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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Part � Career Technical Education for California’s Twenty-first Century � � Notes 1. LegislativeAnalyst’sOffice,Cal Facts: California’s Economy and Budget in Perspective, 2006.http://www.lao.ca.gov/2006/cal_facts/2006_calfacts_pdf_toc.htm 2. Willard.R.Daggett,“PreparingStudentsforTheirFuture.”PaperpresentedatModel SchoolsConference,June2005.http://www.daggett.com/pdf/Preparing%20Students% 20for%20Their%20Future%206-05.pdf 3. MarieCohenandDouglasJ.Besharov,The

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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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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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of a performing arts presentation. 4. Understand the roles of producers and directors and how they affect creative control in a performing arts production. 5. Understand the role of the actor and how it relates to the roles of the crew and directors and producers. 6. Understand the role of marketing and distribution in performing arts productions. 7. Understand the differences in roles and terminology between for-profit and not-for-profit production companies and types of production (e.g

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Learners' Engagement in Adult Literacy Education

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119 CHAPTER SIX: IMPLICATIONS AND RECOMMENDATIONS Research Using qualitative research, we can investigate phenomena holistically and expansively as a first step in generating empirically based models that lead to testable hypotheses. The obvious terrain for model building following this study lies in the relationship between engagement and learning. Although engagement is necessary for learning, it is not learning itself and literacy learning is clearly the most important payoff of adult literacy

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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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109 CHAPTER FIVE: ANALYSIS The question that has guided this research is “What are the contextual factors that shape engagement in adult literacy education?” Although in the preceding cases readers have been able to glimpse some of the shaping factors, in this chapter we attempt to address the question in a holistic analysis. As is evident from the literature review, many researchers conceive of engagement as a cognitive function—something that goes on in an individual’s mind and is closely

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119 CHAPTER SIX: IMPLICATIONS AND RECOMMENDATIONS Research Using qualitative research, we can investigate phenomena holistically and expansively as a first step in generating empirically based models that lead to testable hypotheses. The obvious terrain for model building following this study lies in the relationship between engagement and learning. Although engagement is necessary for learning, it is not learning itself and literacy learning is clearly the most important payoff of adult literacy

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in the research on adult literacy education. IGI is materials-dependent, and there is virtually no research on the effectiveness of materials, at least in the public domain. What works and what does not are critical questions the field needs to ask of available materials, for until we have research-based answers, teachers will lack a sound basis for selecting the materials that by and large carry the content in IGI-based instruction. In a similar vein, we have found in this study that in IGI teachers

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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 contexts. C...

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Using ENVIRONMENT-BASED Education to Advance Learning Skills and Character Development

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Journal of Adventure Education and Outdoor Leadership, 14(1), 23-7. Addresses the role of outdoor education in educating for a sustainable society. Describes related benefits of outdoor education, such as increasing student motivation, promoting cooperation, and developing problem-solving skills. Cordeiro, P. A. (1998). Problem-Based Learning in Educational Administration: Enhancing Learning Transfer. Journal of School Leadership, 8(3), 280-302. Describes four types of problem-based learning that helps students

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Journal of Adventure Education and Outdoor Leadership, 14(1), 23-7. Addresses the role of outdoor education in educating for a sustainable society. Describes related benefits of outdoor education, such as increasing student motivation, promoting cooperation, and developing problem-solving skills. Cordeiro, P. A. (1998). Problem-Based Learning in Educational Administration: Enhancing Learning Transfer. Journal of School Leadership, 8(3), 280-302. Describes four types of problem-based learning that helps students

www.neefusa.org/pdf/EnviroEdReport.pdf#page=25

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Morino Institute: Promise of a New Communications

writing letters to a greater use of telephones, but in our patterns of access which change fundamentally. There are three primary ways in which these patterns change: We can build new communities of communication, whether that means creating the "virtual communities"...

www.morino.org/under_sp_pro.asp

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Stanford Encyclopedia of Philosophy: scientific unity

unity of science became a distinctive theme of the scientific philosophy of logical empiricism. Logical empiricists—known controversially also as logical positivists—and most notably the founding members of the Vienna Circle in their Manifesto, adopted the Machian banner of &lsquo...

plato.stanford.edu/entries/scientific-unity/

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

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181. Benson, P.L., Williams, D.L., & Johnson. A.L. (1987). The quicksilver years: The hopes and fears of young adolescents. San Francisco: Harper and Row. Berrien, J., & Winship, C. (in press). Should we have faith in churches? The Ten Point Coalition’s effect on Boston’s youth violence. In G. Katzmann (Ed.), Managing youth violence. Washington, DC: Brookings Institution Press. *Billy, J.O.G., Brewster, K.L., & Grady, W.R. (1994). Contextual effects on sexual behavior of adolescent women. Journal of Marriage

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looked at the influence of being Hispanic. None of the stud- ies attempted to address the question of how religiously-involved youth differ from those who are not involved or what role those differ- ences — personal, social, or contextual — might play in accounting for any relationship between religiosity and sexual behavior. Finally, we were especially surprised that none of the studies approached the question of the relation- ship between adolescent religiosity and sexual behavior from a developmental

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181. Benson, P.L., Williams, D.L., & Johnson. A.L. (1987). The quicksilver years: The hopes and fears of young adolescents. San Francisco: Harper and Row. Berrien, J., & Winship, C. (in press). Should we have faith in churches? The Ten Point Coalition’s effect on Boston’s youth violence. In G. Katzmann (Ed.), Managing youth violence. Washington, DC: Brookings Institution Press. *Billy, J.O.G., Brewster, K.L., & Grady, W.R. (1994). Contextual effects on sexual behavior of adolescent women. Journal of Marriage

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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

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Stanford Encyclopedia of Philosophy: bioethics

reasoning. Several strategies are employed including one that starts from specific contextual problems and then works toward increasing generalization.[2] These analyses have evolved out of recent work in feminist moral theory, increased interest in feminist bioethics, and th...

plato.stanford.edu/entries/feminist-bioethics/

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Benchmarks for Success in High School Education

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Benchmarks for Success in High School Education 40 Benchmarking postsecondary partners Local institutions of higher education are vital partners in school-to-career education in much the same way that business and community institutions are. They can be particularly rich sources for field-based investigations, for example. That said, community colleges, four-year colleges, and institutes of advanced technical training have an additional role to play: linking students to postsecondary study. A central goal

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academic study Improving student access to company and union pre- apprenticeship training Assisting in the design of an integrated, applied curriculum Ensuring equity in participation and success in placements and field investigations Giving students access to college courses; offering credit or advanced placement for qualified work Revising admissions policies to consider performance- based assessments of classroom and work-based learning Assisting in the design of applied, contextual curriculum Ensuring equity

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Benchmarks for Success in High School Education 40 Benchmarking postsecondary partners Local institutions of higher education are vital partners in school-to-career education in much the same way that business and community institutions are. They can be particularly rich sources for field-based investigations, for example. That said, community colleges, four-year colleges, and institutes of advanced technical training have an additional role to play: linking students to postsecondary study. A central goal

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advanced standing for high school courses that meet the colleges’ standards. 2. Revising admissions policies. Benchmarks • Postsecondary partners accept performance-based assessments of classroom and work-based learning as grounds for admission and advanced standing. 3. Assisting in design of contextual, applied curriculum. Benchmarks • Postsecondary faculty collaborate with teachers to develop applied curricula, teaching strategies for implementing curricula, and tools for assessing student work. ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

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57 Putting Data to Work in School-to-Career Education Reform experiences and in developing project-based, contextual instruction in pathway classes. In addition, Boston began to gauge student performance in different components of the school-to-work initiative, depending on level of development. ProTech, the most developed work-based learning program, was subjected to the toughest measures of short-term and long-term student performance. This produced encouraging results. ProTech graduates attended college

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