Techniques of Teacher Self Placement PDF Download
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Author: William Allen MacDougall
Publisher:
ISBN:
Category : Applications for position
Languages : en
Pages : 260
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Book Description
Author: William Allen MacDougall
Publisher:
ISBN:
Category : Applications for position
Languages : en
Pages : 260
Get Book Here
Book Description
Author: William Allen MacDougall
Publisher:
ISBN:
Category : Applications for position
Languages : en
Pages : 250
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Book Description
Author: Thomas A. Angelo
Publisher: Jossey-Bass Incorporated Pub
ISBN: 9780787982362
Category : Education
Languages : en
Pages :
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Book Description
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today.
Author: Daniel Royer
Publisher: Hampton Press (NJ)
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 280
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Book Description
This guide offers updated shopping tips to people visiting China. It explains what to buy (from porcelain, jade and pearls to silk, antiques, carpets and custom-tailored clothing), how to deal with local merchants and get the best prices, and where to find the best stores, markets and shopping districts - all in a handy pocket-sized format. It also provides tips on finding airfare, hotel and dining bargains.
Author: Gerald D. Bailey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 80
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Author: Aparna Sinha
Publisher:
ISBN: 9781321364002
Category :
Languages : en
Pages :
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Book Description
With a diverse incoming population each year, California State Universities struggle to assess and place the students into different (basic/stretch) first year writing classes appropriately. The long history of debates over reliability and validity issues of assessing and placing students through timed tests have made more and more writing program administrators skeptical about placing their students through a placement test (Elbow, 1996; White, 1995; Hout, 2002; Lynne, 2004, Moss, 2009, etc.). Directed Self-Placement (DSP)--a placement method that allows students to place themselves into first year writing classes--proposes to solve the problem of placing through timed tests. Advocates of DSP (Blakesley, 2002; Blakesley et. al, 2003; Cornell & Newton, 2003; Royer & Gilles, 1998; 2003; Reynolds, 2003, etc.) argue that DSP allows students an authentic educational choice of two or more courses and helps them arrive at that decision based on their own understanding of their writing abilities. While the literature on DSP establishes its success, little research examines DSP and its effectiveness as a placement method while considering all the socio-cultural-historical-political factors that can mediate its implementation. Also, not enough is known on how individual student writers and their socio-cultural backgrounds and experiences come into play when they self-place, and how DSP operates vis-à-vis policies around remediation. This dissertation research examines DSP at a CSU while investigating all socio-cultural, political, and historical factors that can influence DSP's implementation. Through student experiences, teacher expectations, and specific case studies, this dissertation explains how students and their identity, backgrounds, and experiences, and institutional policies play into success and failures around self-placement. Findings indicate that students negatively evaluate their writing abilities because of their personal writing identity, placement scores, or any other institutional policy that informs them of their remediation status, making them develop a low self-efficacy around writing to choose a stretch course over a semester long course. Also, students prefer placing in a mainstream stretch course over an ESL stretch course, rejecting the ESL label. The study also shows a gap in FYW teachers' understanding of state and institutional policies, demonstrating the importance of aligning teachers' expectations with institutional policies around placement and remediation for the success of implementing DSP. Findings also demonstrate that Writing Program Administrators at each CSU have their own pedagogical thinking and philosophies around placement and remediation which do not necessarily resonate with the state enforced policies for all the CSUs. This leads to a power struggle between the administrators at institution level and the policy makers at the state level. Implications of this study recommend that the state policies makers should re-evaluate their remediation and placement policies, removing stigmatizing placement structure and deficit language and terminologies to denote remediation and multilingualism. Policies around writing programs should be created and evaluated locally, inclusive of teachers and students' perspectives. Therefore, the state policy makers are recommended to relinquish the power and delegate each CSU to run its own writing program. Additional implications address recommendations for FYW teachers to be more prepared to teach multilingual students and cross-cultural composition classes, while making sure that instruction is differentiated to cater to students at different levels. Finally, the study proposes a Socio-cultural DSP that enables students to self-place through a socio-cultural perspective to self-assessment and placement, but any future implementation of DSP must consider the socio-historic-political realities around placement and remediation at that institution.
Author: National Communicable Disease Center (U.S.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
Author: Charles Adam Fisher
Publisher:
ISBN:
Category : Applications for positions
Languages : en
Pages : 136
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Book Description
Author: Linda B. Nilson
Publisher: John Wiley & Sons
ISBN: 0470612363
Category : Education
Languages : en
Pages : 401
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Book Description
Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation." Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!" L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions." Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips
Author: Pennsylvania. Department of Public Instruction
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 40
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Book Description
