talk |
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111 |
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Multicultural Course Proposal--1994 |
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112 |
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Multicultural Education |
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113 |
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Multicultural materials |
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114 |
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Neurolinguistics: Idealism vs Realism |
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115 |
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Newton, Isaac: Math Principles |
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116 |
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Parent-Child Conflicts--12 Rules |
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117 |
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Parent Involvement |
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118 |
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Personalized Evaluation |
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119 |
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Self-Evaluation: Inservice Training |
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120 |
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Self-Reflection Manuscript--original |
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121 |
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Self-Reflection--Manuscript |
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122 |
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Snow--Literacy and Language |
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123 |
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Soc/Emotional Dev. Test Items |
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124 |
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Stanislavsky Method |
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125 |
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Teacher Behavior Inventory |
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126 |
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Teaching Performance and Evaluation--Annotated Bibliography |
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127 |
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UTSA Problem Solving/Conflict Resolution Office--Fall 1995 |
Box |
Folder |
3 |
1 |
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Behavior--Nature of Geopsychological/Socio |
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2 |
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Beh. Problems |
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3 |
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Beh. Problems |
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4 |
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Bibliography--ECE |
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5 |
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Behavior--How Children ought ... Manuscript--Hollomon, John W. |
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6 |
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Lingering Dryads |
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7 |
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Beh. Modification: Manuscript in Revision |
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8 |
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ECE 3133--Tests |
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9 |
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Boule Questionnaire Tallies SAISD |
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10 |
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Abstract Example |
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11 |
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Affective Classrooms |
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12 |
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African American Education--Blueprints for Quality |
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13 |
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Annual Report--1990 |
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14 |
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Annual Report--1991 |
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15 |
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Annual Report--1993 |
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16 |
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Annual Report--1994 |
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17 |
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ARIEL |
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18 |
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Assessment and Evaluation Different Perspective |
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19 |
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Behavior Characteristics 3-to-5 year-olds |
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20 |
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Behavior--Childhood--Understanding |
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21 |
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Bilingual |
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22 |
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Bilingual Teacher Training Workshop |
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23 |
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Black-American Education |
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24 |
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Botany (Flora and Fauna) |
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25 |
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4113--T-II--ECE |
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26 |
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Dissertation Chapt. I |
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27 |
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Dissertation |
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28 |
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ECE--ERIC References Bibliography |
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29 |
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ECE Grad Prog Goals |
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30 |
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ECE 5133 Project: Video Screen |
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31 |
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ECE 5133--Tests--Questions for Discussion |
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32 |
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Bilingual Manuscript |
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33 |
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Discipline |
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34 |
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Discipline--12 Rules |
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35 |
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Discipline--transparencies |
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36 |
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5453--ECE--“High Risk” |
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37 |
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Day Care Requirements--Public Review |
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38 |
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Day Care and Social Policy--Questionnaire Study |
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39 |
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Dev. Approp. Curr. Activities |
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40 |
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Dev. Approp.--Guidelines |
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41 |
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Dev. Objectives |
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42 |
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Day Care |
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43 |
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Discontinuous Mother--Manuscript |
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44 |
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Discipline--Hollomon, John W. |
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45 |
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Compendium |
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46 |
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Cross-Cultural |
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47 |
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Day Care politics |
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48 |
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Day Care proposal |
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49 |
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Day Care--Opinions, Soc. Policy |
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50 |
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Day Care--Serving Child/Family--Role of Child Care Center |
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51 |
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Day Care Policy |
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52 |
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Categories of Critical Classroom Situations |
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53 |
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Characteristics of Pre-school children--Criteria for Eval. Dev. Approp. |
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54 |
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Child Care Newsletter--1976--1979 |
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55 |
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Child Care Newsletter--1977-1977 |
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56 |
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Childhood Developmental Questions/Responses -- Hollomon, J. W. |
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57 |
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Child Life Parent Questionnaire |
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58 |
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Classroom Climates |
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59 |
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Issues in Day Care Centers--Career Progression and Position Descriptions |
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60 |
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Play |
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61 |
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Play |
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62 |
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Problems, Process and Prospects in training Early Childhood and Elm. Teachers |
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63 |
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Project Abstracts |
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64 |
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Proposal |
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65 |
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Proposal--MCDC |
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66 |
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Providing Social Services |
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67 |
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Completed Work |
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68 |
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Serving Children and their families |
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69 |
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Reflections of a child entering school |
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70 |
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Questioning |
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71 |
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Discipline and Behavior |
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72 |
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Notes, Quotes, Questions |
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73 |
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Inner-City Children |
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74 |
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Infant Sleeping Patterns in the Day Care Center |
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75 |
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How Children Ought to Behave |
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76 |
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Fostering Self-Concept and Language Development in the Child Care Center |
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77 |
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Do Teachers Like Children? |
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78 |
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Discontinuous Mothering types |
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79 |
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Minimum Standards for Day Care Centers |
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80 |
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Interest Finder |
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81 |
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Behavior--Crucial Classroom Situations |
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82 |
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African-American family--Distinctive features |
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83 |
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Behavior-Beliefs |
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84 |
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Behavior and Discipline project--ECE 5453 |
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85 |
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Bilingual/Multicultural Program |
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86 |
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Brain--Emotions, Fear |
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87 |
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Brain--Language Word Processing |
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88 |
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Brain--Memory--Mapping |
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89 |
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Brain--Music, Imagination, Muscle Control |
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90 |
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Loose material--1-inch of instructional transparencies |
Box |
Folder |
4 |
1 |
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ECE Prog. Proposal |
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2 |
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Education--Black |
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3 |
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Educ styles |
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4 |
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Ed.D vs. Ph.D |
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5 |
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Epistemology |
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6 |
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Ethnographic Questionnaire |
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7 |
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Final Exams |
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8 |
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Hollomon, John W.--Alliance Officers |
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9 |
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Hollomon, John W.--Book Reviews |
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10 |
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Hollomon, John W.--Conceptual Approach to Assessing Bilingualism |
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11 |
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Hollomon, John W.--Critical National Issues, 1975 |
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12 |
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Hollomon, John W.--Cross-Cultural Investigation of language |
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13 |
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Hollomon, John W.--Critical National Issues in Child Care--SA Symposium |
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14 |
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Hollomon, John W.--Fostering Self-Concept and Lang. Dev.--Manuscript |
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15 |
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Hollomon, John W.--How Children Come To Know Their World |
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16 |
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Hollomon, John W.--Position Paper: Fed, Local, State Standards--Day Care |
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17 |
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Hollomon, John W.--Child Care Newsletter |
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18 |
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Hollomon, John W.--Public Review of FIDCR |
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19 |
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Hollomon, John W.--Publications |
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20 |
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Hollomon, John W.--Self-Concept and Lang. Dev.--Manuscript |
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21 |
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Hollomon, John W.--12 Rules for dealing with Parent-Child conflicts |
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22 |
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Hollomon, John W.--Questions of an Infant |
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23 |
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Hollomon, John W. et al.--Understanding Child Care publication |
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24 |
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Hollomon, John W.--Voluntary Credentialing of Child Care Administrators |
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25 |
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Hollomon, John W.--Verses from the Child’s Garden |
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26 |
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Hollomon, John W.--What We Ourselves Can Do |
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27 |
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Hollomon, John W. and Zaccaria, Michael--Position Papers |
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28 |
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Hollomon, John W.--Understanding Child Care |
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29 |
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Individualizing Instruction |
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30 |
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Investigation of Infant Sleeping |
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31 |
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Inservice Training |
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32 |
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Kindergartners At-Risk of Becoming Discipline Problems |
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33 |
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Lang. Dev. Transps. |
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34 |
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Latin Am. Studies |
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35 |
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L.A. Short Story |
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36 |
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L.A. Studies |
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37 |
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L.A. Studies |
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38 |
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L.A. Studies (papers) |
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39 |
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L.A. Studies |
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40 |
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Learning Theory |
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41 |
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Learning Climates |
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42 |
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Lecture Notes: message to students |
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43 |
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Learning Styles |
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44 |
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Lifespace |
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45 |
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Lingering Crossroads |
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46 |
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Logic and Strategy 6183 |
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47 |
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Memo to Students |
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48 |
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Montessori Presentation--San Diego, CA |
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49 |
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Methods of Teaching Foreign Language |
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50 |
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Mex personality |
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51 |
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Model Hollomon |
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52 |
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Model |
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53 |
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Hollomon, John W.--Miseducation of African-Americans--manuscript |
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54 |
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Memo to students |
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55 |
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NACCA |
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56 |
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News Release |
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57 |
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Neurolinguistics--Brain |
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58 |
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Novel of Mexican Revolution |
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59 |
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Observing and Recording Children’s Behaviors |
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60 |
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Observational Criteria Emotional/Social |
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61 |
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Parents feedback and input--Head Start program |
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62 |
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Parenting |
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63 |
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Parent Involv. |
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64 |
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Parent Surrogate Associate--PSA Proposal |
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65 |
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Perception |
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66 |
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Perceptions of Teachers of Four-Year-Olds |
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67 |
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Phonology--Unit II |
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68 |
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Progress and Poverty |
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69 |
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Progress and Poverty--Black Community |
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70 |
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Psychopathology--Dev. |
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71 |
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Questionnaire Study on Day Care and Soc. Policy |
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72 |
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Reading--Speaking |
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73 |
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References |
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74 |
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Research |
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75 |
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Hollomon John. W.--Research--Ethnographic--Criteria |
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76 |
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Res -- TSU Talk |
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77 |
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Res. On Teaching Performance |
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78 |
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Research--Word Naming tasks |
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79 |
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Responding to Child |
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80 |
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Rodo |
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81 |
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Silent Language |
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82 |
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Self-Evaluation Form |
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83 |
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Self-Concept and Lang Dev--Chart--Needs Scale |
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84 |
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Self-Concept and Motivation Inventory--SCAMIN |
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85 |
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Self-Evaluation |
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86 |
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Self-Reflection |
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87 |
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Self-Reflection--manuscript |
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88 |
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Sleeping--Hollomon, J.W. and Allen, T. |
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89 |
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Spanish Lit |
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90 |
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UND |
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91 |
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Values Clarification--J.W. Hollomon |
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92 |
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Villa |
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93 |
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Venezuela--Hollomon |
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94 |
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Hollomon, John W.--What We Ourselves Can Do--Working Paper |
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95 |
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Texas Day Care Cost Study |
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96 |
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Texas Day Care Study--Job Descriptions, Career Progression, Individual |
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97 |
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Student Teaching |
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98 |
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Sub Contract--Hollomon, John W. |
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99 |
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TABPHE |
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100 |
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TACCA newsletter |
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101 |
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Teacher Behavior Inventory |
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102 |
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Teacher Evaluation--J.W. Hollomon |
Box |
Folder |
5 |
1 |
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Hollomon, John Wesley--Resume/Vita |
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John W. Hollomon--Annual Portfolio--1978-79 |
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4 programs |
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6 booklets |
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2 |
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Wellness of Family |
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3 |
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Annual Report--1989 |
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4 |
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Approaches to Discipline |
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5 |
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Innocence Experience |
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6 |
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Biological Basis of Violent Behavior |
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7 |
|
Bio-basis Genetic Construction of Behavior |
|
8 |
|
Bio Basis--Learning and Individuality |
|
9 |
|
Xmas Carrols |
|
10 |
|
Proposal--Cultural |
|
11 |
|
Existentialism |
|
12 |
|
Planning |
|
13 |
|
Professional Response |
|
14 |
|
Questionnaires |
|
15 |
|
Quotations |
|
16 |
|
Readiness |
|
17 |
|
Referral Agency |
|
18 |
|
S.A.C.C. Symposium 79 |
|
19 |
|
S.C.A.M.I.N. |
|
20 |
|
Sciencing and Languaging |
|
21 |
|
Second Lang Learning |
|
22 |
|
Self-Concept |
|
23 |
|
Sex Difference |
|
24 |
|
Interdependence of self-concept and language development in young children |
|
25 |
|
Soc. Services |
|
26 |
|
Strategies--Affective Climates |
|
27 |
|
Senses--Mystery |
|
28 |
|
Stanislavski--Betty Rowen |
|
29 |
|
Student-Interest Finder |
|
30 |
|
Student Teaching |
|
31 |
|
Summary on Staff Training and Development Workshops |
|
32 |
|
Teacher Behaviors |
|
33 |
|
Touching Phantom |
|
34 |
|
Transparencies--Lang and Thought |
|
35 |
|
Transparencies--Perception |
|
36 |
|
TV Programs Child Sees |
|
37 |
|
Video--Screen--Literacy |
|
38 |
|
Visual Literacy |
|
39 |
|
Varagine |
|
40 |
|
4113--Tests I-IV |
|
41 |
|
5133--Lexicology |
|
42 |
|
5453--TI |
|
43 |
|
5453--TI |
|
44 |
|
5523 Project Proposal |
|
45 |
|
5133 -- TII |
|
46 |
|
5453--TII |
|
47 |
|
ECE 6163 lectures--Emotion |
|
48 |
|
6163 Overview |
|
49 |
|
6163--Sci Method |
|
50 |
|
6163--Self-Perpetuating Beh. Genetics |
|
51 |
|
6163--T-I--Sp. 94 |
|
52 |
|
6183 |
|
53 |
|
6163 |
|
54 |
|
Bound typed document--unidentified |
|
55 |
|
1-inch, loose transparencies--unidentified |
Box |
Folder |
6 |
1 |
|
Dev. Areas: Birth to 3 Years [transparencies] |
|
2 |
|
Developmental Areas of Representation [transparencies] |
|
3 |
|
Discipline |
|
4 |
|
Discipline models |
|
5 |
|
Newborn reflexes [transparency] |
|
6 |
|
PMA--Assessment [transparencies] |
|
7 |
|
Hollomon -- Conceptual Approach to Assessing Bilingualsim [transparencies] |
|
8 |
|
Lang. Acquisition 3-to-5 years [transparencies] |
|
9 |
|
Hollomon, John W.--Conceptual Approach to Assessing Bilingualism |
|
10 |
|
Hollomon, John W.--Cross-Cultural Issues in EC |
|
11 |
|
Hollomon, John W.--ECE Proposal for Program Certification |
|
12 |
|
Hollomon, John W.--Ethnographic Reseach Design |
|
13 |
|
Hollomon, John W.--Practical Approach to Assessing Bilingualism |
|
14 |
|
Hollomon, John W.--Response to Maxine Greene |
|
15 |
|
Inquiry Processes |
|
16 |
|
Pedagogical Implications for Self-Concept |
|
17 |
|
Parenting Styles |
|
18 |
|
Educative Styles: Inventory |
|
19 |
|
Lang Acquisition -- Hollomon, John W. |
|
20 |
|
Maslow’s Needs |
|
21 |
|
Responding to Young Children--manuscript |
|
22 |
|
Senses--1 to 3 |
|
23 |
|
Responding to your Child in Caring and Interesting Ways |
|
24 |
|
Daily Programs |
|
25 |
|
Sequences of Development--Blow-ups |
|
26 |
|
Dev Sequences--AVANCE |
|
27 |
|
Illustrations--4-11 |
|
28 |
|
AVANCE Session 17 |
|
29 |
|
AVANCE Session 18 |
|
30 |
|
AVANCE Session 18 |
|
31 |
|
AVANCE 19-20 |
|
32 |
|
AVANCE Session 30 |
|
33 |
|
AVANCE Session 27-28 |
|
34 |
|
AVANCE Session 25-26 |
|
35 |
|
AVANCE Session 23-24 |
|
36 |
|
AVANCE Session 23-24 |
|
37 |
|
AVANCE 21-22 |
|
38 |
|
AVANCE Session 38-39 |
|
39 |
|
AVANCE Session 31-32 |
|
40 |
|
AVANCE 33-35 |
|
41 |
|
AVANCE 36-37 |
|
42 |
|
AVANCE 29 |
|
43 |
|
AVANCE 44-45 |
|
44 |
|
AVANCE 42-43 |
|
45 |
|
AVANCE 25-26 |
|
46 |
|
Bio Basis of Violence |
|
47 |
|
Bio Basis Criminal Element |
|
48 |
|
Black Education |
|
49 |
|
Black Education--Hollomon |
|
50 |
|
Bio Basis Learning and Individuality |
|
51 |
|
Biology |
|
52 |
|
Bilingual Acquisition |
|
53 |
|
Self-Reflection |
|
54 |
|
Research |
|
55 |
|
Abstract format |
|
56 |
|
Adult-Infant ratios |
|
57 |
|
Agrammatism |
|
58 |
|
Anthropology--Mexico |
|
59 |
|
Understanding Young Childrens’ Behaviors |
|
60 |
|
Attending, Selectivity, Representation |
|
61 |
|
Attending--How Young Children Know Their World |
|
62 |
|
2-inches loose transparencies |
Box |
Folder |
7 |
1 |
|
Language Milestones |
|
2 |
|
Language--Reading--Interview--Home |
|
3 |
|
Cross-Cultural Issues in Child Rearing Practices |
|
4 |
|
Cross-Cultural Issues in Child Rearing Practices |
|
5 |
|
Culture |
|
6 |
|
Manuscript--College Supervisor |
|
7 |
|
Cults--Youth |
|
8 |
|
Lang Dev Adult role |
|
9 |
|
Lang Dev Confluent |
|
10 |
|
Lang and Learning |
|
11 |
|
Language, Learing, Reasoning, Memory and Aging |
|
12 |
|
A Cross-Cultural Investigation |
|
13 |
|
Cross-Cultural Investigation of Language and Thought |
|
14 |
|
Cross-Cultural |
|
15 |
|
Content and method or conduct of related course design and development |
|
16 |
|
Conflicts |
|
17 |
|
Conferences--Hollomon |
|
18 |
|
Committee (Group) Work Early Ed. |
|
19 |
|
Classroom Management |
|
20 |
|
Children’s Needs |
|
21 |
|
Children--Characteristics |
|
22 |
|
Children’s Behavior |
|
23 |
|
Child-rearing--Chinese |
|
24 |
|
Brain--Organization |
|
25 |
|
Bilingualism--Assessment |
|
26 |
|
Brain and Language |
|
27 |
|
Brain-Body Relationships |
|
28 |
|
Brain |
|
29 |
|
Bloom, Benjamin S. |
|
30 |
|
Brain Organization and Function |
|
31 |
|
Brain Specialization |
|
32 |
|
Caregivers--Black Children |
|
33 |
|
Career Progression |
|
34 |
|
Child Caregivers--Careers |
|
35 |
|
Child Rearing |
|
36 |
|
Hollomon--Lingering Dryads |
|
37 |
|
Hollomon--Goals for Teacher Education |
|
38 |
|
Hollomon--Krausismo |
|
39 |
|
Hollomon--Ecology |
|
40 |
|
Hollomon--Educ 853 |
|
41 |
|
Hollomon--Cybernetic cycle |
|
42 |
|
Hollomon--Basic Considerations for Early Childhood Education |
|
43 |
|
Hollomon--Annotated Bibliography -- Educ 483 and Educ 743 |
|
44 |
|
Ecological Aspects |
|
45 |
|
ECE Proposal |
|
46 |
|
EC--Minority--theory 1972 |
|
47 |
|
ECE--Distinctive Features |
|
48 |
|
Dreams |
|
49 |
|
Discontinuous Mothering--John W. Hollomon |
|
50 |
|
Discipline--Nature |
|
51 |
|
Discipline--Approaches |
|
52 |
|
Discipline |
|
53 |
|
Information--Proc. Model |
|
54 |
|
Infant sleeping patterns |
|
55 |
|
Hughes--TTT--Application |
|
56 |
|
Intuitive Analytical thought |
|
57 |
|
Inservice Training |
|
58 |
|
Piaget Stages |
|
59 |
|
Philosophy--Professional |
|
60 |
|
Perceptions--Focusing |
|
61 |
|
Perception |
|
62 |
|
Passive Sentences |
|
63 |
|
Parent Involvement |
|
64 |
|
Observations |
|
65 |
|
533 Lang Dev |
|
66 |
|
Indios Waikas--S.A. |
|
67 |
|
Hollomon--Response to Child |
|
68 |
|
Discontinuous Mothering |
|
69 |
|
ECE--Minority Groups |
|
70 |
|
Fear |
|
71 |
|
Fromm, Hebb, Heisenberg, Maslow, McLuhan |
|
72 |
|
Assessing Bilingualism |
|
73 |
|
Professional Response |
|
74 |
|
Classroom Behavior |
|
75 |
|
Education--Black |
|
76 |
|
Teacher Biases |
|
77 |
|
Personalized Evaluation |
|
78 |
|
Ethnographic Res |
|
79 |
|
Sex Differences |
|
80 |
|
Dreams |
|
81 |
|
Psychobiology |
|
82 |
|
Arabians |
|
83 |
|
Being Human |
|
84 |
|
Self-Concept and Lang. Dev. |
|
85 |
|
Language Development |
|
86 |
|
Sci-Lang-Middle Childhood |
|
87 |
|
Classroom Behavior |
|
88 |
|
Curr. Planning |
|
89 |
|
Neurolinguistics |
|
90 |
|
Montagu |
|
91 |
|
Rage: Inner-City Child |
|
92 |
|
Discipline |
|
93 |
|
Cross-Cultural Education |
|
94 |
|
Cross-Cultural Issues |
|
95 |
|
Maxine Greene |
|
96 |
|
Da Vinci |
|
97 |
|
Miseducation--African Americans |
|
98 |
|
Teacher, Know Thy Prejudices! |
Box |
Folder |
8 |
1 |
|
Curriculum--Divergent |
|
|
|
Literary Analysis [legal-sized file folder] |
|
|
|
Publish Or Perish [legal-sized file folder] |
|
2 |
|
Discipline |
|
3 |
|
Dev. Learning |
|
4 |
|
Day Care Survey |
|
5 |
|
Bilingual Education: Res. Reports |
|
6 |
|
Bilingual Attitude Measure |
|
7 |
|
Day Care--Social Policy |
|
8 |
|
Day Care Center--Role |
|
9 |
|
Day Care Adm. |
|
10 |
|
Curr--Sciencing and Languaging |
|
11 |
|
Curr Models |
|
12 |
|
Hollomon--Annotated Bibliography--Early Childhood |
|
13 |
|
Ethnographic Research |
|
14 |
|
Epistemology |
|
15 |
|
Emotion |
|
16 |
|
Educative Styles |
|
17 |
|
Educational History |
|
18 |
|
Event Sample |
|
19 |
|
Evaluation--Faculty |
|
20 |
|
Evaluation |
|
21 |
|
Evaluation (Personalized) Hollomon |
|
22 |
|
Hollomon--What We Ourselves Can Do |
|
23 |
|
Geopsychology |
|
24 |
|
Genetic Construction of Behavior |
|
25 |
|
Foreign Languages |
|
26 |
|
Fishman--Word Naming Task Force |
|
27 |
|
Field Trips |
|
28 |
|
Language Competence |
|
29 |
|
Hobbes |
|
30 |
|
Hawkins, David |
|
31 |
|
Hard Words--Paleolinguistics |
|
32 |
|
Hollomon’s Teaching Rationale |
|
33 |
|
Ruben Dario |
|
34 |
|
Lesson Plans |
|
35 |
|
Lecture--Ecological |
|
36 |
|
Lecture Notes: Some Biological, Cognitive and Sociocultural Facts |
|
37 |
|
Lang. Theories |
|
38 |
|
Lang. Dev. |
|
39 |
|
Hollomon--School Cafeteria Manager |
|
40 |
|
Hollomon--UT Austin Network |
|
41 |
|
How Young Children Know Their World |
|
42 |
|
Hughes TTT Model |
|
43 |
|
Manuscript--Social Services |
|
44 |
|
How To Get Your School Cafeteria Manager Involved |
|
45 |
|
Hollomon--New School |
|
46 |
|
Hollomon--Publications |
|
47 |
|
Mexico--U.S. 1913-1914 |
|
48 |
|
Manuscript--Planning |
|
49 |
|
Individual Differences |
|
50 |
|
Literacy of Language--Snow |
|
51 |
|
Lexicology |
|
52 |
|
Linguistic Processing Models |
|
53 |
|
Inner-City Blacks |
|
54 |
|
Infant Rearing Patterns |
|
55 |
|
Individualized Instruction |
|
56 |
|
Language Ontogeny |
|
57 |
|
Language Acquisition |
|
58 |
|
Minority Interaction |
|
59 |
|
JFK |
|
60 |
|
Montagu |
|
61 |
|
Memo--Advisors |
|
62 |
|
Memory |
|
63 |
|
Manuscript--Words--Action |
|
64 |
|
Neurolinguistic Processing Models |
|
65 |
|
Metalinguistic Notes |
|
66 |
|
Neurolinguistics vs. Idealism and Realism: Polemics |
|
67 |
|
Neurolinguistics: Brain and Lang. |
|
68 |
|
Multicultural Ed. |
|
69 |
|
Observations ‘72 |
|
70 |
|
Music--movement |
|
71 |
|
Pressly--Music--Language |
|
72 |
|
Music |
|
73 |
|
NACCA |
|
74 |
|
Reading--Game |
|
75 |
|
Psychopathology |
|
76 |
|
Prog. Evaluation |
|
77 |
|
Problems, Processes, Prospects |
|
78 |
|
Private Speech |
|
79 |
|
Paleoneurology |
|
80 |
|
Oral Reports |
|
81 |
|
Office Management |
|
82 |
|
Observations--Spring 72--Internship II |
|
83 |
|
Observing/Recording |
|
84 |
|
Poetry--Prayer |
|
85 |
|
Multicultural Ed. |
|
86 |
|
Multicultural Classroom |
|
87 |
|
Movement, Thinking, Being |
|
88 |
|
Movement |
|
89 |
|
Research Abstracts |
|
90 |
|
Responding to Child |
|
91 |
|
Research on Teaching Methodology or Child Development--Which Do Early Childhood Teachers Use?--A Pilot Study |
|
92 |
|
References |
|
93 |
|
Logic--Strategy--Proposal |
|
94 |
|
Manuscripts--Abstracts |
|
95 |
|
Manuscript--Bilingual Verse-like Stanzas |