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The Parallel Curriculum in the Classroom Book 1

The Parallel Curriculum in the Classroom  Book 1 Author Carol Ann Tomlinson
ISBN-10 9781483334264
Release 2005-08-30
Pages 128
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Further developing key ideas from the highly acclaimed original book, these essays include guidelines for designing curriculum units based on the Parallel Curriculum Model.



The Parallel Curriculum in the Classroom Book 2

The Parallel Curriculum in the Classroom  Book 2 Author Carol Ann Tomlinson
ISBN-10 9781452239217
Release 2005-09-08
Pages 392
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Based on the Parallel Curriculum Model, this book provides curriculum units in social studies, science, art, and language arts for use in primary, elementary, middle, and high school settings.



STEM Integration in K 12 Education

STEM Integration in K 12 Education Author National Research Council
ISBN-10 9780309297998
Release 2014-02-28
Pages 180
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STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.



A Framework for K 12 Science Education

A Framework for K 12 Science Education Author Committee on Conceptual Framework for the New K-12 Science Education Standards
ISBN-10 9780309214421
Release 2012-03-13
Pages 383
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Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.



Learning From Textbooks

Learning From Textbooks Author Bruce K. Britton
ISBN-10 9781136469688
Release 2012-11-12
Pages 208
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It is surprising that there is so little research on textbooks, given their centrality to teaching and learning in elementary and secondary schools. Textbooks have become a focus of political and cultural controversy, advocating a multicultural curriculum that has sparked some vigorous protests. Research is absent in this debate; therefore, questions of legitimate knowledge, the role of textbooks, textbook design, policy selection issues, and economic issues concerning the marketplace are not part of the current debate. Without insights of research on considerate text, mentioning, illustrations and so forth, the current controversy will result in publishers responding to demands for more content not less; thus, textbooks will become compendia of information that on the surface satisfy everyone. This volume demonstrates how research on important issues relative to textbook design can advance our knowledge about what makes textbooks effective learning tools, and thus inform policymakers, publishers, and those involved in textbook selection. Representing pure and applied approaches, researchers present papers on the quality of writing, the role of questions, the role of pictures and illustrations, and the role of auxiliary materials in the design of effective textbooks. The chapters provide insight into research and its application to textbook design and improvement -- stimulating others to follow this lead.



Educational Research and Innovation Pedagogical Knowledge and the Changing Nature of the Teaching Profession

Educational Research and Innovation Pedagogical Knowledge and the Changing Nature of the Teaching Profession Author Guerriero Sonia
ISBN-10 9789264270695
Release 2017-02-21
Pages 276
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Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these ...



Anglo American Cataloguing Rules

Anglo American Cataloguing Rules Author Joint Steering Committee for Revision of AACR.
ISBN-10 0838933602
Release 1988
Pages 677
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From the impact of the Anglo-American Cataloguing Rules, including amendments, to technology's potential for increasing productivity, you need to keep abreast of the latest changes and the newest innovations. These detailed guides will help you: -- Determine hardware and software needs for technical services workstations -- Accurately catalog material from serials to reproductions to interactive multimedia -- Integrate preservation activities into the acquisition process The essential working tool for catalogers in public, academic, school, and special libraries. Integrates the complete text of the 1978 edition (with corrections) and all changes authorized since 1978 by the Joint Steering Committee. Additions include rules for digital sound recordings and microcomputer software, regulations for certain nonprint and cartographic materials, wider coverage of materials for the visually impaired, and revised appendixes and glossary. Published jointly by the Canadian Library Association and The Library Association, London. The 1993 Amendments are available as a separate packet.



Developing Minds

Developing Minds Author Arthur L. Costa
ISBN-10 0871203790
Release 2001-01-01
Pages 592
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A substantial update of the popular resource for the thinking skills movement offers new approaches to create schools and classrooms that truly challenge students to use their intelligence.



The Sayings of Confucius

The Sayings of Confucius Author Confucius
ISBN-10 HARVARD:32044014641690
Release 1910
Pages 132
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The Sayings of Confucius has been writing in one form or another for most of life. You can find so many inspiration from The Sayings of Confucius also informative, and entertaining. Click DOWNLOAD or Read Online button to get full The Sayings of Confucius book for free.



Mathematics Learning in Early Childhood

Mathematics Learning in Early Childhood Author National Research Council
ISBN-10 0309147433
Release 2009-11-13
Pages 398
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Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.



America s Lab Report

America s Lab Report Author Committee on High School Science Laboratories: Role and Vision
ISBN-10 9780309139342
Release 2005-12-20
Pages 254
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Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: What is effective laboratory teaching? What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum�and how that can be accomplished.



Feedback Systems

Feedback Systems Author Karl Johan Aström
ISBN-10 1400828732
Release 2010-04-12
Pages 408
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This book provides an introduction to the mathematics needed to model, analyze, and design feedback systems. It is an ideal textbook for undergraduate and graduate students, and is indispensable for researchers seeking a self-contained reference on control theory. Unlike most books on the subject, Feedback Systems develops transfer functions through the exponential response of a system, and is accessible across a range of disciplines that utilize feedback in physical, biological, information, and economic systems. Karl Åström and Richard Murray use techniques from physics, computer science, and operations research to introduce control-oriented modeling. They begin with state space tools for analysis and design, including stability of solutions, Lyapunov functions, reachability, state feedback observability, and estimators. The matrix exponential plays a central role in the analysis of linear control systems, allowing a concise development of many of the key concepts for this class of models. Åström and Murray then develop and explain tools in the frequency domain, including transfer functions, Nyquist analysis, PID control, frequency domain design, and robustness. They provide exercises at the end of every chapter, and an accompanying electronic solutions manual is available. Feedback Systems is a complete one-volume resource for students and researchers in mathematics, engineering, and the sciences. Covers the mathematics needed to model, analyze, and design feedback systems Serves as an introductory textbook for students and a self-contained resource for researchers Includes exercises at the end of every chapter Features an electronic solutions manual Offers techniques applicable across a range of disciplines



Handbook of Research on Schools Schooling and Human Development

Handbook of Research on Schools  Schooling and Human Development Author Judith L. Meece
ISBN-10 9781135283865
Release 2010-06-10
Pages 536
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Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.



Visible Learning for Teachers

Visible Learning for Teachers Author John Hattie
ISBN-10 9781136592331
Release 2012-03-15
Pages 296
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In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’



Fresh Takes on Teaching Literary Elements

Fresh Takes on Teaching Literary Elements Author Michael William Smith
ISBN-10 0545052564
Release 2010-01-01
Pages 208
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Presents lessons and instructional aides that cover character, point of view, setting, and theme.



Preparing Teachers

Preparing Teachers Author Committee on the Study of Teacher Preparation Programs in the United States
ISBN-10 9780309128056
Release 2010-06-25
Pages 234
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Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.



Knowing What Students Know

Knowing What Students Know Author National Research Council
ISBN-10 9780309293228
Release 2001-10-27
Pages 382
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Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.