Author: California. State Department of Education. Curriculum Frameworks and Instructional Resources Office
Publisher:
ISBN:
Category : History
Languages : en
Pages :
Book Description
1998-99 the Invitation to Submit Basic Instructional Materials for Adoption in California
Author: California. State Department of Education. Curriculum Frameworks and Instructional Resources Office
Publisher:
ISBN:
Category : History
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : History
Languages : en
Pages :
Book Description
The 1990 Invitation to Submit Basic Instructional Materials for Adoption in California, History-social Science
Author:
Publisher:
ISBN:
Category : History
Languages : en
Pages : 104
Book Description
Publisher:
ISBN:
Category : History
Languages : en
Pages : 104
Book Description
The 1988 Invitation to Submit for Adoption in California Basic Instructional Materials in English-language Arts
Author: California. State Board of Education
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 222
Book Description
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 222
Book Description
The 1987 Invitation to Submit for Adoption in California Basic Instructional Materials in the Areas of English/language Arts
Author: California. State Board of Education
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 132
Book Description
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 132
Book Description
The 1986 Invitation to Submit for Adoption in California Basic Instructional Materials in the Area of Mathematics and Special Adoption (four Years) in the Area of Art
Author: California. State Department of Education
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
Book Description
1981-82 Invitation to Submit for Adoption in California Basic Instructional Materials in the Areas of Reading, Literature
Author: California. State Board of Education
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages :
Book Description
Process for Adopting Instructional Materials in California
Author: California. State Department of Education
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 32
Book Description
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 32
Book Description
Reading Across International Boundaries
Author: Roger Openshaw
Publisher: IAP
ISBN: 1607526395
Category : Education
Languages : en
Pages : 212
Book Description
Reading Across International Boundaries, edited by Roger Openshaw and Janet Soler, clearly demonstrates these broader characteristics of debates about the teaching of reading. It sets the educational issues firmly in the context of the social, cultural and political dynamics that inform and animate them and give them their meaning. It does so by setting out to understand their historical and comparative dimensions. Establishing the historical context highlights the origins and also the longevity of the problems and conflicts that are now widely familiar. The comparative approach also gives purchase on the wide range of approaches taken to these issues in nations around the world. More than this, however, this collection takes us into the realm of international influences. It underlines how debates in this area are not simply national, but are international and global in their scale. Moreover this is the case not only in relation to the broad fabric of policy debate, but also in the everyday struggles of pupils, parents and teachers in schools, classrooms and homes. Such an agenda is unsettling and provocative. It has the potential to challenge received opinion, to hustle preconceptions. It may also propose alternative visions for the improvement of teaching in this area that might be taken up and taken seriously in different localities or even more broadly. Most of all, it enables us to enrich and broaden our understanding of the learning and the teaching of reading at a time when awareness and vision are sorely needed. This collection of articles by leading scholars based in several different countries will be a significant contribution to the research field, but also a major resource when put to good use by policy makers and practitioners, as it should surely be.
Publisher: IAP
ISBN: 1607526395
Category : Education
Languages : en
Pages : 212
Book Description
Reading Across International Boundaries, edited by Roger Openshaw and Janet Soler, clearly demonstrates these broader characteristics of debates about the teaching of reading. It sets the educational issues firmly in the context of the social, cultural and political dynamics that inform and animate them and give them their meaning. It does so by setting out to understand their historical and comparative dimensions. Establishing the historical context highlights the origins and also the longevity of the problems and conflicts that are now widely familiar. The comparative approach also gives purchase on the wide range of approaches taken to these issues in nations around the world. More than this, however, this collection takes us into the realm of international influences. It underlines how debates in this area are not simply national, but are international and global in their scale. Moreover this is the case not only in relation to the broad fabric of policy debate, but also in the everyday struggles of pupils, parents and teachers in schools, classrooms and homes. Such an agenda is unsettling and provocative. It has the potential to challenge received opinion, to hustle preconceptions. It may also propose alternative visions for the improvement of teaching in this area that might be taken up and taken seriously in different localities or even more broadly. Most of all, it enables us to enrich and broaden our understanding of the learning and the teaching of reading at a time when awareness and vision are sorely needed. This collection of articles by leading scholars based in several different countries will be a significant contribution to the research field, but also a major resource when put to good use by policy makers and practitioners, as it should surely be.
Process for Adopting Instructional Materials in California
Author: California. State Department of Education
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 30
Book Description
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 30
Book Description
How Learning Works
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning