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Author: Linda Darling-Hammond
Publisher: Harvard Education Press
ISBN: 1682532941
Category : Education
Languages : en
Pages : 477
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Book Description
Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
Author: Linda Darling-Hammond
Publisher: Harvard Education Press
ISBN: 1682532941
Category : Education
Languages : en
Pages : 477
Get Book Here
Book Description
Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
Author: Anne Podolsky
Publisher: Harvard Education Press
ISBN: 1682533220
Category : Education
Languages : en
Pages : 136
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Book Description
The Bank Street College case is one of seven that form the basis for the arguments and analyses presented in Preparing Teachers for Deeper Learning. Each case outlines the context, vision, and practices guiding a particular program’s enactment, and includes sample curricula, assessment and feedback forms, and the program details that have contributed to its success. The cases are valuable reading for educators involved in developing teacher candidates who are self-directed, collaborative, social justice–focused, and prepared to meet the needs of today’s students and a changing society.
Author: International Monetary Fund. Fiscal Affairs Dept.
Publisher: International Monetary Fund
ISBN: 1498365817
Category : Business & Economics
Languages : en
Pages : 63
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Book Description
This Technical Assistance report on Iceland discusses that the issue of maintaining alignment with budgets and budgetary reports that are expected to focus on Government Finance Statistics Manual of 2001 (GFSM 2001) indicators. Consolidated “whole-of-government” financial statements of the central government will facilitate fiscal policy informed by a broader view of public finances. Recognition and systematic accounting of physical assets are expected to enhance transparency and facilitate management and budgetary decisions. Under the current framework such assets—including roads, bridges, tunnels, land, and buildings—are treated as expenses and written off in the year in which they are acquired. Some changes in valuation of financial assets and liabilities may also be required. The cash flow statement should provide information about key revenues and expenditures. The budget should recognize depreciation as an expense but need not appropriate for depreciation at this stage. The budgeted operating statement should include depreciation as an expense to determine the operating result.
Author: Rita Mulcahy
Publisher: Rmc Publications Incorporated
ISBN: 9781932735659
Category : Education
Languages : en
Pages : 611
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Book Description
Author: Elspeth Kaiser-Derrick
Publisher: Univ. of Manitoba Press
ISBN: 0887555535
Category : Law
Languages : en
Pages : 492
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Book Description
Indigenous women continue to be overrepresented in Canadian prisons; research demonstrates how their overincarceration and often extensive experiences of victimization are interconnected with and through ongoing processes of colonization. Implicating the System: Judicial Discourses in the Sentencing of Indigenous Women explores how judges navigate these issues in sentencing by examining related discourses in selected judgments from a review of 175 decisions. The feminist theory of the victimization-criminalization continuum informs Elspeth Kaiser-Derrick’s work. She examines its overlap with the Gladue analysis, foregrounding decisions that effectively integrate gendered understandings of Indigenous women’s victimization histories, and problematizing those with less contextualized reasoning. Ultimately, she contends that judicial use of the victimization-criminalization continuum deepens the Gladue analysis and augments its capacity to further its objectives of alternatives to incarceration. Kaiser-Derrick discusses how judicial discourses about victimization intersect with those about rehabilitation and treatment, and suggests associated problems, particularly where prison is characterized as a place of healing. Finally, she shows how recent incursions into judicial discretion, through legislative changes to the conditional sentencing regime that restrict the availability of alternatives to incarceration, are particularly concerning for Indigenous women in the system.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1668456974
Category : Education
Languages : en
Pages : 925
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Book Description
Many students across the globe seek further education for future employment opportunities. Vocational schools offer direct training to develop the skills needed for employment. New emphasis has been placed on reskilling the workforce as technology has infiltrated all aspects of business. Teachers must be prepared to teach these new skill requirements to allow students to directly enter the workforce with the necessary competences intact. As the labor market and industry are changing, it is essential to stay current with the best teaching practices within vocational education courses to provide the future workforce with the proper tools and knowledge. The Research Anthology on Vocational Education and Preparing Future Workers discusses the development, opportunities, and challenges of vocational education courses and how to best prepare students for future employment. It presents the best practices in curriculum development for vocational education courses and analyzes student outcomes. Covering topics such as industry-academia collaboration, student satisfaction, and competency-based education, this major reference work is an essential resource for academic administration, pre-service teachers, educators of vocational education, libraries, employers, government officials, researchers, and academicians.
Author: EduGorilla Prep Experts
Publisher: EduGorilla
ISBN:
Category : Education
Languages : en
Pages : 233
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Book Description
Author: Aman Yadav
Publisher: IAP
ISBN: 1648024580
Category : Computers
Languages : en
Pages : 283
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Book Description
Computer science has emerged as a key driver of innovation in the 21st century. Yet preparing teachers to teach computer science or integrate computer science content into K-12 curricula remains an enormous challenge. Recent policy reports have suggested the need to prepare future teachers to teach computer science through pre-service teacher education programs. In order to prepare a generation of teachers who are capable of delivering computer science to students, however, the field must identify research-based examples, pedagogical strategies, and policies that can facilitate changes in teacher knowledge and practices. The purpose of this book is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science. This book identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and pre-service teachers infuse computer science content into their curricula as well as teach stand-alone computing courses. Specifically, the book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book is students and faculty in educational technology, educational or cognitive psychology, learning theory, teacher education, curriculum and instruction, computer science, instructional systems, and learning sciences.
Author: EduGorilla Prep Experts
Publisher: EduGorilla Community Pvt. Ltd.
ISBN: 8194630444
Category :
Languages : en
Pages : 209
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Book Description
Author: Food and Agriculture Organization of the United Nations
Publisher: Food & Agriculture Org.
ISBN: 9251316937
Category : Social Science
Languages : en
Pages : 98
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Book Description
The case study explores which skills and training opportunities young people need in order to gain access to decent employment in rural areas. The research was undertaken in order to develop recommendations to support the Ministry of Agriculture, Forestry and Fisheries (MAFF) and FAO Cambodia in developing appropriate recommendations to support rural young people, especially those of the 15 to 17 age cohort. The study highlights the limited decent employment opportunities that currently exist along various agricultural value chains in rural Cambodia. Poverty and the structural problems of the agricultural sector are the main barriers for youth in accessing decent rural employment. A substantial enhancement of the education system, as well as the provision of appropriate training services to ensure successful schoolto-work transition is seen as necessary to tackle these challenges. A well-balanced policy mix reflecting national and local circumstances can encourage employment opportunities and create an environment that enables rural youth. Building on previous research on agriculture in Cambodia, agricultural transformation requires promotion of agribusiness enterprises, support to community-managed organizations of farmers, promotion of agropreneurs, and investments in agricultural and rural development, particularly in infrastructure, energy, water, education and health. Moreover, most youth entering agriculture are self-employed and work as smallscale farmers. Therefore, the provision of skills and training in rural areas should focus on the skills required to be self-employed.
