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Stanford Encyclopedia of Philosophy: Church-Turing Thesis
the Mind. Cambridge, Mass.: MIT Press. –––. 1997. The Mystery of Consciousness. New York: New York Review of Books. Shepherdson, J.C., Sturgis, H.E. 1963. ‘Computability of Recursive Functions’. Journal of the ACM, 10, 217-255. Siegelm...
 Affecting Change in Literacy Practices of Adult Learners: Impact of Two Dimensions of Inst...
NCSALL Reports #17 November 2000 84 Lytle, S. (1994). Living literacy: Rethinking adult learner assessment. Literacy Practitioner, 2, 1-2, 6-8. Mehrens, W.A. & Lehmann, I.J. (1991). Measurement and evaluation in education and psychology. New York: Harcourt Brace College Publishers. Mislevy...
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NCSALL Reports #17 November 2000 84 Lytle, S. (1994). Living literacy: Rethinking adult learner assessment. Literacy Practitioner, 2, 1-2, 6-8. Mehrens, W.A. & Lehmann, I.J. (1991). Measurement and evaluation in education and psychology. New York: Harcourt Brace College Publishers. Mislevy & Bock (1993). BILOG 3.0 [Computer Program]. Lincolnwood, IL.:Scientific Software International National Center on Adult Literacy
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http://www.ncsall.net/fileadmin/resources/research/report17.pdf#page=92
www.ncsall.net/fileadmin/resources/research/report17.pdf#page=92
NCSALL Reports #17 November 2000 84 Lytle, S. (1994). Living literacy: Rethinking adult learner assessment. Literacy Practitioner, 2, 1-2, 6-8. Mehrens, W.A. & Lehmann, I.J. (1991). Measurement and evaluation in education and psychology. New York: Harcourt Brace College Publishers. Mislevy & Bock (1993). BILOG 3.0 [<span class="highlight">Computer</span> Program]. Lincolnwood, IL.:Scientific Software <span class="highlight">International</span> National Center on Adult Literacy
Science.qxd
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA&...
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for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 Science 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: <span class="highlight">International</span> Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report <span class="highlight">of</span> the NAEP 1996 State Assessment Program in Science, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement <span class="highlight">of</span> Science, Benchmarks for Science Literacy, Project 2061, New York, Oxford University
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. <span class="highlight">International</span> Association for the Evaluation <span class="highlight">of</span> Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third <span class="highlight">International</span> Mathematics and Science Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, and Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
Colorado Model Content Standards
and rural areas; • describing patterns and processes of diffusion* (for example, information networks around the world); and • solving locational questions requiring the integration of information from two or more sources. GRADES 9-12 As students in grades 9-12 extend...
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and rural areas; • describing patterns and processes of diffusion* (for example, information networks around the world); and • solving locational questions requiring the integration of information from two or more sources. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia); • analyzing
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=8
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=8
and rural areas; • describing patterns and processes <span class="highlight">of</span> diffusion* (for example, information <span class="highlight">networks</span> around the world); and • solving locational questions requiring the integration <span class="highlight">of</span> information from two or more sources. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • analyzing geographic information using a variety <span class="highlight">of</span> scales--local, national, <span class="highlight">international</span> (for example, growth issues in Limon, New York City, and Southeast Asia); • analyzing
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