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“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Metadata:

• Title: ➤  ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]
• Author: ERIC
• Language: English

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Marx, Robert Tanner-Smith, Emily E. Davison, Colleen M. Ufholz, Lee-Anne Freeman, John Shankar, Ravi Newton, Lisa Brown, Robert S. Parpia, Alyssa S. Cozma, Ioana Hendrikx, Shawn School Schedules - High School Students - Well Being - Sleep - Academic Achievement - Mental Health - Attendance - Attention - Meta Analysis - Depression (Psychology) - Symptoms (Individual Disorders) - Parent Child Relationship - Educational Benefits - Body Composition

Edition Identifiers:

• Internet Archive ID: ERIC_ED586232

“The History Of That Great And Renowned Monarchy Of China: Wherein All The Particular Provinces Are Accurately Described : As Also The Dispositions, Manners, Learning, Lawes, Militia, Government, And Religion Of The People : Together With The Traffick And Commodities Of That Countrey Lately Written In Italian By F. Alvarez Semedo ... Now Put Into English By A Person Of Quality, And Illustrated With Several Mapps And Figures ... To Which Is Added The History Of The Late Invasion, And Conquest Of That Flourishing Kingdom By The Tartare ; With An Exact Account Of The Other Affairs Of China, Till These Present Time.” Metadata:

• Title: ➤  The History Of That Great And Renowned Monarchy Of China: Wherein All The Particular Provinces Are Accurately Described : As Also The Dispositions, Manners, Learning, Lawes, Militia, Government, And Religion Of The People : Together With The Traffick And Commodities Of That Countrey Lately Written In Italian By F. Alvarez Semedo ... Now Put Into English By A Person Of Quality, And Illustrated With Several Mapps And Figures ... To Which Is Added The History Of The Late Invasion, And Conquest Of That Flourishing Kingdom By The Tartare ; With An Exact Account Of The Other Affairs Of China, Till These Present Time.
• Author: Semedo, Alvaro
• Language: English

“The History Of That Great And Renowned Monarchy Of China: Wherein All The Particular Provinces Are Accurately Described : As Also The Dispositions, Manners, Learning, Lawes, Militia, Government, And Religion Of The People : Together With The Traffick And Commodities Of That Countrey Lately Written In Italian By F. Alvarez Semedo ... Now Put Into English By A Person Of Quality, And Illustrated With Several Mapps And Figures ... To Which Is Added The History Of The Late Invasion, And Conquest Of That Flourishing Kingdom By The Tartare ; With An Exact Account Of The Other Affairs Of China, Till These Present Time.” Subjects and Themes:

• Subjects: China, history, customs - description and travel - China, Catholic Church

Edition Identifiers:

• Internet Archive ID: gpl_1844125

“ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.” Metadata:

• Title: ➤  ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.
• Author: ERIC
• Language: English

“ERIC ED580103: Accelerated Curriculum & College Credit Opportunities Young People Are Entering College At Increasingly Higher Rates, Yet Many Are Under-prepared For The Academic Challenges They Encounter. Educators And Policy Makers Are Calling For Increased Educational Opportunities That Prepare All Students For The Rigors Of Postsecondary Education. Accelerated Learning Opportunities Foster Smoother And More Successful Transitions From High School To College While Allowing Students To Earn Dual Credit (a Course Or Program Where High School Students Can Earn Both High School And Postsecondary Credit For The Same Course). Accelerated Learning Opportunities Can: (1) Prepare Students For The Challenges Of College Through A Rigorous High School Curriculum; (2) Engage Seniors By Offering Interesting, Challenging And College Credit-bearing Courses; (3) Provide Students With Skills And Experiences To Ensure Student Success In Transition To College And Credential Acquisition; (4) Reduce Students' College Tuition Expenditures And Shorten The Time To Degree Completion; And (5) Increase Communication, Collaboration, And Curricular Alignment Between Secondary And Postsecondary Systems. Beginning As Early As The 1960s, Oregon Educators Have Been Bridging K-12 And Postsecondary Education Through Accelerated Learning Options. A Variety Of Credit Options Are Offered In Oregon Including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual Credit; (4) Expanded Options; (5) Career And Technical Education (CTE) Programs Of Study; And (6) Tech Prep. This Publication Reports From The National Center For Educational Statistics, 2005; And Presents Information Reflecting National Trends Which Are Supported By The Findings In The Oregon Dual Credit Study Of 2010. Currently There Are 17 Community Colleges And Four Oregon University System Institutions That Offer Dual Credit Options. Postsecondary Institutions Review High School Courses For Content, Continuity, And College-level Appropriateness. Accelerated Curriculum & College Credit Programs Are Presented In Table Form And Arranged According To The Following Column Headings: Program Title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, And Cost To Students. Contact Information For Programs Is Provided.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Acceleration (Education) - College Credits - Dual Enrollment - Educational Trends - Advanced Placement Programs - Vocational Education - Academic Education - Tech Prep - Distance Education - College Readiness - High School Students

Edition Identifiers:

• Internet Archive ID: ERIC_ED580103

“Learning All The Time” Metadata:

• Title: Learning All The Time
• Author: John Holt
• Language: English

Edition Identifiers:

• Internet Archive ID: learningalltime0000john

“An Historical, Genealogical And Poetical Dictionary: Containing The Lives And Actions Of All The Great Men Among The Grecians, Romans, Jews, &c. Of Emperors, Kings, Princes, &c. Whether Ecclesiastical, Military Or Civil; Of The Heathenish Gods; Of Ancient And Modern Authors; Of Philosophers And All Other Ordinary Men, That Have Recommended Themselves To The World, By Their Valour, Vertue Or Learning, To This Present Time. With The Remarkable Antiquities Of The Ancients, That Are Any Where Mentioned In The Classick Authors, Or Historians. Done From The Best Authors, And Very Useful For Schools And All Young Gentlemen To Know The Time When Each Great Man Liv'd, And The Remarkable Actions Of Their Lives. In The Same Method As The Gazetteer. 1703” Metadata:

• Title: ➤  An Historical, Genealogical And Poetical Dictionary: Containing The Lives And Actions Of All The Great Men Among The Grecians, Romans, Jews, &c. Of Emperors, Kings, Princes, &c. Whether Ecclesiastical, Military Or Civil; Of The Heathenish Gods; Of Ancient And Modern Authors; Of Philosophers And All Other Ordinary Men, That Have Recommended Themselves To The World, By Their Valour, Vertue Or Learning, To This Present Time. With The Remarkable Antiquities Of The Ancients, That Are Any Where Mentioned In The Classick Authors, Or Historians. Done From The Best Authors, And Very Useful For Schools And All Young Gentlemen To Know The Time When Each Great Man Liv'd, And The Remarkable Actions Of Their Lives. In The Same Method As The Gazetteer. 1703
• Language: Middle English

“An Historical, Genealogical And Poetical Dictionary: Containing The Lives And Actions Of All The Great Men Among The Grecians, Romans, Jews, &c. Of Emperors, Kings, Princes, &c. Whether Ecclesiastical, Military Or Civil; Of The Heathenish Gods; Of Ancient And Modern Authors; Of Philosophers And All Other Ordinary Men, That Have Recommended Themselves To The World, By Their Valour, Vertue Or Learning, To This Present Time. With The Remarkable Antiquities Of The Ancients, That Are Any Where Mentioned In The Classick Authors, Or Historians. Done From The Best Authors, And Very Useful For Schools And All Young Gentlemen To Know The Time When Each Great Man Liv'd, And The Remarkable Actions Of Their Lives. In The Same Method As The Gazetteer. 1703” Subjects and Themes:

• Subjects: ➤  Language & Literature - Literary And Political Reviews - General Interest Periodicals--United Kingdom - Law - Philosophy & Religion - Fine & Performing Arts - Social Sciences - History - History--History of North And South America - Books - microfilm

Edition Identifiers:

• Internet Archive ID: ➤  bim_eighteenth-century_an-historical-genealogi_1703

“Julia's #STEAMing Up Learning! - Teachers: Who Was The Greatest Fictional Teacher Of All Time?” Metadata:

• Title: ➤  Julia's #STEAMing Up Learning! - Teachers: Who Was The Greatest Fictional Teacher Of All Time?
• Author: Julia's #STEAMing up Learning!

“Julia's #STEAMing Up Learning! - Teachers: Who Was The Greatest Fictional Teacher Of All Time?” Subjects and Themes:

• Subjects: Twitter - video

Edition Identifiers:

• Internet Archive ID: twitter-1648452622838546435

“Study Notes And Reflections On Learning All The Time By John Holt” Metadata:

• Title: ➤  Study Notes And Reflections On Learning All The Time By John Holt

Edition Identifiers:

• Internet Archive ID: ➤  study-notes-and-reflections-on-learning-all-the-time-by-john-holt

“An Historical, Genealogical And Poetical Dictionary: Containing The Lives And Actions Of All The Great Men Among The Grecians, Romans, Jews, &c. Of Emperors, Kings, Princes, &c. Whether Ecclesiastical, Military Or Civil; Of The Heathenish Gods; Of Ancient And Modern Authors; Of Philosophers And All Other Ordinary Men, That Have Recommended Themselves To The World, By Their Valour, Vertue Or Learning, To This Present Time. With The Remarkable Antiquities Of The Ancients, That Are Any Where Mentioned In The Classick Authors, Or Historians. Done From The Best Authors, And Very Useful For Schools And All Young Gentlemen To Know The Time When Each Great Man Liv'd, And The Remarkable Actions Of Their Lives. In The Same Method As The Gazetteer. 1708” Metadata:

• Title: ➤  An Historical, Genealogical And Poetical Dictionary: Containing The Lives And Actions Of All The Great Men Among The Grecians, Romans, Jews, &c. Of Emperors, Kings, Princes, &c. Whether Ecclesiastical, Military Or Civil; Of The Heathenish Gods; Of Ancient And Modern Authors; Of Philosophers And All Other Ordinary Men, That Have Recommended Themselves To The World, By Their Valour, Vertue Or Learning, To This Present Time. With The Remarkable Antiquities Of The Ancients, That Are Any Where Mentioned In The Classick Authors, Or Historians. Done From The Best Authors, And Very Useful For Schools And All Young Gentlemen To Know The Time When Each Great Man Liv'd, And The Remarkable Actions Of Their Lives. In The Same Method As The Gazetteer. 1708
• Language: Middle English

“An Historical, Genealogical And Poetical Dictionary: Containing The Lives And Actions Of All The Great Men Among The Grecians, Romans, Jews, &c. Of Emperors, Kings, Princes, &c. Whether Ecclesiastical, Military Or Civil; Of The Heathenish Gods; Of Ancient And Modern Authors; Of Philosophers And All Other Ordinary Men, That Have Recommended Themselves To The World, By Their Valour, Vertue Or Learning, To This Present Time. With The Remarkable Antiquities Of The Ancients, That Are Any Where Mentioned In The Classick Authors, Or Historians. Done From The Best Authors, And Very Useful For Schools And All Young Gentlemen To Know The Time When Each Great Man Liv'd, And The Remarkable Actions Of Their Lives. In The Same Method As The Gazetteer. 1708” Subjects and Themes:

• Subjects: ➤  Language & Literature - Literary And Political Reviews - General Interest Periodicals--United Kingdom - Law - Philosophy & Religion - Fine & Performing Arts - Social Sciences - History - History--History of North And South America - Books - microfilm

Edition Identifiers:

• Internet Archive ID: ➤  bim_eighteenth-century_an-historical-genealogi_1708

“ERIC ED620968: West Virginia Schools Re-Entry Guidance For The Education Of Students With Exceptionalities On March 16, 2020, Governor Jim Justice Of West Virginia Issued An Emergency Closure Of All Public Schools, Changing The Education System Overnight From A Brick And Mortar Face-to-face Model To A Remote Learning Model. Students With Disabilities Receiving Special Education And Related Services Continue To Be Entitled To Procedural Safeguards And A Free Appropriate Public Education (FAPE) As Outlined In The "Individuals With Disabilities Education Act Of 2004" ("IDEA") And West Virginia Board Of Education (WVBE) "Policy 2419: Regulations For The Education Of Students With Exceptionalities." At This Time, Congress Has Not Granted Authorization To The United States Department Of Education (USED) To Allow Flexibilities Or Waivers To IDEA. Therefore, Districts Must Continue To Comply With All Federal And State Regulations And Policies Pertaining To Students With Exceptionalities. The Following Information Presented In This Report Focuses On Re-entry, Recovery, And The Re-establishment Of Procedures, Processes And Protocols To Provide The Services Students With Individualized Education Programs (IEP) Need To Receive FAPE And Meaningful Benefit From Their Educational Programs.” Metadata:

• Title: ➤  ERIC ED620968: West Virginia Schools Re-Entry Guidance For The Education Of Students With Exceptionalities On March 16, 2020, Governor Jim Justice Of West Virginia Issued An Emergency Closure Of All Public Schools, Changing The Education System Overnight From A Brick And Mortar Face-to-face Model To A Remote Learning Model. Students With Disabilities Receiving Special Education And Related Services Continue To Be Entitled To Procedural Safeguards And A Free Appropriate Public Education (FAPE) As Outlined In The "Individuals With Disabilities Education Act Of 2004" ("IDEA") And West Virginia Board Of Education (WVBE) "Policy 2419: Regulations For The Education Of Students With Exceptionalities." At This Time, Congress Has Not Granted Authorization To The United States Department Of Education (USED) To Allow Flexibilities Or Waivers To IDEA. Therefore, Districts Must Continue To Comply With All Federal And State Regulations And Policies Pertaining To Students With Exceptionalities. The Following Information Presented In This Report Focuses On Re-entry, Recovery, And The Re-establishment Of Procedures, Processes And Protocols To Provide The Services Students With Individualized Education Programs (IEP) Need To Receive FAPE And Meaningful Benefit From Their Educational Programs.
• Author: ERIC
• Language: English

“ERIC ED620968: West Virginia Schools Re-Entry Guidance For The Education Of Students With Exceptionalities On March 16, 2020, Governor Jim Justice Of West Virginia Issued An Emergency Closure Of All Public Schools, Changing The Education System Overnight From A Brick And Mortar Face-to-face Model To A Remote Learning Model. Students With Disabilities Receiving Special Education And Related Services Continue To Be Entitled To Procedural Safeguards And A Free Appropriate Public Education (FAPE) As Outlined In The "Individuals With Disabilities Education Act Of 2004" ("IDEA") And West Virginia Board Of Education (WVBE) "Policy 2419: Regulations For The Education Of Students With Exceptionalities." At This Time, Congress Has Not Granted Authorization To The United States Department Of Education (USED) To Allow Flexibilities Or Waivers To IDEA. Therefore, Districts Must Continue To Comply With All Federal And State Regulations And Policies Pertaining To Students With Exceptionalities. The Following Information Presented In This Report Focuses On Re-entry, Recovery, And The Re-establishment Of Procedures, Processes And Protocols To Provide The Services Students With Individualized Education Programs (IEP) Need To Receive FAPE And Meaningful Benefit From Their Educational Programs.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - COVID-19 - Pandemics - School Closing - Educational Change - Students with Disabilities - Distance Education - Special Education - Reentry Students - Individualized Education Programs - Blended Learning - Access to Education - Educational Legislation - Federal Legislation - Equal Education - Compensatory Education - Conventional Instruction

Edition Identifiers:

• Internet Archive ID: ERIC_ED620968

“BBC Breakfast - "I'm Not Pretending The Government Is All Knowing And All Seeing" International Trade Secretary Liz Truss Tells #BBCBreakfast They Are Learning More About The Disease All The Time.” Metadata:

• Title: ➤  BBC Breakfast - "I'm Not Pretending The Government Is All Knowing And All Seeing" International Trade Secretary Liz Truss Tells #BBCBreakfast They Are Learning More About The Disease All The Time.
• Author: BBC Breakfast

“BBC Breakfast - "I'm Not Pretending The Government Is All Knowing And All Seeing" International Trade Secretary Liz Truss Tells #BBCBreakfast They Are Learning More About The Disease All The Time.” Subjects and Themes:

• Subjects: Twitter - video - BBCBreakfast

Edition Identifiers:

• Internet Archive ID: twitter-1313738405889675266

“Marlee Grace On Learning The Body Again And Again, And More All The Time” Metadata:

• Title: ➤  Marlee Grace On Learning The Body Again And Again, And More All The Time
• Author: Living in this Queer Body

Edition Identifiers:

• Internet Archive ID: ➤  qk1aqtsccvjrf6v4sbk1xzfq83biuc67hdavt1oy

“ERIC ED615655: Preparing Young People For The Future: An Evaluation Of The Arrangements Made By Scottish Colleges To Deliver The Entitlements Of The Senior Phase Of Curriculum For Excellence. A Thematic Aspect Report By Education Scotland On Provision In Scotland's Colleges On Behalf Of The Scottish Funding Council Curriculum For Excellence (CfE), Published In November 2004, States That All Young People Should Be "successful Learners, Confident Individuals, Responsible Citizens And Effective Contributors To Society And At Work". These Are Commonly Referred To As The 4 Capacities Of CfE. CfE Also Recommends That The Curriculum Should Be Designed Using The Principles Of Challenge And Enjoyment, Breadth, Progression, Depth, Personalisation And Choice, Coherence And, Relevance". The Senior Phase Of CfE Refers To Ages 15 To 18 Years And Is The Period When Young People Can Build A Portfolio Of Qualifications, And Develop Skills For Learning, Life And Work . For Many Young People, The Senior Phase Is Undertaken Almost Entirely Within A Secondary School Setting. However, Increasing Numbers Of Learners In This Age Group Are Choosing To Undertake Their Senior Phase Wholly Or Partly Within A College Setting. Colleges Are Required To Embed The Senior Phase Entitlements Within Programmes. Full-time Learning Opportunities In Colleges Therefore Must Also Embed The Senior Phase Entitlements. The 'Commission For Developing Scotland's Young Workforce' In Its Report "Developing The Young Workforce (DYW)" June 2014 , Made The Following Recommendations To Scottish Government: (1) Pathways Should Start In The Senior Phase Which Lead To Industry Recognised Vocational Qualifications (recommendation 1); (2) A Focus On Preparing All Young People For Employment Should Form A Core Element Of The Implementation Of CfE (recommendation 2); And (3) Scotland Should Embed Equality Education Across CfE (recommendation 26). This Report Evaluates How Well These Recommendations Are Being Supported Within The College Sector Through Answering The Following High Level Questions: (1) How Well Are 16-18 Years Olds Being Prepared For Transition To Vocational Education And Training Through Effective Senior Phase Planning? (2) How Well Do Full-time College Programmes Provide 16-18 Years Olds With Senior Phase Entitlements? And (3) How Well Is Equality And Diversity Being Embedded Across Senior Phase Programmes In Colleges?” Metadata:

• Title: ➤  ERIC ED615655: Preparing Young People For The Future: An Evaluation Of The Arrangements Made By Scottish Colleges To Deliver The Entitlements Of The Senior Phase Of Curriculum For Excellence. A Thematic Aspect Report By Education Scotland On Provision In Scotland's Colleges On Behalf Of The Scottish Funding Council Curriculum For Excellence (CfE), Published In November 2004, States That All Young People Should Be "successful Learners, Confident Individuals, Responsible Citizens And Effective Contributors To Society And At Work". These Are Commonly Referred To As The 4 Capacities Of CfE. CfE Also Recommends That The Curriculum Should Be Designed Using The Principles Of Challenge And Enjoyment, Breadth, Progression, Depth, Personalisation And Choice, Coherence And, Relevance". The Senior Phase Of CfE Refers To Ages 15 To 18 Years And Is The Period When Young People Can Build A Portfolio Of Qualifications, And Develop Skills For Learning, Life And Work . For Many Young People, The Senior Phase Is Undertaken Almost Entirely Within A Secondary School Setting. However, Increasing Numbers Of Learners In This Age Group Are Choosing To Undertake Their Senior Phase Wholly Or Partly Within A College Setting. Colleges Are Required To Embed The Senior Phase Entitlements Within Programmes. Full-time Learning Opportunities In Colleges Therefore Must Also Embed The Senior Phase Entitlements. The 'Commission For Developing Scotland's Young Workforce' In Its Report "Developing The Young Workforce (DYW)" June 2014 , Made The Following Recommendations To Scottish Government: (1) Pathways Should Start In The Senior Phase Which Lead To Industry Recognised Vocational Qualifications (recommendation 1); (2) A Focus On Preparing All Young People For Employment Should Form A Core Element Of The Implementation Of CfE (recommendation 2); And (3) Scotland Should Embed Equality Education Across CfE (recommendation 26). This Report Evaluates How Well These Recommendations Are Being Supported Within The College Sector Through Answering The Following High Level Questions: (1) How Well Are 16-18 Years Olds Being Prepared For Transition To Vocational Education And Training Through Effective Senior Phase Planning? (2) How Well Do Full-time College Programmes Provide 16-18 Years Olds With Senior Phase Entitlements? And (3) How Well Is Equality And Diversity Being Embedded Across Senior Phase Programmes In Colleges?
• Author: ERIC
• Language: English

“ERIC ED615655: Preparing Young People For The Future: An Evaluation Of The Arrangements Made By Scottish Colleges To Deliver The Entitlements Of The Senior Phase Of Curriculum For Excellence. A Thematic Aspect Report By Education Scotland On Provision In Scotland's Colleges On Behalf Of The Scottish Funding Council Curriculum For Excellence (CfE), Published In November 2004, States That All Young People Should Be "successful Learners, Confident Individuals, Responsible Citizens And Effective Contributors To Society And At Work". These Are Commonly Referred To As The 4 Capacities Of CfE. CfE Also Recommends That The Curriculum Should Be Designed Using The Principles Of Challenge And Enjoyment, Breadth, Progression, Depth, Personalisation And Choice, Coherence And, Relevance". The Senior Phase Of CfE Refers To Ages 15 To 18 Years And Is The Period When Young People Can Build A Portfolio Of Qualifications, And Develop Skills For Learning, Life And Work . For Many Young People, The Senior Phase Is Undertaken Almost Entirely Within A Secondary School Setting. However, Increasing Numbers Of Learners In This Age Group Are Choosing To Undertake Their Senior Phase Wholly Or Partly Within A College Setting. Colleges Are Required To Embed The Senior Phase Entitlements Within Programmes. Full-time Learning Opportunities In Colleges Therefore Must Also Embed The Senior Phase Entitlements. The 'Commission For Developing Scotland's Young Workforce' In Its Report "Developing The Young Workforce (DYW)" June 2014 , Made The Following Recommendations To Scottish Government: (1) Pathways Should Start In The Senior Phase Which Lead To Industry Recognised Vocational Qualifications (recommendation 1); (2) A Focus On Preparing All Young People For Employment Should Form A Core Element Of The Implementation Of CfE (recommendation 2); And (3) Scotland Should Embed Equality Education Across CfE (recommendation 26). This Report Evaluates How Well These Recommendations Are Being Supported Within The College Sector Through Answering The Following High Level Questions: (1) How Well Are 16-18 Years Olds Being Prepared For Transition To Vocational Education And Training Through Effective Senior Phase Planning? (2) How Well Do Full-time College Programmes Provide 16-18 Years Olds With Senior Phase Entitlements? And (3) How Well Is Equality And Diversity Being Embedded Across Senior Phase Programmes In Colleges?” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Foreign Countries - Postsecondary Education - Equal Education - Student Diversity - Job Skills - Career Readiness - Job Training - Program Effectiveness - College Role - Transitional Programs - Partnerships in Education - Student Needs - Data Collection - Data Use - School Orientation - School Personnel - Student Attitudes - Age Differences - At Risk Students - Secondary Education - College School Cooperation - Academic Persistence - Student Characteristics - Student Behavior - Skill Development

Edition Identifiers:

• Internet Archive ID: ERIC_ED615655

“The Life Of The Learned Sir Thomas Smith : Principal Secretary Of State To King Edward The Sixth, And Queen Elizabeth. Wherein Are Discovered Many Singular Matters Relating To The State Of Learning, The Reformation Of Religion, And The Transactions Of The Kingdom, During His Time. In All Which He Had A Great And Happy Influence” Metadata:

• Title: ➤  The Life Of The Learned Sir Thomas Smith : Principal Secretary Of State To King Edward The Sixth, And Queen Elizabeth. Wherein Are Discovered Many Singular Matters Relating To The State Of Learning, The Reformation Of Religion, And The Transactions Of The Kingdom, During His Time. In All Which He Had A Great And Happy Influence
• Author: Strype, John, 1643-1737
• Language: English

Edition Identifiers:

• Internet Archive ID: lifeoflearnedsir00stryuoft

“ERIC ED584963: Race To The Top - Early Learning Challenge: 2016 Annual Performance Report. Michigan This Race To The Top - Early Learning Challenge (RTT-ELC) Annual Performance Report For The Year 2016 Describes Michigan's Accomplishments, Lessons Learned, Challenges, And Strategies Michigan Will Implement To Address Those Challenges. Strengthened Investment In High-quality Early Learning And Development Continues To Energize Educational Improvement Efforts In Michigan. From The Governor's Office And The Legislature To Local Providers, Business Leaders, Schools, And Families, People Are Deeply Committed To Improving Opportunities For Young Children With High Needs In Michigan. In 2013, The Michigan Department Of Education, Office Of Great Start (MDEOGS) Held Conversations With 1,400 Parents Of Young Children, Educators, Business Leaders, And Local And State Program Directors To Inform Development Of A Statewide Plan To Achieve Governor Snyder's Stated Outcomes For Young Children: (1) Children Are Born Healthy; (2) Children Are Healthy, Thriving, And Developmentally On Track From Birth To Third Grade; (3) Children Are Developmentally Ready To Succeed In School At The Time Of School Entry; And (4) Children Are Prepared To Succeed In Fourth Grade And Beyond By Reading Proficiently At The End Of Third Grade. The Resulting Publication, Entitled "Great Start, Great Investment, Great Future: The Plan For Early Learning And Development In Michigan," Illustrates That Michigan's Citizens Recognize The Vital Foundation That A System Rich In Parent Involvement, Community And State Collaboration, And High-quality Accessible Early Learning And Development Programs Can Provide For Their Youngest Citizens. Drawing From The Guiding Principles Of This Plan And With The Identified Outcomes For Young Children As A Focal Point, In 2013 Michigan Submitted A Comprehensive Application For A Race To The Top - Early Learning Challenge (RTT-ELC) Competitive Federal Grant. As A Result, Michigan Was Awarded $51,737,456 For The Purposes Of Improving Early Learning And Development In The State Over A Period Of Four Years, Beginning January 2014 And Ending December 2017. The Grant Is Focused On The Improvement Of Early Childhood Systems Through: (1) Increasing Access To High-quality Programs For Children With High Needs; (2) Implementing And Coordinating An Integrated System Of Programs; And (3) Evaluating And Rating Program Quality. The Michigan Department Of Education, Office Of Great Start Was Identified As The Lead Agency For RTT-ELC Implementation In The Grant Application. Michigan Has Prioritized Its Work Into Seven Projects For Improving Early Childhood Outcomes For All Children. These Projects Are Designed To Support The Creation Of A Truly Collaborative System Of Early Learning And Development--one That Requires The Collective Efforts Of Policymakers, Program Directors, Providers, And Parents. The Projects Are As Follows: (1) Grant Management And Governance; (2) Improving Quality Through Increased Participation In Great Start To Quality; (3) Promotion Of Physical And Social-Emotional Health; (4) Enhancing And Increasing Access To The Great Start To Quality System; (5) Improving The Early Learning And Development Workforce; (6) Measuring Outcomes For Children, Programs, & Educators; And (7) Increasing Family Engagement.” Metadata:

• Title: ➤  ERIC ED584963: Race To The Top - Early Learning Challenge: 2016 Annual Performance Report. Michigan This Race To The Top - Early Learning Challenge (RTT-ELC) Annual Performance Report For The Year 2016 Describes Michigan's Accomplishments, Lessons Learned, Challenges, And Strategies Michigan Will Implement To Address Those Challenges. Strengthened Investment In High-quality Early Learning And Development Continues To Energize Educational Improvement Efforts In Michigan. From The Governor's Office And The Legislature To Local Providers, Business Leaders, Schools, And Families, People Are Deeply Committed To Improving Opportunities For Young Children With High Needs In Michigan. In 2013, The Michigan Department Of Education, Office Of Great Start (MDEOGS) Held Conversations With 1,400 Parents Of Young Children, Educators, Business Leaders, And Local And State Program Directors To Inform Development Of A Statewide Plan To Achieve Governor Snyder's Stated Outcomes For Young Children: (1) Children Are Born Healthy; (2) Children Are Healthy, Thriving, And Developmentally On Track From Birth To Third Grade; (3) Children Are Developmentally Ready To Succeed In School At The Time Of School Entry; And (4) Children Are Prepared To Succeed In Fourth Grade And Beyond By Reading Proficiently At The End Of Third Grade. The Resulting Publication, Entitled "Great Start, Great Investment, Great Future: The Plan For Early Learning And Development In Michigan," Illustrates That Michigan's Citizens Recognize The Vital Foundation That A System Rich In Parent Involvement, Community And State Collaboration, And High-quality Accessible Early Learning And Development Programs Can Provide For Their Youngest Citizens. Drawing From The Guiding Principles Of This Plan And With The Identified Outcomes For Young Children As A Focal Point, In 2013 Michigan Submitted A Comprehensive Application For A Race To The Top - Early Learning Challenge (RTT-ELC) Competitive Federal Grant. As A Result, Michigan Was Awarded $51,737,456 For The Purposes Of Improving Early Learning And Development In The State Over A Period Of Four Years, Beginning January 2014 And Ending December 2017. The Grant Is Focused On The Improvement Of Early Childhood Systems Through: (1) Increasing Access To High-quality Programs For Children With High Needs; (2) Implementing And Coordinating An Integrated System Of Programs; And (3) Evaluating And Rating Program Quality. The Michigan Department Of Education, Office Of Great Start Was Identified As The Lead Agency For RTT-ELC Implementation In The Grant Application. Michigan Has Prioritized Its Work Into Seven Projects For Improving Early Childhood Outcomes For All Children. These Projects Are Designed To Support The Creation Of A Truly Collaborative System Of Early Learning And Development--one That Requires The Collective Efforts Of Policymakers, Program Directors, Providers, And Parents. The Projects Are As Follows: (1) Grant Management And Governance; (2) Improving Quality Through Increased Participation In Great Start To Quality; (3) Promotion Of Physical And Social-Emotional Health; (4) Enhancing And Increasing Access To The Great Start To Quality System; (5) Improving The Early Learning And Development Workforce; (6) Measuring Outcomes For Children, Programs, & Educators; And (7) Increasing Family Engagement.
• Author: ERIC
• Language: English

“ERIC ED584963: Race To The Top - Early Learning Challenge: 2016 Annual Performance Report. Michigan This Race To The Top - Early Learning Challenge (RTT-ELC) Annual Performance Report For The Year 2016 Describes Michigan's Accomplishments, Lessons Learned, Challenges, And Strategies Michigan Will Implement To Address Those Challenges. Strengthened Investment In High-quality Early Learning And Development Continues To Energize Educational Improvement Efforts In Michigan. From The Governor's Office And The Legislature To Local Providers, Business Leaders, Schools, And Families, People Are Deeply Committed To Improving Opportunities For Young Children With High Needs In Michigan. In 2013, The Michigan Department Of Education, Office Of Great Start (MDEOGS) Held Conversations With 1,400 Parents Of Young Children, Educators, Business Leaders, And Local And State Program Directors To Inform Development Of A Statewide Plan To Achieve Governor Snyder's Stated Outcomes For Young Children: (1) Children Are Born Healthy; (2) Children Are Healthy, Thriving, And Developmentally On Track From Birth To Third Grade; (3) Children Are Developmentally Ready To Succeed In School At The Time Of School Entry; And (4) Children Are Prepared To Succeed In Fourth Grade And Beyond By Reading Proficiently At The End Of Third Grade. The Resulting Publication, Entitled "Great Start, Great Investment, Great Future: The Plan For Early Learning And Development In Michigan," Illustrates That Michigan's Citizens Recognize The Vital Foundation That A System Rich In Parent Involvement, Community And State Collaboration, And High-quality Accessible Early Learning And Development Programs Can Provide For Their Youngest Citizens. Drawing From The Guiding Principles Of This Plan And With The Identified Outcomes For Young Children As A Focal Point, In 2013 Michigan Submitted A Comprehensive Application For A Race To The Top - Early Learning Challenge (RTT-ELC) Competitive Federal Grant. As A Result, Michigan Was Awarded $51,737,456 For The Purposes Of Improving Early Learning And Development In The State Over A Period Of Four Years, Beginning January 2014 And Ending December 2017. The Grant Is Focused On The Improvement Of Early Childhood Systems Through: (1) Increasing Access To High-quality Programs For Children With High Needs; (2) Implementing And Coordinating An Integrated System Of Programs; And (3) Evaluating And Rating Program Quality. The Michigan Department Of Education, Office Of Great Start Was Identified As The Lead Agency For RTT-ELC Implementation In The Grant Application. Michigan Has Prioritized Its Work Into Seven Projects For Improving Early Childhood Outcomes For All Children. These Projects Are Designed To Support The Creation Of A Truly Collaborative System Of Early Learning And Development--one That Requires The Collective Efforts Of Policymakers, Program Directors, Providers, And Parents. The Projects Are As Follows: (1) Grant Management And Governance; (2) Improving Quality Through Increased Participation In Great Start To Quality; (3) Promotion Of Physical And Social-Emotional Health; (4) Enhancing And Increasing Access To The Great Start To Quality System; (5) Improving The Early Learning And Development Workforce; (6) Measuring Outcomes For Children, Programs, & Educators; And (7) Increasing Family Engagement.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Early Childhood Education - State Programs - Educational Quality - Accountability - Program Evaluation - Program Effectiveness - Access to Education - Program Validation - Child Development - Academic Standards - Educational Assessment - Health Promotion - Family School Relationship - Preschool Children - Preschool Teachers - Teacher Competencies - Credentials - Teacher Characteristics - School Readiness - Outcome Measures - Tables (Data) - Educational Legislation - Federal Aid - Federal Legislation - Federal Programs

Edition Identifiers:

• Internet Archive ID: ERIC_ED584963

“ERIC ED624409: Distance Social Studies Courses In The Pandemic Period With The Experiences Of Teachers The Study Aims To Evaluate How Distance Social Studies Courses Were Conducted During The Pandemic, In Line With Teachers' Experiences. The Semi-structured Interviews Were Conducted With 14 Social Studies Teachers Working In Various Provinces Of Turkey In This Study, Which Was Carried Out With Interpretative Phenomenology Design, One Of The Qualitative Research Methods. The Data Were Evaluated By The Content Analysis Method. The Results Show That Social Studies Teachers Perceive Distance Education As A System That Allows Using Different Materials And Tools, Maintaining Education, Learning Technology, And Eliminating The Need For Time And Place. On The Other Hand, Teachers Expressed Some Limitations Of Distance Education Arising From The Lack Of Internet And Technological Tools. In Addition, The Results Indicated Teachers Mostly Used Direct Instruction And Question-answer Methods For Teaching During The Distance Education Period, EBA, Zoom, And Some Web 2.0 Tools As Educational Technologies, And Tests And Question-answer Methods For Measurement And Evaluation. Finally, Many Problems, Gathered Under The Titles Of "technological-systemic", "communication-coordination", "student", "family, And "other" In The Distance Education Process Were Emphasized. When Examining The Experiences, All Problems Are Seen To Be Related To The Internet Connection, Access To Technological Tools, And How Families Play A Role In Their Children's Education. In This Context, Compared With Other Studies In The Literature, It Is Possible To Say That Teachers Working In Different Branches Also Experienced Similar Problems During The Distance Education Period. Therefore, Innovative Applications That Can Be Developed Will Be Beneficial For All Branches.” Metadata:

• Title: ➤  ERIC ED624409: Distance Social Studies Courses In The Pandemic Period With The Experiences Of Teachers The Study Aims To Evaluate How Distance Social Studies Courses Were Conducted During The Pandemic, In Line With Teachers' Experiences. The Semi-structured Interviews Were Conducted With 14 Social Studies Teachers Working In Various Provinces Of Turkey In This Study, Which Was Carried Out With Interpretative Phenomenology Design, One Of The Qualitative Research Methods. The Data Were Evaluated By The Content Analysis Method. The Results Show That Social Studies Teachers Perceive Distance Education As A System That Allows Using Different Materials And Tools, Maintaining Education, Learning Technology, And Eliminating The Need For Time And Place. On The Other Hand, Teachers Expressed Some Limitations Of Distance Education Arising From The Lack Of Internet And Technological Tools. In Addition, The Results Indicated Teachers Mostly Used Direct Instruction And Question-answer Methods For Teaching During The Distance Education Period, EBA, Zoom, And Some Web 2.0 Tools As Educational Technologies, And Tests And Question-answer Methods For Measurement And Evaluation. Finally, Many Problems, Gathered Under The Titles Of "technological-systemic", "communication-coordination", "student", "family, And "other" In The Distance Education Process Were Emphasized. When Examining The Experiences, All Problems Are Seen To Be Related To The Internet Connection, Access To Technological Tools, And How Families Play A Role In Their Children's Education. In This Context, Compared With Other Studies In The Literature, It Is Possible To Say That Teachers Working In Different Branches Also Experienced Similar Problems During The Distance Education Period. Therefore, Innovative Applications That Can Be Developed Will Be Beneficial For All Branches.
• Author: ERIC
• Language: English

“ERIC ED624409: Distance Social Studies Courses In The Pandemic Period With The Experiences Of Teachers The Study Aims To Evaluate How Distance Social Studies Courses Were Conducted During The Pandemic, In Line With Teachers' Experiences. The Semi-structured Interviews Were Conducted With 14 Social Studies Teachers Working In Various Provinces Of Turkey In This Study, Which Was Carried Out With Interpretative Phenomenology Design, One Of The Qualitative Research Methods. The Data Were Evaluated By The Content Analysis Method. The Results Show That Social Studies Teachers Perceive Distance Education As A System That Allows Using Different Materials And Tools, Maintaining Education, Learning Technology, And Eliminating The Need For Time And Place. On The Other Hand, Teachers Expressed Some Limitations Of Distance Education Arising From The Lack Of Internet And Technological Tools. In Addition, The Results Indicated Teachers Mostly Used Direct Instruction And Question-answer Methods For Teaching During The Distance Education Period, EBA, Zoom, And Some Web 2.0 Tools As Educational Technologies, And Tests And Question-answer Methods For Measurement And Evaluation. Finally, Many Problems, Gathered Under The Titles Of "technological-systemic", "communication-coordination", "student", "family, And "other" In The Distance Education Process Were Emphasized. When Examining The Experiences, All Problems Are Seen To Be Related To The Internet Connection, Access To Technological Tools, And How Families Play A Role In Their Children's Education. In This Context, Compared With Other Studies In The Literature, It Is Possible To Say That Teachers Working In Different Branches Also Experienced Similar Problems During The Distance Education Period. Therefore, Innovative Applications That Can Be Developed Will Be Beneficial For All Branches.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Dere, Ilker Akkaya, Ali Can Distance Education - Social Studies - COVID-19 - Pandemics - Teaching Experience - Foreign Countries - Electronic Learning - Educational Technology - Content Analysis - Web 2.0 Technologies

Edition Identifiers:

• Internet Archive ID: ERIC_ED624409

“I Am Learning All The Time” Metadata:

• Title: I Am Learning All The Time
• Author: Fordyce, Rain Perry, author
• Language: English

“I Am Learning All The Time” Subjects and Themes:

• Subjects: ➤  Home schooling -- Juvenile fiction - Home schooling

Edition Identifiers:

• Internet Archive ID: iamlearningallti0000ford

“Wiki - Learning All The Time” Metadata:

• Title: Wiki - Learning All The Time
• Language: Unknown

“Wiki - Learning All The Time” Subjects and Themes:

• Subjects: ➤  wiki - wikiteam - wikispaces - Learning All the Time - manolitopiernas - manolitopiernas.wikispaces.com

Edition Identifiers:

• Internet Archive ID: ➤  wiki-manolitopiernas.wikispaces.com

“ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]” Metadata:

• Title: ➤  ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]
• Author: ERIC
• Language: English

“ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Elementary Secondary Education - Achievement Tests - International Assessment - Science Tests - Mathematics Tests - Science Achievement - Mathematics Achievement - Grade 4 - Grade 8 - Scores - Foreign Countries - Low Achievement - High Achievement - Achievement Gains - Gender Differences - Racial Differences - Poverty - Public Schools - Low Income Students

Edition Identifiers:

• Internet Archive ID: ERIC_ED609245

“🔥Learning About The Top 10 ANIMIES Of All Time From A KING WEEB!🔥” Metadata:

• Title: ➤  🔥Learning About The Top 10 ANIMIES Of All Time From A KING WEEB!🔥
• Author: Nmplol

“🔥Learning About The Top 10 ANIMIES Of All Time From A KING WEEB!🔥” Subjects and Themes:

• Subjects: TwitchVod - video

Edition Identifiers:

• Internet Archive ID: twitch-vod-v2240633297

“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

“Blind All The Time I Was Learning To See Favorites” Metadata:

• Title: ➤  Blind All The Time I Was Learning To See Favorites

Edition Identifiers:

• Internet Archive ID: ➤  fav-blind_all_the_time_i_was_learning_to_see

“ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]” Metadata:

• Title: ➤  ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]
• Author: ERIC
• Language: English

“ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Bulat, Jennae Dubeck, Margaret Green, Paula Harden, Karon Henny, Catherine Mattos, Mónika Pflepsen, Alison Robledo, Ana Sitabkhan, Yasmin - Literacy Education - Instructional Improvement - Teaching Methods - Instructional Materials - Time on Task - Formative Evaluation - Language of Instruction - Primary Education - Equal Education - Inclusion - Reading Instruction - Direct Instruction - Feedback (Response) - Remedial Instruction

Edition Identifiers:

• Internet Archive ID: ERIC_ED594144

“A General History Of The World, From The Creation To The Present Time : Including All The Empires, Kingdoms, And States ; Their Revolutions, Forms Of Government, Law, Religions, Customs And Manners : The Progress Of Their Learning, Arts, Sciences, Commerce And Trade : Together With Their Chronology, Antiquities, Public Buildings, And Curiosities Of Nature And Art” Metadata:

• Title: ➤  A General History Of The World, From The Creation To The Present Time : Including All The Empires, Kingdoms, And States ; Their Revolutions, Forms Of Government, Law, Religions, Customs And Manners : The Progress Of Their Learning, Arts, Sciences, Commerce And Trade : Together With Their Chronology, Antiquities, Public Buildings, And Curiosities Of Nature And Art
• Author: Guthrie, William, 1708-1770
• Language: English

“A General History Of The World, From The Creation To The Present Time : Including All The Empires, Kingdoms, And States ; Their Revolutions, Forms Of Government, Law, Religions, Customs And Manners : The Progress Of Their Learning, Arts, Sciences, Commerce And Trade : Together With Their Chronology, Antiquities, Public Buildings, And Curiosities Of Nature And Art” Subjects and Themes:

• Subjects: ➤  againft - erm - fome - fent - fon - firft - moft - king - foon - himfelf - general history - fame time - fome time - war againft - great number - great numbers - himfelf mafter - greek cities - fet fire - eldeft fon - World history -- Early works to 1800 - World history

Edition Identifiers:

• Internet Archive ID: ageneralhistory00graygoog

“ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]” Metadata:

• Title: ➤  ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]
• Author: ERIC
• Language: English

“ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Araujo, Juan J., Ed. Babino, Alexandra, Ed. Cossa, Nedra, Ed. Johnson, Robin D., Ed. Literacy Education - Teaching Methods - Creative Teaching - Economics - Language Usage - Preadolescents - Electronic Publishing - Fiction - Picture Books - Oral Reading - Code Switching (Language) - Translation - Theater Arts - Field Experience Programs - Coaching (Performance) - Technological Literacy - Problem Based Learning - Grade 4 - Vocabulary - Reading Instruction - Leadership - High Stakes Tests - Teacher Education Programs - Reading Programs - Language Arts - Preservice Teachers - Self Efficacy - Constructivism (Learning) - Networks - Study Abroad - Reading Habits - Childrens Literature - Autobiographies - Phonics - Phonemic Awareness - Cultural Influences - Family Involvement - At Risk Students - College Students - English (Second Language) - Multilingualism - Foreign Countries

Edition Identifiers:

• Internet Archive ID: ERIC_ED591953

“LEARNING ALL THE TIME - TELUGU - JOHN HOLT” Metadata:

• Title: ➤  LEARNING ALL THE TIME - TELUGU - JOHN HOLT
• Author: JOHN HOLT
• Language: English

“LEARNING ALL THE TIME - TELUGU - JOHN HOLT” Subjects and Themes:

• Subjects: EDUCATION - JOHN HOLT

Edition Identifiers:

• Internet Archive ID: ➤  LearningAllTheTime-Telugu-JohnHolt