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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Category : Education
Languages : en
Pages : 257
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Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Category : Education
Languages : en
Pages : 257
Get Book Here
Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
The study reviewed in this paper examined whether winning an admissions lottery to attend a small school of choice (SSC) in New York City improved high school graduation rates, influenced the type of diploma students received, or increased the likelihood of college readiness. An SSC is a small, nonselective public high school emphasizing academic rigor, strong relationships between students and teachers, and community partnerships. Researchers analyzed data on more than 12,130 students who participated in ninth-grade admissions lotteries for 84 SSCs in New York City (from an initial sample of 14,969 students in lotteries for 84 SSCs). The study included three cohorts of first-time ninth graders who participated in lotteries for SSC admission during the 2004-05, 2005-06, or 2006-07 school years, and each cohort was followed for 4 years. The study authors found, and the What Works Clearinghouse (WWC) confirmed, that an offer of admission to an SSC increased 4-year graduation rates (in particular, increases in rates of receiving a Regents diploma) and college readiness in English, but had no effect on college readiness in math or other types of high school diplomas that students received. The research described in this report is a well-executed randomized controlled trial and meets WWC evidence standards without reservations. Four appendices include: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is also included. [The following study is the focus of this "Single Study Review": Bloom, H., & Unterman, R. (2013). "Sustained progress: New findings about the effectiveness and operation of small public high schools of choice in New York City." New York: MDRC.].
Author: Irene C. Fountas
Publisher:
ISBN: 9780325018218
Category : Language arts (Early childhood)
Languages : en
Pages : 208
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Book Description
Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI
Author: Cornelia M. Ashby
Publisher: DIANE Publishing
ISBN: 1437936873
Category : Education
Languages : en
Pages : 78
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Book Description
Author: Jo Packham
Publisher: Sterling Publishing Company, Inc.
ISBN: 9781402712296
Category : Architecture
Languages : en
Pages : 152
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Book Description
More than twenty superstars from the world of crafting--including Anna Corba, April Cornell, Sandi Genovese, and Andrea Grossman--offer their expert advice on how to design a work space where creativity can blossom. Like the bestselling Business of Bliss, it's practical, inspirational, and beautiful to behold. Research by Craft Trends Magazine reveals that 89% of all crafters are women, and that they want to work in an environment conducive to creating their art. This invaluable and very special guide helps them achieve that goal, whatever their passion. It goes straight to the experts: successful women who have made their mark in more than 10 different creative fields. These top designers and artisans offer insights gleaned from years of experience, reveal how they constructed their own creative spaces, and explain how the reader can make practical use of these decorating, organizational, and inspirational techniques as they go about designing their own work areas. Among the pertinent questions they answer: Where did you like to work as a child? What's the most important thing about having your own place to work? Are women's creative spaces different from men's? How important is it for you to organize your work, and how do you do it? Do you listen to music when you work--and what kind? The featured designers include Wendy Addison, Dena Fishbein, Jill Schwartz, and Suze Weinberg and their fields range from paper crafts to gardening. A Selection of the Crafters Choice Book Club & the Homestyle Book Club.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
This paper presents an updated WWC (What Works Clearinghouse) Quick Review of the Report "Head Start Impact Study: Final Report". This study examined the effects of offering Head Start to 3- and 4-year-olds. Head Start is a federal program aimed at boosting the school readiness of low-income children by providing preschool education and health and nutrition services. The first follow-up analysis described in this report meets WWC evidence standards with reservations. The second, third, and fourth follow-up analyses described in this report meet WWC evidence standards. [The following study is reviewed in this quick review: Puma, M. et al. (2010). "Head Start impact study: Final report." Washington, DC: Administration for Children and Families, U.S. Department of Health and Human Services. This review is a revision of a quick review released in July 2010. To access this report, see ED510851.].
Author: Jean Stockard
Publisher: Rowman & Littlefield
ISBN: 1498588476
Category : Education
Languages : en
Pages : 311
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Book Description
Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
Author: Joan C. Williams
Publisher: Harvard Business Press
ISBN: 1633693791
Category : Business & Economics
Languages : en
Pages : 192
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Book Description
"I recommend a book by Professor Williams, it is really worth a read, it's called White Working Class." -- Vice President Joe Biden on Pod Save America An Amazon Best Business and Leadership book of 2017 Around the world, populist movements are gaining traction among the white working class. Meanwhile, members of the professional elite—journalists, managers, and establishment politicians--are on the outside looking in, left to argue over the reasons. In White Working Class, Joan C. Williams, described as having "something approaching rock star status" by the New York Times, explains why so much of the elite's analysis of the white working class is misguided, rooted in class cluelessness. Williams explains that many people have conflated "working class" with "poor"--but the working class is, in fact, the elusive, purportedly disappearing middle class. They often resent the poor and the professionals alike. But they don't resent the truly rich, nor are they particularly bothered by income inequality. Their dream is not to join the upper middle class, with its different culture, but to stay true to their own values in their own communities--just with more money. While white working-class motivations are often dismissed as racist or xenophobic, Williams shows that they have their own class consciousness. White Working Class is a blunt, bracing narrative that sketches a nuanced portrait of millions of people who have proven to be a potent political force. For anyone stunned by the rise of populist, nationalist movements, wondering why so many would seemingly vote against their own economic interests, or simply feeling like a stranger in their own country, White Working Class will be a convincing primer on how to connect with a crucial set of workers--and voters.
Author: Hendricks Brown
Publisher:
ISBN:
Category :
Languages : en
Pages : 14
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Book Description
Based on investigation and analysis of the What Works Clearinghouse (WWC) review process and reports, this panel concluded that: (1) WWC procedures and processes for identifying and extracting information from intervention studies are generally well documented and follow reasonable standards and practices for systematic reviews; and (2) WWC Intervention and Topic Area Reports provide succinct and meaningful summaries of the evidence on the effectiveness of specific education interventions. Support for these conclusions is detailed in the remainder of the report, recommendations for the continued enhancement and improvement of WWC procedures include a comprehensive review of the full range of WWC activities and procedures, with a timeframe to allow a complete consideration of a number of issues not fully evaluated in this report. Two appendixes are included: (1) Panel Charge; and (2) References. (Contains 5 footnotes.).
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 11
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Book Description
Early College High Schools partner with colleges and universities to provide students with an opportunity to earn an Associate's degree or college credits toward a Bachelor's degree at no or low cost to students. In a recent study, researchers found that attending Early College High Schools improved some high school and postsecondary outcomes for students. This study is a well-executed randomized controlled trial that meets WWC evidence standards without reservations. [The following study is the focus of this "Single Study Review": American Institutes for Research & SRI. (2013)." Early college, early success: Early College High School Initiative impact study." Washington, DC: American Institutes for Research. Retrieved from http://www.air.org.] Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is provided.
