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Cambridge University Chemical Laboratory
Industrial and Engineering Chemistry Chemical and Engineering Data Series Industrial and Engineering Chemistry Research Industrial and Engineering Chemistry Process Design and Development Industrial and Engineering Chemistry Product Research and Development Inorganic Chemistry Journ...
www.ch.cam.ac.uk/ChemJournals.html
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 Learners' Engagement in Adult Literacy Education
Learners’ Engagement in Adult Literacy Education 129 and achievement: Goals and self-regulatory processes: Vol. 7. Greenwich, CT: JAI Press. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the...
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Learners’ Engagement in Adult Literacy Education 129 and achievement: Goals and self-regulatory processes: Vol. 7. Greenwich, CT: JAI Press. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Voelkl, K. E. (1995
141 0 http://www.ncsall.net/fileadmin/resources/research/report28.pdf#page=141 www.ncsall.net/fileadmin/resources/research/report28.pdf#page=141
Learners&rsquo; Engagement in Adult Literacy Education 129 and achievement: Goals and self-regulatory processes: Vol. 7. Greenwich, CT: JAI Press. Skinner, E. A., &amp; Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects <span class="highlight">of</span> teacher behavior and student engagement across the school year. <span class="highlight">Journal</span> <span class="highlight">of</span> Educational Psychology, 85(4), 571&ndash;581. Strauss, A., &amp; Corbin, J. (1990). Basics <span class="highlight">of</span> qualitative <span class="highlight">research</span>: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Voelkl, K. E. (1995
Profiles of Chemical Engineers: Chevron Process En
Company Richmond, CA B.S. - Chemical Engineering, University of California, Berkeley Process engineer at Chevron Research and Technology Company. "I know a lot of chemical engineers who have gone into the business side, who've gone to computer areas. You're not limi...
 Standard 1: Students engage in the research process
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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 inclu...
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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 <span class="highlight">of</span> the <span class="highlight">research</span> process. Students assess all significant aspects <span class="highlight">of</span> the <span class="highlight">research</span> process. Students assess some significant aspects <span class="highlight">of</span> the <span class="highlight">research</span> process. Students assess very few significant aspects <span class="highlight">of</span> the <span class="highlight">research</span> process. 3.1.9. Evaluate a <span class="highlight">research</span> process and presentation using a rubric Students make few if any errors when using a rubric to evaluate a <span class="highlight">research</span> product. Students make no significant errors when using a rubric to evaluate a <span class="highlight">research</span>
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 <span class="highlight">research</span> reports or presentations Students use an extensive variety <span class="highlight">of</span> graphic organizers to compose reports and presentations. Students use a variety <span class="highlight">of</span> 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 <span class="highlight">RESEARCH</span> INFORMATION 6.1.4. Use information from several sources Students present information from an extensive variety <span class="highlight">of</span> sources. Students present information from a variety <span class="highlight">of</span> sources. Students present information from some sources. Students present information from very few sources. PRESENTATION 6.1.5. Write a <span class="highlight">research</span> report Students use appropriate methods to write a <span class="highlight">research</span> 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 <span class="highlight">research</span> questions for relevance. Students sometimes evaluate their own <span class="highlight">research</span> questions for relevance. Students rarely evaluate their own <span class="highlight">research</span> questions for relevance. ACCESSING INFORMATION 7.1.2. Use a variety <span class="highlight">of</span> sources, such as computer catalogs, magazines, and newspapers, to access information Students use an extensive variety <span class="highlight">of</span> sources. Students use a variety <span class="highlight">of</span> 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 <span class="highlight">research</span> topic. Students form questions that are irrelevant and do not help narrow a <span class="highlight">research</span> topic. ACCESSING INFORMATION 8.1.2. Use a variety <span class="highlight">of</span> primary and/or secondary sources to access information i.e., computer catalogs, magazines, newspapers, and primary sources Students use an extensive variety <span class="highlight">of</span> sources. Students use a variety <span class="highlight">of</span> 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 <span class="highlight">research</span> findings from an extensive variety <span class="highlight">of</span> sources in a manner appropriate to the defined audience. Students present <span class="highlight">research</span> findings from a variety <span class="highlight">of</span> sources in a manner appropriate to the defined audience. Students present <span class="highlight">research</span> findings from some sources in a manner appropriate to the defined audience. Students present <span class="highlight">research</span> findings from very few sources in a manner appropriate to the defined audience. PRESENTATION 8.1.5. Write a <span class="highlight">research</span> 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 <span class="highlight">research</span>. Students form relevant questions to focus <span class="highlight">research</span>. Students form questions that may not be either directly relevant or do not help to focus <span class="highlight">research</span>. Students form questions that are both irrelevant and do not help to focus <span class="highlight">research</span>. 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 <span class="highlight">of</span> 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 <span class="highlight">RESEARCH</span> PROCESS 11.1.7. Evaluate the <span class="highlight">research</span> process and develop strategies for improving it e.g., correct use <span class="highlight">of</span> <span class="highlight">research</span> format, accuracy <span class="highlight">of</span> <span class="highlight">research</span>, organization <span class="highlight">of</span> information and use <span class="highlight">of</span> sources Students insightfully evaluate the <span class="highlight">research</span> process and develop appropriate strategies for improving it. Students effectively evaluate the <span class="highlight">research</span> 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
<span class="highlight">research</span> paper or project with ease. Students defend <span class="highlight">research</span> paper or project with minimal difficulty. Students defend <span class="highlight">research</span> paper or project with difficulty. Students defend <span class="highlight">research</span> paper or project with great difficulty. EVALUATING <span class="highlight">RESEARCH</span> PROCESS 12.1.5. Evaluate the <span class="highlight">research</span> process and apply strategies to a variety <span class="highlight">of</span> writing purposes e.g., correct use <span class="highlight">of</span> <span class="highlight">research</span> format, accuracy <span class="highlight">of</span> <span class="highlight">research</span>, organization <span class="highlight">of</span> information and use <span class="highlight">of</span> sources Students evaluate their <span class="highlight">research</span>
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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 <span class="highlight">of</span> different genres i.e., personal narrative, expository, informational, <span class="highlight">journal</span> writing, letter writing Students write in an extensive variety <span class="highlight">of</span> 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 <span class="highlight">of</span> the genre, with no significant errors. Students produce persuasive texts that reflect some understanding <span class="highlight">of</span> the genre, with few significant errors. Students produce persuasive texts that reflect minimal understanding <span class="highlight">of</span> the genre, with many significant errors. PREWRITING 8.3.4. Use free writing and <span class="highlight">journal</span> writing to develop ideas for writing topics Students
 Strand 1: Reading Process (Kindergarten)
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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, b...
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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 <span class="highlight">of</span> 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 <span class="highlight">of</span> Education &ndash; Standards Based Teaching and Learning Approved June 28, 2004 1 Strand 1: Writing Process <span class="highlight">Research</span> has
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Expository Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on <span class="highlight">research</span>, 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 <span class="highlight">of</span> 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&rsquo;s reaction to a literary selection. The response includes the writer&rsquo;s interpretation, analysis, opinion, and/or feelings about the piece <span class="highlight">of</span> literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> 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 <span class="highlight">of</span> events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that
 Strand 1: Reading Process (Kindergarten)
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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...
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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 <span class="highlight">of</span> 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 <span class="highlight">of</span> Education &ndash; Standards Based Teaching and Learning Approved June 28, 2004 Strand 1: Writing Process <span class="highlight">Research</span> 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 <span class="highlight">research</span>, 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 <span class="highlight">of</span> 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&rsquo;s reaction to a literary selection. The response includes the writer&rsquo;s interpretation, analysis, opinion, and/or feelings about the piece <span class="highlight">of</span> literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> 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 <span class="highlight">of</span> events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that
 Strand 1: Reading Process (Kindergarten)
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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...
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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 R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence of events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature
6 0 http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6 www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6
writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on <span class="highlight">research</span>, 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 <span class="highlight">of</span> expository forms (e.g., summary, newspaper article, reflective paper
8 0 http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8 www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8
the writer&rsquo;s reaction to a literary selection. The response includes the writer&rsquo;s interpretation, analysis, opinion, and/or feelings about the piece <span class="highlight">of</span> literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature
 cover.indd
08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resourc...
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08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented final project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors
77 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77
08.02 write an historical expository piece such as a <span class="highlight">journal</span>, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate <span class="highlight">research</span> questions that demonstrate critical evaluation <span class="highlight">of</span> multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented &#64257;nal project using the writing process. Writing Process Students will&hellip; W.PR.08.01 set a purpose, consider audience, and replicate authors
 Language Arts Framework Goals, Competencies, and Suggested Objectives
2006 Mississippi Language Arts Framework-Revised Twelfth Grade 75 g. The student will use electronic text features to gain information or research a topic, integrating multiple sources to synthesize information. (DOK 4) 3. The student will produce, analyze, or evaluate effective communica...
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2006 Mississippi Language Arts Framework-Revised Twelfth Grade 75 g. The student will use electronic text features to gain information or research a topic, integrating multiple sources to synthesize information. (DOK 4) 3. The student will produce, analyze, or evaluate effective communication. Objectives: a. The student will produce, analyze, or evaluate the composing process (e.g., planning, drafting, revising, editing, publishing). (DOK 3) 1) Planning: • Determine audience
3 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12th_grade_framework.pdf#page=3 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12...
2006 Mississippi Language Arts Framework-Revised Twelfth Grade 75 g. The student will use electronic text features to gain information or <span class="highlight">research</span> a topic, integrating multiple sources to synthesize information. (DOK 4) 3. The student will produce, analyze, or evaluate effective communication. Objectives: a. The student will produce, analyze, or evaluate the composing process (e.g., planning, drafting, revising, editing, publishing). (DOK 3) 1) Planning: &bull; Determine audience
 Strand 1: Reading Process (Kindergarten)
Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills...
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Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own
1 0 http://www.ade.state.az.us/standards/language-arts/writing/grade6.pdf#page=1 www.ade.state.az.us/standards/language-arts/writing/grade6.pdf#page=1
<span class="highlight">Research</span> has established the major steps <span class="highlight">of</span> the writing process. These steps are identified in the five concepts <span class="highlight">of</span> this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own
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