iSEEK - Education

Advancing Excellence in Technological Literacy; Student Assessment, Professional Development, and Program Standards, Reston, VA, ITEA, 2003 Karplus, R., "Science Teaching and the Development of Reasoning," Journal of Research in Science Teaching, John Wiley & Sons, Inc., vol. 14, no.2, p. 169 - 175, 1977. Kyle, William C. Jr. (ed.), Journal of Research in Science Teaching, New York, John Wiley & Sons, Inc., 1996. Lowery, Lawrence F. (ed.), NSTA Pathways To the Science Standards, Elem. School Ed

176 0 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...

Press, 1993. American Association for the Advancement of Science, Project 2061, Science for All Americans., Washington, D.C, 1989. American Association For The Advancement Of Science, Resources for Science Literacy: Professional Development, New York, Toronto, Oxford University Press, 1997. American Association of Physics Teachers, "The Implications of Cognitive Studies for Teaching Physics," American Journal of Physics, 1994. Biological Sciences Curriculum Study (BSCS), Developing

177 0 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...

Advancing Excellence in Technological Literacy; Student Assessment, Professional Development, and Program Standards, Reston, VA, ITEA, 2003 Karplus, R., "Science Teaching and the Development of Reasoning," Journal of Research in Science Teaching, John Wiley & Sons, Inc., vol. 14, no.2, p. 169 - 175, 1977. Kyle, William C. Jr. (ed.), Journal of Research in Science Teaching, New York, John Wiley & Sons, Inc., 1996. Lowery, Lawrence F. (ed.), NSTA Pathways To the Science Standards, Elem. School Ed

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...

Average Rating (0 votes)

null

3 3

5 5

1 0

Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in

3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3

CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a research plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a journal showing date, accurate observations, collection of data, and other pertinent information. Scientific Research : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying and solving scientific problems. Guiding Question 2 What

5 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5 www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5

Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in

www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5

Average Rating (0 votes)

Microsoft Word - ssstdh.docssstdh.pdf

1 0

8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31 www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of

www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

Average Rating (0 votes)

Layout 1

17 17

25 25

27 27

30 30

55 55

1 0

reviews ~ rhyming couplets ~ raps Uses a variety of forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a journal excerpt). square6 Maintains a log or portfolio to track variety of forms/genres used. square6 Produces a variety of new forms/ genres. Examples: ~ persuasive essays ~ narrative essays ~ biographies ~ literary analyses (e.g., explains about character or main idea) ~ research reports

17 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=17 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...

or synthesize to plan writing. Applies more than one strategy for generating ideas and planning writing. square6 Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing). square6 Maintains a journal or an electronic log to collect and explore ideas; records observations, dialogue, and/or descrip- tion for later use as a basis for informa- tional or literary writing. square6 Uses a variety

25 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=25 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...

effects). Demonstrates understanding of different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational and literary texts. square6 Writes to learn (e.g., double-entry journal in math, science; portfolio selection defense). square6 Writes to examine a variety of

27 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=27 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...

reviews ~ rhyming couplets ~ raps Uses a variety of forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a journal excerpt). square6 Maintains a log or portfolio to track variety of forms/genres used. square6 Produces a variety of new forms/ genres. Examples: ~ persuasive essays ~ narrative essays ~ biographies ~ literary analyses (e.g., explains about character or main idea) ~ research reports

30 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=30 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...

topic (e.g., writes and draws in a science journal about scientific observations such as the life cycle of a plant or animal). square6 Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences). square6 Selects appropriate title for a piece of writing. Analyzes ideas, selects topic, adds detail, and elaborates. square6 Selects from a wide range of topics (e.g., friendship, volcanoes). square6 Maintains focus on specific topic. square6 Provides details and/or

55 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=55 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...

Heinemann, 1994. Collins, J. & Sommers, E., Strategies for Struggling Writers. The Guilford Press, 1997. Caplan, R., Writers in Training: A Guide to Developing a Composition Program for Language Arts Teachers, Grades 7–12. Dale Seymour, 1994. Elbow, P., Writing With Power. Oxford University Press, 1998. ———, “Writing First.” Educational Leadership, October 2004. Farnan, N., & Dahl, K., “Children’s Writing: Research and Practice.” In J. Flood et al., eds., Handbook of Research on Teaching the English Language Arts

www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...

Average Rating (0 votes)

STATE BOARD OF EDUCATION

1 0

Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the

7 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=7 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the

www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Average Rating (0 votes)

VT_04_Math GLEs_pf.indd

138 138

141 141

1 0

” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K

138 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=138 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K

141 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of

education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

Average Rating (0 votes)

null

28 28

36 36

communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation....

1 0

28 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28 ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28

Ch. 113, TEKS for Social Studies. Page A-28 Texas Education Agency (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation. (4.24) Social studies skills. The student uses problem-solving and decision-making skills

36 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36 ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36

communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.

ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36

Average Rating (0 votes)

Standard 1: Students engage in the research process

20 20

28 28

29 29

59 59

71 71

1 0

choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students

17 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=17 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=17

Students assess all aspects of the research process. Students assess all significant aspects of the research process. Students assess some significant aspects of the research process. Students assess very few significant aspects of the research process. 3.1.9. Evaluate a research process and presentation using a rubric Students make few if any errors when using a rubric to evaluate a research product. Students make no significant errors when using a rubric to evaluate a research

18 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=18 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=18

note-taking strategies. Students sometimes use note-taking strategies. Students rarely use note- taking strategies. 4.1.5. Compose basic research reports or presentations Students use an extensive variety of graphic organizers to compose reports and presentations. Students use a variety of graphic organizers to compose reports and presentations. Students use some diverse graphic organizers to compose reports and presentations. Students use very few graphic organizers to

20 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=20 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=20

inaccurate information, with many significant errors. ORGANIZING RESEARCH INFORMATION 6.1.4. Use information from several sources Students present information from an extensive variety of sources. Students present information from a variety of sources. Students present information from some sources. Students present information from very few sources. PRESENTATION 6.1.5. Write a research report Students use appropriate methods to write a research report with few if any errors

21 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=21 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=21

Students consistently evaluate their own research questions for relevance. Students sometimes evaluate their own research questions for relevance. Students rarely evaluate their own research questions for relevance. ACCESSING INFORMATION 7.1.2. Use a variety of sources, such as computer catalogs, magazines, and newspapers, to access information Students use an extensive variety of sources. Students use a variety of sources. Students use some sources. Students use very few

22 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=22 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=22

that may not be directly relevant or do not help narrow a research topic. Students form questions that are irrelevant and do not help narrow a research topic. ACCESSING INFORMATION 8.1.2. Use a variety of primary and/or secondary sources to access information i.e., computer catalogs, magazines, newspapers, and primary sources Students use an extensive variety of sources. Students use a variety of sources. Students use some sources. Students use very few sources. EVALUATING

23 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=23 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=23

present research findings from an extensive variety of sources in a manner appropriate to the defined audience. Students present research findings from a variety of sources in a manner appropriate to the defined audience. Students present research findings from some sources in a manner appropriate to the defined audience. Students present research findings from very few sources in a manner appropriate to the defined audience. PRESENTATION 8.1.5. Write a research report using a

25 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=25 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=25

Students form insightful questions to focus research. Students form relevant questions to focus research. Students form questions that may not be either directly relevant or do not help to focus research. Students form questions that are both irrelevant and do not help to focus research. ACCESSING INFORMATION 10.1.2. Know ways to effectively search electronic databases e.g., defining key terms and using limiters to focus a search Students know an extensive variety of ways to

28 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=28 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=28

effectively. Students use some quotations effectively. Students use very few quotations effectively. EVALUATING RESEARCH PROCESS 11.1.7. Evaluate the research process and develop strategies for improving it e.g., correct use of research format, accuracy of research, organization of information and use of sources Students insightfully evaluate the research process and develop appropriate strategies for improving it. Students effectively evaluate the research process and develop

29 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=29 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=29

research paper or project with ease. Students defend research paper or project with minimal difficulty. Students defend research paper or project with difficulty. Students defend research paper or project with great difficulty. EVALUATING RESEARCH PROCESS 12.1.5. Evaluate the research process and apply strategies to a variety of writing purposes e.g., correct use of research format, accuracy of research, organization of information and use of sources Students evaluate their research

59 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59

choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students

71 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=71 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=71

the genre, with few if any minor errors. Students produce persuasive texts that reflect an accurate understanding of the genre, with no significant errors. Students produce persuasive texts that reflect some understanding of the genre, with few significant errors. Students produce persuasive texts that reflect minimal understanding of the genre, with many significant errors. PREWRITING 8.3.4. Use free writing and journal writing to develop ideas for writing topics Students

www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59

Average Rating (0 votes)

Strand 1: Reading Process (Kindergarten)

1 1

7 7

9 9

1 0

is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that

1 0 http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=1 www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=1

Writing Standard Articulated by Grade Level Grade 5 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 1 Strand 1: Writing Process Research has

7 0 http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7 www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7

Expository Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety of expository forms (e.g., essay, summary

9 0 http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9 www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9

is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that

www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9

Average Rating (0 votes)

Strand 1: Reading Process (Kindergarten)

1 1

6 6

8 8

1 0

response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that

1 0 http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=1 www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=1

Writing Standard Articulated by Grade Level Grade 4 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 Strand 1: Writing Process Research has

6 0 http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6 www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6

writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety of expository forms (e.g., essay, summary, newspaper article

8 0 http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8 www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8

response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that

www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8

Average Rating (0 votes)

Back to search results

1 2 3 4 5 6

Pages

Send results

Total time to process: 6784ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology