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Education
Web
 Scientifically Based Research PDF
For example, some teachers rely on their own observations to make judgments about the success of educational strategies. A collection of observations leads to some understanding of the world, but observations have limited value. Scientific observations must be structured...
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For example, some teachers rely on their own observations to make judgments about the success of educational strategies. A collection of observations leads to some understanding of the world, but observations have limited value. Scientific observations must be structured in order to support or reject theories about the causes that underlie events. Scientists—and teachers—make predictions about causes based on their structured observations and then use other techniques to test specific outcomes. In the
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http://centeroninstruction.org/files/ScientificallyBasedResearch.pdf#page=7
centeroninstruction.org/files/ScientificallyBasedResearch.pdf#page=7
For example, some teachers rely on their own observations to make judgments about the success <span class="highlight">of</span> educational strategies. <span class="highlight">A</span> collection <span class="highlight">of</span> observations leads to some understanding <span class="highlight">of</span> the world, but observations have limited value. Scientific observations must be structured in order to support or reject theories about the causes that underlie events. Scientists—<span class="highlight">and</span> teachers—make predictions about causes based on their structured observations <span class="highlight">and</span> then use other <span class="highlight">techniques</span> to test specific outcomes. In the
The "City" in American Literature and Culture
1981 Volume I: The "City" in American Literature and Culture Yale-New Haven Teachers InstituteHome The "City" in American Literature and Culture 1981 Volume I Table of Contents SELECT TITLE TO GO TO CURRICULUM UNIT TO GUIDE ENTRY Preface Introduction...
The Characteristics and Concerns of Adult Basic Education Teachers
’ characteristics, contexts, and concerns. These are presented in each section as our findings; the findings are used to organize the structure of the report. Description of the Sample The majority of teachers in our study were white (91.5%), female (83%), ...
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’ characteristics, contexts, and concerns. These are presented in each section as our findings; the findings are used to organize the structure of the report. Description of the Sample The majority of teachers in our study were white (91.5%), female (83%), and between the ages of 41 and 60 (67%). Approximately half hold degrees beyond the bachelor’s (either a master’s or doctoral degree) and fewer than 8% have an associate’s degree, a high school diploma, or GED as the highest level of formal education completed
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http://www.ncsall.net/fileadmin/resources/research/report26.pdf#page=27
www.ncsall.net/fileadmin/resources/research/report26.pdf#page=27
’ characteristics, contexts, <span class="highlight">and</span> concerns. These are presented in each section as our findings; the findings are used to organize the structure <span class="highlight">of</span> the report. Description <span class="highlight">of</span> the Sample The majority <span class="highlight">of</span> teachers in our <span class="highlight">study</span> were white (91.5%), female (83%), <span class="highlight">and</span> between the ages <span class="highlight">of</span> 41 <span class="highlight">and</span> 60 (67%). Approximately half hold degrees beyond the bachelor’s (either <span class="highlight">a</span> master’s or doctoral degree) <span class="highlight">and</span> fewer than 8% have an associate’s degree, <span class="highlight">a</span> high school diploma, or GED as the highest level <span class="highlight">of</span> formal education completed
How Teachers Change: A Study of Professional Development in Adult Education
How Teachers Change: A Study of Professional Development in Adult Education Producing results: • Using the information both from the whole sample and the subsample teachers (quantitative and qualitative), we developed a final list of the...
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How Teachers Change: A Study of Professional Development in Adult Education Producing results: • Using the information both from the whole sample and the subsample teachers (quantitative and qualitative), we developed a final list of the most important individual factors that influenced teacher change.30 To ensure rigor in our analysis, two or more members of the research team looked independently at the data when coding, summarizing, or rating. Whenever a question of interpretation or a
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=57
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=57
How Teachers Change: <span class="highlight">A</span> <span class="highlight">Study</span> <span class="highlight">of</span> Professional Development in Adult Education We conducted class observations, but only to understand the teacher’s teaching situation <span class="highlight">and</span> program context, rather than to collect data about teacher performance. Similarly, the purpose <span class="highlight">of</span> the interview with the program director or coordinator was to get <span class="highlight">a</span> better understanding <span class="highlight">of</span> the program context, not to ask the program director to comment on the individual teacher. In addition to the data collected from
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=59
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=59
How Teachers Change: <span class="highlight">A</span> <span class="highlight">Study</span> <span class="highlight">of</span> Professional Development in Adult Education Producing results: • Using the information both from the whole sample <span class="highlight">and</span> the subsample teachers (<span class="highlight">quantitative</span> <span class="highlight">and</span> qualitative), we developed <span class="highlight">a</span> final list <span class="highlight">of</span> the most important individual factors that influenced teacher change.30 To ensure rigor in our analysis, two or more members <span class="highlight">of</span> the research team looked independently at the data when coding, summarizing, or rating. Whenever <span class="highlight">a</span> question <span class="highlight">of</span> interpretation or <span class="highlight">a</span>
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=60
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=60
<span class="highlight">and</span> to follow the guide, with some flexibility, so that there was less variation among groups within <span class="highlight">a</span> particular model. Some facilitators felt constrained to stick to the guide, knowing that they were in <span class="highlight">a</span> research <span class="highlight">study</span> <span class="highlight">and</span> comparability <span class="highlight">of</span> professional development experiences within the same model across states was important. In some cases, this constraint may have prevented the facilitators from adapting the professional development activities to the specific needs or interests <span class="highlight">of</span> the practitioners
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=96
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=96
important when there was evidence in both the whole sample (<span class="highlight">quantitative</span>) data <span class="highlight">and</span> the subsample (qualitative) data to support their connection to either amount or type <span class="highlight">of</span> change, or when the evidence for the factor was particularly strong in either the <span class="highlight">quantitative</span> or qualitative. Table 12 below outlines all the factors we examined in this <span class="highlight">study</span> by their level <span class="highlight">of</span> importance. Most important factors are those for which we have strong evidence, either through statistical significance found in that variable in
Chemical and Engineering News: June 18, 2007
phases of pharmaceuticals. About The Cover Cover Image News of the Week Indian Venture Aptuit and Laurus create a drug service provider. Finding Function In The Genome Consortium discovers surprising features in the human genetic blueprint. Animal Testing Alte...
THE FIRST FIVE YEARS: National Center for the Study of Adult Learning and Literacy 1996-20...
questions based in MI theory. Two coordinators with expertise in MI theory worked with the teachers. The teacher researchers developed instructional approaches based on their interpretation of MI theory and involved their students in their research by talking about the theory and...
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questions based in MI theory. Two coordinators with expertise in MI theory worked with the teachers. The teacher researchers developed instructional approaches based on their interpretation of MI theory and involved their students in their research by talking about the theory and introducing MI teaching activities. Each teacher developed a specific MI theory research question to frame her qualitative study. These open-ended questions allowed unanticipated data to emerge from the teaching experience
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http://www.ncsall.net/fileadmin/resources/research/report23.pdf#page=40
www.ncsall.net/fileadmin/resources/research/report23.pdf#page=40
questions based in MI theory. Two coordinators with expertise in MI theory worked with the teachers. The teacher researchers developed instructional approaches based on their interpretation <span class="highlight">of</span> MI theory <span class="highlight">and</span> involved their students in their research by talking about the theory <span class="highlight">and</span> introducing MI teaching activities. Each teacher developed <span class="highlight">a</span> specific MI theory research question to frame her qualitative <span class="highlight">study</span>. These open-ended questions allowed unanticipated data to emerge from the teaching experience
Current Issues in Web Usability
Alertbox: Jakob Nielsen's Newsletter on Web Usability useit.com Alertbox Alertbox: Current Issues in Web Usability Bi-weekly column by Dr. Jakob Nielsen, principal, Nielsen Norman Group Email Newsletter Sign up to subscribe to get a short email newsletter when new Alertbox columns are...
Penguin Teacher Guide: Up from Slavery
activities and/or questions should help the students recall what they have previously learned. Ask the students to: 1. Explain the concept of “primary source”: letters, diaries, journals, autobiographies. What place does each of these have in the study of...
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activities and/or questions should help the students recall what they have previously learned. Ask the students to: 1. Explain the concept of “primary source”: letters, diaries, journals, autobiographies. What place does each of these have in the study of history? 2. Read one or more secondary sources about slaves, the Civil War, Reconstruction, or the history of African-Americans from the end of Reconstruction to the end of World War I. Try to find additional primary materials on your topic. Determine whether the
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http://us.penguingroup.com/static/pdf/teachersguides/upfromslavery.pdf#page=5
us.penguingroup.com/static/pdf/teachersguides/upfromslavery.pdf#page=5
activities <span class="highlight">and</span>/or questions should help the students recall what they have previously learned. Ask the students to: 1. Explain the concept <span class="highlight">of</span> “primary source”: letters, diaries, journals, autobiographies. What place does each <span class="highlight">of</span> these have in the <span class="highlight">study</span> <span class="highlight">of</span> history? 2. Read one or more secondary sources about slaves, the Civil War, <span class="highlight">Reconstruction</span>, or the history <span class="highlight">of</span> African-Americans from the end <span class="highlight">of</span> <span class="highlight">Reconstruction</span> to the end <span class="highlight">of</span> World War I. Try to find additional primary materials on your topic. Determine whether the
King Tut's New Face: Behind the Forensic Reconstruction
and physical anthropologists from Egypt, France, and the United States. Three independent teams created busts of Tut. "In my opinion, the shape of the face and skull are remarkably similar to a famous image of Tutankhamun as a child, wher...
A Study of Professional Development in Adult Education
How Teachers Change: A Study of Professional Development in Adult Education may be a result of their participation in other professional development; the numbers are too small, however, to make any judgment about contributing factors. The evidence indicates that,...
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How Teachers Change: A Study of Professional Development in Adult Education may be a result of their participation in other professional development; the numbers are too small, however, to make any judgment about contributing factors. The evidence indicates that, with only 24% demonstrating integrated change, it was difficult for teachers to integrate thinking and acting change. Those teachers who did demonstrate integrated change also changed more overall, even in thinking and acting not
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http://www.ncsall.net/fileadmin/resources/research/report25a.pdf#page=25
www.ncsall.net/fileadmin/resources/research/report25a.pdf#page=25
How Teachers Change: <span class="highlight">A</span> <span class="highlight">Study</span> <span class="highlight">of</span> Professional Development in Adult Education may be <span class="highlight">a</span> result <span class="highlight">of</span> their participation in other professional development; the numbers are too small, however, to make any judgment about contributing factors. The evidence indicates that, with only 24% demonstrating integrated change, it was difficult for teachers to integrate thinking <span class="highlight">and</span> acting change. Those teachers who did demonstrate integrated change also changed more overall, even in thinking <span class="highlight">and</span> acting not
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