Downloads & Free Reading Options - Results

“"Focus The Nation" Climate Change Teach-In, San Francisco State University, 01-30-2008” Metadata:

• Title: ➤  "Focus The Nation" Climate Change Teach-In, San Francisco State University, 01-30-2008

“"Focus The Nation" Climate Change Teach-In, San Francisco State University, 01-30-2008” Subjects and Themes:

• Subjects: climate change - teach-in

Edition Identifiers:

• Internet Archive ID: ➤  focusTheNationClimateChangeTeach-inSanFranciscoStateUniversity

“Using Focus Groups To Understand Causes For Morale Decline After Introducing Change In An IM Residency Program.” Metadata:

• Title: ➤  Using Focus Groups To Understand Causes For Morale Decline After Introducing Change In An IM Residency Program.
• Authors: ➤  Rucker, LloydShapiro, JohannaFornwalt, CliffHundal, KeenuReddy, SwapnaSingson, ZaremaTrieu, Khanh
• Language: English

Edition Identifiers:

• Internet Archive ID: pubmed-PMC4094667

“Risk Management For Design Professionals In A World Of Change : Bringing Into Focus Green Design BIM, IPD, P3, International Risks, And New Contract Documents” Metadata:

• Title: ➤  Risk Management For Design Professionals In A World Of Change : Bringing Into Focus Green Design BIM, IPD, P3, International Risks, And New Contract Documents
• Language: English

“Risk Management For Design Professionals In A World Of Change : Bringing Into Focus Green Design BIM, IPD, P3, International Risks, And New Contract Documents” Subjects and Themes:

• Subjects: Sustainable building - Construction contracts - Green technology - Construction industry -- Risk management

Edition Identifiers:

• Internet Archive ID: riskmanagementfo0000unse_f5a4

“Internal Focus Of Attention Did Not Change Muscle Activation And The Rate Of Perceived Exertion In Bench Press Exercise In Successive Training Sessions” Metadata:

• Title: ➤  Internal Focus Of Attention Did Not Change Muscle Activation And The Rate Of Perceived Exertion In Bench Press Exercise In Successive Training Sessions
• Author: ➤  Pedro Henrique Francisco Nascimento

Edition Identifiers:

• Internet Archive ID: osf-registrations-6mrgp-v1

“International Students Use Eyes In Space To Focus On Climate Change” Metadata:

• Title: ➤  International Students Use Eyes In Space To Focus On Climate Change
• Author: NASA TV
• Language: English

“International Students Use Eyes In Space To Focus On Climate Change” Subjects and Themes:

• Subjects: ➤  NASA TV - Youtube - NASA - USAID - Climate Change - SERVIR - 2014

Edition Identifiers:

• Internet Archive ID: ➤  nasa_tv-International_students_use_eyes_in_space_to_focus_on_climate_change

“Cut 4 Of 4 (12:50) €“ What Is Happening Now? In This Final Session, Dave And Larry Discuss What Has Been Happening With The Congregations In Rhode Island Who Are Adopting This Life-style Change. The Place And The Importance Of €œcelebrating” Progress And Keeping The Focus Is Discussed.....4 Of 4” Metadata:

• Title: ➤  Cut 4 Of 4 (12:50) €“ What Is Happening Now? In This Final Session, Dave And Larry Discuss What Has Been Happening With The Congregations In Rhode Island Who Are Adopting This Life-style Change. The Place And The Importance Of €œcelebrating” Progress And Keeping The Focus Is Discussed.....4 Of 4
• Author: Dennis Fuqua

“Cut 4 Of 4 (12:50) €“ What Is Happening Now? In This Final Session, Dave And Larry Discuss What Has Been Happening With The Congregations In Rhode Island Who Are Adopting This Life-style Change. The Place And The Importance Of €œcelebrating” Progress And Keeping The Focus Is Discussed.....4 Of 4” Subjects and Themes:

• Subjects: ➤  Phil Miglioratti - NPPN - City Reaching - LC2C - Loving Our Communities to Christ - Dennis Fuqua - Dewitt-Gadoury

Edition Identifiers:

• Internet Archive ID: ➤  Cut4Of41250WhatIsHappeningNowInThisFinalSessionDaveAnd

“ERIC ED610379: State Policy Landscape: K12 Climate Action "A State Policy Landscape: K12 Climate Action" Looks At Key Areas Where States Have Policies That Can Support Schools In Moving Toward Climate Action. This Report Highlights Opportunities For Growth By Focusing On State-level Policy In The Following Focus Areas: (1) Mitigation; (2) Adaptation; And (3) Education. In This Report, The Authors Examined State Policy In All 50 States And The District Of Columbia. Primary And Secondary Sources Were Utilized, Including, But Not Limited To: Legislation, Regulations, Mitigation Settlements, State Standards, Academic Papers, Reports, And News Articles. The Findings Show That Some States Have Started To Work Toward Climate Action, But There Is More Work To Be Done. Policymakers, School Leaders, And Educators Can Learn From The Policy Initiatives Currently Occurring Across The Country. The Differences Across States, The Need To Support Schools In Transitioning To Environmental Sustainability, And Leadership From America's Youth Create An Opportunity To Further Advance Policy To Support Schools In Addressing Climate Change. [Cover Title Varies: "State Policy Landscape 2020: K12 Climate Action."]” Metadata:

• Title: ➤  ERIC ED610379: State Policy Landscape: K12 Climate Action "A State Policy Landscape: K12 Climate Action" Looks At Key Areas Where States Have Policies That Can Support Schools In Moving Toward Climate Action. This Report Highlights Opportunities For Growth By Focusing On State-level Policy In The Following Focus Areas: (1) Mitigation; (2) Adaptation; And (3) Education. In This Report, The Authors Examined State Policy In All 50 States And The District Of Columbia. Primary And Secondary Sources Were Utilized, Including, But Not Limited To: Legislation, Regulations, Mitigation Settlements, State Standards, Academic Papers, Reports, And News Articles. The Findings Show That Some States Have Started To Work Toward Climate Action, But There Is More Work To Be Done. Policymakers, School Leaders, And Educators Can Learn From The Policy Initiatives Currently Occurring Across The Country. The Differences Across States, The Need To Support Schools In Transitioning To Environmental Sustainability, And Leadership From America's Youth Create An Opportunity To Further Advance Policy To Support Schools In Addressing Climate Change. [Cover Title Varies: "State Policy Landscape 2020: K12 Climate Action."]
• Author: ERIC
• Language: English

“ERIC ED610379: State Policy Landscape: K12 Climate Action "A State Policy Landscape: K12 Climate Action" Looks At Key Areas Where States Have Policies That Can Support Schools In Moving Toward Climate Action. This Report Highlights Opportunities For Growth By Focusing On State-level Policy In The Following Focus Areas: (1) Mitigation; (2) Adaptation; And (3) Education. In This Report, The Authors Examined State Policy In All 50 States And The District Of Columbia. Primary And Secondary Sources Were Utilized, Including, But Not Limited To: Legislation, Regulations, Mitigation Settlements, State Standards, Academic Papers, Reports, And News Articles. The Findings Show That Some States Have Started To Work Toward Climate Action, But There Is More Work To Be Done. Policymakers, School Leaders, And Educators Can Learn From The Policy Initiatives Currently Occurring Across The Country. The Differences Across States, The Need To Support Schools In Transitioning To Environmental Sustainability, And Leadership From America's Youth Create An Opportunity To Further Advance Policy To Support Schools In Addressing Climate Change. [Cover Title Varies: "State Policy Landscape 2020: K12 Climate Action."]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Katz, Emily Schifter, Laura La Pinta, Alexandra - State Policy - Elementary Secondary Education - Climate - Conservation (Environment) - Environmental Education - Sustainability - Public Schools - Resilience (Psychology) - Adjustment (to Environment) - Student Transportation - Food - Electronic Learning - Vocational Education - State Standards - Academic Standards - Sciences - Social Studies - Energy Conservation - School Buses - Federal Programs - Breakfast Programs - Lunch Programs

Edition Identifiers:

• Internet Archive ID: ERIC_ED610379

“The Focus Crisis : Nurturing Focus Within A Culture Of Change : A Guide In The Art Of Replenishment” Metadata:

• Title: ➤  The Focus Crisis : Nurturing Focus Within A Culture Of Change : A Guide In The Art Of Replenishment
• Author: Gower, Stephen M
• Language: English

“The Focus Crisis : Nurturing Focus Within A Culture Of Change : A Guide In The Art Of Replenishment” Subjects and Themes:

• Subjects: Organizational change - Mental efficiency

Edition Identifiers:

• Internet Archive ID: focuscrisisnurtu0000gowe

“Sustaining Change In Schools : How To Overcome Differences And Focus On Quality” Metadata:

• Title: ➤  Sustaining Change In Schools : How To Overcome Differences And Focus On Quality
• Author: Johnson, Daniel P
• Language: English

“Sustaining Change In Schools : How To Overcome Differences And Focus On Quality” Subjects and Themes:

• Subjects: ➤  School management and organization - Educational leadership - United States - Educational leadership -- United States - School management and organization -- United States - Administration scolaire -- États-Unis - Typology (Psychology) - Typologie (Psychologie) - Leadership en éducation -- États-Unis - EDUCATION -- Administration -- General - Administration scolaire -- Etats-Unis - Leadership en education -- Etats-Unis

Edition Identifiers:

• Internet Archive ID: sustainingchange0000john

“ERIC EJ1052635: Ethics And Tax Education: A Change In Focus Is Needed” Metadata:

• Title: ➤  ERIC EJ1052635: Ethics And Tax Education: A Change In Focus Is Needed
• Author: ERIC
• Language: English

“ERIC EJ1052635: Ethics And Tax Education: A Change In Focus Is Needed” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Ethics - Taxes - Undergraduate Students - Ethical Instruction - Professional Identity - Standards - Compliance (Legal) - Conflict of Interest - Accounting - Guidelines - Money Management - Financial Services - Change Strategies - Finance Reform - Waples, Elaine|Darayseh, Musa

Edition Identifiers:

• Internet Archive ID: ERIC_EJ1052635

“Climate Change Impacts On Wind Energy Potential In The European Domain With A Focus On The Black Sea” Metadata:

• Title: ➤  Climate Change Impacts On Wind Energy Potential In The European Domain With A Focus On The Black Sea
• Authors: Richard DavyNatalia GnatiukLasse PetterssonLeonid Bobylev
• Language: English

“Climate Change Impacts On Wind Energy Potential In The European Domain With A Focus On The Black Sea” Subjects and Themes:

• Subjects: Europe - Wind energy

Edition Identifiers:

• Internet Archive ID: ➤  mccl_10.1016_j.rser.2017.05.253

“Note On The Alleged Change Of Focus Requisite In Observing Stars Widely Separated In Altitude” Metadata:

• Title: ➤  Note On The Alleged Change Of Focus Requisite In Observing Stars Widely Separated In Altitude
• Author: Noble
• Language: English

Edition Identifiers:

• Internet Archive ID: ➤  paper-doi-10_1093_mnras_27_8_282

“BBC Archive - #OTD 1982: TV Viewers Were Too Busy Untying Knots, Crying And Indulging In "fantasy Play" To Focus On The News. No Change There, Then” Metadata:

• Title: ➤  BBC Archive - #OTD 1982: TV Viewers Were Too Busy Untying Knots, Crying And Indulging In "fantasy Play" To Focus On The News. No Change There, Then
• Author: BBC Archive

“BBC Archive - #OTD 1982: TV Viewers Were Too Busy Untying Knots, Crying And Indulging In "fantasy Play" To Focus On The News. No Change There, Then” Subjects and Themes:

• Subjects: Twitter - video - OTD

Edition Identifiers:

• Internet Archive ID: twitter-861597433305993217

“ERIC ED594478: Teacher Recruitment And Retention Strategy Teachers Enter The Profession Motivated By The Chance To Change Lives. This Must Begin With The Right Foundations. At The Centre Of This Strategy Is The Most Significant Reform To Teaching In A Generation -- The Introduction Of The Early Career Framework (ECF). The Framework Will Underpin A Step Change In Support For Early Career Teachers, Providing A Funded Entitlement To A Structured 2-year Package Of High Quality Development. Careers In Teaching Must Be Able To Reflect The Different Lives And Aspirations Of Teachers. This Strategy Will Build On The Early Career Framework, Ensuring That It Provides The Foundation For Further Professional Development And Clearer Career Pathways For Teachers, Including Those Who Want To Stay And Excel In The Classroom. The Main Chapters Of This Document Identify 4 Key Barriers To Achieving These Ambitions, And Outline The Steps To Take To Begin To Overcome Them. The First 3 Chapters Focus On Teacher Retention -- Reflecting The Renewed Emphasis On This Challenge -- With The Final Chapter Returning To Recruitment, Outlining Steps Designed To Make It Easier For Great People To Start And Return To Teaching. This Strategy Outlines The Key Areas Where The Focus, Reform And Investment Will Have The Biggest Impact On Improving Teacher Recruitment And Retention, Helping To Meet The Shared Challenge That Teachers Face. [Forward Written By Damian Hinds.]” Metadata:

• Title: ➤  ERIC ED594478: Teacher Recruitment And Retention Strategy Teachers Enter The Profession Motivated By The Chance To Change Lives. This Must Begin With The Right Foundations. At The Centre Of This Strategy Is The Most Significant Reform To Teaching In A Generation -- The Introduction Of The Early Career Framework (ECF). The Framework Will Underpin A Step Change In Support For Early Career Teachers, Providing A Funded Entitlement To A Structured 2-year Package Of High Quality Development. Careers In Teaching Must Be Able To Reflect The Different Lives And Aspirations Of Teachers. This Strategy Will Build On The Early Career Framework, Ensuring That It Provides The Foundation For Further Professional Development And Clearer Career Pathways For Teachers, Including Those Who Want To Stay And Excel In The Classroom. The Main Chapters Of This Document Identify 4 Key Barriers To Achieving These Ambitions, And Outline The Steps To Take To Begin To Overcome Them. The First 3 Chapters Focus On Teacher Retention -- Reflecting The Renewed Emphasis On This Challenge -- With The Final Chapter Returning To Recruitment, Outlining Steps Designed To Make It Easier For Great People To Start And Return To Teaching. This Strategy Outlines The Key Areas Where The Focus, Reform And Investment Will Have The Biggest Impact On Improving Teacher Recruitment And Retention, Helping To Meet The Shared Challenge That Teachers Face. [Forward Written By Damian Hinds.]
• Author: ERIC
• Language: English

“ERIC ED594478: Teacher Recruitment And Retention Strategy Teachers Enter The Profession Motivated By The Chance To Change Lives. This Must Begin With The Right Foundations. At The Centre Of This Strategy Is The Most Significant Reform To Teaching In A Generation -- The Introduction Of The Early Career Framework (ECF). The Framework Will Underpin A Step Change In Support For Early Career Teachers, Providing A Funded Entitlement To A Structured 2-year Package Of High Quality Development. Careers In Teaching Must Be Able To Reflect The Different Lives And Aspirations Of Teachers. This Strategy Will Build On The Early Career Framework, Ensuring That It Provides The Foundation For Further Professional Development And Clearer Career Pathways For Teachers, Including Those Who Want To Stay And Excel In The Classroom. The Main Chapters Of This Document Identify 4 Key Barriers To Achieving These Ambitions, And Outline The Steps To Take To Begin To Overcome Them. The First 3 Chapters Focus On Teacher Retention -- Reflecting The Renewed Emphasis On This Challenge -- With The Final Chapter Returning To Recruitment, Outlining Steps Designed To Make It Easier For Great People To Start And Return To Teaching. This Strategy Outlines The Key Areas Where The Focus, Reform And Investment Will Have The Biggest Impact On Improving Teacher Recruitment And Retention, Helping To Meet The Shared Challenge That Teachers Face. [Forward Written By Damian Hinds.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Foreign Countries - Teacher Recruitment - Teacher Persistence - Beginning Teachers - Faculty Development - Career Development - Barriers - Educational Strategies - Teaching Conditions - Teacher Qualifications - Teacher Effectiveness - Educational Change - Best Practices - Evidence Based Practice - Incentives - Preservice Teacher Education

Edition Identifiers:

• Internet Archive ID: ERIC_ED594478

“Barriers And Facilitators To Change In The Organisation And Delivery Of Endoscopy Services In England And Wales: A Focus Group Study.” Metadata:

• Title: ➤  Barriers And Facilitators To Change In The Organisation And Delivery Of Endoscopy Services In England And Wales: A Focus Group Study.
• Authors: ➤  Rapport, FrancesSeagrove, Anne CHutchings, Hayley ARussell, Ian TCheung, IvyWilliams, John GCohen, David
• Language: English

Edition Identifiers:

• Internet Archive ID: pubmed-PMC3383987

“ERIC EJ982413: Development Of Teaching Beliefs And The Focus Of Change In The Process Of Pre-Service ESL Teacher Education” Metadata:

• Title: ➤  ERIC EJ982413: Development Of Teaching Beliefs And The Focus Of Change In The Process Of Pre-Service ESL Teacher Education
• Author: ERIC
• Language: English

“ERIC EJ982413: Development Of Teaching Beliefs And The Focus Of Change In The Process Of Pre-Service ESL Teacher Education” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Teaching Methods - Preservice Teacher Education - English (Second Language) - Student Teachers - Student Teacher Attitudes - Longitudinal Studies - Second Language Learning - Surveys - Lesson Plans - Practicums - Interviews - Teacher Education Programs - Language Teachers - Second Language Instruction - Measures (Individuals) - Foreign Countries - Tang, Eunice Lai-Yiu|Lee, John Chi-Kin|Chun, Cecilia Ka-Wai

Edition Identifiers:

• Internet Archive ID: ERIC_EJ982413

“ERIC ED629063: Contribution To Society: Exploring Purpose-Driven Framing For Career Pathways Today's Learners Are Looking To Explore Career Options That Allow Them To Change Their Communities And Often The Language Used To Communicate Careers And Skill-building Falls Short Of Connecting A Career Path With A Learner's Passion. Similarly, While Employers Are Searching For Ways To Increase Dedication And Retention Among Employees While Also Building A Robust Talent Pipeline, Employers Are Challenged To Connect The Skills And Knowledge Gained In Career Technical Education (CTE) Programs To Their Employment Needs. "Contribution To Society: Exploring Purpose-Driven Framing For Career Pathways" Builds The Case For Purpose-driven Framing For Career Advising, Shares The Results From Preliminary Research Into This Type Of Framing And Lays Out Both Implications For Different Populations And Future Work Needed To Validate And Implement This Framing. To Better Understand "contribution To Society" As A Frame For CTE, Advance CTE Commissioned Focus Groups Of Both CTE And Non-CTE Learners At Different Levels And Conducted In-depth Interviews With Business Professionals Responsible For Hiring Across Six Industries. Advance CTE's Preliminary Research Shows That: (1) Titles And Descriptions Of Programs Of Study Or Industry Sectors Alone Are Insufficient For Effective Advising; (2) Employers Often Misunderstand Titles And Descriptions Of CTE Programs Or Pathways And That These Descriptions Of Programs Do Not Consistently Align With Descriptions Of Their Work; And That (3) The Most Effective Framing Of A Program Of Study--for Both Learners And Employers--links A Learner's Contribution To Society To Their Career Goals. This Resource Was Made Possible Through The Generous Support Of The Bill & Melinda Gates Foundation. Additional Appreciation Goes To Edge Research For Participant Recruitment And Focus Groups And Interview Facilitation.” Metadata:

• Title: ➤  ERIC ED629063: Contribution To Society: Exploring Purpose-Driven Framing For Career Pathways Today's Learners Are Looking To Explore Career Options That Allow Them To Change Their Communities And Often The Language Used To Communicate Careers And Skill-building Falls Short Of Connecting A Career Path With A Learner's Passion. Similarly, While Employers Are Searching For Ways To Increase Dedication And Retention Among Employees While Also Building A Robust Talent Pipeline, Employers Are Challenged To Connect The Skills And Knowledge Gained In Career Technical Education (CTE) Programs To Their Employment Needs. "Contribution To Society: Exploring Purpose-Driven Framing For Career Pathways" Builds The Case For Purpose-driven Framing For Career Advising, Shares The Results From Preliminary Research Into This Type Of Framing And Lays Out Both Implications For Different Populations And Future Work Needed To Validate And Implement This Framing. To Better Understand "contribution To Society" As A Frame For CTE, Advance CTE Commissioned Focus Groups Of Both CTE And Non-CTE Learners At Different Levels And Conducted In-depth Interviews With Business Professionals Responsible For Hiring Across Six Industries. Advance CTE's Preliminary Research Shows That: (1) Titles And Descriptions Of Programs Of Study Or Industry Sectors Alone Are Insufficient For Effective Advising; (2) Employers Often Misunderstand Titles And Descriptions Of CTE Programs Or Pathways And That These Descriptions Of Programs Do Not Consistently Align With Descriptions Of Their Work; And That (3) The Most Effective Framing Of A Program Of Study--for Both Learners And Employers--links A Learner's Contribution To Society To Their Career Goals. This Resource Was Made Possible Through The Generous Support Of The Bill & Melinda Gates Foundation. Additional Appreciation Goes To Edge Research For Participant Recruitment And Focus Groups And Interview Facilitation.
• Author: ERIC
• Language: English

“ERIC ED629063: Contribution To Society: Exploring Purpose-Driven Framing For Career Pathways Today's Learners Are Looking To Explore Career Options That Allow Them To Change Their Communities And Often The Language Used To Communicate Careers And Skill-building Falls Short Of Connecting A Career Path With A Learner's Passion. Similarly, While Employers Are Searching For Ways To Increase Dedication And Retention Among Employees While Also Building A Robust Talent Pipeline, Employers Are Challenged To Connect The Skills And Knowledge Gained In Career Technical Education (CTE) Programs To Their Employment Needs. "Contribution To Society: Exploring Purpose-Driven Framing For Career Pathways" Builds The Case For Purpose-driven Framing For Career Advising, Shares The Results From Preliminary Research Into This Type Of Framing And Lays Out Both Implications For Different Populations And Future Work Needed To Validate And Implement This Framing. To Better Understand "contribution To Society" As A Frame For CTE, Advance CTE Commissioned Focus Groups Of Both CTE And Non-CTE Learners At Different Levels And Conducted In-depth Interviews With Business Professionals Responsible For Hiring Across Six Industries. Advance CTE's Preliminary Research Shows That: (1) Titles And Descriptions Of Programs Of Study Or Industry Sectors Alone Are Insufficient For Effective Advising; (2) Employers Often Misunderstand Titles And Descriptions Of CTE Programs Or Pathways And That These Descriptions Of Programs Do Not Consistently Align With Descriptions Of Their Work; And That (3) The Most Effective Framing Of A Program Of Study--for Both Learners And Employers--links A Learner's Contribution To Society To Their Career Goals. This Resource Was Made Possible Through The Generous Support Of The Bill & Melinda Gates Foundation. Additional Appreciation Goes To Edge Research For Participant Recruitment And Focus Groups And Interview Facilitation.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Vocational Education - Employers - Personnel Selection - Professional Personnel - Career Guidance - College Programs - Careers - Objectives - Career Pathways - Quality of Life - Goal Orientation - Self Concept - World Views - Employer Attitudes - Labor Needs - Recruitment - Control Groups - Career Counseling - Professional Identity - Social Capital

Edition Identifiers:

• Internet Archive ID: ERIC_ED629063

“Change In Focus; A Study Of Doctrinal Change And Continuity” Metadata:

• Title: ➤  Change In Focus; A Study Of Doctrinal Change And Continuity
• Author: Lash, Nicholas
• Language: English

“Change In Focus; A Study Of Doctrinal Change And Continuity” Subjects and Themes:

• Subjects: Dogma, Development of - Dogme, Développement du

Edition Identifiers:

• Internet Archive ID: changeinfocusstu0000lash

“P6QL-2E3N: In Focus: How Unions Act As A Force For Change In…” Metadata:

• Title: ➤  P6QL-2E3N: In Focus: How Unions Act As A Force For Change In…

Edition Identifiers:

• Internet Archive ID: perma_cc_P6QL-2E3N

“ERIC ED493691: Systems Change In Vermont: Vermont's Special Education Program And Fiscal Review Panel 1998-2003. NERRC Focus. Volume 1, Number 1, Fall 2004” Metadata:

• Title: ➤  ERIC ED493691: Systems Change In Vermont: Vermont's Special Education Program And Fiscal Review Panel 1998-2003. NERRC Focus. Volume 1, Number 1, Fall 2004
• Author: ERIC
• Language: English

“ERIC ED493691: Systems Change In Vermont: Vermont's Special Education Program And Fiscal Review Panel 1998-2003. NERRC Focus. Volume 1, Number 1, Fall 2004” Subjects and Themes:

• Subjects: ➤  ERIC Archive - School Districts - Special Education - Program Descriptions - Policy Analysis - State Legislation - Cost Effectiveness - Strategic Planning - Systems Analysis - Educational Finance - Educational Improvement - Reedy, Kristin

Edition Identifiers:

• Internet Archive ID: ERIC_ED493691

“Focus On Vienna 1900 : Change And Continuity In Literature, Music, Art, And Intellectual History” Metadata:

• Title: ➤  Focus On Vienna 1900 : Change And Continuity In Literature, Music, Art, And Intellectual History
• Language: English

“Focus On Vienna 1900 : Change And Continuity In Literature, Music, Art, And Intellectual History” Subjects and Themes:

• Subjects: ➤  Art nouveau -- Austria -- Vienna -- Congresses - Arts, Austrian -- Austria -- Vienna -- 19th century -- Congresses

Edition Identifiers:

• Internet Archive ID: isbn_3770520920

“ERIC ED544019: Promoting Children's School Readiness: Rethinking The Levers For Change. NCRECE In Focus. Volume 1, Issue 1” Metadata:

• Title: ➤  ERIC ED544019: Promoting Children's School Readiness: Rethinking The Levers For Change. NCRECE In Focus. Volume 1, Issue 1
• Author: ERIC
• Language: English

“ERIC ED544019: Promoting Children's School Readiness: Rethinking The Levers For Change. NCRECE In Focus. Volume 1, Issue 1” Subjects and Themes:

• Subjects: ➤  ERIC Archive - School Readiness - Children - Preschool Education - Early Childhood Education - Educational Research - Teacher Qualifications - Teacher Student Relationship - Teacher Role - Institutional Characteristics - Goffin, Stacie G.

Edition Identifiers:

• Internet Archive ID: ERIC_ED544019

“ERIC EJ926333: Consistency And Change In Participatory Action Research: Reflections On A Focus Group Study About How Farmers Learn” Metadata:

• Title: ➤  ERIC EJ926333: Consistency And Change In Participatory Action Research: Reflections On A Focus Group Study About How Farmers Learn
• Author: ERIC
• Language: English

“ERIC EJ926333: Consistency And Change In Participatory Action Research: Reflections On A Focus Group Study About How Farmers Learn” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Action Research - Research Methodology - Focus Groups - Agricultural Education - Adult Vocational Education - Participatory Research - Agricultural Occupations - Farm Management - Cognitive Style - Sustainable Development - Reliability - Reflection - Research Problems - Experimenter Characteristics - Inquiry - Piercy, Fred P.|Franz, Nancy|Donaldson, Joseph L.|Richard, Robert F.

Edition Identifiers:

• Internet Archive ID: ERIC_EJ926333

“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: ERIC
• 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:

• Subjects: ➤  ERIC Archive - ERIC - Russell, Robert D. Behavior - Decision Making - Educational Philosophy - Health Education - Individual Differences - Philosophy

Edition Identifiers:

• Internet Archive ID: ERIC_ED124528

“ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.” Metadata:

• Title: ➤  ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.
• Author: ERIC
• Language: English

“ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Menzies, Victoria Hewitt, Catherine Kokotsaki, Dimitra Collyer, Clare Wiggins, Andy Active Learning - Student Projects - Questionnaires - Attitude Measures - Intervention - Correlation - Pretests Posttests - Experimental Groups - Comparative Analysis - Randomized Controlled Trials - Foreign Countries - Case Studies - Grade 6 - Control Groups - Secondary School Students - Learner Engagement - Eligibility - Teaching Assistants - Pilot Projects - Literacy - Lunch Programs - Factor Analysis - Statistical Analysis - Observation - Focus Groups - Interviews - Teacher Surveys

Edition Identifiers:

• Internet Archive ID: ERIC_ED581257