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Author: Susan Kay Kort
Publisher:
ISBN:
Category : Mass media
Languages : en
Pages : 326
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Book Description
Author: Susan Kay Kort
Publisher:
ISBN:
Category : Mass media
Languages : en
Pages : 326
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Book Description
Author: Abdulwahab Abdu Baghdadi
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 250
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Book Description
Author: Anne P. Sweet
Publisher: Guilford Press
ISBN: 9781572308923
Category : Language Arts & Disciplines
Languages : en
Pages : 244
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Book Description
This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
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Author: Equilla Forrest Bradford
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 378
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Author: Linda Wulff-Risner
Publisher:
ISBN:
Category : Horses
Languages : en
Pages : 146
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Book Description
The purpose of this study was to compare two experiential teaching methods on skills in evaluating and placing conformation and performance classes of horses. Variables of age, previous experience with horses, and previous horse and livestock judging experience were also examined. The study utilized a quasi-experimental two factor design with repeated measures on one factor (time) designed to gather data to test for significant differences and relationships between the variables. Data were collected to: test for significant differences between the teaching groups; between the age groups, and the interaction between teaching and age groups; test for significant differences in the perception of the quality of instruction between teaching groups; and test for relationships between variables. The population of the study was youth aged 8-18 from central Missouri who chose to participate in two workshops on horse judging. The participants were randomly assigned to teaching groups. For data collection purposes the groups were divided by age (8-11 and 12-18 year olds). There were more participants 12-18 years of age and more participants in the conformation than the performance phase of the study. The study found a significant difference in the post- pre-test scores for conformation. Participants in the classroom group scored higher (14.2 vs. 8.41) than the live animal group. There was also a significant difference between age groups. The 12-18 year old age group scored significantly higher (14.07 vs. 8.54) on conformation. There was not a significant difference between teaching techniques or age groups on performance scores. There was a significant difference in the perception of the quality of instruction. The classroom group rated instruction higher on the "Likert type" scale (1.65 vs. 2.10). There were not significant correlations between previous horse judging experience and conformation scores, or scores on the performance classes reining and hunter under saddle. However, there was a significant correlation between previous horse judging experience and western pleasure score. There were not significant correlations between conformation and performance scores and previous livestock judging experience.
Author: Francis J. Di Vesta
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 36
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Book Description
Author: Charlotte A. Lynch
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 248
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Book Description
Author: Lorna M. Earl
Publisher: Corwin Press
ISBN: 1452242976
Category : Education
Languages : en
Pages : 161
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Book Description
This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change.
Author: Jim Joseph Bezdek
Publisher:
ISBN:
Category : Geometry, Plane
Languages : en
Pages : 270
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Book Description
