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 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=175
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 171 Science Scientific investigation-probes students’ ability to use the tools <span class="highlight">of</span> science, including both cognitive <span class="highlight">and</span> laboratory tools; students acquire new information, plan appropriate tests, use a variety <span class="highlight">of</span> scientific tools, <span class="highlight">and</span> communicate the results <span class="highlight">of</span> the investigations Standards-criteria used to judge quality <span class="highlight">Systems</span>-complete, predictable cycles, structures, or
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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 <span class="highlight">and</span> Science Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, <span class="highlight">and</span> Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
ACKNOWLEDGEMENTS
of heredity and environment on individual differences. 10.03 Analyze the nature of intelligence and intelligence testing. 10.04 Define personality and personality constructs. 10.05 Explain personality approaches and identify important contribut...
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of heredity and environment on individual differences. 10.03 Analyze the nature of intelligence and intelligence testing. 10.04 Define personality and personality constructs. 10.05 Explain personality approaches and identify important contributions to the understanding of personality. 10.06 Analyze the different tools and tests used in personality assessment . COMPETENCY GOAL 11: The learner will examine the characteristics and treatments of psychological disorders. Objectives 11.01 Describe
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=78
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
6.02 Differentiate between the legal <span class="highlight">and</span> ethical responsibilities <span class="highlight">of</span> citizenship. 6.03 Determine processes that influence civic issues <span class="highlight">and</span> public actions. COMPETENCY GOAL 7: The learner will analyze relationships between the American political system <span class="highlight">and</span> the <span class="highlight">international</span> political <span class="highlight">systems</span>. Objectives: 7.01 Identify <span class="highlight">and</span> assess the impact <span class="highlight">of</span> major American foreign <span class="highlight">and</span> trade policies. 7.02 Analyze the reasons for change in <span class="highlight">international</span> relationships throughout history. 7.03 Interpret the influence <span class="highlight">of</span>
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=93
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
Information <span class="highlight">Systems</span>) to identify, describe, <span class="highlight">and</span> interpret major <span class="highlight">international</span> travel patterns as related to the United States. (Builds upon National Geography Standard 1: The geographically-informed person knows <span class="highlight">and</span> understands how to use maps <span class="highlight">and</span> other geographic representations, tools, <span class="highlight">and</span> technologies to acquire, process, <span class="highlight">and</span> report information from a spatial perspective.) Objectives 3.01 Demonstrate an understanding <span class="highlight">of</span> the various types <span class="highlight">of</span> thematic maps. 3.02 Demonstrate a working knowledge <span class="highlight">of</span> GIS <span class="highlight">and</span>
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=103
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
<span class="highlight">of</span> heredity <span class="highlight">and</span> environment on individual differences. 10.03 Analyze the nature <span class="highlight">of</span> <span class="highlight">intelligence</span> <span class="highlight">and</span> <span class="highlight">intelligence</span> testing. 10.04 Define personality <span class="highlight">and</span> personality constructs. 10.05 Explain personality approaches <span class="highlight">and</span> identify important contributions to the understanding <span class="highlight">of</span> personality. 10.06 Analyze the different tools <span class="highlight">and</span> tests used in personality assessment . COMPETENCY GOAL 11: The learner will examine the characteristics <span class="highlight">and</span> treatments <span class="highlight">of</span> psychological disorders. Objectives 11.01 Describe
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=109
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
___North Carolina Department <span class="highlight">of</span> Public Instruction Feasibility Study (United States History <span class="highlight">and</span> Economic, Legal <span class="highlight">and</span> Political <span class="highlight">Systems</span> in Action.) North Carolina Department <span class="highlight">of</span> Public Instruction, 1998. Patrick, John. Geography in History: A Necessary Connection in the School Curriculum. Bloomington, Indiana: Clearinghouse for Social Studies Education, 1993. Schoenbach, Ruth, Greenleaf, Cynthia, Cziku, Christine, <span class="highlight">and</span> Hurwitz, Lori. Reading for Understanding, A Guide to Improving Reading
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Literacy at the crossroads: Crucial talk about reading, writing, and other teach- ing dilemmas. Portsmouth, NH: Heinemann. Shaughnessy, M. (1977). Errors and expectations. New York: Oxford. Shefelbine, J. (1995). Learning and using phonics in beginning reading. Scholastic Litera...
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Literacy at the crossroads: Crucial talk about reading, writing, and other teach- ing dilemmas. Portsmouth, NH: Heinemann. Shaughnessy, M. (1977). Errors and expectations. New York: Oxford. Shefelbine, J. (1995). Learning and using phonics in beginning reading. Scholastic Literacy Re- search Paper, 10, Scholastic Inc. Stanovich, K. (1993). Does reading make you smarter? Literacy and the development of verbal intelligence. In Advances in Child Development and Behavior, H. Reese, (Ed.) 24, 33-180, San Diego, CA
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=13
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
psychology has led to the study <span class="highlight">of</span> the processes that underlie learning. Although there are numerous models <span class="highlight">of</span> <span class="highlight">intelligence</span> <span class="highlight">and</span> learning, the following guiding assumptions serve as the foundation for a thinking framework for North Carolina’s public schools.
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=181
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Literacy at the crossroads: Crucial talk about reading, writing, <span class="highlight">and</span> other teach- ing dilemmas. Portsmouth, NH: Heinemann. Shaughnessy, M. (1977). Errors <span class="highlight">and</span> expectations. New York: Oxford. Shefelbine, J. (1995). Learning <span class="highlight">and</span> using phonics in beginning reading. Scholastic Literacy Re- search Paper, 10, Scholastic Inc. Stanovich, K. (1993). Does reading make you smarter? Literacy <span class="highlight">and</span> the development <span class="highlight">of</span> verbal <span class="highlight">intelligence</span>. In Advances in Child Development <span class="highlight">and</span> Behavior, H. Reese, (Ed.) 24, 33-180, San Diego, CA
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