iSEEK - Education

the following: • Hypothetical situations • Simulated conditions • Projects within an authentic activity, with limited engagement • Full participation in a real-world activity The continuum is similar to that presented in Willard Daggett’s model of rigor and relevance (see Chapter 5) moving from quadrant C to quadrant D. For CTE that continuum might be represented in the following experiential activities that build the foundation for full work-based learning. Experiential Activities The foundation for work

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xii interested in implementing standards-based CTE statewide. Because the frame- work is the blueprint for implementing the CTE standards, a brief discussion of the conceptual model follows. Conceptual Model for CTE Standards John R. Anderson, a cognitive specialist at Carnegie Mellon University, theorizes that students learn through the interaction of declarative memory and procedural memory.3 The declarative memory is where information is stored, and the procedural memory is where the production

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Maximize achievement through contextual learning. CTE relies on contextual learning, a method of teaching the skills employers value and on which stu- dents thrive. Contextual learning incorporates academic applications, appro- priate work habits and attitudes, and specific career skills in an environment that simulates or incorporates real-world employment. Teaching those skills in the context of a career is effective in engaging hard-to-reach students and motivating them to master mathematics, written and

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Important Role of Career and Technical Education: Implications for Federal Policy (Revisededition),2004.http://www. welfareacademy.org/pubs/education/roleofcte.pdf 4. KatherineL.HughesandMelindaMechurKarp,Strengthening Transitions by Encouraging Career Pathways: A Look at State Policies and Practices,2006(http://ccrc. tc.columbia.edu/Publication.asp?UID=380);J.R.Stoneandothers,Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE. Columbus, Ohio:National

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the following: • Hypothetical situations • Simulated conditions • Projects within an authentic activity, with limited engagement • Full participation in a real-world activity The continuum is similar to that presented in Willard Daggett’s model of rigor and relevance (see Chapter 5) moving from quadrant C to quadrant D. For CTE that continuum might be represented in the following experiential activities that build the foundation for full work-based learning. Experiential Activities The foundation for work

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Part � Career Technical Education for California’s Twenty-first Century � � Chapter � Structuring a Standards-based Curriculum 3. CaliforniaAssociationofRegionalOccupationalCentersandPrograms,ROCP Facts at a Glance, 2006.http://www.carocp.org/pdf/factsheet.pdf 4. DouglasE.Mitchell,California Regional Occupational Centers and Programs: 2004 Longitudinal Study Technical Report,2004.http://www.carocp.org/pdf/ longitudinalreport.pdf 5. CaliforniaDepartmentofEducation

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in a CTE field will find the following sections particularly helpful: • Chapter 1, which explains how to structure a standards-based curriculum, including delivery modes, creation of CTE programs, curriculum develop- ment, and contextual learning • Chapter 2, which explains how to plan and deliver standards-based lessons, including assessment, lesson and unit development and planning, and research-based instructional strategies • The appropriate industry sectors, which provide pathway-specific examples

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Beyond the Report Card: The Mul- tiple Dimensions of Secondary School Performance of Students with Disabilities. Menlo Park, Calif.: SRI International, 1993. Weinbaum, Alexandra, and Anne M. Rogers. Contextual Learning: A Critical Aspect of School-to-Work Transition Programs. ERIC No. 381666. Washington, D.C.: Office of Educational Research and Improvement, 1995. Zirkle, C. “Integrating Occupational and Academic Skills Across the Curriculum [Electronic version],” Techniques, Vol. 79 (September 2004), 56–59

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Learners' Engagement in Adult Literacy Education

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education. We propose the following model to guide empirical testing, a model which is consistent with our findings and the literature on engagement. A Model for Engagement and Learning in Adult Literacy Consistent with the literature reviewed, we conceive of engagement as having two components, a cognitive or “mental” component and a contextual component. The cognitive component is mental effort focused on instruction. It is that part of engagement that takes place in the learner’s mind and it includes

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Learners’ Engagement in Adult Literacy Education 21 Voelkl (1995), using this model and building on Newmann’s (1981) ideas about school membership, examines how students’ perceptions of school warmth contribute to participation and achievement. School warmth is understood by a student’s sense of teacher warmth, caring, and supportiveness. Voelkl posits participation as a mediator between perceptions of warmth, so that students who feel that the school is a supportive environment are more likely to

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of their parents and teachers, while adult literacy students are motivated by the demands of adult life. K–12 students are under the care and control of their parents and teachers, while adult literacy students make their own decisions. The understanding that the “adultness” of adult literacy education represented a new context for engagement research led us to a two-phase strategy for studying engagement. In the first phase, as represented by this study, we wanted to be broad and encompassing and

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education. We propose the following model to guide empirical testing, a model which is consistent with our findings and the literature on engagement. A Model for Engagement and Learning in Adult Literacy Consistent with the literature reviewed, we conceive of engagement as having two components, a cognitive or “mental” component and a contextual component. The cognitive component is mental effort focused on instruction. It is that part of engagement that takes place in the learner’s mind and it includes

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Adult Literacy Program Practice: A Typology Across Dimensions of Life-Contextualized/Decon...

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individual questions that would allow us to triangulate the data we received; (c) we provided the participants with no explicit knowledge of the dimensions of interest. However, some responses to question #6 (see below) were “apologies” for not having “enough” student participation in given programs. This type of response might indicate that question #6 prompted socially-appropriate responses. However, these types of responses were relatively few, and we did not feel that the validity of the questionnaire as a

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NCSALL Reports #2 July 1998 3 EXECUTIVE SUMMARY Describing Program Practice: A Typology Across Two Dimensions This study created a typology of adult literacy programs across the United States that describes the distribution of programs along two dimensions: relevance of materials, referred to as life-contextual/decontextual; and control of decisions, referred to as dialogic/monologic. This information provides a data-based

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language development as well as oral language development. Thus, the guiding definition of literacy used for this research is that of cultural practice (Gee, 1992; Purcell-Gates, 1993, 1996). This view of literacy recognizes that issues of power and access are inherent in literacy practice and thus is an ideological model. This stands in contrast to autonomous models of literacy, which have been described as viewing literacy practice in a vacuum (Street, 1989). Literacy practices do not take place in socially

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individual questions that would allow us to triangulate the data we received; (c) we provided the participants with no explicit knowledge of the dimensions of interest. However, some responses to question #6 (see below) were “apologies” for not having “enough” student participation in given programs. This type of response might indicate that question #6 prompted socially-appropriate responses. However, these types of responses were relatively few, and we did not feel that the validity of the questionnaire as a

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NCSALL Reports #2 July 1998 16 Table 1 Breakdown of adult literacy programs by type and sub-type Type of Program n % of total Life-Contextual/Dialogic 23 8 Highly Contextual/Highly Dialogic 3 1 Somewhat Contextual/Highly Dialogic 0 0 Highly Contextual/Somewhat Dialogic 2 1 Somewhat Contextual/Somewhat Dialogic 18 7 Life-Decontextual/Dialogic 6 2 Somewhat Decontextual/Highly

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NCSALL Reports #2 July 1998 17 The life-decontextual/dialogic quadrant, with the fewest overall assignments, contained no programs described as highly dialogic. The degree to which the programs reflected life-decontextualized activities was split, with 1% (n=4) of the overall total assigned as somewhat life-decontextual and 1% (n=2) judged as highly life-decontextual. The majority of the programs assigned to the life-contextual

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NCSALL Reports #2 July 1998 19 Table 2 Distribution of Adult Literacy Programs Along the Life-Contextual/Life- Decontextual and Dialogic/Monologic Dimensions Dimension of Programs n % of total Life-Contextual/Life-Decontextual Highly Life-Contextual 9 3 Somewhat Life- Contextual 59 22 Somewhat Life-Decontextual 91 34 Highly Life-Decontextual 112 41 Dialogic/Monologic Highly Dialogic 3 1

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Practical Guidelines for the Education of English Language Learners: Research-Based Recomm...

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Hofstetter, C. H. (2003). Contextual and mathematics accommodation test effects for English-language learners. Applied Measurement in Education, 16(2), 159-188. Rivera, C., & Stansfield, C. W. (2004). The effect of linguistic simplification of science test items on score comparability. Educational Assessment, 9(3-4), 79-105. 21 Customized English Dictionaries and Glossaries: Authors of individual studies and of previous narrative reviews have reported that the effectiveness of the use of dictionaries or

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large enough to merit a quantitative review/meta-analysis, but is not necessarily extensive when one considers the magnitude of the challenge facing schools and states with respect to variation in the K-12 ELL population, the variety of content areas, the possible types of accommodations, and the potential individual and contextual factors that could alter the effectiveness of any particular accommodation or bundle of accommodations. Following application of the search rules, and the inclusion and

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E., & Lord, C. (2001, February). NAEP math performance test accommodations: Interactions with student language background (CSE Technical Report 536). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. Abedi, J., Hofstetter, C., & Lord, C. (2004). Assessment accommodations for English language learners: Implications for policy-based empirical research. Review of Educational Research, 74(1), 1-28. Abedi, J., and Lord, C. (2001). The language factor in mathematics

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Hofstetter, C. H. (2003). Contextual and mathematics accommodation test effects for English-language learners. Applied Measurement in Education, 16(2), 159-188. Rivera, C., & Stansfield, C. W. (2004). The effect of linguistic simplification of science test items on score comparability. Educational Assessment, 9(3-4), 79-105. 21 Customized English Dictionaries and Glossaries: Authors of individual studies and of previous narrative reviews have reported that the effectiveness of the use of dictionaries or

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CLIA (Clinical Laboratory Improvement Amendments)

CLIA Related Publications MMWR - Good Laboratory Practices for Biochemical Genetic Testing and Newborn Screening for Inherited Metabolic Disorders (pdf) NEW! â€“ CDC Recommendations for ensuring quality biochemical genetic testing and newborn screening, developed b...

wwwn.cdc.gov/clia/default.aspx

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Auburn University: How Children Learn to Read Wor

unfamiliar word rhyme with the remembered word. The pronounceable word parts strategy requires a large store of sight chunks, such as ing, ight, and tion, that readers can string together to identify words. Contextual guessing is using the rest of sentence to guess unrecognize...

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Describing Program Practice: A Typology Across Two Dimensions

Use of materials and activities drawn from the learners' lives is supported by research that documents the powerful role of context in learning, the researchers note. For example, some workplace literacy programs teach literacy skills as they are needed within specific work cont...

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ORNL: Gene Testing

Contact Us Privacy Statement Site Stats and Credits Site Map Quick Links to questions and answers on this page: What is gene testing? What are some of the pros and cons of gene testing? For what diseases are gene tests available? Is genetic testing r...

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Keeping the Faith: The Role of Religion and Faith Communities in Preventing Teen Pregnancy...

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Family, 7, 132-152. *Cooksey, E.C., Rindfuss, R.R., & Guilkey, D.K. (1996). The initiation of adolescent sexual and con- traceptive behavior during changing times. Journal of Health and Social Behavior, 37, 59-74. *Crockett, L.J., Bingham, C.R., Chopak, J.S., and Vicary, J.R. (1996). Timing of first sexual inter- course: The role of social control, social learning, and problem behavior. Journal of Youth and Adolescence, 25, 89-111. *Cvetkovich, G. & Grote, C. (1980). Psychosocial development and the social

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Family, 7, 132-152. *Cooksey, E.C., Rindfuss, R.R., & Guilkey, D.K. (1996). The initiation of adolescent sexual and con- traceptive behavior during changing times. Journal of Health and Social Behavior, 37, 59-74. *Crockett, L.J., Bingham, C.R., Chopak, J.S., and Vicary, J.R. (1996). Timing of first sexual inter- course: The role of social control, social learning, and problem behavior. Journal of Youth and Adolescence, 25, 89-111. *Cvetkovich, G. & Grote, C. (1980). Psychosocial development and the social

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changing shape and future. New Brunswick, NJ: Rutgers University Press. *Seidman, S.N., Mosher, W.D., & Aral, S.O. (1994). Predictors of high-risk sexual behavior in unmarried American women: Adolescent environ- ment as risk factor. Journal of Adolescent Health, 15, 126-132. *Sheeran, P., Abrams, D., Abraham, C., & Spears, R. (1993). Religiosity and adolescents’ premarital sexual attitudes and behaviour: An empirical study Keeping the Faith: The Role of Religion and Faith Communities in Preventing Teen Pregnancy

www.thenationalcampaign.org/resources/pdf/pubs/KeepingFaith_FINAL.pdf#pag...

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British Castles: Windsor Castle

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