Downloads & Free Reading Options - Results

“Learning To See The Good In The Bad And Take The Bad With The Good Roger Jimenez” Metadata:

• Title: ➤  Learning To See The Good In The Bad And Take The Bad With The Good Roger Jimenez

Edition Identifiers:

• Internet Archive ID: ➤  learning-to-see-the-good-in-the-bad-and-take-the-bad-with-the-good-roger-jimenez

“Learning To See And Seeing To Learn; A Brighter Way Of Life For All Children” Metadata:

• Title: ➤  Learning To See And Seeing To Learn; A Brighter Way Of Life For All Children
• Author: Orem, Reginald Calvert
• Language: English

“Learning To See And Seeing To Learn; A Brighter Way Of Life For All Children” Subjects and Themes:

• Subjects: Blind -- Education - Montessori method of education

Edition Identifiers:

• Internet Archive ID: learningtoseesee0000orem

“Learning To See : An Artist's View On Contemporary Artists From Artschwager To Zakanitch” Metadata:

• Title: ➤  Learning To See : An Artist's View On Contemporary Artists From Artschwager To Zakanitch
• Author: Helander, Bruce, 1947-
• Language: English

“Learning To See : An Artist's View On Contemporary Artists From Artschwager To Zakanitch” Subjects and Themes:

• Subjects: Art, Modern -- 20th century - Art, Modern -- 21st century

Edition Identifiers:

• Internet Archive ID: learningtoseeart0000hela

“ERIC ED614879: An Immersive Arabic Language Course In Cairo Moves Online This Chapter Describes The My Experience As The Instructor For A Course Rooted In Community Based Learning Theory That Was Forced To Move Online In Spring, 2020, Due To The Novel Coronavirus Pandemic. The Course, Titled 'CASA Without Borders', Allows Arabic Language Students In The Center For Arabic Study Abroad (CASA) Program At The American University In Cairo (AUC) To Leave The University Environment And Serve The Community, While Also Benefiting From The Experience Both Linguistically And Culturally. This Course Was Disrupted By The Students' Mandatory Return To The US From Cairo As A Result Of The COVID-19 Outbreak, And Continued Remotely In An Online Format. This Chapter Describes The CASA Program And Explains Both The Purpose Of The CASA Without Borders Course And Its Significance To CASA Students And To The Program. It Also Describes And Reflects Upon My Experience Of Continuing The Course Remotely During The Ongoing Pandemic. [For The Complete Volume, "The World Universities' Response To COVID-19: Remote Online Language Teaching," See ED614006.]” Metadata:

• Title: ➤  ERIC ED614879: An Immersive Arabic Language Course In Cairo Moves Online This Chapter Describes The My Experience As The Instructor For A Course Rooted In Community Based Learning Theory That Was Forced To Move Online In Spring, 2020, Due To The Novel Coronavirus Pandemic. The Course, Titled 'CASA Without Borders', Allows Arabic Language Students In The Center For Arabic Study Abroad (CASA) Program At The American University In Cairo (AUC) To Leave The University Environment And Serve The Community, While Also Benefiting From The Experience Both Linguistically And Culturally. This Course Was Disrupted By The Students' Mandatory Return To The US From Cairo As A Result Of The COVID-19 Outbreak, And Continued Remotely In An Online Format. This Chapter Describes The CASA Program And Explains Both The Purpose Of The CASA Without Borders Course And Its Significance To CASA Students And To The Program. It Also Describes And Reflects Upon My Experience Of Continuing The Course Remotely During The Ongoing Pandemic. [For The Complete Volume, "The World Universities' Response To COVID-19: Remote Online Language Teaching," See ED614006.]
• Author: ERIC
• Language: English

“ERIC ED614879: An Immersive Arabic Language Course In Cairo Moves Online This Chapter Describes The My Experience As The Instructor For A Course Rooted In Community Based Learning Theory That Was Forced To Move Online In Spring, 2020, Due To The Novel Coronavirus Pandemic. The Course, Titled 'CASA Without Borders', Allows Arabic Language Students In The Center For Arabic Study Abroad (CASA) Program At The American University In Cairo (AUC) To Leave The University Environment And Serve The Community, While Also Benefiting From The Experience Both Linguistically And Culturally. This Course Was Disrupted By The Students' Mandatory Return To The US From Cairo As A Result Of The COVID-19 Outbreak, And Continued Remotely In An Online Format. This Chapter Describes The CASA Program And Explains Both The Purpose Of The CASA Without Borders Course And Its Significance To CASA Students And To The Program. It Also Describes And Reflects Upon My Experience Of Continuing The Course Remotely During The Ongoing Pandemic. [For The Complete Volume, "The World Universities' Response To COVID-19: Remote Online Language Teaching," See ED614006.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Salem, Heba - Foreign Countries - Semitic Languages - Second Language Instruction - Online Courses - COVID-19 - Pandemics - School Closing - Study Abroad - Educational Technology - Technology Uses in Education - Graduate Students - Experiential Learning - Student Attitudes - Program Effectiveness

Edition Identifiers:

• Internet Archive ID: ERIC_ED614879

“Learning To See By Moving” Metadata:

• Title: Learning To See By Moving
• Authors: Pulkit AgrawalJoao CarreiraJitendra Malik
• Language: English

“Learning To See By Moving” Subjects and Themes:

• Subjects: ➤  Computer Vision and Pattern Recognition - Computing Research Repository - Robotics - Neural and Evolutionary Computing

Edition Identifiers:

• Internet Archive ID: arxiv-1505.01596

“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

“Stuck In A Sticky World : Learning To See God's Best In Life's Worst” Metadata:

• Title: ➤  Stuck In A Sticky World : Learning To See God's Best In Life's Worst
• Author: Johnston, Jon
• Language: English

“Stuck In A Sticky World : Learning To See God's Best In Life's Worst” Subjects and Themes:

• Subjects: ➤  Christian life - Interpersonal relations -- Religious aspects -- Christianity

Edition Identifiers:

• Internet Archive ID: stuckinstickywor0000john

“Crossing The Desert : Learning To Let Go, See Clearly, And Live Simply” Metadata:

• Title: ➤  Crossing The Desert : Learning To Let Go, See Clearly, And Live Simply
• Author: Wicks, Robert J
• Language: English

“Crossing The Desert : Learning To Let Go, See Clearly, And Live Simply” Subjects and Themes:

• Subjects: Spirituality - Spiritual life -- Christianity - Conduct of life - Simplicity

Edition Identifiers:

• Internet Archive ID: crossingdesertle0000wick

“Development Of Learning Media Based On Macromedia Flash 8 To See Learning Outcomes And Achievements In Vocational High School Students” Metadata:

• Title: ➤  Development Of Learning Media Based On Macromedia Flash 8 To See Learning Outcomes And Achievements In Vocational High School Students
• Author: ➤  Jhonita Varadila, Ranny Meilisa, Imamudin, Adinda Annisa, Fan Folkourng
• Language: English

“Development Of Learning Media Based On Macromedia Flash 8 To See Learning Outcomes And Achievements In Vocational High School Students” Subjects and Themes:

• Subjects: Macromedia Flash 8 - Learning Media - Learning Outcomes - ICT

Edition Identifiers:

• Internet Archive ID: 10.58712jcim.v1i1.16

“Incredible Moments With The Savior : Learning To See” Metadata:

• Title: ➤  Incredible Moments With The Savior : Learning To See
• Author: Gire, Ken
• Language: English

“Incredible Moments With The Savior : Learning To See” Subjects and Themes:

• Subjects: Jesus Christ - Bible

Edition Identifiers:

• Internet Archive ID: incrediblemoment00gire

“Learning To See” Metadata:

• Title: Learning To See

“Learning To See” Subjects and Themes:

• Subjects: trailer - Movie - Documentary

Edition Identifiers:

• Internet Archive ID: turner_video_13147

“The Photographic Eye Learning To See With A Camera” Metadata:

• Title: ➤  The Photographic Eye Learning To See With A Camera
• Language: English

“The Photographic Eye Learning To See With A Camera” Subjects and Themes:

• Subjects: ➤  photograph - photographic - lens - camera - film - light - photography - shutter - eye - color - photographic eye - student photograph - shutter speed - light meter - lab work - good idea - focal length - negative space - photo paper - eye student

Edition Identifiers:

• Internet Archive ID: ➤  The_Photographic_Eye_Learning_to_See_with_a_Camera

“Learning To See Like Children: Proof Of Concept” Metadata:

• Title: ➤  Learning To See Like Children: Proof Of Concept
• Authors: Marco GoriMarco LippiMarco MagginiStefano Melacci

“Learning To See Like Children: Proof Of Concept” Subjects and Themes:

• Subjects: ➤  Computing Research Repository - Computer Vision and Pattern Recognition

Edition Identifiers:

• Internet Archive ID: arxiv-1408.2478

“Learning To See Creatively” Metadata:

• Title: Learning To See Creatively
• Author: Peterson, Bryan, 1952-
• Language: English

“Learning To See Creatively” Subjects and Themes:

• Subjects: Composition (Photography) - Photography, Artistic

Edition Identifiers:

• Internet Archive ID: learningtoseecre00pete

“See How Other Photographers Are Learning To Build Their Winning Week” Metadata:

• Title: ➤  See How Other Photographers Are Learning To Build Their Winning Week
• Author: ➤  Business of Photography Podcast

Edition Identifiers:

• Internet Archive ID: ➤  xouaahhegjt4uwknn9d74yksabb2mhsc2zajgcqs

“ERIC ED360760: Learning To See The World Through The Eyes Of Persons With Mental Retardation.” Metadata:

• Title: ➤  ERIC ED360760: Learning To See The World Through The Eyes Of Persons With Mental Retardation.
• Author: ERIC
• Language: English

“ERIC ED360760: Learning To See The World Through The Eyes Of Persons With Mental Retardation.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Behavior Change - Behavior Patterns - Behavioral Science Research - Case Studies - Empathy - Ethics - Group Discussion - Inservice Education - Mental Retardation - Quality of Life - Staff Development

Edition Identifiers:

• Internet Archive ID: ERIC_ED360760

“Museums And Design Education : : Looking To Learn, Learning To See” Metadata:

• Title: ➤  Museums And Design Education : : Looking To Learn, Learning To See
• Language: English

“Museums And Design Education : : Looking To Learn, Learning To See” Subjects and Themes:

• Subjects: ➤  Museums -- Educational aspects - Design -- Study and teaching (Higher)

Edition Identifiers:

• Internet Archive ID: museumsdesignedu0000unse

“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

“How To See As God Sees: Learning To Look Beyond The Surface (I Samuel 16:1-13)” Metadata:

• Title: ➤  How To See As God Sees: Learning To Look Beyond The Surface (I Samuel 16:1-13)
• Author: Lifepoint Baptist Church

“How To See As God Sees: Learning To Look Beyond The Surface (I Samuel 16:1-13)” Subjects and Themes:

• Subjects: church - service - spirituality

Edition Identifiers:

• Internet Archive ID: ➤  lifepoint-service-05-14-25-Wednesday-18.52

“Educating Toddlers To Teachers : Learning To See And Influence The School And Peer Cultures Of Classrooms” Metadata:

• Title: ➤  Educating Toddlers To Teachers : Learning To See And Influence The School And Peer Cultures Of Classrooms
• Language: English

“Educating Toddlers To Teachers : Learning To See And Influence The School And Peer Cultures Of Classrooms” Subjects and Themes:

• Subjects: ➤  Early childhood education - Education, Preschool - Classroom environment -- Social aspects

Edition Identifiers:

• Internet Archive ID: isbn_9781612890333

“Mthokozisi Mabhena - Learning To See: 25 Essays On Life And Society” Metadata:

• Title: ➤  Mthokozisi Mabhena - Learning To See: 25 Essays On Life And Society
• Author: Mthokozisi Mabhens
• Language: English

“Mthokozisi Mabhena - Learning To See: 25 Essays On Life And Society” Subjects and Themes:

• Subjects: philosophy - truth - essays - politics

Edition Identifiers:

• Internet Archive ID: ➤  mthokozisi-mabhena-learning-to-see

“ERIC EJ1052558: Learning To See The Infinite: Measuring Visual Literacy Skills In A 1st-Year Seminar Course” Metadata:

• Title: ➤  ERIC EJ1052558: Learning To See The Infinite: Measuring Visual Literacy Skills In A 1st-Year Seminar Course
• Author: ERIC
• Language: English

“ERIC EJ1052558: Learning To See The Infinite: Measuring Visual Literacy Skills In A 1st-Year Seminar Course” Subjects and Themes:

• Subjects: ➤  ERIC Archive - First Year Seminars - Visual Literacy - Skill Analysis - Learning Activities - Intervention - Pretests Posttests - Painting (Visual Arts) - Art Appreciation - Persuasive Discourse - Student Reaction - Critical Viewing - Evidence - Observation - Models - Teaching Methods - Measures (Individuals) - College Students - Palmer, Michael S.|Matthews, Tatiana

Edition Identifiers:

• Internet Archive ID: ERIC_EJ1052558

“Towards Automatic Image Editing: Learning To See Another You” Metadata:

• Title: ➤  Towards Automatic Image Editing: Learning To See Another You
• Authors: Amir GhodratiXu JiaMarco PedersoliTinne Tuytelaars

“Towards Automatic Image Editing: Learning To See Another You” Subjects and Themes:

• Subjects: ➤  Computing Research Repository - Computer Vision and Pattern Recognition

Edition Identifiers:

• Internet Archive ID: arxiv-1511.08446

“DC86-ER6X: Games For Learning To See - Write - Hear And Say …” Metadata:

• Title: ➤  DC86-ER6X: Games For Learning To See - Write - Hear And Say …

Edition Identifiers:

• Internet Archive ID: perma_cc_DC86-ER6X

“ERIC EJ1112498: Now You See It: Using Documentation To Make Learning Visible In LCs” Metadata:

• Title: ➤  ERIC EJ1112498: Now You See It: Using Documentation To Make Learning Visible In LCs
• Author: ERIC
• Language: English

“ERIC EJ1112498: Now You See It: Using Documentation To Make Learning Visible In LCs” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Documentation - Communities of Practice - Heuristics - Learning Processes - Reflection - Instructional Design - Assignments - Scaffolding (Teaching Technique) - Educational Practices - Evaluation Methods - Research Methodology - Data Collection - Metacognition - Educational Research - Faculty Development - Interdisciplinary Approach - College Faculty - College Students - Mino, Jack J.

Edition Identifiers:

• Internet Archive ID: ERIC_EJ1112498

“Little People : Learning To See The World Through My Daughter's Eyes” Metadata:

• Title: ➤  Little People : Learning To See The World Through My Daughter's Eyes
• Author: Kennedy, Dan, 1956-
• Language: English

“Little People : Learning To See The World Through My Daughter's Eyes” Subjects and Themes:

• Subjects: ➤  Public opinion - Sociology - General - Parents of exceptional childre - Family relationships - Social Science - Biography / Autobiography - Sociology - Parents of exceptional children - Parenting - General - Social Science / Sociology / General - Dwarfs - General - Dwarfism

Edition Identifiers:

• Internet Archive ID: littlepeople00dank

“HEARTBREAKING The Mother Of 14 Month Old Kaiden Lee Welch Spoke Out After Learning Rescue Crews Found Her Son's Body In Union County Flood Waters. I Just Need To See Him One More Time.” Metadata:

• Title: ➤  HEARTBREAKING The Mother Of 14 Month Old Kaiden Lee Welch Spoke Out After Learning Rescue Crews Found Her Son's Body In Union County Flood Waters. I Just Need To See Him One More Time.

Edition Identifiers:

• Internet Archive ID: ➤  HEARTBREAKINGTheMotherOf14MonthOldKaidenLeeWelchSpokeOutAfterLearningRescueCrews

“ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]” Metadata:

• Title: ➤  ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]
• Author: ERIC
• Language: English

“ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Tobias Harald Popp Heidi Schuhbauer Literature Reviews - Gamification - Electronic Learning - Learning Management Systems - Student Motivation - Meta Analysis - Asynchronous Communication

Edition Identifiers:

• Internet Archive ID: ERIC_ED636608

“ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]” Metadata:

• Title: ➤  ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]
• Author: ERIC
• Language: English

“ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Adult Education - State Policy - Educational Assessment - Program Evaluation - Student Evaluation - Achievement Gains - Evaluation Methods - Disabilities - Special Needs Students - Distance Education - Training - Accountability - Computer Assisted Testing - Alternative Assessment - Public Policy - Disclosure - English Language Learners - Vocational Education - Scores - Information Dissemination - Benchmarking - Integrity - Information Security - Standardized Tests

Edition Identifiers:

• Internet Archive ID: ERIC_ED591498

“ERIC EJ1149355: How Do Students Learn To See Concepts In Visualizations? Social Learning Mechanisms With Physical And Virtual Representations” Metadata:

• Title: ➤  ERIC EJ1149355: How Do Students Learn To See Concepts In Visualizations? Social Learning Mechanisms With Physical And Virtual Representations
• Author: ERIC
• Language: English

“ERIC EJ1149355: How Do Students Learn To See Concepts In Visualizations? Social Learning Mechanisms With Physical And Virtual Representations” Subjects and Themes:

• Subjects: ➤  ERIC Archive - High School Students - Charter Schools - STEM Education - Knowledge Representation - Visualization - Cooperative Learning - Chemistry - Hands on Science - Discourse Analysis - Metacognition - Learning Strategies - Social Environment - Case Studies - Grounded Theory - Computer Simulation - Object Manipulation - Rau, Martina A.

Edition Identifiers:

• Internet Archive ID: ERIC_EJ1149355

“Pete Buttigieg - Coming Home Can Mean Learning To Live With Wounds You Couldn’t Have Anticipated And Wounds You Can’t Even See. Our Veterans Fulfilled Their Promise To Our Nation. It’s Time We Ensure They Receive The Care They’ve Earned:” Metadata:

• Title: ➤  Pete Buttigieg - Coming Home Can Mean Learning To Live With Wounds You Couldn’t Have Anticipated And Wounds You Can’t Even See. Our Veterans Fulfilled Their Promise To Our Nation. It’s Time We Ensure They Receive The Care They’ve Earned:
• Author: Pete Buttigieg

“Pete Buttigieg - Coming Home Can Mean Learning To Live With Wounds You Couldn’t Have Anticipated And Wounds You Can’t Even See. Our Veterans Fulfilled Their Promise To Our Nation. It’s Time We Ensure They Receive The Care They’ve Earned:” Subjects and Themes:

• Subjects: Twitter - video

Edition Identifiers:

• Internet Archive ID: twitter-1229941274133835778

“ITV News - 'It's A Process Of Learning To Talk Again': One Man's Journey To Recovery From Coronavirus, By @emilymorganitv. See More On An @itvnews Evening News Special From 6.30pm On ITV” Metadata:

• Title: ➤  ITV News - 'It's A Process Of Learning To Talk Again': One Man's Journey To Recovery From Coronavirus, By @emilymorganitv. See More On An @itvnews Evening News Special From 6.30pm On ITV
• Author: ITV News

“ITV News - 'It's A Process Of Learning To Talk Again': One Man's Journey To Recovery From Coronavirus, By @emilymorganitv. See More On An @itvnews Evening News Special From 6.30pm On ITV” Subjects and Themes:

• Subjects: Twitter - video

Edition Identifiers:

• Internet Archive ID: twitter-1262774725148905474

“A Gospel Primer For Christians: Learning To See The Glories Of God's Love” Metadata:

• Title: ➤  A Gospel Primer For Christians: Learning To See The Glories Of God's Love
• Language: English

Edition Identifiers:

• Internet Archive ID: gospelprimerforc0000unse

“ERIC ED654978: The Use Of Cultural Elements In Primary School Textbooks Towards Reshaping Their Attitudes In Learning English: Malaysian Primary Pupils' Perception The Adption Of The Common European Framework Reference (CEFR) As A Guideline In Malaysian English Language Education Has Led The Ministry Of Education To Replace Locally-developed English Textbooks With A Selection Of Imported Titles. While Considering The Significance Of Intercultural Skills In The English Curriculum, There Is A Need To Look Into The Aspect Of Relevance In Using Imported Texts To Suit Local Cultural Demands. This Study Is Dual Focal In Nature; It Investigated Not Only The Impacts Of Cultural Elements Embedded In Imported Textbooks On Malaysian Students' Attitude But Also Gathered Their Perception On The Aspect Through Survey Research. For The Purpose Of This Study, It Specifies On The Use Of English Plus 1 -- An Imported Textbook, Published By Oxford University Press. A Questionnaire Which Was Adopted From Xiao (2010), Was Then Distributed To 39 Malaysian Pupils Of Suburban Chinese-type Primary Schools In Perak Who Were Selected Using A Convenience Sampling Technique. The Findings Indicated That The Use Of English Plus 1 Has Impacted Pupils' Attitude Where It Was Observed That Their Perception Towards Learning English Became More Negative Due To The Focus Of The Textbooks Inclines Towards A Culture That Was Not Familiar To Malaysians. The Implications Derived From This Study Suggest Teachers' Flexibility At Adopting A Range Of Teaching Approaches That Might Also Need To Be Creative In Its Nature In Order To Impart Cultural Information To The Young Learners. Simultaneously, A More Pro-active Solution Could Be Taken At The Administrative Level By Carefully Scrutinizing The Cultural Elements Embedded In Imported Texts To Adopt Cultural Suitability For Young Learners. [For The Full Proceedings, See ED654100.]” Metadata:

• Title: ➤  ERIC ED654978: The Use Of Cultural Elements In Primary School Textbooks Towards Reshaping Their Attitudes In Learning English: Malaysian Primary Pupils' Perception The Adption Of The Common European Framework Reference (CEFR) As A Guideline In Malaysian English Language Education Has Led The Ministry Of Education To Replace Locally-developed English Textbooks With A Selection Of Imported Titles. While Considering The Significance Of Intercultural Skills In The English Curriculum, There Is A Need To Look Into The Aspect Of Relevance In Using Imported Texts To Suit Local Cultural Demands. This Study Is Dual Focal In Nature; It Investigated Not Only The Impacts Of Cultural Elements Embedded In Imported Textbooks On Malaysian Students' Attitude But Also Gathered Their Perception On The Aspect Through Survey Research. For The Purpose Of This Study, It Specifies On The Use Of English Plus 1 -- An Imported Textbook, Published By Oxford University Press. A Questionnaire Which Was Adopted From Xiao (2010), Was Then Distributed To 39 Malaysian Pupils Of Suburban Chinese-type Primary Schools In Perak Who Were Selected Using A Convenience Sampling Technique. The Findings Indicated That The Use Of English Plus 1 Has Impacted Pupils' Attitude Where It Was Observed That Their Perception Towards Learning English Became More Negative Due To The Focus Of The Textbooks Inclines Towards A Culture That Was Not Familiar To Malaysians. The Implications Derived From This Study Suggest Teachers' Flexibility At Adopting A Range Of Teaching Approaches That Might Also Need To Be Creative In Its Nature In Order To Impart Cultural Information To The Young Learners. Simultaneously, A More Pro-active Solution Could Be Taken At The Administrative Level By Carefully Scrutinizing The Cultural Elements Embedded In Imported Texts To Adopt Cultural Suitability For Young Learners. [For The Full Proceedings, See ED654100.]
• Author: ERIC
• Language: English

“ERIC ED654978: The Use Of Cultural Elements In Primary School Textbooks Towards Reshaping Their Attitudes In Learning English: Malaysian Primary Pupils' Perception The Adption Of The Common European Framework Reference (CEFR) As A Guideline In Malaysian English Language Education Has Led The Ministry Of Education To Replace Locally-developed English Textbooks With A Selection Of Imported Titles. While Considering The Significance Of Intercultural Skills In The English Curriculum, There Is A Need To Look Into The Aspect Of Relevance In Using Imported Texts To Suit Local Cultural Demands. This Study Is Dual Focal In Nature; It Investigated Not Only The Impacts Of Cultural Elements Embedded In Imported Textbooks On Malaysian Students' Attitude But Also Gathered Their Perception On The Aspect Through Survey Research. For The Purpose Of This Study, It Specifies On The Use Of English Plus 1 -- An Imported Textbook, Published By Oxford University Press. A Questionnaire Which Was Adopted From Xiao (2010), Was Then Distributed To 39 Malaysian Pupils Of Suburban Chinese-type Primary Schools In Perak Who Were Selected Using A Convenience Sampling Technique. The Findings Indicated That The Use Of English Plus 1 Has Impacted Pupils' Attitude Where It Was Observed That Their Perception Towards Learning English Became More Negative Due To The Focus Of The Textbooks Inclines Towards A Culture That Was Not Familiar To Malaysians. The Implications Derived From This Study Suggest Teachers' Flexibility At Adopting A Range Of Teaching Approaches That Might Also Need To Be Creative In Its Nature In Order To Impart Cultural Information To The Young Learners. Simultaneously, A More Pro-active Solution Could Be Taken At The Administrative Level By Carefully Scrutinizing The Cultural Elements Embedded In Imported Texts To Adopt Cultural Suitability For Young Learners. [For The Full Proceedings, See ED654100.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Noor Iylia Abu Bakar Hanita Hanim Ismail Foreign Countries - Elementary School Students - Student Attitudes - Attitude Change - Textbook Content - English (Second Language) - Second Language Learning - Cultural Differences - Cultural Influences - Second Language Instruction - Grade 5

Edition Identifiers:

• Internet Archive ID: ERIC_ED654978

“ERIC ED590672: Advantages And Disadvantages Of Digital Storytelling Assignments In EFL Education In Terms Of Learning Motivation Digital Storytelling Is An Educational Practice Which Has Attracted The Attention Of Many Experts. However, There Has Been Little Research On The Disadvantages Of Digital Storytelling Assignments From The Students' Perspectives In English As A Foreign Language (EFL) Education. Addressing Difficulties Or Problems Which Are Likely To Occur In Integrating Digital Storytelling In Language Learning Would Provide Better Insights For Education In The Future. Thus, This Study Aims To Examine Not Only The Advantages But Also The Disadvantages Of Introducing Digital Storytelling Assignments In EFL Education By Focusing On Learners' Motivation. To Achieve The Aim Of This Study, Data Was Obtained From Questionnaire Surveys In Six Courses Entitled 'Information English' For Students In Japan. Though Most Students Were Motivated For Learning With Digital Storytelling Assignments, There Were Also Some Students Who Were Less Motivated. The Findings From Students' Comments Revealed That It Would Be Effective To Provide Specific Instruction Based On (1) Proper Guidance Of Effective Narration, (2) The Condition Of Having Sufficient Time To Accomplish The Assignment, (3) Technical Support, And (4) Information Ethics. [For The Complete Volume Of Short Papers, See ED590612.]” Metadata:

• Title: ➤  ERIC ED590672: Advantages And Disadvantages Of Digital Storytelling Assignments In EFL Education In Terms Of Learning Motivation Digital Storytelling Is An Educational Practice Which Has Attracted The Attention Of Many Experts. However, There Has Been Little Research On The Disadvantages Of Digital Storytelling Assignments From The Students' Perspectives In English As A Foreign Language (EFL) Education. Addressing Difficulties Or Problems Which Are Likely To Occur In Integrating Digital Storytelling In Language Learning Would Provide Better Insights For Education In The Future. Thus, This Study Aims To Examine Not Only The Advantages But Also The Disadvantages Of Introducing Digital Storytelling Assignments In EFL Education By Focusing On Learners' Motivation. To Achieve The Aim Of This Study, Data Was Obtained From Questionnaire Surveys In Six Courses Entitled 'Information English' For Students In Japan. Though Most Students Were Motivated For Learning With Digital Storytelling Assignments, There Were Also Some Students Who Were Less Motivated. The Findings From Students' Comments Revealed That It Would Be Effective To Provide Specific Instruction Based On (1) Proper Guidance Of Effective Narration, (2) The Condition Of Having Sufficient Time To Accomplish The Assignment, (3) Technical Support, And (4) Information Ethics. [For The Complete Volume Of Short Papers, See ED590612.]
• Author: ERIC
• Language: English

“ERIC ED590672: Advantages And Disadvantages Of Digital Storytelling Assignments In EFL Education In Terms Of Learning Motivation Digital Storytelling Is An Educational Practice Which Has Attracted The Attention Of Many Experts. However, There Has Been Little Research On The Disadvantages Of Digital Storytelling Assignments From The Students' Perspectives In English As A Foreign Language (EFL) Education. Addressing Difficulties Or Problems Which Are Likely To Occur In Integrating Digital Storytelling In Language Learning Would Provide Better Insights For Education In The Future. Thus, This Study Aims To Examine Not Only The Advantages But Also The Disadvantages Of Introducing Digital Storytelling Assignments In EFL Education By Focusing On Learners' Motivation. To Achieve The Aim Of This Study, Data Was Obtained From Questionnaire Surveys In Six Courses Entitled 'Information English' For Students In Japan. Though Most Students Were Motivated For Learning With Digital Storytelling Assignments, There Were Also Some Students Who Were Less Motivated. The Findings From Students' Comments Revealed That It Would Be Effective To Provide Specific Instruction Based On (1) Proper Guidance Of Effective Narration, (2) The Condition Of Having Sufficient Time To Accomplish The Assignment, (3) Technical Support, And (4) Information Ethics. [For The Complete Volume Of Short Papers, See ED590612.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Kasami, Naoko Second Language Learning - English (Second Language) - Computer Assisted Instruction - Computer Mediated Communication - Story Telling - Assignments - Learning Motivation - Educational Benefits - Student Attitudes - Instructional Effectiveness - Narration - Information Technology - Foreign Countries - Audio Equipment - Time Management - Computer Literacy - Copyrights

Edition Identifiers:

• Internet Archive ID: ERIC_ED590672

“ERIC ED438177: Eyes To See And Ears To Hear: Teaching Math In The Childhood Years. Integrating Math In Children's Learning Centers.” Metadata:

• Title: ➤  ERIC ED438177: Eyes To See And Ears To Hear: Teaching Math In The Childhood Years. Integrating Math In Children's Learning Centers.
• Author: ERIC
• Language: English

“ERIC ED438177: Eyes To See And Ears To Hear: Teaching Math In The Childhood Years. Integrating Math In Children's Learning Centers.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Mathematics Activities - Mathematics Instruction - Number Concepts - Preschool Children - Preschool Education - Teaching Methods - Guha, Smita

Edition Identifiers:

• Internet Archive ID: ERIC_ED438177

“ERIC ED612309: Programmes To Practices: Results From A Social & Emotional School Survey The Main Aim Of This Report Is To Present The Results Of A Survey Administered To Primary School Staff In England. The Goal Of The Survey Was To Increase Understanding Of How Social And Emotional Learning Is Viewed And Implemented In Schools. This Survey Was Administered Online During March 2019. All Primary Schools In England Were Contacted, But Participation Was Voluntary. A Total Of 621 Schools Agreed To Take Part Out Of 781 That Visited The Survey Website, Making Up A 79.51% Overall Response Rate. The Majority Of Respondents Had The Main Job Title "deputy Head" (48%), Followed By "SENCO (Special Education Needs Coordinator)" (25%) And "head-teacher" (10%), With Other Roles Making Up The Rest Of The Sample. All Nine Regions In England Are Represented In The Sample; However, They Are Not Uniformly Distributed, With Regional Composition Varying From 6.8% To 22.3% Of The Total Sample. Regarding School Characteristics, 78% Of Schools Have Between 101 And 500 Enrolled Pupils And The Average Percentage Of Pupils Currently Eligible For Free School Meals Was 23.87% (s.d. 18.58), With Varying Levels Across Regions. In This Report The Main Results Are Presented And Briefly Discussed. For Details Of The Full Questionnaire, See The Appendix Section. [For The Related Guidance Report, See ED612290. For The Related Evidence Review, See ED612292.]” Metadata:

• Title: ➤  ERIC ED612309: Programmes To Practices: Results From A Social & Emotional School Survey The Main Aim Of This Report Is To Present The Results Of A Survey Administered To Primary School Staff In England. The Goal Of The Survey Was To Increase Understanding Of How Social And Emotional Learning Is Viewed And Implemented In Schools. This Survey Was Administered Online During March 2019. All Primary Schools In England Were Contacted, But Participation Was Voluntary. A Total Of 621 Schools Agreed To Take Part Out Of 781 That Visited The Survey Website, Making Up A 79.51% Overall Response Rate. The Majority Of Respondents Had The Main Job Title "deputy Head" (48%), Followed By "SENCO (Special Education Needs Coordinator)" (25%) And "head-teacher" (10%), With Other Roles Making Up The Rest Of The Sample. All Nine Regions In England Are Represented In The Sample; However, They Are Not Uniformly Distributed, With Regional Composition Varying From 6.8% To 22.3% Of The Total Sample. Regarding School Characteristics, 78% Of Schools Have Between 101 And 500 Enrolled Pupils And The Average Percentage Of Pupils Currently Eligible For Free School Meals Was 23.87% (s.d. 18.58), With Varying Levels Across Regions. In This Report The Main Results Are Presented And Briefly Discussed. For Details Of The Full Questionnaire, See The Appendix Section. [For The Related Guidance Report, See ED612290. For The Related Evidence Review, See ED612292.]
• Author: ERIC
• Language: English

“ERIC ED612309: Programmes To Practices: Results From A Social & Emotional School Survey The Main Aim Of This Report Is To Present The Results Of A Survey Administered To Primary School Staff In England. The Goal Of The Survey Was To Increase Understanding Of How Social And Emotional Learning Is Viewed And Implemented In Schools. This Survey Was Administered Online During March 2019. All Primary Schools In England Were Contacted, But Participation Was Voluntary. A Total Of 621 Schools Agreed To Take Part Out Of 781 That Visited The Survey Website, Making Up A 79.51% Overall Response Rate. The Majority Of Respondents Had The Main Job Title "deputy Head" (48%), Followed By "SENCO (Special Education Needs Coordinator)" (25%) And "head-teacher" (10%), With Other Roles Making Up The Rest Of The Sample. All Nine Regions In England Are Represented In The Sample; However, They Are Not Uniformly Distributed, With Regional Composition Varying From 6.8% To 22.3% Of The Total Sample. Regarding School Characteristics, 78% Of Schools Have Between 101 And 500 Enrolled Pupils And The Average Percentage Of Pupils Currently Eligible For Free School Meals Was 23.87% (s.d. 18.58), With Varying Levels Across Regions. In This Report The Main Results Are Presented And Briefly Discussed. For Details Of The Full Questionnaire, See The Appendix Section. [For The Related Guidance Report, See ED612290. For The Related Evidence Review, See ED612292.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Wigelsworth, Michael Eccles, Alice Mason, Carla Verity, Lily Troncoso, Patricio Qualter, Pamela Humphrey, Neil - Foreign Countries - Social Emotional Learning - Elementary School Students - Institutional Characteristics - Lunch Programs - Elementary School Teachers - Training - Elementary School Curriculum

Edition Identifiers:

• Internet Archive ID: ERIC_ED612309

“ERIC ED608921: Tennessee Higher Education Fact Book: 2019-20 In January 2010, The General Assembly Passed The Complete College Tennessee Act (CCTA), A Comprehensive Reform Agenda Seeking To Transform Public Higher Education Through Changes In Academic, Fiscal, And Administrative Policies At The State And Institutional Levels. While The Higher Education Landscape Has Been Shaped By The CCTA, It Is Also Evolving With The Adoption Of The "Drive To 55," And The FOCUS Act, Which Alters The Governance Structure Of Higher Education By Giving Six Universities, Previously Under The Tennessee Board Of Regents, Independent Governing Boards. This Year, Tennessee Higher Education Commission (THEC) Released An Update To The 2015-2025 Master Plan Entitled "Enabling The Competitive Edge: Tennessee Higher Education In The New Economy." The Update On Tennessee's Higher Education Landscape And Progress Toward The "Drive To 55" Emphasizes Three Domains: Student Success, Family Prosperity, And The Future Workforce. This Fact Book Includes The Following Performance Categories And Illustrative Indicators: (1) Student Preparation, Such As Admission Rates, Freshman Class Profiles, And Learning Support Placement And Success Rates, By Subject Area; (2) Student Participation, Such As College-going Rates, Overall Enrollment, And Enrollment By Critical Student Subpopulations; (3) Student Progression, Such As End-of-term Enrollment Counts, Freshman-to-sophomore Retention Rates, The Number Of Students Passing Credit Hour Benchmarks Under The Higher Education Funding Formula And Lottery Scholarship Renewal Rates; (4) Student Success And Completion, Such As Student Transfer Activity And Subsequent Academic Performance, Graduation Rates, Time To Degree, Credentials Awarded, And Credentials Awarded Per One Hundred (100) Full-time Equivalent Enrolled Students; (5) Workforce Participation, Such As Labor Market Supply And Demand, Employer Satisfaction Survey Results, Job Placement Rates, And Licensure Passage Rates; (6) Academic Trends, Such As Student Engagement Survey Results, Changes To The Academic Program Inventory, Low-producing Academic Programs, The Number And Percentage Of Accredited Programs, And The Percentage Of Lower Division Instructional Courses Taught By Full-time Faculty, Part-time Faculty, And Graduate Assistants; (7) Financing Trends, Such As State Appropriation Levels And Net Tuition Revenues, State And Total Subsidies Per Student, And Degree Costs; And (8) Affordability Trends, Such As In-state And Out-of-state Tuition Rates, Net Costs Of Attendance, And Need-based And Merit-based Student Financial Aid. [For "Tennessee Higher Education Fact Book: 2018-19," See ED599417.]” Metadata:

• Title: ➤  ERIC ED608921: Tennessee Higher Education Fact Book: 2019-20 In January 2010, The General Assembly Passed The Complete College Tennessee Act (CCTA), A Comprehensive Reform Agenda Seeking To Transform Public Higher Education Through Changes In Academic, Fiscal, And Administrative Policies At The State And Institutional Levels. While The Higher Education Landscape Has Been Shaped By The CCTA, It Is Also Evolving With The Adoption Of The "Drive To 55," And The FOCUS Act, Which Alters The Governance Structure Of Higher Education By Giving Six Universities, Previously Under The Tennessee Board Of Regents, Independent Governing Boards. This Year, Tennessee Higher Education Commission (THEC) Released An Update To The 2015-2025 Master Plan Entitled "Enabling The Competitive Edge: Tennessee Higher Education In The New Economy." The Update On Tennessee's Higher Education Landscape And Progress Toward The "Drive To 55" Emphasizes Three Domains: Student Success, Family Prosperity, And The Future Workforce. This Fact Book Includes The Following Performance Categories And Illustrative Indicators: (1) Student Preparation, Such As Admission Rates, Freshman Class Profiles, And Learning Support Placement And Success Rates, By Subject Area; (2) Student Participation, Such As College-going Rates, Overall Enrollment, And Enrollment By Critical Student Subpopulations; (3) Student Progression, Such As End-of-term Enrollment Counts, Freshman-to-sophomore Retention Rates, The Number Of Students Passing Credit Hour Benchmarks Under The Higher Education Funding Formula And Lottery Scholarship Renewal Rates; (4) Student Success And Completion, Such As Student Transfer Activity And Subsequent Academic Performance, Graduation Rates, Time To Degree, Credentials Awarded, And Credentials Awarded Per One Hundred (100) Full-time Equivalent Enrolled Students; (5) Workforce Participation, Such As Labor Market Supply And Demand, Employer Satisfaction Survey Results, Job Placement Rates, And Licensure Passage Rates; (6) Academic Trends, Such As Student Engagement Survey Results, Changes To The Academic Program Inventory, Low-producing Academic Programs, The Number And Percentage Of Accredited Programs, And The Percentage Of Lower Division Instructional Courses Taught By Full-time Faculty, Part-time Faculty, And Graduate Assistants; (7) Financing Trends, Such As State Appropriation Levels And Net Tuition Revenues, State And Total Subsidies Per Student, And Degree Costs; And (8) Affordability Trends, Such As In-state And Out-of-state Tuition Rates, Net Costs Of Attendance, And Need-based And Merit-based Student Financial Aid. [For "Tennessee Higher Education Fact Book: 2018-19," See ED599417.]
• Author: ERIC
• Language: English

“ERIC ED608921: Tennessee Higher Education Fact Book: 2019-20 In January 2010, The General Assembly Passed The Complete College Tennessee Act (CCTA), A Comprehensive Reform Agenda Seeking To Transform Public Higher Education Through Changes In Academic, Fiscal, And Administrative Policies At The State And Institutional Levels. While The Higher Education Landscape Has Been Shaped By The CCTA, It Is Also Evolving With The Adoption Of The "Drive To 55," And The FOCUS Act, Which Alters The Governance Structure Of Higher Education By Giving Six Universities, Previously Under The Tennessee Board Of Regents, Independent Governing Boards. This Year, Tennessee Higher Education Commission (THEC) Released An Update To The 2015-2025 Master Plan Entitled "Enabling The Competitive Edge: Tennessee Higher Education In The New Economy." The Update On Tennessee's Higher Education Landscape And Progress Toward The "Drive To 55" Emphasizes Three Domains: Student Success, Family Prosperity, And The Future Workforce. This Fact Book Includes The Following Performance Categories And Illustrative Indicators: (1) Student Preparation, Such As Admission Rates, Freshman Class Profiles, And Learning Support Placement And Success Rates, By Subject Area; (2) Student Participation, Such As College-going Rates, Overall Enrollment, And Enrollment By Critical Student Subpopulations; (3) Student Progression, Such As End-of-term Enrollment Counts, Freshman-to-sophomore Retention Rates, The Number Of Students Passing Credit Hour Benchmarks Under The Higher Education Funding Formula And Lottery Scholarship Renewal Rates; (4) Student Success And Completion, Such As Student Transfer Activity And Subsequent Academic Performance, Graduation Rates, Time To Degree, Credentials Awarded, And Credentials Awarded Per One Hundred (100) Full-time Equivalent Enrolled Students; (5) Workforce Participation, Such As Labor Market Supply And Demand, Employer Satisfaction Survey Results, Job Placement Rates, And Licensure Passage Rates; (6) Academic Trends, Such As Student Engagement Survey Results, Changes To The Academic Program Inventory, Low-producing Academic Programs, The Number And Percentage Of Accredited Programs, And The Percentage Of Lower Division Instructional Courses Taught By Full-time Faculty, Part-time Faculty, And Graduate Assistants; (7) Financing Trends, Such As State Appropriation Levels And Net Tuition Revenues, State And Total Subsidies Per Student, And Degree Costs; And (8) Affordability Trends, Such As In-state And Out-of-state Tuition Rates, Net Costs Of Attendance, And Need-based And Merit-based Student Financial Aid. [For "Tennessee Higher Education Fact Book: 2018-19," See ED599417.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Higher Education - Enrollment - Public Colleges - Private Colleges - Technical Institutes - Proprietary Schools - Community Colleges - Full Time Equivalency - Withdrawal (Education) - Two Year College Students - College Students - Gender Differences - Racial Differences - Ethnicity - Age Differences - Student Financial Aid - Federal Aid - Grants - Part Time Students - Full Time Students - Majors (Students) - College Entrance Examinations - Federal Legislation - Student Loan Programs - College Transfer Students - Remedial Instruction - School Holding Power - Graduation - Academic Degrees - Graduation Rate - Job Placement - College Graduates - Scores - Licensing Examinations (Professions) - Student Satisfaction - Educational Finance - College Programs - Accreditation (Institutions) - College Admission - College Faculty - Teacher Salaries - Tuition - Fees - Student Costs - Family Income - State Aid - Debt (Financial) - Loan Default - Scholarships - Funding Formulas - State Programs - Academic Persistence - Quality Assurance - Financial Support

Edition Identifiers:

• Internet Archive ID: ERIC_ED608921

“ERIC ED581865: Preserving The Social Cohesiveness And Lifelong Learning Mission Of Scotland's Public Libraries: Evaluating The Scottish National Library Strategy Through The Capabilities Approach The Following Paper Is Based On My Master's Degree Thesis Written As A Graduate Student At The University Of Glasgow From 2014-2015 Titled, "Preserving The Social Cohesiveness And Lifelong Educational Mission Of Public Libraries In Times Of Austerity: Assessing The Potential Of The Scottish National Library Strategy Through The Capabilities Approach." The Purpose Of My Research Is To Understand How Austerity Policies Have Weakened And Compromised The Public Library Service In Scotland. In June 2015, The First Scottish National Library Strategy For Public Libraries Was Issued. Entitled, Ambition & Opportunity: A Strategy For Public Libraries In Scotland 2015-2020, Was Released As A Policy Response To Ongoing Austerity Cuts In Public Services From The UK Government. My Research Is A Literature-based Analysis Of The New Strategy Using Martha Nussbaum's Interpretation Of The Capabilities Approach As A Theoretical Framework In Which To Examine And Evaluate The Policy's Strategic Aims And Recommendations. In Carrying Out My Research, I Identified Those Central Capabilities Which I Thought Best Corresponded To Each Of The Strategic Aims Outlined In The Scottish National Library Strategy. Also, I Used Various Examples Of Public Library Programs And Initiatives (in Scotland And Elsewhere) To Help Illustrate The Links Between The Strategic Aims And Central Capabilities. Throughout My Analysis, I Define Public Libraries As A Vital Community And Social Service That Provides Lifelong Learning Opportunities, Social And Community Cohesion, Adult And Family Literacy, And Other Innumerable Benefits To The Communities They Serve. [For The Full Proceedings, See ED581791.]” Metadata:

• Title: ➤  ERIC ED581865: Preserving The Social Cohesiveness And Lifelong Learning Mission Of Scotland's Public Libraries: Evaluating The Scottish National Library Strategy Through The Capabilities Approach The Following Paper Is Based On My Master's Degree Thesis Written As A Graduate Student At The University Of Glasgow From 2014-2015 Titled, "Preserving The Social Cohesiveness And Lifelong Educational Mission Of Public Libraries In Times Of Austerity: Assessing The Potential Of The Scottish National Library Strategy Through The Capabilities Approach." The Purpose Of My Research Is To Understand How Austerity Policies Have Weakened And Compromised The Public Library Service In Scotland. In June 2015, The First Scottish National Library Strategy For Public Libraries Was Issued. Entitled, Ambition & Opportunity: A Strategy For Public Libraries In Scotland 2015-2020, Was Released As A Policy Response To Ongoing Austerity Cuts In Public Services From The UK Government. My Research Is A Literature-based Analysis Of The New Strategy Using Martha Nussbaum's Interpretation Of The Capabilities Approach As A Theoretical Framework In Which To Examine And Evaluate The Policy's Strategic Aims And Recommendations. In Carrying Out My Research, I Identified Those Central Capabilities Which I Thought Best Corresponded To Each Of The Strategic Aims Outlined In The Scottish National Library Strategy. Also, I Used Various Examples Of Public Library Programs And Initiatives (in Scotland And Elsewhere) To Help Illustrate The Links Between The Strategic Aims And Central Capabilities. Throughout My Analysis, I Define Public Libraries As A Vital Community And Social Service That Provides Lifelong Learning Opportunities, Social And Community Cohesion, Adult And Family Literacy, And Other Innumerable Benefits To The Communities They Serve. [For The Full Proceedings, See ED581791.]
• Author: ERIC
• Language: English

“ERIC ED581865: Preserving The Social Cohesiveness And Lifelong Learning Mission Of Scotland's Public Libraries: Evaluating The Scottish National Library Strategy Through The Capabilities Approach The Following Paper Is Based On My Master's Degree Thesis Written As A Graduate Student At The University Of Glasgow From 2014-2015 Titled, "Preserving The Social Cohesiveness And Lifelong Educational Mission Of Public Libraries In Times Of Austerity: Assessing The Potential Of The Scottish National Library Strategy Through The Capabilities Approach." The Purpose Of My Research Is To Understand How Austerity Policies Have Weakened And Compromised The Public Library Service In Scotland. In June 2015, The First Scottish National Library Strategy For Public Libraries Was Issued. Entitled, Ambition & Opportunity: A Strategy For Public Libraries In Scotland 2015-2020, Was Released As A Policy Response To Ongoing Austerity Cuts In Public Services From The UK Government. My Research Is A Literature-based Analysis Of The New Strategy Using Martha Nussbaum's Interpretation Of The Capabilities Approach As A Theoretical Framework In Which To Examine And Evaluate The Policy's Strategic Aims And Recommendations. In Carrying Out My Research, I Identified Those Central Capabilities Which I Thought Best Corresponded To Each Of The Strategic Aims Outlined In The Scottish National Library Strategy. Also, I Used Various Examples Of Public Library Programs And Initiatives (in Scotland And Elsewhere) To Help Illustrate The Links Between The Strategic Aims And Central Capabilities. Throughout My Analysis, I Define Public Libraries As A Vital Community And Social Service That Provides Lifelong Learning Opportunities, Social And Community Cohesion, Adult And Family Literacy, And Other Innumerable Benefits To The Communities They Serve. [For The Full Proceedings, See ED581791.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Badwal, Kiran Foreign Countries - Lifelong Learning - Public Libraries - Library Role - Public Policy - Social Influences - Reading - Literacy - Information Technology - Economic Factors - Well Being - Creativity - Cultural Influences - Public Service

Edition Identifiers:

• Internet Archive ID: ERIC_ED581865

“Learning To See At The Large Hadron Collider” Metadata:

• Title: ➤  Learning To See At The Large Hadron Collider
• Author: Chris Quigg
• Language: English

Edition Identifiers:

• Internet Archive ID: arxiv-1001.2025

“Foreign Language Learning Outside School : Places To See, Learn And Enjoy” Metadata:

• Title: ➤  Foreign Language Learning Outside School : Places To See, Learn And Enjoy
• Language: English

“Foreign Language Learning Outside School : Places To See, Learn And Enjoy” Subjects and Themes:

• Subjects: ➤  Second language acquisition - Language and languages -- Study and teaching - English language -- Study and teaching -- Foreign speakers

Edition Identifiers:

• Internet Archive ID: foreignlanguagel0000unse_b1h2

“ERIC ED592694: How Deep Is Knowledge Tracing? In Theoretical Cognitive Science, There Is A Tension Between Highly Structured Models Whose Parameters Have A Direct Psychological Interpretation And Highly Complex, General-purpose Models Whose Parameters And Representations Are Difficult To Interpret. The Former Typically Provide More Insight Into Cognition But The Latter Often Perform Better. This Tension Has Recently Surfaced In The Realm Of Educational Data Mining, Where A Deep Learning Approach To Predicting Students' Performance As They Work Through A Series Of Exercises--termed "deep Knowledge Tracing" Or "DKT"--has Demonstrated A Stunning Performance Advantage Over The Mainstay Of The Field, "Bayesian Knowledge Tracing" Or "BKT." In This Article, We Attempt To Understand The Basis For DKT's Advantage By Considering The Sources Of Statistical Regularity In The Data That DKT Can Leverage But Which BKT Cannot. We Hypothesize Four Forms Of Regularity That BKT Fails To Exploit: Recency Effects, The Contextualized Trial Sequence, Inter-skill Similarity, And Individual Variation In Ability. We Demonstrate That When BKT Is Extended To Allow It More Flexibility In Modeling Statistical Regularities--using Extensions Previously Proposed In The Literature--BKT Achieves A Level Of Performance Indistinguishable From That Of DKT. We Argue That While DKT Is A Powerful, Useful, General-purpose Framework For Modeling Student Learning, Its Gains Do Not Come From The Discovery Of Novel Representations--the Fundamental Advantage Of Deep Learning. To Answer The Question Posed In Our Title, Knowledge Tracing May Be A Domain That Does "not" Require 'depth'; Shallow Models Like BKT Can Perform Just As Well And Offer Us Greater Interpretability And Explanatory Power. [For The Full Proceedings, See ED592609.]” Metadata:

• Title: ➤  ERIC ED592694: How Deep Is Knowledge Tracing? In Theoretical Cognitive Science, There Is A Tension Between Highly Structured Models Whose Parameters Have A Direct Psychological Interpretation And Highly Complex, General-purpose Models Whose Parameters And Representations Are Difficult To Interpret. The Former Typically Provide More Insight Into Cognition But The Latter Often Perform Better. This Tension Has Recently Surfaced In The Realm Of Educational Data Mining, Where A Deep Learning Approach To Predicting Students' Performance As They Work Through A Series Of Exercises--termed "deep Knowledge Tracing" Or "DKT"--has Demonstrated A Stunning Performance Advantage Over The Mainstay Of The Field, "Bayesian Knowledge Tracing" Or "BKT." In This Article, We Attempt To Understand The Basis For DKT's Advantage By Considering The Sources Of Statistical Regularity In The Data That DKT Can Leverage But Which BKT Cannot. We Hypothesize Four Forms Of Regularity That BKT Fails To Exploit: Recency Effects, The Contextualized Trial Sequence, Inter-skill Similarity, And Individual Variation In Ability. We Demonstrate That When BKT Is Extended To Allow It More Flexibility In Modeling Statistical Regularities--using Extensions Previously Proposed In The Literature--BKT Achieves A Level Of Performance Indistinguishable From That Of DKT. We Argue That While DKT Is A Powerful, Useful, General-purpose Framework For Modeling Student Learning, Its Gains Do Not Come From The Discovery Of Novel Representations--the Fundamental Advantage Of Deep Learning. To Answer The Question Posed In Our Title, Knowledge Tracing May Be A Domain That Does "not" Require 'depth'; Shallow Models Like BKT Can Perform Just As Well And Offer Us Greater Interpretability And Explanatory Power. [For The Full Proceedings, See ED592609.]
• Author: ERIC
• Language: English

“ERIC ED592694: How Deep Is Knowledge Tracing? In Theoretical Cognitive Science, There Is A Tension Between Highly Structured Models Whose Parameters Have A Direct Psychological Interpretation And Highly Complex, General-purpose Models Whose Parameters And Representations Are Difficult To Interpret. The Former Typically Provide More Insight Into Cognition But The Latter Often Perform Better. This Tension Has Recently Surfaced In The Realm Of Educational Data Mining, Where A Deep Learning Approach To Predicting Students' Performance As They Work Through A Series Of Exercises--termed "deep Knowledge Tracing" Or "DKT"--has Demonstrated A Stunning Performance Advantage Over The Mainstay Of The Field, "Bayesian Knowledge Tracing" Or "BKT." In This Article, We Attempt To Understand The Basis For DKT's Advantage By Considering The Sources Of Statistical Regularity In The Data That DKT Can Leverage But Which BKT Cannot. We Hypothesize Four Forms Of Regularity That BKT Fails To Exploit: Recency Effects, The Contextualized Trial Sequence, Inter-skill Similarity, And Individual Variation In Ability. We Demonstrate That When BKT Is Extended To Allow It More Flexibility In Modeling Statistical Regularities--using Extensions Previously Proposed In The Literature--BKT Achieves A Level Of Performance Indistinguishable From That Of DKT. We Argue That While DKT Is A Powerful, Useful, General-purpose Framework For Modeling Student Learning, Its Gains Do Not Come From The Discovery Of Novel Representations--the Fundamental Advantage Of Deep Learning. To Answer The Question Posed In Our Title, Knowledge Tracing May Be A Domain That Does "not" Require 'depth'; Shallow Models Like BKT Can Perform Just As Well And Offer Us Greater Interpretability And Explanatory Power. [For The Full Proceedings, See ED592609.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Khajah, Mohammad Lindsey, Robert V. Mozer, Michael C. - Bayesian Statistics - Data Analysis - Prediction - Intelligent Tutoring Systems - Knowledge Level - Learning Processes - Models - Individual Differences - Cognitive Ability - Retention (Psychology) - Inferences - Mathematics Instruction - Elementary School Students - Spanish - Middle School Students - Second Language Learning - Second Language Instruction - Language Tests - Mathematics Tests

Edition Identifiers:

• Internet Archive ID: ERIC_ED592694

“Learning To See The Opportunities In Crisis And Catastrophe: A Decision Maker’s Guide To The Issue-attention Cycle” Metadata:

• Title: ➤  Learning To See The Opportunities In Crisis And Catastrophe: A Decision Maker’s Guide To The Issue-attention Cycle
• Author: Kimrey, Christopher M.
• Language: English

“Learning To See The Opportunities In Crisis And Catastrophe: A Decision Maker’s Guide To The Issue-attention Cycle” Subjects and Themes:

• Subjects: issue-attention - crisis emergence - punctuated equilibrium - policy window - congressional attention

Edition Identifiers:

• Internet Archive ID: learningtoseeopp1094547289

“Heidegger's Phenomenology Of Perception Learning To See And Hear Hermeneutically Volume II” Metadata:

• Title: ➤  Heidegger's Phenomenology Of Perception Learning To See And Hear Hermeneutically Volume II
• Author: DAVID KLEINBERG-LEVIN
• Language: English

Edition Identifiers:

• Internet Archive ID: ➤  heideggers-phenomenology-of-perception-learning-to-see-and-hear-hermeneutically-volume-ii

“ERIC ED617024: Understanding Child Care And Pre-Kindergarten Provisions In The Build Back Better Act. Executive Summary The Build Back Better Act (BBB) Will Provide Significant Transformative Funding To Support The Fragile Child Care And Pre-kindergarten (pre-K) Sectors And More Equitably Serve America's Children, Families, And Child Care Workers. In Understanding The Child Care And Pre-K Provisions In The Build Back Better Act, The Center For Law And Social Policy (CLASP) Outlines These Provisions In Detail (BBB Act Section 23001, Birth Through Five Child Care And Early Learning Entitlement; And Section 23002, Universal Preschool). Using A Question-and-answer Format, The Full Brief Reviews Specific Funding Levels And Mechanisms; How States, Tribes, Territories, Providers, And Families Can Access These Transformative Investments; And Other Important Provisions. This Executive Summary Presents A Summary On The Following: (1) Historic Federal Investments Will Help States Strengthen And Expand Child Care And Pre-K Programs; (2) Child Care And Pre-K Will Become More Affordable For More Families Under The BBB Act; And (3) How This Legislation Will Improve The Availability And Quality Of Child Care And Pre-K Programs. [For The Full Brief, See ED617023.]” Metadata:

• Title: ➤  ERIC ED617024: Understanding Child Care And Pre-Kindergarten Provisions In The Build Back Better Act. Executive Summary The Build Back Better Act (BBB) Will Provide Significant Transformative Funding To Support The Fragile Child Care And Pre-kindergarten (pre-K) Sectors And More Equitably Serve America's Children, Families, And Child Care Workers. In Understanding The Child Care And Pre-K Provisions In The Build Back Better Act, The Center For Law And Social Policy (CLASP) Outlines These Provisions In Detail (BBB Act Section 23001, Birth Through Five Child Care And Early Learning Entitlement; And Section 23002, Universal Preschool). Using A Question-and-answer Format, The Full Brief Reviews Specific Funding Levels And Mechanisms; How States, Tribes, Territories, Providers, And Families Can Access These Transformative Investments; And Other Important Provisions. This Executive Summary Presents A Summary On The Following: (1) Historic Federal Investments Will Help States Strengthen And Expand Child Care And Pre-K Programs; (2) Child Care And Pre-K Will Become More Affordable For More Families Under The BBB Act; And (3) How This Legislation Will Improve The Availability And Quality Of Child Care And Pre-K Programs. [For The Full Brief, See ED617023.]
• Author: ERIC
• Language: English

“ERIC ED617024: Understanding Child Care And Pre-Kindergarten Provisions In The Build Back Better Act. Executive Summary The Build Back Better Act (BBB) Will Provide Significant Transformative Funding To Support The Fragile Child Care And Pre-kindergarten (pre-K) Sectors And More Equitably Serve America's Children, Families, And Child Care Workers. In Understanding The Child Care And Pre-K Provisions In The Build Back Better Act, The Center For Law And Social Policy (CLASP) Outlines These Provisions In Detail (BBB Act Section 23001, Birth Through Five Child Care And Early Learning Entitlement; And Section 23002, Universal Preschool). Using A Question-and-answer Format, The Full Brief Reviews Specific Funding Levels And Mechanisms; How States, Tribes, Territories, Providers, And Families Can Access These Transformative Investments; And Other Important Provisions. This Executive Summary Presents A Summary On The Following: (1) Historic Federal Investments Will Help States Strengthen And Expand Child Care And Pre-K Programs; (2) Child Care And Pre-K Will Become More Affordable For More Families Under The BBB Act; And (3) How This Legislation Will Improve The Availability And Quality Of Child Care And Pre-K Programs. [For The Full Brief, See ED617023.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Hardy, Alycia Schmit, Stephanie - Federal Aid - Preschool Education - Child Care - Federal Legislation - Equal Education - Tribes - Educational History - Educational Finance - Educational Quality - Access to Education - Trust Responsibility (Government) - State Programs - Statewide Planning - Child Care Centers - Child Caregivers - Preschool Teachers - Salaries - Resource Allocation - Expenditures - Costs

Edition Identifiers:

• Internet Archive ID: ERIC_ED617024

“ERIC ED619283: Leading The World In Discovery And Innovation, STEM Talent Development And The Delivery Of Benefits From Research. NSF Strategic Plan For Fiscal Years 2022-2026 NSF's New Strategic Plan For Fiscal Years 2022-2026 Was Released On March 28, 2022. To Achieve NSF's Vision Of "A Nation That Leads The World In Science And Engineering Research And Innovation, To The Benefit Of All, Without Barriers To Participation," The Plan Lays Out Four Strategic Goals. The First, "Empower STEM Talent To Fully Participate In Science And Engineering," Aims To Accelerate The Advancement Of Discovery And Learning And, In A World In Which Work Is Increasingly Reliant Upon Scientific And Technological Skills, Ensure That All Citizens Share In The Benefits That Flow From Research. NSF Will Promote Inclusion In The Research Community And STEM Workforce, Access To STEM Learning And Training, And Widespread STEM Literacy. The Second Strategic Goal, "Create New Knowledge About Our Universe, Our World And Ourselves," Aims To Advance Knowledge Through Investments In Ideas, People, And Infrastructure, And To Advance The Practice Of Research. The Third Strategic Goal, "Benefit Society By Translating Knowledge Into Solutions," Focuses On Delivering Benefits From Research By Advancing Discovery And Accelerating Innovation That Address Societal Challenges, As Well As Cultivating A Global S&E Community Based On Shared Values And Strategic Cooperation. The Fourth Goal, "Excel At NSF Operations And Management," Includes Strategies To Attract, Retain, And Empower A Talented And Diverse Workforce And Continually To Improve Agency Operations. NSF's New Strategic Plan Lays Out A Vision For Accelerating Research And Innovation. The Plan Includes Examples Of Discoveries That NSF-supported Researchers Have Made, And The Impacts These Have Had On The Nation's Economy And Well-being. It Also Includes Examples Of Exciting New Opportunities For Research At The Frontiers Of Science And Engineering. With The Support Of The American People, NSF-funded Researchers Will Continue To Transform The World With Their Ingenuity And Creativity, Providing New Knowledge And Innovations That Will Propel Our Economy And Enhance Our Lives. [Cover Title Varies: "U.S. National Science Foundation 2022-2026 Strategic Plan." For "Building The Future: Investing In Discovery And Innovation--NSF Strategic Plan For Fiscal Years (FY) 2018-2022," See ED594467.]” Metadata:

• Title: ➤  ERIC ED619283: Leading The World In Discovery And Innovation, STEM Talent Development And The Delivery Of Benefits From Research. NSF Strategic Plan For Fiscal Years 2022-2026 NSF's New Strategic Plan For Fiscal Years 2022-2026 Was Released On March 28, 2022. To Achieve NSF's Vision Of "A Nation That Leads The World In Science And Engineering Research And Innovation, To The Benefit Of All, Without Barriers To Participation," The Plan Lays Out Four Strategic Goals. The First, "Empower STEM Talent To Fully Participate In Science And Engineering," Aims To Accelerate The Advancement Of Discovery And Learning And, In A World In Which Work Is Increasingly Reliant Upon Scientific And Technological Skills, Ensure That All Citizens Share In The Benefits That Flow From Research. NSF Will Promote Inclusion In The Research Community And STEM Workforce, Access To STEM Learning And Training, And Widespread STEM Literacy. The Second Strategic Goal, "Create New Knowledge About Our Universe, Our World And Ourselves," Aims To Advance Knowledge Through Investments In Ideas, People, And Infrastructure, And To Advance The Practice Of Research. The Third Strategic Goal, "Benefit Society By Translating Knowledge Into Solutions," Focuses On Delivering Benefits From Research By Advancing Discovery And Accelerating Innovation That Address Societal Challenges, As Well As Cultivating A Global S&E Community Based On Shared Values And Strategic Cooperation. The Fourth Goal, "Excel At NSF Operations And Management," Includes Strategies To Attract, Retain, And Empower A Talented And Diverse Workforce And Continually To Improve Agency Operations. NSF's New Strategic Plan Lays Out A Vision For Accelerating Research And Innovation. The Plan Includes Examples Of Discoveries That NSF-supported Researchers Have Made, And The Impacts These Have Had On The Nation's Economy And Well-being. It Also Includes Examples Of Exciting New Opportunities For Research At The Frontiers Of Science And Engineering. With The Support Of The American People, NSF-funded Researchers Will Continue To Transform The World With Their Ingenuity And Creativity, Providing New Knowledge And Innovations That Will Propel Our Economy And Enhance Our Lives. [Cover Title Varies: "U.S. National Science Foundation 2022-2026 Strategic Plan." For "Building The Future: Investing In Discovery And Innovation--NSF Strategic Plan For Fiscal Years (FY) 2018-2022," See ED594467.]
• Author: ERIC
• Language: English

“ERIC ED619283: Leading The World In Discovery And Innovation, STEM Talent Development And The Delivery Of Benefits From Research. NSF Strategic Plan For Fiscal Years 2022-2026 NSF's New Strategic Plan For Fiscal Years 2022-2026 Was Released On March 28, 2022. To Achieve NSF's Vision Of "A Nation That Leads The World In Science And Engineering Research And Innovation, To The Benefit Of All, Without Barriers To Participation," The Plan Lays Out Four Strategic Goals. The First, "Empower STEM Talent To Fully Participate In Science And Engineering," Aims To Accelerate The Advancement Of Discovery And Learning And, In A World In Which Work Is Increasingly Reliant Upon Scientific And Technological Skills, Ensure That All Citizens Share In The Benefits That Flow From Research. NSF Will Promote Inclusion In The Research Community And STEM Workforce, Access To STEM Learning And Training, And Widespread STEM Literacy. The Second Strategic Goal, "Create New Knowledge About Our Universe, Our World And Ourselves," Aims To Advance Knowledge Through Investments In Ideas, People, And Infrastructure, And To Advance The Practice Of Research. The Third Strategic Goal, "Benefit Society By Translating Knowledge Into Solutions," Focuses On Delivering Benefits From Research By Advancing Discovery And Accelerating Innovation That Address Societal Challenges, As Well As Cultivating A Global S&E Community Based On Shared Values And Strategic Cooperation. The Fourth Goal, "Excel At NSF Operations And Management," Includes Strategies To Attract, Retain, And Empower A Talented And Diverse Workforce And Continually To Improve Agency Operations. NSF's New Strategic Plan Lays Out A Vision For Accelerating Research And Innovation. The Plan Includes Examples Of Discoveries That NSF-supported Researchers Have Made, And The Impacts These Have Had On The Nation's Economy And Well-being. It Also Includes Examples Of Exciting New Opportunities For Research At The Frontiers Of Science And Engineering. With The Support Of The American People, NSF-funded Researchers Will Continue To Transform The World With Their Ingenuity And Creativity, Providing New Knowledge And Innovations That Will Propel Our Economy And Enhance Our Lives. [Cover Title Varies: "U.S. National Science Foundation 2022-2026 Strategic Plan." For "Building The Future: Investing In Discovery And Innovation--NSF Strategic Plan For Fiscal Years (FY) 2018-2022," See ED594467.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - STEM Education - Talent Development - Strategic Planning - National Organizations - Innovation - Scientific Research - Access to Education - Labor Force Development - Creativity - Public Agencies - Social Change - Management Development - Technological Advancement - Objectives - Institutional Mission - Research and Development - Higher Education

Edition Identifiers:

• Internet Archive ID: ERIC_ED619283

“Learning To See : Assessment Through Observation” Metadata:

• Title: ➤  Learning To See : Assessment Through Observation
• Author: Drummond, Mary Jane
• Language: English

“Learning To See : Assessment Through Observation” Subjects and Themes:

• Subjects: ➤  Educational tests and measurements -- Great Britain - Observation (Educational method) - Education, Elementary -- Great Britain

Edition Identifiers:

• Internet Archive ID: learningtoseeass0000drum

“Sermon, Pentecost III, Year B, 17 June 2012 - Wisdom - Learning To See Through Samuel And Two Parables” Metadata:

• Title: ➤  Sermon, Pentecost III, Year B, 17 June 2012 - Wisdom - Learning To See Through Samuel And Two Parables
• Author: The Rev. Daniel P. Richards

“Sermon, Pentecost III, Year B, 17 June 2012 - Wisdom - Learning To See Through Samuel And Two Parables” Subjects and Themes:

• Subjects: ➤  sermon - pentecost - daniel - richards - grace - episcopal - church - traverse city - spirit - holy spirit - spiritual life - spiritual - holy trinity - advocate - spirit - spiritual - seed - parable - mustard

Edition Identifiers:

• Internet Archive ID: ➤  SermonPentecostIiiYearB17June2012-Wisdom-LearningToSeeThrough

“Learning To See Architecturally Waylan And Iesha” Metadata:

• Title: ➤  Learning To See Architecturally Waylan And Iesha
• Author: ➤  Waylan Williams and Irsha Freites
• Language: English

Edition Identifiers:

• Internet Archive ID: ➤  learning-to-see-architecturally-waylan-and-iesha

“ERIC ED583811: Perspectives On Teaching Mathematics And Science In Historical And Cultural Contexts This Qualitative And Descriptive Study Examines The Evolution Of Secondary Preservice Teachers' Views On Teaching And Learning Mathematics And Science In Historical And Cultural Contexts. Data Were Collected Throughout Participants' Enrollment In A Semester-long Course Entitled, Perspectives On Science And Mathematics, Which Is Taken In Conjunction With Student Teaching. Data Sources Included University Classroom Observations And Field Notes As Well As Preservice Teachers' Verbal And Written Responses To Class Discussions, Reading Assignments, And Course Activities. Common Themes And Categories Of Response Were Derived From The Triangulation Of Data To Include Prospective Teachers' Critical Reflections On Teaching And Learning. The Paper Ends With A Discussion Of Findings And Concluding Remarks. [For The Complete Proceedings, See ED583608.]” Metadata:

• Title: ➤  ERIC ED583811: Perspectives On Teaching Mathematics And Science In Historical And Cultural Contexts This Qualitative And Descriptive Study Examines The Evolution Of Secondary Preservice Teachers' Views On Teaching And Learning Mathematics And Science In Historical And Cultural Contexts. Data Were Collected Throughout Participants' Enrollment In A Semester-long Course Entitled, Perspectives On Science And Mathematics, Which Is Taken In Conjunction With Student Teaching. Data Sources Included University Classroom Observations And Field Notes As Well As Preservice Teachers' Verbal And Written Responses To Class Discussions, Reading Assignments, And Course Activities. Common Themes And Categories Of Response Were Derived From The Triangulation Of Data To Include Prospective Teachers' Critical Reflections On Teaching And Learning. The Paper Ends With A Discussion Of Findings And Concluding Remarks. [For The Complete Proceedings, See ED583608.]
• Author: ERIC
• Language: English

“ERIC ED583811: Perspectives On Teaching Mathematics And Science In Historical And Cultural Contexts This Qualitative And Descriptive Study Examines The Evolution Of Secondary Preservice Teachers' Views On Teaching And Learning Mathematics And Science In Historical And Cultural Contexts. Data Were Collected Throughout Participants' Enrollment In A Semester-long Course Entitled, Perspectives On Science And Mathematics, Which Is Taken In Conjunction With Student Teaching. Data Sources Included University Classroom Observations And Field Notes As Well As Preservice Teachers' Verbal And Written Responses To Class Discussions, Reading Assignments, And Course Activities. Common Themes And Categories Of Response Were Derived From The Triangulation Of Data To Include Prospective Teachers' Critical Reflections On Teaching And Learning. The Paper Ends With A Discussion Of Findings And Concluding Remarks. [For The Complete Proceedings, See ED583608.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Pourdavood, Ronald G. Mathematics Instruction - Science Instruction - Cultural Context - Historical Interpretation - Qualitative Research - Student Teacher Attitudes - Preservice Teachers - Transcripts (Written Records) - Reading Assignments - Classroom Communication - Class Activities - Teaching Methods - Science Education History - Observation

Edition Identifiers:

• Internet Archive ID: ERIC_ED583811

“Art and Heart” Metadata:

• Title: Art and Heart
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1883

Edition Specifications:

• Format: Audio
• Number of Sections: 38
• Total Time: 1:10:42

Edition Identifiers:

• libriVox ID: 147

“Solitude (Wilcox)” Metadata:

• Title: Solitude (Wilcox)
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1883

Edition Specifications:

• Format: Audio
• Number of Sections: 16
• Total Time: 00:25:51

Edition Identifiers:

• libriVox ID: 3300

“Poems of Passion” Metadata:

• Title: Poems of Passion
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1883

Edition Specifications:

• Format: Audio
• Number of Sections: 85
• Total Time: 2:17:59

Edition Identifiers:

• libriVox ID: 3308

“Worth While” Metadata:

• Title: Worth While
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1910

Edition Specifications:

• Format: Audio
• Number of Sections: 15
• Total Time: 0:22:14

Edition Identifiers:

• libriVox ID: 4190

“Hidden Gems” Metadata:

• Title: Hidden Gems
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 17
• Total Time: 0:21:19

Edition Identifiers:

• libriVox ID: 4299

“In The Long Run” Metadata:

• Title: In The Long Run
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1914

Edition Specifications:

• Format: Audio
• Number of Sections: 14
• Total Time: 0:26:08

Edition Identifiers:

• libriVox ID: 4499

“Past” Metadata:

• Title: Past
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 21
• Total Time: 0:23:33

Edition Identifiers:

• libriVox ID: 5240

“True Culture” Metadata:

• Title: True Culture
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 14
• Total Time: 0:13:01

Edition Identifiers:

• libriVox ID: 7330

“Age of the Motored Things” Metadata:

• Title: Age of the Motored Things
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 13
• Total Time: 00:22:42

Edition Identifiers:

• libriVox ID: 8247

“Poems of Purpose” Metadata:

• Title: Poems of Purpose
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1919

Edition Specifications:

• Format: Audio
• Number of Sections: 44
• Total Time: 02:07:40

Edition Identifiers:

• libriVox ID: 9235

“Poems of Power” Metadata:

• Title: Poems of Power
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1918

Edition Specifications:

• Format: Audio
• Number of Sections: 90
• Total Time: 02:42:45

Edition Identifiers:

• libriVox ID: 9342

“Poems of Optimism” Metadata:

• Title: Poems of Optimism
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1919

Edition Specifications:

• Format: Audio
• Number of Sections: 64
• Total Time: 2:01:52

Edition Identifiers:

• libriVox ID: 9725

“Poems of Cheer” Metadata:

• Title: Poems of Cheer
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1914

Edition Specifications:

• Format: Audio
• Number of Sections: 78
• Total Time: 02:47:34

Edition Identifiers:

• libriVox ID: 9823

“Six Bad Husbands and Six Unhappy Wives” Metadata:

• Title: ➤  Six Bad Husbands and Six Unhappy Wives
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1912

Edition Specifications:

• Format: Audio
• Number of Sections: 6
• Total Time: 00:52:14

Edition Identifiers:

• libriVox ID: 9838

“Beauty Making” Metadata:

• Title: Beauty Making
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1919

Edition Specifications:

• Format: Audio
• Number of Sections: 15
• Total Time: 00:23:29

Edition Identifiers:

• libriVox ID: 10001

“Camping in the Canadian Rockies” Metadata:

• Title: ➤  Camping in the Canadian Rockies
• Author: Walter Dwight Wilcox
• Language: English
• Publish Date: 1896

Edition Specifications:

• Format: Audio
• Number of Sections: 15
• Total Time: 06:58:00

Edition Identifiers:

• libriVox ID: 10070

“Poems of Sentiment” Metadata:

• Title: Poems of Sentiment
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1919

Edition Specifications:

• Format: Audio
• Number of Sections: 66
• Total Time: 02:07:32

Edition Identifiers:

• libriVox ID: 10078

“Poems of Experience” Metadata:

• Title: Poems of Experience
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1917

Edition Specifications:

• Format: Audio
• Number of Sections: 51
• Total Time: 01:56:37

Edition Identifiers:

• libriVox ID: 10212

“Cuisine” Metadata:

• Title: Cuisine
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1910

Edition Specifications:

• Format: Audio
• Number of Sections: 6
• Total Time: 00:14:16

Edition Identifiers:

• libriVox ID: 10264

“Kingdom of Love” Metadata:

• Title: Kingdom of Love
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1909

Edition Specifications:

• Format: Audio
• Number of Sections: 59
• Total Time: 02:38:37

Edition Identifiers:

• libriVox ID: 10428

“Yesterdays” Metadata:

• Title: Yesterdays
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1910

Edition Specifications:

• Format: Audio
• Number of Sections: 111
• Total Time: 03:00:36

Edition Identifiers:

• libriVox ID: 10575

“New Thought Pastels” Metadata:

• Title: New Thought Pastels
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1906

Edition Specifications:

• Format: Audio
• Number of Sections: 27
• Total Time: 00:34:00

Edition Identifiers:

• libriVox ID: 10739

“Custer, and Other Poems” Metadata:

• Title: Custer, and Other Poems
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1896