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Education
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Charles A. Dana Center: Precalculus: Function Models for Real-Life Situations
different mathematical models to this data. (The 4th model is not regression generated.) Based on the graphs of the models, compared to the scatter plot, which model appears best? Why? (P.3.B, C) The Power model. It gives the best r value. Also the y-values for th...
 On Babies and Bathwater: Addressing the Problems of Identification of Learning Disabilitie...
nitive, contextual (pp. 159-175). Boulder, CO: Westview Press. Siegel, L. S., & Ryan, E. B. (1988). Development of working mem- ory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980. Skrtic, T. M. (1999). Learning disabilities as organ...
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nitive, contextual (pp. 159-175). Boulder, CO: Westview Press. Siegel, L. S., & Ryan, E. B. (1988). Development of working mem- ory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980. Skrtic, T. M. (1999). Learning disabilities as organizational pathologies. In R. J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on learning disabilities: Biological, cognitive, contextual (pp. 193-226). Boulder, CO: Westview Press. Sleeter, C. E. (1995). Radical structuralist
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http://www.advocacyinstitute.org/resources/Babies_and_Bathwater.pdf#page=12
www.advocacyinstitute.org/resources/Babies_and_Bathwater.pdf#page=12
Learning Disability Quarterly 166 to failure to respond to validated treatment protocols. <span class="highlight">In</span> G. R. Lyon (Ed.), Frames of reference for the assessment of learning dis- abilities: New views on measurement issues (pp. 163-183). Baltimore: Brookes. Christensen, <span class="highlight">C</span>. A. (1999). Learning disability: Issues of represen- tation, power, and the medicalization of school failure. <span class="highlight">In</span> R. J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on learning dis- abilities: Biological, cognitive, <span class="highlight">contextual</span> (pp. 227-249
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http://www.advocacyinstitute.org/resources/Babies_and_Bathwater.pdf#page=14
www.advocacyinstitute.org/resources/Babies_and_Bathwater.pdf#page=14
nitive, <span class="highlight">contextual</span> (pp. 159-175). Boulder, CO: Westview Press. Siegel, L. S., & Ryan, E. B. (1988). Development of working mem- ory <span class="highlight">in</span> normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980. Skrtic, T. M. (1999). Learning disabilities as organizational pathologies. <span class="highlight">In</span> R. J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on learning disabilities: Biological, cognitive, <span class="highlight">contextual</span> (pp. 193-226). Boulder, CO: Westview Press. Sleeter, <span class="highlight">C</span>. E. (1995). Radical structuralist
Performance Accountability: For What? To Whom? And How?
beyond dropping out. They will only become part of the structure of accountability when they have real power to make choices. Some community- based programs encourage learner participation in management, with learner representatives sitting on boards, and being involved in manag...
Economic Growth and Institutions
10 E C O N O M I C F R E E D O M A N D D E V E L O P M E N T But in many developing countries, including India, elites have often consi- dered democracy as a way to rule society and the economy (eg. Nehru era planning and dirigisme), not as a way to control the powers...
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10 E C O N O M I C F R E E D O M A N D D E V E L O P M E N T But in many developing countries, including India, elites have often consi- dered democracy as a way to rule society and the economy (eg. Nehru era planning and dirigisme), not as a way to control the powers of the rulers. Institutional Change: From Tribal to Global Society Institutions can—fortunately—be learnt and adapted, although that is a harder task than adopting new crops or investing in new infrastructural and industrial hardware. The
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http://www.ccsindia.org/kasper/1_Economic_Growth.pdf#page=10
www.ccsindia.org/kasper/1_Economic_Growth.pdf#page=10
10 E <span class="highlight">C</span> O N O M I <span class="highlight">C</span> F R E E D O M A N D D E V E L O P M E N T But <span class="highlight">in</span> many developing countries, including India, elites have often consi- dered democracy as a way to rule society and the economy (eg. Nehru era planning and dirigisme), not as a way to <span class="highlight">control</span> the powers of the rulers. Institutional Change: From Tribal to Global Society Institutions can—fortunately—be learnt and adapted, although that is a harder task than adopting new crops or investing <span class="highlight">in</span> new infrastructural and industrial hardware. The
Role Models on the Web
level, but based on 7 days and hundreds and hundreds of emails and phone calls. I will do the Web 2.0 thing and let the readers control the content. I have moved Tiger Woods from role model status and over to Sports Star status. Surely you can agree that he is a sports st...
Summaries of the Evaluations Referenced in Emerging Answers 2007
Theoretical basis: Integrated social- cognitive model Topics covered: HIV knowledge, perceived risk of HIV, self-efficacy (safer sex, condom skills, risk avoidance, negotiation), negotiation skills, condom use, goal setting Methods: NR Development of curriculum/program: Based on so...
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Theoretical basis: Integrated social- cognitive model Topics covered: HIV knowledge, perceived risk of HIV, self-efficacy (safer sex, condom skills, risk avoidance, negotiation), negotiation skills, condom use, goal setting Methods: NR Development of curriculum/program: Based on social cognitive perceptions and beliefs, condom use, problem solving, and affective self-regulation skills, and contextual factors. Educators and their training: NR Implementation: All activities implemented
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http://www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=62
www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=62
Theoretical basis: Integrated social- cognitive <span class="highlight">model</span> Topics covered: HIV knowledge, perceived risk of HIV, self-efficacy (safer sex, condom skills, risk avoidance, negotiation), negotiation skills, condom use, goal setting Methods: NR Development of curriculum/program: <span class="highlight">Based</span> on social cognitive perceptions and beliefs, condom use, problem solving, and affective self-regulation skills, and <span class="highlight">contextual</span> factors. Educators and their training: NR Implementation: All activities implemented
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www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=73
use protection. Theoretical basis: Social influences <span class="highlight">model</span> Topics covered: Understanding social situations, refusal skills, parental values, media analysis, communication, body image, responsibility for behavior, risks of early sex, sexuality and birth <span class="highlight">control</span> facts Methods: The program is skill-<span class="highlight">based</span>, emphasizes active learning and behavior change through refusal skill training, peer leaders, parent interviews, health advocacy, public commitments, and feedback of peer norms. Development
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http://www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=88
www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=88
Stewart, F, Weaver, M, Monteith, <span class="highlight">C</span>, Van Der Pol, B Impact of Increased <span class="highlight">Access</span> to Emergency Contraception Pills Obstetrics & Gynecology, 108(5): p1098-1106 2006 Contact person: Elizabeth Raymond, Clinical Research Division, Family Health International, PO Box 13950, Research Triangle Park, NC 27709 eraymond@fhi.org Country: United States Location <span class="highlight">in</span> country: Nevada and North Carolina Rural/urban: NR Income level: NR Pregnancy Risk level: High STD/HIV Risk
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www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=90
1 Change <span class="highlight">in</span> outcome for group receiving intervention relative to comparison group: no significant change = 0; significant desirable change = +; significant undesirable change = —; marginally significant change (p<.1) = 0*. 90 Program Study Information Community/ Sample Characteristics Program Description Study Design and Analytic Methods Results 1 Additional Comments Program type: Curriculum <span class="highlight">based</span> sex/HIV education Program name: Project Light Reference: Rotheram-Borus
Stanford Encyclopedia of Philosophy: perspectives on class and work
Stanford University Open access to the SEP is made possible by a world-wide funding initiative. Please Read How You Can Help Keep the Encyclopedia Free Author & Citation Info | Friends PDF Preview | InPho Search | PhilPapers Bibliography Feminist Perspectives on Class and Work First p...
Outdoor Education Theses
mental health, and coping strategies. Honours Thesis, Canberra, ACT, Australia: Australian National University. Skehill, C. M. (2001). Resilience, coping with an extended stay outdoor education program, and adolescent mental health. Unpublished Honours thesis, University of Canberra, Austral...
Correlates of Successful Implementation and School
run schools. He concludes by suggesting that sometimes reframing the problem is the solution to avoiding ineffective reforms. Day, C. (2000). Beyond transformational leadership. Educational Leadership, 57(7), 56-59. Promoting the idea that successful and skillful leaders play a key ...
How Teachers Change: A Study of Professional Development in Adult Education
she participated in all 18 hours of a multisession workshop. Like Erica, Debbie demonstrated minimal-to-moderate integrated change. She also became more aware of social and contextual factors that affect learners and, to her relief, better understood what was and was not within her ...
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she participated in all 18 hours of a multisession workshop. Like Erica, Debbie demonstrated minimal-to-moderate integrated change. She also became more aware of social and contextual factors that affect learners and, to her relief, better understood what was and was not within her control as a teacher. Her first action was to use several techniques she learned in the workshops (force-field analysis, class discussions) to find out what barriers learners faced. She learned that many of them would be
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=80
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=80
she participated <span class="highlight">in</span> all 18 hours of a multisession workshop. Like Erica, Debbie demonstrated minimal-to-moderate integrated change. She also became more aware of social and <span class="highlight">contextual</span> factors that affect learners and, to her relief, better understood what was and was not within her <span class="highlight">control</span> as a teacher. Her first action was to use several techniques she learned <span class="highlight">in</span> the workshops (force-field analysis, class discussions) to find out what barriers learners faced. She learned that many of them would be
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www.ncsall.net/fileadmin/resources/research/report25.pdf#page=146
education. Madison, WI: National Center for Improving Student Learning & Achievement <span class="highlight">in</span> Math & Science, Principled Practice Research Brief, 2(2), Fall, 1-3. Crocker, J. (1987, October). ABE statewide staff development programs: Analysis of program dimensions, characteristics, and <span class="highlight">contextual</span> factors. Paper presented at the American Adult and Continuing Education Conference, Washington, DC. Darkenwald, G. (1986). Adult literacy education: A review of the research and priorities for future inquiry. New York
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www.ncsall.net/fileadmin/resources/research/report25.pdf#page=192
release time per year 19. Level of interaction with colleagues To identify the key predictors for amount of change, we first looked at the correlation results and then conducted multivariate analysis tests <span class="highlight">based</span> on these results. The bivariate correlations showed us the strength of the associations between the predictors and the outcome variables. Any variable with a correlation probability of .15 or better was included <span class="highlight">in</span> our initial <span class="highlight">model</span>. Although many variables were not strongly correlated with the
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