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1Elizabeth Warren - As I Head Back To Iowa Today, I’m Thinking About Farmers Who Have Faced Extreme Flooding And Billions In Damage To Their Communities This Year. Climate Change Is Real And It’s Here. Here's Just One Of My Plans To Make A #GreenNewDeal A Reality:

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As I head back to Iowa today, I’m thinking about farmers who have faced extreme flooding and billions in damage to their communities this year. Climate change is real and it’s here. Here's just one of my plans to make a #GreenNewDeal a reality: https://t.co/d4Nke32oE1 https://t.co/D4pmsRwBV0 Source: https://twitter.com/ewarren/status/1151973625769136128 Uploader: Elizabeth Warren

“Elizabeth Warren - As I Head Back To Iowa Today, I’m Thinking About Farmers Who Have Faced Extreme Flooding And Billions In Damage To Their Communities This Year. Climate Change Is Real And It’s Here. Here's Just One Of My Plans To Make A #GreenNewDeal A Reality:” Metadata:

  • Title: ➤  Elizabeth Warren - As I Head Back To Iowa Today, I’m Thinking About Farmers Who Have Faced Extreme Flooding And Billions In Damage To Their Communities This Year. Climate Change Is Real And It’s Here. Here's Just One Of My Plans To Make A #GreenNewDeal A Reality:
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“Elizabeth Warren - As I Head Back To Iowa Today, I’m Thinking About Farmers Who Have Faced Extreme Flooding And Billions In Damage To Their Communities This Year. Climate Change Is Real And It’s Here. Here's Just One Of My Plans To Make A #GreenNewDeal A Reality:” Subjects and Themes:

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2The Wild Bites Back - Thinking Of All The People And Wildlife In Australia And Hope That They Can Persevere Through The Devastation Of These Horrendous Wildfires. 🙏 This Isn't Just Australia's Problem Though, This Is A Clear Message To The World That Something Needs To Change...

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The kangaroos are being forced to leave their habitat and seek refuge in the cities 💔 Please do whatever you can to combat climate change 💚 #ClimateChange #AustralianBushfireDisaster #PuertoRicoEarthquakes https://t.co/ZiwmvXK8Qg Source: https://twitter.com/honest_miracle/status/1216004201265946626 Uploader: Honest Miracle Family Organics

“The Wild Bites Back - Thinking Of All The People And Wildlife In Australia And Hope That They Can Persevere Through The Devastation Of These Horrendous Wildfires. 🙏 This Isn't Just Australia's Problem Though, This Is A Clear Message To The World That Something Needs To Change...” Metadata:

  • Title: ➤  The Wild Bites Back - Thinking Of All The People And Wildlife In Australia And Hope That They Can Persevere Through The Devastation Of These Horrendous Wildfires. 🙏 This Isn't Just Australia's Problem Though, This Is A Clear Message To The World That Something Needs To Change...
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“The Wild Bites Back - Thinking Of All The People And Wildlife In Australia And Hope That They Can Persevere Through The Devastation Of These Horrendous Wildfires. 🙏 This Isn't Just Australia's Problem Though, This Is A Clear Message To The World That Something Needs To Change...” Subjects and Themes:

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3Sustainable Results In Urban Middle Schools: How Principals Use Systems Thinking To Lead Effective Change: A Dissertation

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This study presents the stories of four urban middle school principals engaged in reform that is grounded on the core principle that every early adolescent has the capacity for high-level intellectual development. Data collected over two years through formal interviews and informal conversations with principals and teachers, school and district surveys and reports, student test data, and personal observations were analyzed from a systems thinking theoretcial framework to assess each principal's ability to implement reform that produced sustainable results. --Abstract

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  • Title: ➤  Sustainable Results In Urban Middle Schools: How Principals Use Systems Thinking To Lead Effective Change: A Dissertation
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  • Language: English

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4ERIC ED261301: A Cognitive Style Change Approach To The Modification Of Thinking In College Students.

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In teaching people to think, a theory is needed about the thought process and about how it is modified by intervention. Most approaches to training people to think focus on an intermediary or mediating process. To explore the effectiveness of a group support training method in modifying cognitive style, the performance of female college student participants (N=29) was compared to that of controls (honors students, N=13, remedial writing students, N=5, and no training students, N=11) before and after the training course. The experimental group was divided into high and low ability groups and met once a week for 14 weeks of loosely structured exercises designed to explore the use of symbolism, promote abstract thinking and the generation of alternative viewpoints, broaden the application of thought, and promote metacognitive awareness. Experimentals and controls completed pre- and post-tests of the Watson-Glasser test of critical thinking, the Group Embedded Figures Test (GEFT), a water-bottle test correlating with the GEFT, and an essay evaluated for level of thinking and writing skill. At the conclusion of the semester, the control group showed a mean difference of 0.0 relative to their initial performance on the Watson-Glasser compared to the +1.68 mean difference for the experimentals. There was no evidence of improved academic performance for the experimental group as a result of the training in thinking. The findings suggest that the intervening training of the experimental group raised their level of critical thinking more than the intervening training (writing seminar, honors seminar, no systematic training) of the controls. (MCF)

“ERIC ED261301: A Cognitive Style Change Approach To The Modification Of Thinking In College Students.” Metadata:

  • Title: ➤  ERIC ED261301: A Cognitive Style Change Approach To The Modification Of Thinking In College Students.
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  • Language: English

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5ERIC ED619813: A Hitchhiker's Guide To Thinking About Literacy, Learning Progressions, And Instruction. CPRE Research Reports This Report Grew Out Of An Effort By The Consortium For Policy Research In Education's (CPRE's) Center On Continual Instructional Improvement (CCII) To Extend Its Evaluation Of The Usefulness Of The Concept Of "Learning Progressions" For The Fields Of Mathematics And Science Education, To Include Literacy Teaching And Learning. Herein, The Authors Offer A Relatively Simple Graphic Model Describing How Literate Communication Seems To Work, In Order To Identify The Functions Or The Dimensions Along Which Change And Improvement Might Be Observed As Students Become More Effective And Sophisticated In Using The Tools Of Literate Communication. They Go On To Consider Whether The Idea Of Progressions Is Relevant To Understanding This Learning, And, If So, What That Implies For Instruction. Finally, They Offer Suggestions About What Thinking About Literate Communication In This Way May Imply More Generally For Instruction, For Education Policy, And For Assessment. [Additional Funding For This Research Was Provided By Pearson Educational Foundation. This Document Is A Reissue Of The May 2017 CPRE Research Report RR 2017-2 Under The Same Title.]

By

This report grew out of an effort by the Consortium for Policy Research in Education's (CPRE's) Center on Continual Instructional Improvement (CCII) to extend its evaluation of the usefulness of the concept of "Learning Progressions" for the fields of mathematics and science education, to include literacy teaching and learning. Herein, the authors offer a relatively simple graphic model describing how literate communication seems to work, in order to identify the functions or the dimensions along which change and improvement might be observed as students become more effective and sophisticated in using the tools of literate communication. They go on to consider whether the idea of progressions is relevant to understanding this learning, and, if so, what that implies for instruction. Finally, they offer suggestions about what thinking about literate communication in this way may imply more generally for instruction, for education policy, and for assessment. [Additional funding for this research was provided by Pearson Educational Foundation. This document is a reissue of the May 2017 CPRE Research Report RR 2017-2 under the same title.]

“ERIC ED619813: A Hitchhiker's Guide To Thinking About Literacy, Learning Progressions, And Instruction. CPRE Research Reports This Report Grew Out Of An Effort By The Consortium For Policy Research In Education's (CPRE's) Center On Continual Instructional Improvement (CCII) To Extend Its Evaluation Of The Usefulness Of The Concept Of "Learning Progressions" For The Fields Of Mathematics And Science Education, To Include Literacy Teaching And Learning. Herein, The Authors Offer A Relatively Simple Graphic Model Describing How Literate Communication Seems To Work, In Order To Identify The Functions Or The Dimensions Along Which Change And Improvement Might Be Observed As Students Become More Effective And Sophisticated In Using The Tools Of Literate Communication. They Go On To Consider Whether The Idea Of Progressions Is Relevant To Understanding This Learning, And, If So, What That Implies For Instruction. Finally, They Offer Suggestions About What Thinking About Literate Communication In This Way May Imply More Generally For Instruction, For Education Policy, And For Assessment. [Additional Funding For This Research Was Provided By Pearson Educational Foundation. This Document Is A Reissue Of The May 2017 CPRE Research Report RR 2017-2 Under The Same Title.]” Metadata:

  • Title: ➤  ERIC ED619813: A Hitchhiker's Guide To Thinking About Literacy, Learning Progressions, And Instruction. CPRE Research Reports This Report Grew Out Of An Effort By The Consortium For Policy Research In Education's (CPRE's) Center On Continual Instructional Improvement (CCII) To Extend Its Evaluation Of The Usefulness Of The Concept Of "Learning Progressions" For The Fields Of Mathematics And Science Education, To Include Literacy Teaching And Learning. Herein, The Authors Offer A Relatively Simple Graphic Model Describing How Literate Communication Seems To Work, In Order To Identify The Functions Or The Dimensions Along Which Change And Improvement Might Be Observed As Students Become More Effective And Sophisticated In Using The Tools Of Literate Communication. They Go On To Consider Whether The Idea Of Progressions Is Relevant To Understanding This Learning, And, If So, What That Implies For Instruction. Finally, They Offer Suggestions About What Thinking About Literate Communication In This Way May Imply More Generally For Instruction, For Education Policy, And For Assessment. [Additional Funding For This Research Was Provided By Pearson Educational Foundation. This Document Is A Reissue Of The May 2017 CPRE Research Report RR 2017-2 Under The Same Title.]
  • Author:
  • Language: English

“ERIC ED619813: A Hitchhiker's Guide To Thinking About Literacy, Learning Progressions, And Instruction. CPRE Research Reports This Report Grew Out Of An Effort By The Consortium For Policy Research In Education's (CPRE's) Center On Continual Instructional Improvement (CCII) To Extend Its Evaluation Of The Usefulness Of The Concept Of "Learning Progressions" For The Fields Of Mathematics And Science Education, To Include Literacy Teaching And Learning. Herein, The Authors Offer A Relatively Simple Graphic Model Describing How Literate Communication Seems To Work, In Order To Identify The Functions Or The Dimensions Along Which Change And Improvement Might Be Observed As Students Become More Effective And Sophisticated In Using The Tools Of Literate Communication. They Go On To Consider Whether The Idea Of Progressions Is Relevant To Understanding This Learning, And, If So, What That Implies For Instruction. Finally, They Offer Suggestions About What Thinking About Literate Communication In This Way May Imply More Generally For Instruction, For Education Policy, And For Assessment. [Additional Funding For This Research Was Provided By Pearson Educational Foundation. This Document Is A Reissue Of The May 2017 CPRE Research Report RR 2017-2 Under The Same Title.]” Subjects and Themes:

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6A Change In Thinking

By

This report grew out of an effort by the Consortium for Policy Research in Education's (CPRE's) Center on Continual Instructional Improvement (CCII) to extend its evaluation of the usefulness of the concept of "Learning Progressions" for the fields of mathematics and science education, to include literacy teaching and learning. Herein, the authors offer a relatively simple graphic model describing how literate communication seems to work, in order to identify the functions or the dimensions along which change and improvement might be observed as students become more effective and sophisticated in using the tools of literate communication. They go on to consider whether the idea of progressions is relevant to understanding this learning, and, if so, what that implies for instruction. Finally, they offer suggestions about what thinking about literate communication in this way may imply more generally for instruction, for education policy, and for assessment. [Additional funding for this research was provided by Pearson Educational Foundation. This document is a reissue of the May 2017 CPRE Research Report RR 2017-2 under the same title.]

“A Change In Thinking” Metadata:

  • Title: A Change In Thinking
  • Authors: ➤  
  • Language: English

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7A Change In Our Thinking About Design Is Needed. (1694018)

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Uploaded the file I used in this article about What should we 3D print? A paradigm shift is need to take advantage of 3D printing. https://garlandindustriesllc.com/index.php/blog/4 I used the wrap feature in Solidworks to wrap the text around the cylinder.

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8The Power Of Perspective How A Shift In Your Thinking Can Change Your Life Forever

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Uploaded the file I used in this article about What should we 3D print? A paradigm shift is need to take advantage of 3D printing. https://garlandindustriesllc.com/index.php/blog/4 I used the wrap feature in Solidworks to wrap the text around the cylinder.

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  • Title: ➤  The Power Of Perspective How A Shift In Your Thinking Can Change Your Life Forever
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  • Language: English

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9ERIC ED497435: New Strategies For Educational Leaders To Implement Postmodern Thinking In Public Education In The United States Of America: Creating A National Change Strategy

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Our world today is full of challenges and opportunities. Civilization will survive if, and only if, educational leaders implement postmodern thinking in public education. Postmodernism was originally a critique of modernism. The views of Clarence Johnson in this article support postmodernism as a current state of mind that allows a way of seeing and working together differently. This article will share Johnson's views of postmodern thinking and offer a solution to global communication. Teachers are the main focus in the postmodern world of change. Clarence Johnson believes that we must first connect with the student; then care for the student; and be totally committed to teach the student. Countless hours of extra work with students often separate the certified teachers from the qualified teachers. The postmodern era in technology will not improve without involving the students.

“ERIC ED497435: New Strategies For Educational Leaders To Implement Postmodern Thinking In Public Education In The United States Of America: Creating A National Change Strategy” Metadata:

  • Title: ➤  ERIC ED497435: New Strategies For Educational Leaders To Implement Postmodern Thinking In Public Education In The United States Of America: Creating A National Change Strategy
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  • Language: English

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10ERIC ED609146: Returning To School: A Toolkit For Principals This Toolkit Was Developed To Assist Principals In Structuring Their Thinking About The Return To School, In Whatever Form It Takes. It Offers Tools And Tip Sheets, The Context For Using Them, And Suggestions For Actions Principals Might Consider. The Toolkit Is Organized Around Four Sections: (1) Change (staying Current In Understanding Changes From The Outside (states, Federal Government, School Boards, Districts, Community Organizations, And For Schools Located In Tribal Communities, Their Tribes) And Taking The Changes Into Account When Planning); (2) Communication (planning How To Welcome Back Students, Families, Teachers, And Staff, Whether In Person Or By Other Means); (3) Collaboration (engaging Teachers, Staff, Families, And Students, Vested Stakeholders And Community Groups In Preparation For The Return To School); And (4) Care (addressing Common Fears And Anxieties, Addressing The Needs Of Students Experiencing Chronic Stress And Trauma, Preparing Personnel To Meet Various Student Needs, And Preparing Social Service Agencies For Work With School Personnel, Students, And Families). [This Toolkit Is Based On The Toolkit Developed For The Principal Leadership Academy (PLA) At The Bureau Of Indian Education (BIE), Supported By The Region 13 Comprehensive Center. It Was Prepared With The Assistance Of The Systemic Technical Assistance Team (STAT) Project At The National Comprehensive Center. Cover Title Varies: "Returning To School Toolkit For Principals."]

By

This toolkit was developed to assist principals in structuring their thinking about the return to school, in whatever form it takes. It offers tools and tip sheets, the context for using them, and suggestions for actions principals might consider. The toolkit is organized around four sections: (1) Change (staying current in understanding changes from the outside (states, Federal Government, school boards, districts, community organizations, and for schools located in tribal communities, their tribes) and taking the changes into account when planning); (2) Communication (planning how to welcome back students, families, teachers, and staff, whether in person or by other means); (3) Collaboration (engaging teachers, staff, families, and students, vested stakeholders and community groups in preparation for the return to school); and (4) Care (addressing common fears and anxieties, addressing the needs of students experiencing chronic stress and trauma, preparing personnel to meet various student needs, and preparing social service agencies for work with school personnel, students, and families). [This toolkit is based on the toolkit developed for the Principal Leadership Academy (PLA) at the Bureau of Indian Education (BIE), supported by the Region 13 Comprehensive Center. It was prepared with the assistance of the Systemic Technical Assistance Team (STAT) project at the National Comprehensive Center. Cover title varies: "Returning to School Toolkit for Principals."]

“ERIC ED609146: Returning To School: A Toolkit For Principals This Toolkit Was Developed To Assist Principals In Structuring Their Thinking About The Return To School, In Whatever Form It Takes. It Offers Tools And Tip Sheets, The Context For Using Them, And Suggestions For Actions Principals Might Consider. The Toolkit Is Organized Around Four Sections: (1) Change (staying Current In Understanding Changes From The Outside (states, Federal Government, School Boards, Districts, Community Organizations, And For Schools Located In Tribal Communities, Their Tribes) And Taking The Changes Into Account When Planning); (2) Communication (planning How To Welcome Back Students, Families, Teachers, And Staff, Whether In Person Or By Other Means); (3) Collaboration (engaging Teachers, Staff, Families, And Students, Vested Stakeholders And Community Groups In Preparation For The Return To School); And (4) Care (addressing Common Fears And Anxieties, Addressing The Needs Of Students Experiencing Chronic Stress And Trauma, Preparing Personnel To Meet Various Student Needs, And Preparing Social Service Agencies For Work With School Personnel, Students, And Families). [This Toolkit Is Based On The Toolkit Developed For The Principal Leadership Academy (PLA) At The Bureau Of Indian Education (BIE), Supported By The Region 13 Comprehensive Center. It Was Prepared With The Assistance Of The Systemic Technical Assistance Team (STAT) Project At The National Comprehensive Center. Cover Title Varies: "Returning To School Toolkit For Principals."]” Metadata:

  • Title: ➤  ERIC ED609146: Returning To School: A Toolkit For Principals This Toolkit Was Developed To Assist Principals In Structuring Their Thinking About The Return To School, In Whatever Form It Takes. It Offers Tools And Tip Sheets, The Context For Using Them, And Suggestions For Actions Principals Might Consider. The Toolkit Is Organized Around Four Sections: (1) Change (staying Current In Understanding Changes From The Outside (states, Federal Government, School Boards, Districts, Community Organizations, And For Schools Located In Tribal Communities, Their Tribes) And Taking The Changes Into Account When Planning); (2) Communication (planning How To Welcome Back Students, Families, Teachers, And Staff, Whether In Person Or By Other Means); (3) Collaboration (engaging Teachers, Staff, Families, And Students, Vested Stakeholders And Community Groups In Preparation For The Return To School); And (4) Care (addressing Common Fears And Anxieties, Addressing The Needs Of Students Experiencing Chronic Stress And Trauma, Preparing Personnel To Meet Various Student Needs, And Preparing Social Service Agencies For Work With School Personnel, Students, And Families). [This Toolkit Is Based On The Toolkit Developed For The Principal Leadership Academy (PLA) At The Bureau Of Indian Education (BIE), Supported By The Region 13 Comprehensive Center. It Was Prepared With The Assistance Of The Systemic Technical Assistance Team (STAT) Project At The National Comprehensive Center. Cover Title Varies: "Returning To School Toolkit For Principals."]
  • Author:
  • Language: English

“ERIC ED609146: Returning To School: A Toolkit For Principals This Toolkit Was Developed To Assist Principals In Structuring Their Thinking About The Return To School, In Whatever Form It Takes. It Offers Tools And Tip Sheets, The Context For Using Them, And Suggestions For Actions Principals Might Consider. The Toolkit Is Organized Around Four Sections: (1) Change (staying Current In Understanding Changes From The Outside (states, Federal Government, School Boards, Districts, Community Organizations, And For Schools Located In Tribal Communities, Their Tribes) And Taking The Changes Into Account When Planning); (2) Communication (planning How To Welcome Back Students, Families, Teachers, And Staff, Whether In Person Or By Other Means); (3) Collaboration (engaging Teachers, Staff, Families, And Students, Vested Stakeholders And Community Groups In Preparation For The Return To School); And (4) Care (addressing Common Fears And Anxieties, Addressing The Needs Of Students Experiencing Chronic Stress And Trauma, Preparing Personnel To Meet Various Student Needs, And Preparing Social Service Agencies For Work With School Personnel, Students, And Families). [This Toolkit Is Based On The Toolkit Developed For The Principal Leadership Academy (PLA) At The Bureau Of Indian Education (BIE), Supported By The Region 13 Comprehensive Center. It Was Prepared With The Assistance Of The Systemic Technical Assistance Team (STAT) Project At The National Comprehensive Center. Cover Title Varies: "Returning To School Toolkit For Principals."]” Subjects and Themes:

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Find ERIC ED609146: Returning To School: A Toolkit For Principals This Toolkit Was Developed To Assist Principals In Structuring Their Thinking About The Return To School, In Whatever Form It Takes. It Offers Tools And Tip Sheets, The Context For Using Them, And Suggestions For Actions Principals Might Consider. The Toolkit Is Organized Around Four Sections: (1) Change (staying Current In Understanding Changes From The Outside (states, Federal Government, School Boards, Districts, Community Organizations, And For Schools Located In Tribal Communities, Their Tribes) And Taking The Changes Into Account When Planning); (2) Communication (planning How To Welcome Back Students, Families, Teachers, And Staff, Whether In Person Or By Other Means); (3) Collaboration (engaging Teachers, Staff, Families, And Students, Vested Stakeholders And Community Groups In Preparation For The Return To School); And (4) Care (addressing Common Fears And Anxieties, Addressing The Needs Of Students Experiencing Chronic Stress And Trauma, Preparing Personnel To Meet Various Student Needs, And Preparing Social Service Agencies For Work With School Personnel, Students, And Families). [This Toolkit Is Based On The Toolkit Developed For The Principal Leadership Academy (PLA) At The Bureau Of Indian Education (BIE), Supported By The Region 13 Comprehensive Center. It Was Prepared With The Assistance Of The Systemic Technical Assistance Team (STAT) Project At The National Comprehensive Center. Cover Title Varies: "Returning To School Toolkit For Principals."] at online marketplaces:


11ERIC ED601165: Evaluating The Impact Of The Components Of A Mobile Behavior Change Intervention To Support Critical Thinking In Research Projects

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This paper presents a study which aims to provide an understanding of the impact of using the components of a digital mobile-based behavior change intervention (mBCI) to support critical thinking skills during university student research projects. The digital behavior change interventions are tools and techniques designed to induce behavior change and provide continuous support and tailored advice for willing learners through web and mobile platforms. We investigated the impact and the usability of the designed tools by analyzing self-reflections and the users on the digital mobile-based behavior change intervention components. An instrument was used to examine the differences in the self-perceived improvement of critical thinking between the intervention group and the control group before and after working on real research projects for two months. The results of comparing post surveys for the independent samples showed that the intervention group had a statistically significant perceived improvement in critical thinking than the control group. The findings indicated encouraging and positive feedback on the use of mobile intervention components to promote critical thinking when supervising research projects.[For the complete proceedings, see ED601100.]

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12Thinking Right In A World That Thinks Wrong: Change-How Does It Happen

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This paper presents a study which aims to provide an understanding of the impact of using the components of a digital mobile-based behavior change intervention (mBCI) to support critical thinking skills during university student research projects. The digital behavior change interventions are tools and techniques designed to induce behavior change and provide continuous support and tailored advice for willing learners through web and mobile platforms. We investigated the impact and the usability of the designed tools by analyzing self-reflections and the users on the digital mobile-based behavior change intervention components. An instrument was used to examine the differences in the self-perceived improvement of critical thinking between the intervention group and the control group before and after working on real research projects for two months. The results of comparing post surveys for the independent samples showed that the intervention group had a statistically significant perceived improvement in critical thinking than the control group. The findings indicated encouraging and positive feedback on the use of mobile intervention components to promote critical thinking when supervising research projects.[For the complete proceedings, see ED601100.]

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13ERIC ED564591: Critical Thinking & Lifelong Learning: An ADKAR Model-Based Framework For Managing A Change In Thinking & English Language Learning Styles At The Secondary Stage

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The general secondary stage in Egypt is a vital educational phase since it plays an essential role in developing students' thinking and learning styles to prepare them for life in general and higher education in particular. Accordingly, it has become urgent and persistent to develop secondary-stage students' critical thinking styles while acquainting them with self-learning skills that would facilitate lifelong learning to guarantee meaningful learning and active participation in public life. This will eventually qualify them to do their future careers, especially when it is connected with mastery of the English language, which has become a pre-requisite for many jobs in Egypt. Therefore, English language teaching (ELT) at the secondary stage should be given priority since language teachers can act as agents of change. The aim of ELT to secondary-school students is to equip them with the necessary language, thinking and study skills to communicate effectively and to understand spoken and written English competently. The current exam-oriented language learning/teaching mode dominant at the secondary stage does not allow for developing critical thinking and lifelong learning - new skills reinforced by "Hello for Secondary Schools", the currently used English Teaching Series. Therefore, the present study aims at proposing a framework based on ADKAR Change Management Model to improve secondary-stage students' learning and thinking styles by fostering their critical thinking and lifelong learning skills while learning English as a foreign language. This involves: (1) investigating the real thinking and lifelong language learning needs of secondary-stage students from expert teachers' perspectives (i.e. through conducting some structured interviews online with 20 secondary-stage expert teachers); (2) identifying the language-teaching competencies needed by secondary-school language teachers (i.e. through administering a questionnaire to 60 expert teachers); and (3) employing and triangulating the obtained data to fit them in within the pivots of ADKAR Model to reach a final framework based on empirical evidence. To reach these objectives, a qualitative survey research methodology was employed by triangulating both questionnaire and interview results to fit in within the proposed model. The study mainly suggests that in order for the secondary-stage language teachers to be effective agents of change, they have to lead a drastic change in teaching/learning methods and styles and managing students' learning inside the classroom by consistently implementing the phases proposed by ADKAR Model. The following are appended: (1) Structured Interviews for Identifying English Language Learning Needs at Egyptian Secondary Schools (Thinking & Lifelong Learning); (2) Secondary-Stage English Language Teachers' Needed Competencies Questionnaire in the Light of ADKAR Change Management Model; (3) Order of Teaching Competencies Based on Descending Means; and (4) Order of Competencies under Each Pivot Based on Participants' Views.

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14ERIC ED124528: There Is No Philosophy Of Health Education! Rather. . . Our Strength And Our Weakness Is In The Many. There Is Little Hope That Any Single Philosophy Of Health Education Will Emerge To Become Dominant In The Foreseeable Future. Rather, Our Culture Encourages A Range Of Philosophical Assumptions, Valuing Diversity More Than Consistency. It Is The Assumption Of This Brief Paper That Most Perspectives Or Philosophical Positions Can Be Represented Best In The Form Of A Continuum Implying That A Number Of Positions Can Be Taken Between The Two Extremes. The First Of These Is Titled, "What Do You Want To Happen?" The Far Left Is Labeled Thinking/decision-making, And The Far Right Is Labeled Specific Behavior Change. This Can Lead To Another Continuum That Reflects Some Basic Assumptions About The Nature Of The Human Individuals Who Are Educated. This Is Labeled, "What Should Be The Focus Of Health Education?", With Behavior Reinforcement On The Left Of The Continuum And Behavior On The Right. An Increasingly Important Philosophical Difference Arises From A Trend In American Culture And Is Labeled, "What Is Success In Health Educating?" Functioning Is On The Left Of The Continuum, And Rule-following Is On The Right Side. Because Of Different Settings For Health Education, Different Age Learnings, Different Degrees Of Emergency In The Message, And Different Backgrounds And Temperaments Of Those Who Claim The Professional Title, We Shall Continue To Have Different Philosophies. (SK)

By

There is little hope that any single philosophy of health education will emerge to become dominant in the foreseeable future. Rather, our culture encourages a range of philosophical assumptions, valuing diversity more than consistency. It is the assumption of this brief paper that most perspectives or philosophical positions can be represented best in the form of a continuum implying that a number of positions can be taken between the two extremes. The first of these is titled, "What do you want to happen?" The far left is labeled thinking/decision-making, and the far right is labeled specific behavior change. This can lead to another continuum that reflects some basic assumptions about the nature of the human individuals who are educated. This is labeled, "What should be the focus of health education?", with behavior reinforcement on the left of the continuum and behavior on the right. An increasingly important philosophical difference arises from a trend in American culture and is labeled, "What is success in health educating?" Functioning is on the left of the continuum, and rule-following is on the right side. Because of different settings for health education, different age learnings, different degrees of emergency in the message, and different backgrounds and temperaments of those who claim the professional title, we shall continue to have different philosophies. (SK)

“ERIC ED124528: There Is No Philosophy Of Health Education! Rather. . . Our Strength And Our Weakness Is In The Many. There Is Little Hope That Any Single Philosophy Of Health Education Will Emerge To Become Dominant In The Foreseeable Future. Rather, Our Culture Encourages A Range Of Philosophical Assumptions, Valuing Diversity More Than Consistency. It Is The Assumption Of This Brief Paper That Most Perspectives Or Philosophical Positions Can Be Represented Best In The Form Of A Continuum Implying That A Number Of Positions Can Be Taken Between The Two Extremes. The First Of These Is Titled, "What Do You Want To Happen?" The Far Left Is Labeled Thinking/decision-making, And The Far Right Is Labeled Specific Behavior Change. This Can Lead To Another Continuum That Reflects Some Basic Assumptions About The Nature Of The Human Individuals Who Are Educated. This Is Labeled, "What Should Be The Focus Of Health Education?", With Behavior Reinforcement On The Left Of The Continuum And Behavior On The Right. An Increasingly Important Philosophical Difference Arises From A Trend In American Culture And Is Labeled, "What Is Success In Health Educating?" Functioning Is On The Left Of The Continuum, And Rule-following Is On The Right Side. Because Of Different Settings For Health Education, Different Age Learnings, Different Degrees Of Emergency In The Message, And Different Backgrounds And Temperaments Of Those Who Claim The Professional Title, We Shall Continue To Have Different Philosophies. (SK)” Metadata:

  • Title: ➤  ERIC ED124528: There Is No Philosophy Of Health Education! Rather. . . Our Strength And Our Weakness Is In The Many. There Is Little Hope That Any Single Philosophy Of Health Education Will Emerge To Become Dominant In The Foreseeable Future. Rather, Our Culture Encourages A Range Of Philosophical Assumptions, Valuing Diversity More Than Consistency. It Is The Assumption Of This Brief Paper That Most Perspectives Or Philosophical Positions Can Be Represented Best In The Form Of A Continuum Implying That A Number Of Positions Can Be Taken Between The Two Extremes. The First Of These Is Titled, "What Do You Want To Happen?" The Far Left Is Labeled Thinking/decision-making, And The Far Right Is Labeled Specific Behavior Change. This Can Lead To Another Continuum That Reflects Some Basic Assumptions About The Nature Of The Human Individuals Who Are Educated. This Is Labeled, "What Should Be The Focus Of Health Education?", With Behavior Reinforcement On The Left Of The Continuum And Behavior On The Right. An Increasingly Important Philosophical Difference Arises From A Trend In American Culture And Is Labeled, "What Is Success In Health Educating?" Functioning Is On The Left Of The Continuum, And Rule-following Is On The Right Side. Because Of Different Settings For Health Education, Different Age Learnings, Different Degrees Of Emergency In The Message, And Different Backgrounds And Temperaments Of Those Who Claim The Professional Title, We Shall Continue To Have Different Philosophies. (SK)
  • Author:
  • Language: English

“ERIC ED124528: There Is No Philosophy Of Health Education! Rather. . . Our Strength And Our Weakness Is In The Many. There Is Little Hope That Any Single Philosophy Of Health Education Will Emerge To Become Dominant In The Foreseeable Future. Rather, Our Culture Encourages A Range Of Philosophical Assumptions, Valuing Diversity More Than Consistency. It Is The Assumption Of This Brief Paper That Most Perspectives Or Philosophical Positions Can Be Represented Best In The Form Of A Continuum Implying That A Number Of Positions Can Be Taken Between The Two Extremes. The First Of These Is Titled, "What Do You Want To Happen?" The Far Left Is Labeled Thinking/decision-making, And The Far Right Is Labeled Specific Behavior Change. This Can Lead To Another Continuum That Reflects Some Basic Assumptions About The Nature Of The Human Individuals Who Are Educated. This Is Labeled, "What Should Be The Focus Of Health Education?", With Behavior Reinforcement On The Left Of The Continuum And Behavior On The Right. An Increasingly Important Philosophical Difference Arises From A Trend In American Culture And Is Labeled, "What Is Success In Health Educating?" Functioning Is On The Left Of The Continuum, And Rule-following Is On The Right Side. Because Of Different Settings For Health Education, Different Age Learnings, Different Degrees Of Emergency In The Message, And Different Backgrounds And Temperaments Of Those Who Claim The Professional Title, We Shall Continue To Have Different Philosophies. (SK)” Subjects and Themes:

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15ERIC ED443723: A Model Of The Influence Of Teacher Thinking And Contexts On Teacher Change As Conceptual Change In Mathematics Education Reform.

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This paper presents a conceptual model that casts teachers' thinking and their practice at the heart of mathematics education reform. Data were collected about each of the interrelated parts of the conceptual model and concerned four teachers from two high schools and their principals. The four teachers' case stories with descriptions of a class that the researcher observed extensively for each teacher are described. Findings indicate that the teachers in this study had a strong sense of autonomy about their work--they were teaching in unique ways that they each considered to be the best for their students. (Contains 66 references.) (ASK)

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16ERIC ED367589: A Change In Practice: A Case Study Of Teacher Thinking-In-Action.

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The case study presented in this paper describes the thinking-in-action of a first grade teacher who, within the natural setting of her classroom, was constructing a new way of teaching language arts by changing to a whole language approach. In contrast to traditional implementation models, this study highlights the constitutive nature of innovation and accounts for the teacher's beliefs and values, her established version of practice, and her interpretation of the innovation. Data gathering and analysis occurred simultaneously and were based on observations of classroom activity, planning sessions, interviews, journal notes, and audio and video tapes of lessons. The bulk of the document deals with the composition of a new way of teaching described as "worldbuilding" that included: a new world of interaction between teacher and student with innovation constituted in the interaction; the initiation of "small conversations" composed of four worldbuilding patterns (participating as a learner/reader, naming actions, assuming possibilities, and changing boundaries); a view of the world that draws children in through patterned thought and action; and the ability of the teacher to interpret whole language through the lenses of her beliefs, values, and goals. A diagram of changing practice as a worldbuilding process is provided. (Contains approximately 75 references.) (LL)

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17ERIC ED464087: A Model Of Influences On Students' Self-Rating Of Change In Problem Solving And Critical Thinking Abilities After Four Years Of College.

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The purpose of this study was to examine the influence of 6 factors that affect college students' self-rating of change in problem solving and critical thinking abilities after 4 years of college. Based on the available literature, these six factors were selected for investigation: (1) Scholastic Assessment Test (SAT) scores; (2) a socioeconomic indicator; (3) sex; (4) academic self-concept; (5) academic major; and (6) activities in the last year of college. Data were from the 1986-1990 Cooperative Institutional Research Project surveys of first-time, full-time students who enrolled as first-year students in 1986. A sample of 1,056 students provided complete information on all variables, and path analysis was used to test the proposed model. Data were analyzed using multiple regression procedures, and causal effects suggested by the model were estimated with ordinary least squares procedures. The results support five of the hypothesized seven paths and identify four additional significant paths. In the estimated model, the activities in which the student participated in the last year of college had the greatest significant direct effect. Academic self-concept was found to have both significant indirect and direct effects. The indirect effects were mediated only through activities, as academic major had no influence on ratings of self-change. As expected, prior achievement was found to have only an indirect effect on ratings of self-change. (Contains 4 tables, 2 figures, and 20 references.) (Author/SLD)

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18Thinking Like A Climate - Governing A City In Times Of Environmental Change

In Thinking Like a Climate Hannah Knox confronts the challenges that climate change poses to knowledge production and modern politics. Drawing on ethnographic fieldwork among policy makers, politicians, activists, scholars, and the public in Manchester, England—birthplace of the Industrial Revolution—Knox explores the city's strategies for understanding and responding to deteriorating environmental conditions. Climate science, Knox argues, frames climate change as a very particular kind of social problem that confronts the limits of administrative and bureaucratic techniques of knowing people, places, and things. Exceeding these limits requires forging new modes of relating to climate in ways that reimagine the social in climatological terms. Knox contends that the day-to-day work of crafting and implementing climate policy and translating climate knowledge into the work of governance demonstrates that local responses to climate change can be scaled up to effect change on a global scale.

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