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Education
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 Career/Technical Education Framework (CA Dept. of Education)
the following: • Hypothetical situations • Simulated conditions • Projects within an authentic activity, with limited engagement • Full participation in a real-world activity The continuum is similar to that presented in Willard Daggett’s model of rigor...
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the following: • Hypothetical situations • Simulated conditions • Projects within an authentic activity, with limited engagement • Full participation in a real-world activity The continuum is similar to that presented in Willard Daggett’s model of rigor and relevance (see Chapter 5) moving from quadrant C to quadrant D. For CTE that continuum might be represented in the following experiential activities that build the foundation for full work-based learning. Experiential Activities The foundation for work
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=12
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=12
xii interested <span class="highlight">in</span> implementing standards-<span class="highlight">based</span> CTE statewide. Because the frame- work is the blueprint for implementing the CTE standards, a brief discussion of the conceptual <span class="highlight">model</span> follows. Conceptual <span class="highlight">Model</span> for CTE Standards John R. Anderson, a cognitive specialist at Carnegie Mellon University, theorizes that students learn through the interaction of declarative memory and procedural memory.3 The declarative memory is where information is stored, and the procedural memory is where the production
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=25
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=25
Maximize achievement through <span class="highlight">contextual</span> learning. CTE relies on <span class="highlight">contextual</span> learning, a method of teaching the skills employers value and on which stu- dents thrive. <span class="highlight">Contextual</span> learning incorporates academic applications, appro- priate work habits and attitudes, and specific career skills <span class="highlight">in</span> an environment that simulates or incorporates real-world employment. Teaching those skills <span class="highlight">in</span> the context of a career is effective <span class="highlight">in</span> engaging hard-to-reach students and motivating them to master mathematics, written and
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=49
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=49
the following: • Hypothetical situations • Simulated conditions • Projects within an authentic activity, with limited engagement • Full participation <span class="highlight">in</span> a real-world activity The continuum is similar to that presented <span class="highlight">in</span> Willard Daggett’s <span class="highlight">model</span> of rigor and relevance (see Chapter 5) moving from quadrant <span class="highlight">C</span> to quadrant D. For CTE that continuum might be represented <span class="highlight">in</span> the following experiential activities that build the foundation for full work-<span class="highlight">based</span> learning. Experiential Activities The foundation for work
Learners' Engagement in Adult Literacy Education
119 CHAPTER SIX: IMPLICATIONS AND RECOMMENDATIONS Research Using qualitative research, we can investigate phenomena holistically and expansively as a first step in generating empirically based models that lead to testable hypotheses. The obvious terrain for model building follow...
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119 CHAPTER SIX: IMPLICATIONS AND RECOMMENDATIONS Research Using qualitative research, we can investigate phenomena holistically and expansively as a first step in generating empirically based models that lead to testable hypotheses. The obvious terrain for model building following this study lies in the relationship between engagement and learning. Although engagement is necessary for learning, it is not learning itself and literacy learning is clearly the most important payoff of adult literacy
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http://www.ncsall.net/fileadmin/resources/research/report28.pdf#page=131
www.ncsall.net/fileadmin/resources/research/report28.pdf#page=131
119 CHAPTER SIX: IMPLICATIONS AND RECOMMENDATIONS Research Using qualitative research, we can investigate phenomena holistically and expansively as a first step <span class="highlight">in</span> generating empirically <span class="highlight">based</span> models that lead to testable hypotheses. The obvious terrain for <span class="highlight">model</span> building following this study lies <span class="highlight">in</span> the relationship between engagement and learning. Although engagement is necessary for learning, it is not learning itself and literacy learning is clearly the most important payoff of adult literacy
Using ENVIRONMENT-BASED Education to Advance Learning Skills and Character Development
Journal of Adventure Education and Outdoor Leadership, 14(1), 23-7. Addresses the role of outdoor education in educating for a sustainable society. Describes related benefits of outdoor education, such as increasing student motivation, promoting cooperation, and developing problem-solv...
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Journal of Adventure Education and Outdoor Leadership, 14(1), 23-7. Addresses the role of outdoor education in educating for a sustainable society. Describes related benefits of outdoor education, such as increasing student motivation, promoting cooperation, and developing problem-solving skills. Cordeiro, P. A. (1998). Problem-Based Learning in Educational Administration: Enhancing Learning Transfer. Journal of School Leadership, 8(3), 280-302. Describes four types of problem-based learning that helps students
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http://www.neefusa.org/pdf/EnviroEdReport.pdf#page=25
www.neefusa.org/pdf/EnviroEdReport.pdf#page=25
Journal of Adventure Education and Outdoor Leadership, 14(1), 23-7. Addresses the <span class="highlight">role</span> of outdoor education <span class="highlight">in</span> educating for a sustainable society. Describes related benefits of outdoor education, such as increasing student motivation, promoting cooperation, and developing problem-solving skills. Cordeiro, P. A. (1998). Problem-<span class="highlight">Based</span> Learning <span class="highlight">in</span> Educational Administration: Enhancing Learning Transfer. Journal of School Leadership, 8(3), 280-302. Describes four types of problem-<span class="highlight">based</span> learning that helps students
Benchmarks for Success in High School Education
advanced standing for high school courses that meet the colleges’ standards. 2. Revising admissions policies. Benchmarks • Postsecondary partners accept performance-based assessments of classroom and work-based learning as grounds for admission and advanced standing. 3. Assi...
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advanced standing for high school courses that meet the colleges’ standards. 2. Revising admissions policies. Benchmarks • Postsecondary partners accept performance-based assessments of classroom and work-based learning as grounds for admission and advanced standing. 3. Assisting in design of contextual, applied curriculum. Benchmarks • Postsecondary faculty collaborate with teachers to develop applied curricula, teaching strategies for implementing curricula, and tools for assessing student work. ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
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http://www.alliance.brown.edu/pubs/benchmarks/benchmarks.pdf#page=40
www.alliance.brown.edu/pubs/benchmarks/benchmarks.pdf#page=40
advanced standing for high school courses that meet the colleges’ standards. 2. Revising admissions policies. Benchmarks • Postsecondary partners accept performance-<span class="highlight">based</span> assessments of classroom and work-<span class="highlight">based</span> learning as grounds for admission and advanced standing. 3. Assisting <span class="highlight">in</span> design of <span class="highlight">contextual</span>, applied curriculum. Benchmarks • Postsecondary faculty collaborate with teachers to develop applied curricula, teaching strategies for implementing curricula, and tools for assessing student work. ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Contextual Factors in Second Language Acquisition. ERIC Digest.
peer pressure, the presence of role models, and the level of home support can strongly affect the desire and ability to learn a second language. "Diverse needs" A basic educational principle is that new learning should be based on prior experiences and existing skills. Altho...
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
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
Stanford Encyclopedia of Philosophy: connectionism
Haybron, D., 2000, “The Causal and Explanatory Role of Information Stored in Connectionist Networks,” Minds and Machines, 10: 361–380. Hinton, G., 1992, “How Neural Networks Learn from Experience,” Scientific American, 267(3): 145–151. Hinton, G. (ed...
Positive Behavior Support and Functional Assessment. ERIC/OSEP Digest E580.
with and without disabilities benefit by having an environment that is conducive to learning. They learn more about their own behavior, learn to work together, and support each other as a community of learners. One PBS model, Effective Behavioral Support (Sugai, 1996), emphasizes a school-wi...
New Perspectives on Counseling Underachievers. ERIC Digest.
Clearinghouse. (ERIC Document Reproduction Service No. ED 286 112) Bowers, J., & Hatch, T. (2002). ASCA national model for school counseling programs. Alexandria, VA: American School Counselor Association Dweck, C. S. (1975). Role of expectations and attributions in...
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