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Author: Great Britain. Parliament. House of Commons. Education and Skills Committee
Publisher: The Stationery Office
ISBN: 9780215023124
Category : Political Science
Languages : en
Pages : 404
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Book Description
Incorporating HCP 197-i/xiii, session 2003-04
Author: Great Britain. Parliament. House of Commons. Education and Skills Committee
Publisher: The Stationery Office
ISBN: 9780215023124
Category : Political Science
Languages : en
Pages : 404
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Book Description
Incorporating HCP 197-i/xiii, session 2003-04
Author: Great Britain. Parliament. House of Commons. Education and Skills Committee
Publisher: The Stationery Office
ISBN: 9780215023094
Category : Education
Languages : en
Pages : 60
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Book Description
A recurrent theme of the Government's education policy has been the need to improve skill levels in the workforce. In this light this report looks at the Government's proposals for the provision of education between the ages of 14-19 and the work of the Working Group on 14-19 Reform. One of the clear conclusions is that the whole education experience is significant for a child, not just one particular part and that the labour market really requires young people who are literate, numerate and work prepared. On the subject of the proposed unified diploma to replace GCSEs and A levels, the Committee understands why the Government thought its introduction would be a risk but it nevertheless urges to the subject to be kept under review. However the burden for change does not solely rest with the government, employers must also engage with the process to help devise a system that meets their needs.
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
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Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Great Britain: House of Commons
Publisher: The Stationery Office
ISBN: 9780215025227
Category : Political Science
Languages : en
Pages : 344
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Book Description
With corrigendum slip dated June 2005 (1 sheet).
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203
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Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Author: P. David Pearson
Publisher: Psychology Press
ISBN: 9780805824162
Category : Reading
Languages : en
Pages : 1108
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Book Description
"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
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Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: United States Congress
Publisher: Createspace Independent Publishing Platform
ISBN: 9781983502651
Category :
Languages : en
Pages : 30
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Book Description
Report of the National Reading Panel : hearing before a subcommittee of the Committee on Appropriations, United States Senate; One Hundred Sixth Congress, second session; special heÅ April 13, 2000; Washington, DC.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
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.
Author: Great Britain: Parliament: House of Commons: Environmental Audit Committee
Publisher: The Stationery Office
ISBN: 9780215045096
Category : Science
Languages : en
Pages : 194
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Book Description
The Government has pledged to reduce over 10,000 pages of regulatory guidance, following its 'Red Tape Challenge', to help businesses comply with environmental laws. But the MPs point out that regulations have an important role in safeguarding our health and the environment. The Government's strategy to create a green economy - 'Enabling the Transition to a Green Economy' - is too focused on voluntary action and fails to set a clear trajectory or any time-bound milestones for businesses to achieve. There is concern that introducing mandatory emissions reporting for big business has been delayed and Ministers are urged not to go back on their promise to do so. The recent financial crisis has demonstrated the clear risks from such a market-led approach, particularly when markets do not reflect the value of the services provided by nature - such as clean fresh water, pollination of crops, etc. This report urges the Government to: develop minimum sustainability standards; set out how data on natural capital in the National Accounts will be used; develop targets for improving the state of the environment and establish transparent reporting against such targets; and use the Natural Capital Committee's work on a 'natural asset stock check' as one of the basket of indicators used to measure the green economy. The Government should fully incorporate the principles of 'Enabling the Transition' into future revisions of the 'Plan for Growth'. Expenditure involved in making the transition to a green economy should be seen as an investment, not simply a cost.
