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 Environmental Literacy in America
and assessment is needed of unpublished or minimally-published research found in doctoral dissertations, masters' theses, and other smaller or site-specific research projects. ❚ More thorough evaluation is needed of what appear to be the most promising programs for...
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and assessment is needed of unpublished or minimally-published research found in doctoral dissertations, masters' theses, and other smaller or site-specific research projects. ❚ More thorough evaluation is needed of what appear to be the most promising programs for creating environmental literacy, including more testing of comprehensive programs such as IEEIA; more controlled studies are needed of how EIC (Environment as an Integrating Context) and other environment-based education programs support
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http://www.neefusa.org/pdf/ELR2005.pdf#page=108
www.neefusa.org/pdf/ELR2005.pdf#page=108
and assessment is needed <span class="highlight">of</span> unpublished or minimally-published research found <span class="highlight">in</span> doctoral dissertations, masters' theses, and other smaller or site-specific research projects. ❚ More thorough evaluation is needed <span class="highlight">of</span> what appear <span class="highlight">to</span> be the most promising programs for creating environmental literacy, including more testing <span class="highlight">of</span> comprehensive programs such as IEEIA; more controlled studies are needed <span class="highlight">of</span> how EIC (Environment as an Integrating Context) and other environment-<span class="highlight">based</span> education programs <span class="highlight">support</span>
Microsoft Word - ssstd5.docssstd5.pdf
Suggestions The student: 1.▲ (A) uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England). 2. (A) examines multiple primary sources to understand point ...
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Suggestions The student: 1.▲ (A) uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England). 2. (A) examines multiple primary sources to understand point of view of an historical figure. 3. (A) locates information using a variety of sources to support a thesis statement. 4. (A) uses information including primary sources to debate a problem or an historical issue. 5. (A) observes and draws
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=21
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
Suggestions The student: 1.▲ (A) uses historical timelines <span class="highlight">to</span> trace the cause and effect relationships between events <span class="highlight">in</span> different places during the same time period (e.g., Colonial America and England). 2. (A) examines <span class="highlight">multiple</span> primary sources <span class="highlight">to</span> understand point <span class="highlight">of</span> view <span class="highlight">of</span> an historical figure. 3. (A) locates information using a variety <span class="highlight">of</span> sources <span class="highlight">to</span> <span class="highlight">support</span> a thesis statement. 4. (A) uses information including primary sources <span class="highlight">to</span> debate a problem or an historical issue. 5. (A) observes and draws
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