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Education
Web
Student Involvement in the Community College Setting. ERIC Digest.
(Hirose-Wong, 1999). Moreover, many traditional and non-traditional students alike are inadequately prepared, academically and psychologically, for college-level work and learning (Howell, 2001). These challenges can be exacerbated by students' failure to connect and become involved in colleg...
Schools within Schools. ERIC Digest.
At-risk schools: These plans serve students who have not responded well to traditional learning environments. A typical model includes traditional academic curriculum along with an academy program in which students learn a trade such as computer repair. Career academies and clusters:...
Energized Learning
lessons are applicable to college-level courses. The site includes lessons and activities that develop specific skills and knowledge students are expected to learn in science, mathematics, economics and social sciences and politics. Energy supply, conversion and use is central the qual...
 Blazing the Trail
Algebraic Thinking Math Project Blazing the Trail http://www.pbs.org/mathline Page 1 Connecting experiences in the everyday world with the fundamental ideas of proportional reasoning is important for the development of algebraic thinking. Use of proportionality is indispensable in...
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Algebraic Thinking Math Project Blazing the Trail http://www.pbs.org/mathline Page 1 Connecting experiences in the everyday world with the fundamental ideas of proportional reasoning is important for the development of algebraic thinking. Use of proportionality is indispensable in the formal study of algebra and fostering proportional reasoning is a critical goal of late elementary and middle school mathematics. Students will use and understand proportional reasoning to find actual distances as depicted
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http://www.pbs.org/teachers/mathline/lessonplans/pdf/atmp/BlazingtheTrail.pdf#page=1
www.pbs.org/teachers/mathline/lessonplans/pdf/atmp/BlazingtheTrail.pdf#pa...
Algebraic Thinking Math Project Blazing the Trail http://www.pbs.org/mathline Page 1 Connecting experiences <span class="highlight">in</span> the everyday world with the fundamental ideas of proportional reasoning is important for the development of algebraic thinking. Use of <span class="highlight">proportionality</span> is indispensable <span class="highlight">in</span> the formal study of algebra and fostering proportional reasoning is a critical goal of late elementary and middle school mathematics. Students will use and understand proportional reasoning to find actual distances as depicted
Blazing The Trail
find out if you need it by clicking on the PDF link. Algebraic Thinking Focus Connecting experiences in the everyday world with the fundamental ideas of proportional reasoning is important for the development of algebraic thinking. Use of proportionality is indispensable in t...
Up, Up, and Away
can find out if you need it by clicking on the PDF link. Algebraic Thinking Focus Connecting experiences in the everyday world with the fundamental ideas of proportional reasoning is important for the development of algebraic thinking. Use of proportionality is indispensable in...
Semantic Organizers: Implications for Reading and Writing
paragraph to the next Constructing sentences and paragraphs The authors provide definitions and examples of various types of semantic organizers and illustrate the approach they would take in aiding students with reading and writing disabilities in acquiring skills for organizing info...
Reading/Language Arts (CA Dept. of Education)
• Presents the goals and key components of an effective language arts program (Chapter 2) • Describes the curriculum content and instructional practices needed for students to master the English–Language Arts Content Standards (Chapter 3 for K–3, Chapter 4 for grades 4–8,...
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• Presents the goals and key components of an effective language arts program (Chapter 2) • Describes the curriculum content and instructional practices needed for students to master the English–Language Arts Content Standards (Chapter 3 for K–3, Chapter 4 for grades 4–8, and Chapter 5 for grades 9–12) • Guides the development of appropriate assessment tools and methods to ensure that each student’s progress toward achieving specific knowledge, skills, and understanding in language arts is
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=16
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=16
• Presents the goals and key components of an effective language arts program (Chapter 2) • Describes the curriculum content and instructional practices needed for students to master the English–Language Arts Content Standards (Chapter 3 for K–3, Chapter 4 for grades 4–8, and Chapter 5 for grades 9–12) • Guides the development of appropriate assessment tools and methods to ensure that each student’s progress toward <span class="highlight">achieving</span> specific knowledge, skills, and understanding <span class="highlight">in</span> language arts is
Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Proced...
education classrooms, contrasted with 20 general education classrooms that were not receiving PALS. The performance of average achieving students, low achieving students, and low achieving students with learning disabilities was monitored using weekly CBM mathematics measures. E...
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education classrooms, contrasted with 20 general education classrooms that were not receiving PALS. The performance of average achieving students, low achieving students, and low achieving students with learning disabilities was monitored using weekly CBM mathematics measures. Effect sizes for students who were low achieving and low achieving with learning disabilities in the PALS condition ranged from .30 to .95, indicating strong treatment effects, and effect sizes for the average achieving students were moderate
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http://centeroninstruction.org/files/CBMeasurements.pdf#page=21
centeroninstruction.org/files/CBMeasurements.pdf#page=21
education classrooms, contrasted with 20 general education classrooms that were not receiving PALS. The performance of average <span class="highlight">achieving</span> students, low <span class="highlight">achieving</span> students, and low <span class="highlight">achieving</span> students with learning disabilities was monitored using weekly CBM mathematics measures. Effect sizes for students who were low <span class="highlight">achieving</span> and low <span class="highlight">achieving</span> with learning disabilities <span class="highlight">in</span> the PALS condition ranged from .30 to .95, indicating strong treatment effects, and effect sizes for the average <span class="highlight">achieving</span> students were moderate
Learning Communities. ERIC Digest.
that is linked with a general education lecture course. Students can choose up to 27 different general education courses. Instructors work together to generate ideas for assignments in the writing class based on the general education course. The community is formed in the small writing...
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