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1ERIC ED584923: Factors Influencing Middle School Students' Spatial Mathematics Development While Participating In An Integrated STEM Unit

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This study examined differences between two groups of students' spatial-scientific reasoning from pre to post implementation of an Earth/Space unit. Using a quasi-experimental design, researchers explored how instructional method and gender affected learning. Treatment teachers employed an integrated STEM curriculum while the control teacher implemented her regular Earth/Space unit. The Geometric Spatial Assessment (GSA), the Purdue-Spatial Visualization Rotation Test, and the Lunar Phases Concept Inventory (LPCI) were used to assess learning. Experimental groups made gains on periodicity LPCI domains while the control made gains on geometric spatial visualization LPCI domains. Only females made gains on GSA items. This is the first quasi-experimental study to examine students' spatial reasoning as they participate in Earth/Space units and to discover gender's role in this spatial development. [For the complete proceedings, see ED584829.]

“ERIC ED584923: Factors Influencing Middle School Students' Spatial Mathematics Development While Participating In An Integrated STEM Unit” Metadata:

  • Title: ➤  ERIC ED584923: Factors Influencing Middle School Students' Spatial Mathematics Development While Participating In An Integrated STEM Unit
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  • Language: English

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2Participating In Development : Approaches To Indigenous Knowledge

This study examined differences between two groups of students' spatial-scientific reasoning from pre to post implementation of an Earth/Space unit. Using a quasi-experimental design, researchers explored how instructional method and gender affected learning. Treatment teachers employed an integrated STEM curriculum while the control teacher implemented her regular Earth/Space unit. The Geometric Spatial Assessment (GSA), the Purdue-Spatial Visualization Rotation Test, and the Lunar Phases Concept Inventory (LPCI) were used to assess learning. Experimental groups made gains on periodicity LPCI domains while the control made gains on geometric spatial visualization LPCI domains. Only females made gains on GSA items. This is the first quasi-experimental study to examine students' spatial reasoning as they participate in Earth/Space units and to discover gender's role in this spatial development. [For the complete proceedings, see ED584829.]

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  • Title: ➤  Participating In Development : Approaches To Indigenous Knowledge
  • Language: English

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3ERIC ED590194: Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania. UIL Publications Series On Lifelong Learning Policies And Strategies: No. 5 A New UNESCO Institute For Lifelong Learning (UIL) Publication, "Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania," Marks A Significant Outcome Of A Project To Promote Lifelong Learning For All In Selected African Countries. The Report Highlights The Progress Made By The Five Aforementioned Countries Since 2014, When UIL Proposed 10 Recommendations For Developing Lifelong Learning Strategies For Sustainable Development In A Document Entitled Key Issues And Policy Considerations In Promoting Lifelong Learning In Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda And Tanzania. For The Current Publication, Extensive Desk Research And Consultations With The Participating Countries Provide A Comprehensive Assessment Of The Present Types Of Lifelong Learning Policies, Strategies And Programmes. More Specifically, The New Publication Looks At The Origin, Essence And Benefits Of Lifelong Learning And Comprises A Compendium Of Good Practices In Promoting Lifelong Learning For All In The Five Countries. Reflections On How Progress Can Be Accelerated In The Region As Well As Potential Collaboration Opportunities With UIL Are Also Outlined. Importantly, The Publication Demonstrates The Significance Of Lifelong Learning For The African Region And Advocates Its Wider Adoption In Light Of The Global Agenda For Sustainable Development. The Five African Countries Have Made Notable Progress In Implementing Lifelong Learning As Per UIL's 2014 Recommendations And Their Various Initiatives Embrace Sustainable Development Goal (SDG) 4, Which Urges Countries To 'ensure Inclusive And Equitable Quality Education And Promote Lifelong Learning Opportunities For All'. UIL Hopes That The Information Contained In The Report Will Contribute To The Capacity Of Policy-makers And Researchers To Develop National Policies And Strategies To Establish Lifelong Learning Systems In Africa.

By

A new UNESCO Institute for Lifelong Learning (UIL) publication, "Promoting lifelong learning for all: The experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania," marks a significant outcome of a project to promote lifelong learning for all in selected African countries. The report highlights the progress made by the five aforementioned countries since 2014, when UIL proposed 10 recommendations for developing lifelong learning strategies for sustainable development in a document entitled Key issues and policy considerations in promoting lifelong learning in selected African countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. For the current publication, extensive desk research and consultations with the participating countries provide a comprehensive assessment of the present types of lifelong learning policies, strategies and programmes. More specifically, the new publication looks at the origin, essence and benefits of lifelong learning and comprises a compendium of good practices in promoting lifelong learning for all in the five countries. Reflections on how progress can be accelerated in the region as well as potential collaboration opportunities with UIL are also outlined. Importantly, the publication demonstrates the significance of lifelong learning for the African region and advocates its wider adoption in light of the global agenda for sustainable development. The five African countries have made notable progress in implementing lifelong learning as per UIL's 2014 recommendations and their various initiatives embrace Sustainable Development Goal (SDG) 4, which urges countries to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'. UIL hopes that the information contained in the report will contribute to the capacity of policy-makers and researchers to develop national policies and strategies to establish lifelong learning systems in Africa.

“ERIC ED590194: Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania. UIL Publications Series On Lifelong Learning Policies And Strategies: No. 5 A New UNESCO Institute For Lifelong Learning (UIL) Publication, "Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania," Marks A Significant Outcome Of A Project To Promote Lifelong Learning For All In Selected African Countries. The Report Highlights The Progress Made By The Five Aforementioned Countries Since 2014, When UIL Proposed 10 Recommendations For Developing Lifelong Learning Strategies For Sustainable Development In A Document Entitled Key Issues And Policy Considerations In Promoting Lifelong Learning In Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda And Tanzania. For The Current Publication, Extensive Desk Research And Consultations With The Participating Countries Provide A Comprehensive Assessment Of The Present Types Of Lifelong Learning Policies, Strategies And Programmes. More Specifically, The New Publication Looks At The Origin, Essence And Benefits Of Lifelong Learning And Comprises A Compendium Of Good Practices In Promoting Lifelong Learning For All In The Five Countries. Reflections On How Progress Can Be Accelerated In The Region As Well As Potential Collaboration Opportunities With UIL Are Also Outlined. Importantly, The Publication Demonstrates The Significance Of Lifelong Learning For The African Region And Advocates Its Wider Adoption In Light Of The Global Agenda For Sustainable Development. The Five African Countries Have Made Notable Progress In Implementing Lifelong Learning As Per UIL's 2014 Recommendations And Their Various Initiatives Embrace Sustainable Development Goal (SDG) 4, Which Urges Countries To 'ensure Inclusive And Equitable Quality Education And Promote Lifelong Learning Opportunities For All'. UIL Hopes That The Information Contained In The Report Will Contribute To The Capacity Of Policy-makers And Researchers To Develop National Policies And Strategies To Establish Lifelong Learning Systems In Africa.” Metadata:

  • Title: ➤  ERIC ED590194: Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania. UIL Publications Series On Lifelong Learning Policies And Strategies: No. 5 A New UNESCO Institute For Lifelong Learning (UIL) Publication, "Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania," Marks A Significant Outcome Of A Project To Promote Lifelong Learning For All In Selected African Countries. The Report Highlights The Progress Made By The Five Aforementioned Countries Since 2014, When UIL Proposed 10 Recommendations For Developing Lifelong Learning Strategies For Sustainable Development In A Document Entitled Key Issues And Policy Considerations In Promoting Lifelong Learning In Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda And Tanzania. For The Current Publication, Extensive Desk Research And Consultations With The Participating Countries Provide A Comprehensive Assessment Of The Present Types Of Lifelong Learning Policies, Strategies And Programmes. More Specifically, The New Publication Looks At The Origin, Essence And Benefits Of Lifelong Learning And Comprises A Compendium Of Good Practices In Promoting Lifelong Learning For All In The Five Countries. Reflections On How Progress Can Be Accelerated In The Region As Well As Potential Collaboration Opportunities With UIL Are Also Outlined. Importantly, The Publication Demonstrates The Significance Of Lifelong Learning For The African Region And Advocates Its Wider Adoption In Light Of The Global Agenda For Sustainable Development. The Five African Countries Have Made Notable Progress In Implementing Lifelong Learning As Per UIL's 2014 Recommendations And Their Various Initiatives Embrace Sustainable Development Goal (SDG) 4, Which Urges Countries To 'ensure Inclusive And Equitable Quality Education And Promote Lifelong Learning Opportunities For All'. UIL Hopes That The Information Contained In The Report Will Contribute To The Capacity Of Policy-makers And Researchers To Develop National Policies And Strategies To Establish Lifelong Learning Systems In Africa.
  • Author:
  • Language: English

“ERIC ED590194: Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania. UIL Publications Series On Lifelong Learning Policies And Strategies: No. 5 A New UNESCO Institute For Lifelong Learning (UIL) Publication, "Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania," Marks A Significant Outcome Of A Project To Promote Lifelong Learning For All In Selected African Countries. The Report Highlights The Progress Made By The Five Aforementioned Countries Since 2014, When UIL Proposed 10 Recommendations For Developing Lifelong Learning Strategies For Sustainable Development In A Document Entitled Key Issues And Policy Considerations In Promoting Lifelong Learning In Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda And Tanzania. For The Current Publication, Extensive Desk Research And Consultations With The Participating Countries Provide A Comprehensive Assessment Of The Present Types Of Lifelong Learning Policies, Strategies And Programmes. More Specifically, The New Publication Looks At The Origin, Essence And Benefits Of Lifelong Learning And Comprises A Compendium Of Good Practices In Promoting Lifelong Learning For All In The Five Countries. Reflections On How Progress Can Be Accelerated In The Region As Well As Potential Collaboration Opportunities With UIL Are Also Outlined. Importantly, The Publication Demonstrates The Significance Of Lifelong Learning For The African Region And Advocates Its Wider Adoption In Light Of The Global Agenda For Sustainable Development. The Five African Countries Have Made Notable Progress In Implementing Lifelong Learning As Per UIL's 2014 Recommendations And Their Various Initiatives Embrace Sustainable Development Goal (SDG) 4, Which Urges Countries To 'ensure Inclusive And Equitable Quality Education And Promote Lifelong Learning Opportunities For All'. UIL Hopes That The Information Contained In The Report Will Contribute To The Capacity Of Policy-makers And Researchers To Develop National Policies And Strategies To Establish Lifelong Learning Systems In Africa.” Subjects and Themes:

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Find ERIC ED590194: Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania. UIL Publications Series On Lifelong Learning Policies And Strategies: No. 5 A New UNESCO Institute For Lifelong Learning (UIL) Publication, "Promoting Lifelong Learning For All: The Experiences Of Ethiopia, Kenya, Namibia, Rwanda And The United Republic Of Tanzania," Marks A Significant Outcome Of A Project To Promote Lifelong Learning For All In Selected African Countries. The Report Highlights The Progress Made By The Five Aforementioned Countries Since 2014, When UIL Proposed 10 Recommendations For Developing Lifelong Learning Strategies For Sustainable Development In A Document Entitled Key Issues And Policy Considerations In Promoting Lifelong Learning In Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda And Tanzania. For The Current Publication, Extensive Desk Research And Consultations With The Participating Countries Provide A Comprehensive Assessment Of The Present Types Of Lifelong Learning Policies, Strategies And Programmes. More Specifically, The New Publication Looks At The Origin, Essence And Benefits Of Lifelong Learning And Comprises A Compendium Of Good Practices In Promoting Lifelong Learning For All In The Five Countries. Reflections On How Progress Can Be Accelerated In The Region As Well As Potential Collaboration Opportunities With UIL Are Also Outlined. Importantly, The Publication Demonstrates The Significance Of Lifelong Learning For The African Region And Advocates Its Wider Adoption In Light Of The Global Agenda For Sustainable Development. The Five African Countries Have Made Notable Progress In Implementing Lifelong Learning As Per UIL's 2014 Recommendations And Their Various Initiatives Embrace Sustainable Development Goal (SDG) 4, Which Urges Countries To 'ensure Inclusive And Equitable Quality Education And Promote Lifelong Learning Opportunities For All'. UIL Hopes That The Information Contained In The Report Will Contribute To The Capacity Of Policy-makers And Researchers To Develop National Policies And Strategies To Establish Lifelong Learning Systems In Africa. at online marketplaces:


4ERIC ED520251: Characteristics Of Teachers Participating In Voluntary Music Integration Professional Development

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This study examines characteristics of teachers participating in the national Guitars in the Classroom program in the 2007-2008 school year. 96 teacher participants from programs across the United States completed an online survey at the start of their professional development programs, usually 6-10 hours. 75 percent of teachers electing to participate work in PK-6 classrooms and half of all teacher participants work in high poverty schools. 20 percent of teachers report that children receive no weekly music instruction in their schools, but that nearly all school leaders are supportive of their efforts to integrate music. Each teacher participant impacts the instructional experience of 69 students. Teacher participants represent a wide diversity of subjects, schools, instructional experiences. Results show that teachers are willing to undertake non-mandatory professional development to improve instruction. While teachers come to the program with limited instrumental and music leadership experience, they do tend to have some singing experience. More instruction for teachers in music leadership was cited as a continuing need for teachers. (Contains 21 tables.)

“ERIC ED520251: Characteristics Of Teachers Participating In Voluntary Music Integration Professional Development” Metadata:

  • Title: ➤  ERIC ED520251: Characteristics Of Teachers Participating In Voluntary Music Integration Professional Development
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  • Language: English

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5ERIC EJ1118737: Changes In One Teacher's Proportional Reasoning Instruction After Participating In A CGI Professional Development Workshop

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This study examined how one teacher used research-based knowledge of how adolescents think about proportions. Observations, interviews, document collection, and a workshop intervention were utilized. The design of the workshop was inspired by the cognitively guided instruction studies and its purpose was to explore the research findings on adolescents' thinking about proportions. An individual case study was created to describe the teacher's instruction related to proportion concepts, rationales for instructional decisions, beliefs, and changes in all of these areas after participating in the workshop intervention. The case presented here shows positive changes in the teacher's instruction and beliefs after the workshop.

“ERIC EJ1118737: Changes In One Teacher's Proportional Reasoning Instruction After Participating In A CGI Professional Development Workshop” Metadata:

  • Title: ➤  ERIC EJ1118737: Changes In One Teacher's Proportional Reasoning Instruction After Participating In A CGI Professional Development Workshop
  • Author:
  • Language: English

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6Preceptor Preferences For Participating In Electronic Preceptor Development.

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This article is from Pharmacy Practice , volume 7 . Abstract Objectives: New guidelines require preceptors to deliver approximately 30% of the doctor of pharmacy curricula. With preceptor’s increasing responsibilities, colleges are faced with the task of training preceptors as educators. Identifying preceptor’s training format preferences (i.e. electronic vs. live) should contribute to the more effective and efficient creation of training materials and programs. Methods: A preceptor training video was created and made available electronically and was distributed to 400 preceptors with a brief 2-part questionnaire about preceptor training preferences, electronic training preferences after viewing the video, and available technology resources for participating in electronic training. Results: 38.25% of the questionnaires were returned. The majority of respondents (57%) preferred electronic to live preceptor developing training and the majority (53%) had not previously attended the live annual preceptor development conference offered by the college. 51.6% participants reviewed the electronic training video created by the OU College of Pharmacy. Of the respondents who did not watch the video, 73% cited having too little time, problems accessing the video, or technical reasons for not watching the training video. The majority of responders in all age groups preferred electronic training to face-to-face training except those ages 61-65 and the majority (55.7%) would participate in on-line training again in the future. The majority of respondents have the technical resources to participate in electronic training. Conclusion: Preceptors have limited time to participate in preceptor development training, although they view training as an important activity. This study reveals three main findings: (1) the majority of preceptors prefer electronic preceptor development training programs regardless of age; (2) would participate in future electronic training after having participated in electronic training; and (3) have the available resources to participate in electronic training. Future preceptor development programs should have flexible formats to accommodate preferences for live and electronic programming.

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  • Title: ➤  Preceptor Preferences For Participating In Electronic Preceptor Development.
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  • Language: English

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7ERIC EJ1163880: Evidence Of Teacher Change After Participating In TRIAD's Learning Trajectories-Based Professional Development And After Implementing Learning Trajectory-Based Mathematics Instruction

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Increased attention has been given to learning trajectories (LT) as structural frameworks for educational instruction. The purpose of this study was to explore preschool teachers' descriptions of self-change, seven years after the start of their participation in LT-based professional development and instruction. This study was part of a larger study to test the effects of a model for scaling up educational interventions also based on LT. We used grounded theory methodology to study teachers' descriptions of self-change. The dominant change was teachers' newly acquired awareness of the mathematical capabilities of preschoolers. Teachers' ability to notice these capabilities was scaffolded by their knowledge and use of LT in implementing the mathematics curriculum, but change occurred as the teachers noticed, listened to, and elicited talk from the children. In brief, teachers learned from the children. Teachers appeared to be on their own trajectories of learning, as they began to build mental models of their children's mathematical thinking. Together, these trajectories may provide a theory of teacher learning.

“ERIC EJ1163880: Evidence Of Teacher Change After Participating In TRIAD's Learning Trajectories-Based Professional Development And After Implementing Learning Trajectory-Based Mathematics Instruction” Metadata:

  • Title: ➤  ERIC EJ1163880: Evidence Of Teacher Change After Participating In TRIAD's Learning Trajectories-Based Professional Development And After Implementing Learning Trajectory-Based Mathematics Instruction
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  • Language: English

“ERIC EJ1163880: Evidence Of Teacher Change After Participating In TRIAD's Learning Trajectories-Based Professional Development And After Implementing Learning Trajectory-Based Mathematics Instruction” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 15.42 Mbs, the file-s for this book were downloaded 108 times, the file-s went public at Sun Oct 21 2018.

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8ERIC ED609860: Educators In Career And Technical Education: Annotated Bibliography The Term Educator Is Defined As, "one Skilled In Teaching (Merriam-Webster)". In This Annotated Bibliography, The Term Educators Includes Special Education Teachers, General Education Teachers, Career And Technical Educators, And Any Other Educators That Would Be Involved In Teaching Career And Technical Education (CTE) Skills To Students With Disabilities. The Topic Of Educators Is Important In Transition Planning Because The Individuals With Disabilities Education Act (IDEA, 2004) Suggests That Teachers Involved In The Education Of Individuals With Disabilities Should Be Involved In The Individual Education Plan (IEP) Process. Once A Student Reaches 16, The IEP Process Also Includes Transition Planning. If A Student Is Participating In CTE Classes Then CTE Educators Should Be Involved In The IEP Process To Help Ensure That They Are Aware Of The Accommodations, Modifications, And Supports And Services The Student Is Entitled To, As Well As To Provide Some Insight On The Transition Planning Process. The Literature Summarized In This Annotated Bibliography States There Is Often A Disconnect Between Special Education Teachers And CTE Teachers. The Literature Also States That It Is Imperative That CTE Educators Be Involved In The IEP Process And Should Receive Training And/or Professional Development Regarding Evidence-based Practices For Teaching CTE Skills To Individuals With Disabilities And How Best To Involve Them Into The CTE Curriculum.

By

The term educator is defined as, "one skilled in teaching (Merriam-Webster)". In this annotated bibliography, the term educators includes special education teachers, general education teachers, career and technical educators, and any other educators that would be involved in teaching Career and Technical Education (CTE) skills to students with disabilities. The topic of educators is important in transition planning because the Individuals with Disabilities Education Act (IDEA, 2004) suggests that teachers involved in the education of individuals with disabilities should be involved in the Individual Education Plan (IEP) process. Once a student reaches 16, the IEP process also includes transition planning. If a student is participating in CTE classes then CTE educators should be involved in the IEP process to help ensure that they are aware of the accommodations, modifications, and supports and services the student is entitled to, as well as to provide some insight on the transition planning process. The literature summarized in this annotated bibliography states there is often a disconnect between special education teachers and CTE teachers. The literature also states that it is imperative that CTE educators be involved in the IEP process and should receive training and/or professional development regarding evidence-based practices for teaching CTE skills to individuals with disabilities and how best to involve them into the CTE curriculum.

“ERIC ED609860: Educators In Career And Technical Education: Annotated Bibliography The Term Educator Is Defined As, "one Skilled In Teaching (Merriam-Webster)". In This Annotated Bibliography, The Term Educators Includes Special Education Teachers, General Education Teachers, Career And Technical Educators, And Any Other Educators That Would Be Involved In Teaching Career And Technical Education (CTE) Skills To Students With Disabilities. The Topic Of Educators Is Important In Transition Planning Because The Individuals With Disabilities Education Act (IDEA, 2004) Suggests That Teachers Involved In The Education Of Individuals With Disabilities Should Be Involved In The Individual Education Plan (IEP) Process. Once A Student Reaches 16, The IEP Process Also Includes Transition Planning. If A Student Is Participating In CTE Classes Then CTE Educators Should Be Involved In The IEP Process To Help Ensure That They Are Aware Of The Accommodations, Modifications, And Supports And Services The Student Is Entitled To, As Well As To Provide Some Insight On The Transition Planning Process. The Literature Summarized In This Annotated Bibliography States There Is Often A Disconnect Between Special Education Teachers And CTE Teachers. The Literature Also States That It Is Imperative That CTE Educators Be Involved In The IEP Process And Should Receive Training And/or Professional Development Regarding Evidence-based Practices For Teaching CTE Skills To Individuals With Disabilities And How Best To Involve Them Into The CTE Curriculum.” Metadata:

  • Title: ➤  ERIC ED609860: Educators In Career And Technical Education: Annotated Bibliography The Term Educator Is Defined As, "one Skilled In Teaching (Merriam-Webster)". In This Annotated Bibliography, The Term Educators Includes Special Education Teachers, General Education Teachers, Career And Technical Educators, And Any Other Educators That Would Be Involved In Teaching Career And Technical Education (CTE) Skills To Students With Disabilities. The Topic Of Educators Is Important In Transition Planning Because The Individuals With Disabilities Education Act (IDEA, 2004) Suggests That Teachers Involved In The Education Of Individuals With Disabilities Should Be Involved In The Individual Education Plan (IEP) Process. Once A Student Reaches 16, The IEP Process Also Includes Transition Planning. If A Student Is Participating In CTE Classes Then CTE Educators Should Be Involved In The IEP Process To Help Ensure That They Are Aware Of The Accommodations, Modifications, And Supports And Services The Student Is Entitled To, As Well As To Provide Some Insight On The Transition Planning Process. The Literature Summarized In This Annotated Bibliography States There Is Often A Disconnect Between Special Education Teachers And CTE Teachers. The Literature Also States That It Is Imperative That CTE Educators Be Involved In The IEP Process And Should Receive Training And/or Professional Development Regarding Evidence-based Practices For Teaching CTE Skills To Individuals With Disabilities And How Best To Involve Them Into The CTE Curriculum.
  • Author:
  • Language: English

“ERIC ED609860: Educators In Career And Technical Education: Annotated Bibliography The Term Educator Is Defined As, "one Skilled In Teaching (Merriam-Webster)". In This Annotated Bibliography, The Term Educators Includes Special Education Teachers, General Education Teachers, Career And Technical Educators, And Any Other Educators That Would Be Involved In Teaching Career And Technical Education (CTE) Skills To Students With Disabilities. The Topic Of Educators Is Important In Transition Planning Because The Individuals With Disabilities Education Act (IDEA, 2004) Suggests That Teachers Involved In The Education Of Individuals With Disabilities Should Be Involved In The Individual Education Plan (IEP) Process. Once A Student Reaches 16, The IEP Process Also Includes Transition Planning. If A Student Is Participating In CTE Classes Then CTE Educators Should Be Involved In The IEP Process To Help Ensure That They Are Aware Of The Accommodations, Modifications, And Supports And Services The Student Is Entitled To, As Well As To Provide Some Insight On The Transition Planning Process. The Literature Summarized In This Annotated Bibliography States There Is Often A Disconnect Between Special Education Teachers And CTE Teachers. The Literature Also States That It Is Imperative That CTE Educators Be Involved In The IEP Process And Should Receive Training And/or Professional Development Regarding Evidence-based Practices For Teaching CTE Skills To Individuals With Disabilities And How Best To Involve Them Into The CTE Curriculum.” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 6.73 Mbs, the file-s for this book were downloaded 41 times, the file-s went public at Fri Jul 15 2022.

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Find ERIC ED609860: Educators In Career And Technical Education: Annotated Bibliography The Term Educator Is Defined As, "one Skilled In Teaching (Merriam-Webster)". In This Annotated Bibliography, The Term Educators Includes Special Education Teachers, General Education Teachers, Career And Technical Educators, And Any Other Educators That Would Be Involved In Teaching Career And Technical Education (CTE) Skills To Students With Disabilities. The Topic Of Educators Is Important In Transition Planning Because The Individuals With Disabilities Education Act (IDEA, 2004) Suggests That Teachers Involved In The Education Of Individuals With Disabilities Should Be Involved In The Individual Education Plan (IEP) Process. Once A Student Reaches 16, The IEP Process Also Includes Transition Planning. If A Student Is Participating In CTE Classes Then CTE Educators Should Be Involved In The IEP Process To Help Ensure That They Are Aware Of The Accommodations, Modifications, And Supports And Services The Student Is Entitled To, As Well As To Provide Some Insight On The Transition Planning Process. The Literature Summarized In This Annotated Bibliography States There Is Often A Disconnect Between Special Education Teachers And CTE Teachers. The Literature Also States That It Is Imperative That CTE Educators Be Involved In The IEP Process And Should Receive Training And/or Professional Development Regarding Evidence-based Practices For Teaching CTE Skills To Individuals With Disabilities And How Best To Involve Them Into The CTE Curriculum. at online marketplaces:


9ERIC ED281698: Just Beyond Your Fingertips: American Indian Children Participating In Language Development.

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This publication describes the development, implementation, and success of the Ganado Language Arts Development (GLAD) Project on the Navajo reservation in northeastern Arizona which develops the foundation for literacy in each student, expands and enriches pedogogical competencies of staff in teaching language arts, and develops/strenghtens parental awareness/support for school programming. The first three chapters discuss the early years, set parameters for change, review ideas to improve the school and establish the language program, and describe the excitement within the project today. Chapter 4 reviews issues of early literacy related to creating an interactively rich, trusting environment. Chapter 5 and 6 present ideas for working in kindergarten and first grade classrooms. Chapter 7 examines integration and writing across the curriculum, while Chapter 8 focuses on writing in the second and third grades. Chapter 9 addresses teachers' attitudes toward change and the effects of involvement in writing and risk taking. Chapter 10 discusses the need to implement progress across the school as a whole and reflects on special areas of the school. The book concludes with a bibliography and a section about the contributors. The book is highlighted with reproductions/examples of student writing (paragraphs, poems, posters) and sample writing exercises and worksheets. (NEC)

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10ERIC ED102089: Effect Of Participating In A Structured Classical Musical Education. Program On The Development Of Auditory Discrimination Skills In Pre-School Children.

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Preschool children participated in a classical music program to determine the effects of the program on their auditory discrimination skills. The development of auditory discrimination skills, considered a leading factor in reading readiness, is one of the objectives of the music program. Other objectives include emotional growth, experience in dramatic play, a broadened knowledge of music, fun and enjoyment, and development of increased attention span, direction-following skills, and cognitive skills. Seventy-seven five-year-olds, divided into experimental and control groups, were the subjects of the study. Weekly musical experiences for the experimental group grew from 20 to 50 minutes in length as the school year progressed. At the end of the program all children were tested using the Metropolitan Achievement Test, Slosson Intelligence Tests, and Wepman's Auditory Discrimination Test. The results showed better developed auditory skills for the experimental group and greater ability to handle instructional tasks. In addition, music learning appeared to cut through all teacher-observed I. Q. levels and maturity and age levels, and the children never tired of hearing the works. The usefulness of these results for curriculum developers wishing to integrate affective and skill level behaviors is suggested in the study. (JH)

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11A Scoping Review Of The Study Of Researcher Identity Development Among Undergraduate Students Participating In Mentored Research In Academic Settings

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This is a preregistration of the protocol for A Scoping Review of the Study of Researcher Identity Development Among Undergraduate Students Participating in Mentored Research in Academic Settings. Our aim is to determine the dominant ways in which “researcher identity” is defined and used in the literature, as well the major conclusions drawn regarding the process of researcher identity development, and the contexts in which the phenomenon is both well studied and understudied.

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12ERIC ED199435: The Effects Of Participating In Vocational Education: Summary Of Studies Reported Since 1968. Research And Development Series No. 202.

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A total of 232 studies on the effects of participation in vocational education that were reported from 1968 through 1979 were analyzed. The studies were classified into more rigorous, less rigorous, and national studies, and were summarized within these groups. Studies of secondary and postsecondary programs were reviewed separately. Focus on the analysis was on determining if there were consistent findings with regard to seventeen selected employment, educational and training, and ancillary effects variables. These variables were employment/unemployment, occupation related to training, earnings, employee satisfaction, employer satisfaction, attitudes toward work, work habits, basic skill attainment, academic abilities, attendance and dropout, occupational skill attainment, continuing education, satisfaction with training, aspirations, attitudes and values, feelings of success, and citizenship. No difference in unemployment rates was found for vocational and nonvocational high school graduates. Postsecondary graduates generally had lower unemployment rates. Mixed results were reported for earnings, basic skill attainment, and academic abilities. Vocational students were satisfied with their training and reported feeling good about themselves. Fewer vocational graduates continued their education beyond the secondary level. Insufficient data were available concerning occupational skill attainment and dropout rates. (MN)

“ERIC ED199435: The Effects Of Participating In Vocational Education: Summary Of Studies Reported Since 1968. Research And Development Series No. 202.” Metadata:

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13ERIC ED111492: The Use Of A Piagetian Scale Of Development As A Part Of Growth Measure Of Pre-Kindergarten Children Participating In The Baltimore City Public Schools.

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This paper describes a Piagetian-based evaluation measure and results obtained from the use of this measure with 1260 pre-kindergarten inner-city children. The children were enrolled in a program designed to develop their readiness skills. Family income, limited educational opportunities of adult members of the family, and dependency on public assistance were determinants of qualification for the program. The Pupil Evaluation Measure (PEM) was based on program objectives expressed in Piagetian terms. Each of nine tasks was designed to measure progress towards a more abstract level of cognitive development. Teacher assistants administered PEM to each child 5 times during the school year. Comparisons between October and June test results showed an increase in the proportion of students performing above the semiconcrete/semiabstract level on all nine PEM tasks. Appendices include graphs of PEM scores from the entire year, average pre- and post-test scores on the Stanford-Binet Intelligence Tests given the children, and procedures for administering and scoring the PEM. (BRT)

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14Design, Development Of Water Tank-type Lung Phantom And Dosimetric Verification In Institutions Participating In A Phase I Study Of Stereotactic Body Radiation Therapy In Patients With T2N0M0 Non-small Cell Lung Cancer: Japan Clinical Oncology Group Trial (JCOG0702).

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This article is from Journal of Radiation Research , volume 55 . Abstract A domestic multicenter phase I study of stereotactic body radiotherapy (SBRT) for T2N0M0 non-small cell lung cancer in inoperable patients or elderly patients who refused surgery was initiated as the Japan Clinical Oncology Group trial (JCOG0702) in Japan. Prior to the clinical study, the accuracy of dose calculation in radiation treatment-planning systems was surveyed in participating institutions, and differences in the irradiating dose between the institutions were investigated. We developed a water tank-type lung phantom appropriate for verification of the exposure dose in lung SBRT. Using this water tank-type lung phantom, the dose calculated in the radiation treatment-planning system and the measured dose using a free air ionization chamber and dosimetric film were compared in a visiting survey of the seven institutions participating in the clinical study. In all participating institutions, differences between the calculated and the measured dose in the irradiation plan were as follows: the accuracy of the absolute dose in the center of the simulated tumor measured using a free air ionization chamber was within 2%, the mean gamma value was ≤0.47 on gamma analysis following the local dose criteria, and the pass rate was >87% for 3%/3 mm from measurement of dose distribution with dosimetric film. These findings confirmed the accuracy of delivery doses in the institutions participating in the clinical study, so that a study with integration of the institutions could be initiated.

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15ERIC ED194264: Exemplary Project Handbook: Participating In Economic Development. CETA And Reservation Economic Development.

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Developed to assist Native American reservation program planners, this handbook highlights a number of exemplary uses of Comprehensive Employment and Training Act (CETA) funds in reservation economic development, presents a discussion of the problems reservations may face in meeting the new funding directions of the federal government, and suggests some ways in which CETA grantees can deal with those problems and participate in economic development in the 1980's. The first chapter describes several successful ways in which CETA funds have been used to support reservation economic development. The second chapter provides a comprehensive account of two excellent examples of CETA participation in economic development, the activities of the Moapa Band of Southern Paiutes of Nevada and their CETA consortium grantee (the Intertribal Council of Nevada) and the activities of the Manpower Division of the Tlingit-Haida Community Council. Chapter three focuses on suggestions to meet the challenges of the 1980's, e.g. hire a planner, institute a planning process, coordinate and cooperate with other tribal departments, become better informed, form a private industry council to compete for Title VII funds, and involve the community. (AN)

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16ERIC ED018565: RESEARCH TRAINING INSTITUTE FOR PERSONS IN VOCATIONAL EDUCATION PARTICIPATING IN RESEARCH AND DEVELOPMENT ACTIVITIES (JUNE 13-AUGUST 12, 1966).

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THIRTY SECONDARY AND COLLEGE TEACHERS, SUPERVISORS, AND TEACHER EDUCATORS FROM AGRICULTURE, HOME ECONOMICS, BUSINESS AND OFFICE EDUCATION, DISTRIBUTIVE EDUCATION, HEALTH, AND TRADE AND INDUSTRIAL EDUCATION PARTICIPATED IN AN INSTITUTE DESIGNED TO INCREASE THE RESEARCH COMPETENCE OF PERSONS IN POSITIONS OF LEADERSHIP. ALL EXCEPT ONE WERE ENROLLED FOR GRADUATE SCHOOL CREDIT. THE PROGRAM INCLUDED INSTRUCTION AND PRACTICE IN STATISTICS, RESEARCH METHODOLOGY, AND RESEARCH DESIGN. CONSIDERABLE TIME WAS USED IN PREPARING 14 PROPOSALS FOR RESEARCH, TRAINING, EXPERIMENTAL, DEVELOPMENTAL, OR PILOT PROJECTS. THE PROGRAM INCLUDED (1) 40 HOURS OF STATISTICAL INSTRUCTION, (2) 40 HOURS OF STATISTICAL LABORATORY, (3) 50 HOURS OF RESEARCH METHODOLOGY, (4) 50 HOURS OF RESEARCH DESIGN, AND (5) 100 HOURS OF LIBRARY STUDY, COMMITTEE WORK, AND FIELD TRIPS. ALL PARTICIPANTS THOUGHT THE INSTITUTE WAS WELL WORTH WHILE. THEY RECOMMENDED THAT FUTURE INSTITUTES SCHEDULE MORE TIME FOR PREPARING PROPOSALS, INCLUDE MORE PRACTICAL APPLICATION OF STATISTICS AND MORE TIME FOR THE STATISTICS LABORATORY, AND PLAN THE INSTITUTE FOR TWO SUMMERS TO INCLUDE RESEARCH METHODOLOGY, AND DESIGN THE FIRST AND A COMBINATION OF METHODS, DESIGN, AND STATISTICS THE SECOND. THE APPENDIX CONTAINS PUBLIC RELATIONS MATERIALS, AN APPLICATION FORM, A LETTER OF ACCEPTANCE, A LIST OF PROJECT TITLES DEVELOPED BY PARTICIPANTS, A BIBLIOGRAPHY, AND THE INSTITUTE EVALUATION FORM. (EM)

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  • Title: ➤  ERIC ED018565: RESEARCH TRAINING INSTITUTE FOR PERSONS IN VOCATIONAL EDUCATION PARTICIPATING IN RESEARCH AND DEVELOPMENT ACTIVITIES (JUNE 13-AUGUST 12, 1966).
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17Professional Development Of Four Teachers Participating In A Writing Project

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18ERIC ED591864: Learning Environment Evaluation And The Development Of School Facility Design Guidelines Australia Has Been The Site Of Significant School Facility Design Innovation During The Past Decade. This Innovation Was Showcased In 2013 In A Report Released By The Organisation For Economic Cooperation And Development (OECD) Titled "Innovative Learning Environments, Educational Research And Innovation." It Featured Case Studies Of 40 Exemplary Schools From Around The World. Of These, Seven Were From Australia, Including Six From Victoria. While International Attention Directed Towards The Designs Of Australian Schools Is Nice, There Remains Little Empirical Evidence To Attest To The Effectiveness Of These And Other Innovative School Facilities In Supporting Desired And Emerging Pedagogies In Primary And Secondary Schools. The Towards Effective Learning Environments In Catholic Schools: An Evidence Based Approach (TELE) Project Was Set Up In 2015 As A Collaborative Research Initiative Between Catholic Education Melbourne (CEM) And The Learning Environments Applied Research Network (LEaRN) At The University Of Melbourne. Over Three Years (2015-2017) The Project Aims To Develop Empirical Evidence And Subsequent Guidelines That Can Aid Decisions About How Best To Design And Use Of Learning Environments (school Facilities) In Primary And Secondary Schools. During The Course Of The Project, The Pedagogical Effectiveness Of 36 Learning Environments In Primary And Secondary Schools Will Be Evaluated Across The Melbourne Diocese Using LEaRN Evaluation Module 3--Alignment Of Pedagogy And Learning Environments. In Doing So, The Project Seeks To Answers To The Following Questions: 1) How Can Catholic School Learning Environments Be Designed And Used To Best Pedagogical Effect?; 2) How Well Aligned Are Contemporary Pedagogies With The Designs Of Learning Environments In Catholic Schools In The Melbourne Diocese?; 3) What Influence Do Different Building Typologies Have On This Alignment?; 4) How Can The Alignment Between Contemporary Pedagogies And The Design Of School Learning Environment Be Improved?; And 5) Is There Any Correlation Between The Relative Alignment Of Pedagogies And Learning Environments And The Learning Outcomes Achieved By Students (non-causal)? For The Purposes Of The Project, Learning Environments Have Been Delineated By The Adjoining Spaces Used By A Class, Cohort Or Year Level At The Same School, Including Shared Zones That Have Consistent Physical Features. Five Spatial Typologies (A To E), As Identified By Dovey And Fisher (2014), Have Been Used To Group Learning Environments With Similar Spatial Arrangements. These Typologies Are Differentiated By Their Relative Degree Of Openness, From Traditional Classrooms (enclosed) To Permanently Open-plan Spaces (open). Using A Strategic Sampling Technique, An Even Distribution Of Each Building Typology Will Be Evaluated Over The Course Of The Three-year Project To Help Identify Which Learning Environments (including Furniture, Fit-out, And Cultural Practices) Are The Most Supportive Of Contemporary Pedagogies, As Envisaged By CEM And The Participating Schools. This Paper Reports On Progress Towards The Development Of Evidence-based Guidelines For The Design Of Contemporary Schools, As Derived From The Program Of Learning Environment Evaluation Described Above.

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Australia has been the site of significant school facility design innovation during the past decade. This innovation was showcased in 2013 in a report released by the Organisation for Economic Cooperation and Development (OECD) titled "Innovative Learning Environments, Educational Research and Innovation." It featured case studies of 40 exemplary schools from around the world. Of these, seven were from Australia, including six from Victoria. While international attention directed towards the designs of Australian schools is nice, there remains little empirical evidence to attest to the effectiveness of these and other innovative school facilities in supporting desired and emerging pedagogies in primary and secondary schools. The Towards Effective Learning Environments in Catholic Schools: An Evidence Based Approach (TELE) project was set up in 2015 as a collaborative research initiative between Catholic Education Melbourne (CEM) and the Learning Environments Applied Research Network (LEaRN) at the University of Melbourne. Over three years (2015-2017) the project aims to develop empirical evidence and subsequent guidelines that can aid decisions about how best to design and use of learning environments (school facilities) in primary and secondary schools. During the course of the project, the pedagogical effectiveness of 36 learning environments in primary and secondary schools will be evaluated across the Melbourne Diocese using LEaRN Evaluation Module 3--Alignment of Pedagogy and Learning Environments. In doing so, the project seeks to answers to the following questions: 1) How can Catholic school learning environments be designed and used to best pedagogical effect?; 2) How well aligned are contemporary pedagogies with the designs of learning environments in Catholic schools in the Melbourne Diocese?; 3) What influence do different building typologies have on this alignment?; 4) How can the alignment between contemporary pedagogies and the design of school learning environment be improved?; and 5) Is there any correlation between the relative alignment of pedagogies and learning environments and the learning outcomes achieved by students (non-causal)? For the purposes of the project, learning environments have been delineated by the adjoining spaces used by a class, cohort or year level at the same school, including shared zones that have consistent physical features. Five spatial typologies (A to E), as identified by Dovey and Fisher (2014), have been used to group learning environments with similar spatial arrangements. These typologies are differentiated by their relative degree of openness, from traditional classrooms (enclosed) to permanently open-plan spaces (open). Using a strategic sampling technique, an even distribution of each building typology will be evaluated over the course of the three-year project to help identify which learning environments (including furniture, fit-out, and cultural practices) are the most supportive of contemporary pedagogies, as envisaged by CEM and the participating schools. This paper reports on progress towards the development of evidence-based guidelines for the design of contemporary schools, as derived from the program of learning environment evaluation described above.

“ERIC ED591864: Learning Environment Evaluation And The Development Of School Facility Design Guidelines Australia Has Been The Site Of Significant School Facility Design Innovation During The Past Decade. This Innovation Was Showcased In 2013 In A Report Released By The Organisation For Economic Cooperation And Development (OECD) Titled "Innovative Learning Environments, Educational Research And Innovation." It Featured Case Studies Of 40 Exemplary Schools From Around The World. Of These, Seven Were From Australia, Including Six From Victoria. While International Attention Directed Towards The Designs Of Australian Schools Is Nice, There Remains Little Empirical Evidence To Attest To The Effectiveness Of These And Other Innovative School Facilities In Supporting Desired And Emerging Pedagogies In Primary And Secondary Schools. The Towards Effective Learning Environments In Catholic Schools: An Evidence Based Approach (TELE) Project Was Set Up In 2015 As A Collaborative Research Initiative Between Catholic Education Melbourne (CEM) And The Learning Environments Applied Research Network (LEaRN) At The University Of Melbourne. Over Three Years (2015-2017) The Project Aims To Develop Empirical Evidence And Subsequent Guidelines That Can Aid Decisions About How Best To Design And Use Of Learning Environments (school Facilities) In Primary And Secondary Schools. During The Course Of The Project, The Pedagogical Effectiveness Of 36 Learning Environments In Primary And Secondary Schools Will Be Evaluated Across The Melbourne Diocese Using LEaRN Evaluation Module 3--Alignment Of Pedagogy And Learning Environments. In Doing So, The Project Seeks To Answers To The Following Questions: 1) How Can Catholic School Learning Environments Be Designed And Used To Best Pedagogical Effect?; 2) How Well Aligned Are Contemporary Pedagogies With The Designs Of Learning Environments In Catholic Schools In The Melbourne Diocese?; 3) What Influence Do Different Building Typologies Have On This Alignment?; 4) How Can The Alignment Between Contemporary Pedagogies And The Design Of School Learning Environment Be Improved?; And 5) Is There Any Correlation Between The Relative Alignment Of Pedagogies And Learning Environments And The Learning Outcomes Achieved By Students (non-causal)? For The Purposes Of The Project, Learning Environments Have Been Delineated By The Adjoining Spaces Used By A Class, Cohort Or Year Level At The Same School, Including Shared Zones That Have Consistent Physical Features. Five Spatial Typologies (A To E), As Identified By Dovey And Fisher (2014), Have Been Used To Group Learning Environments With Similar Spatial Arrangements. These Typologies Are Differentiated By Their Relative Degree Of Openness, From Traditional Classrooms (enclosed) To Permanently Open-plan Spaces (open). Using A Strategic Sampling Technique, An Even Distribution Of Each Building Typology Will Be Evaluated Over The Course Of The Three-year Project To Help Identify Which Learning Environments (including Furniture, Fit-out, And Cultural Practices) Are The Most Supportive Of Contemporary Pedagogies, As Envisaged By CEM And The Participating Schools. This Paper Reports On Progress Towards The Development Of Evidence-based Guidelines For The Design Of Contemporary Schools, As Derived From The Program Of Learning Environment Evaluation Described Above.” Metadata:

  • Title: ➤  ERIC ED591864: Learning Environment Evaluation And The Development Of School Facility Design Guidelines Australia Has Been The Site Of Significant School Facility Design Innovation During The Past Decade. This Innovation Was Showcased In 2013 In A Report Released By The Organisation For Economic Cooperation And Development (OECD) Titled "Innovative Learning Environments, Educational Research And Innovation." It Featured Case Studies Of 40 Exemplary Schools From Around The World. Of These, Seven Were From Australia, Including Six From Victoria. While International Attention Directed Towards The Designs Of Australian Schools Is Nice, There Remains Little Empirical Evidence To Attest To The Effectiveness Of These And Other Innovative School Facilities In Supporting Desired And Emerging Pedagogies In Primary And Secondary Schools. The Towards Effective Learning Environments In Catholic Schools: An Evidence Based Approach (TELE) Project Was Set Up In 2015 As A Collaborative Research Initiative Between Catholic Education Melbourne (CEM) And The Learning Environments Applied Research Network (LEaRN) At The University Of Melbourne. Over Three Years (2015-2017) The Project Aims To Develop Empirical Evidence And Subsequent Guidelines That Can Aid Decisions About How Best To Design And Use Of Learning Environments (school Facilities) In Primary And Secondary Schools. During The Course Of The Project, The Pedagogical Effectiveness Of 36 Learning Environments In Primary And Secondary Schools Will Be Evaluated Across The Melbourne Diocese Using LEaRN Evaluation Module 3--Alignment Of Pedagogy And Learning Environments. In Doing So, The Project Seeks To Answers To The Following Questions: 1) How Can Catholic School Learning Environments Be Designed And Used To Best Pedagogical Effect?; 2) How Well Aligned Are Contemporary Pedagogies With The Designs Of Learning Environments In Catholic Schools In The Melbourne Diocese?; 3) What Influence Do Different Building Typologies Have On This Alignment?; 4) How Can The Alignment Between Contemporary Pedagogies And The Design Of School Learning Environment Be Improved?; And 5) Is There Any Correlation Between The Relative Alignment Of Pedagogies And Learning Environments And The Learning Outcomes Achieved By Students (non-causal)? For The Purposes Of The Project, Learning Environments Have Been Delineated By The Adjoining Spaces Used By A Class, Cohort Or Year Level At The Same School, Including Shared Zones That Have Consistent Physical Features. Five Spatial Typologies (A To E), As Identified By Dovey And Fisher (2014), Have Been Used To Group Learning Environments With Similar Spatial Arrangements. These Typologies Are Differentiated By Their Relative Degree Of Openness, From Traditional Classrooms (enclosed) To Permanently Open-plan Spaces (open). Using A Strategic Sampling Technique, An Even Distribution Of Each Building Typology Will Be Evaluated Over The Course Of The Three-year Project To Help Identify Which Learning Environments (including Furniture, Fit-out, And Cultural Practices) Are The Most Supportive Of Contemporary Pedagogies, As Envisaged By CEM And The Participating Schools. This Paper Reports On Progress Towards The Development Of Evidence-based Guidelines For The Design Of Contemporary Schools, As Derived From The Program Of Learning Environment Evaluation Described Above.
  • Author:
  • Language: English

“ERIC ED591864: Learning Environment Evaluation And The Development Of School Facility Design Guidelines Australia Has Been The Site Of Significant School Facility Design Innovation During The Past Decade. This Innovation Was Showcased In 2013 In A Report Released By The Organisation For Economic Cooperation And Development (OECD) Titled "Innovative Learning Environments, Educational Research And Innovation." It Featured Case Studies Of 40 Exemplary Schools From Around The World. Of These, Seven Were From Australia, Including Six From Victoria. While International Attention Directed Towards The Designs Of Australian Schools Is Nice, There Remains Little Empirical Evidence To Attest To The Effectiveness Of These And Other Innovative School Facilities In Supporting Desired And Emerging Pedagogies In Primary And Secondary Schools. The Towards Effective Learning Environments In Catholic Schools: An Evidence Based Approach (TELE) Project Was Set Up In 2015 As A Collaborative Research Initiative Between Catholic Education Melbourne (CEM) And The Learning Environments Applied Research Network (LEaRN) At The University Of Melbourne. Over Three Years (2015-2017) The Project Aims To Develop Empirical Evidence And Subsequent Guidelines That Can Aid Decisions About How Best To Design And Use Of Learning Environments (school Facilities) In Primary And Secondary Schools. During The Course Of The Project, The Pedagogical Effectiveness Of 36 Learning Environments In Primary And Secondary Schools Will Be Evaluated Across The Melbourne Diocese Using LEaRN Evaluation Module 3--Alignment Of Pedagogy And Learning Environments. In Doing So, The Project Seeks To Answers To The Following Questions: 1) How Can Catholic School Learning Environments Be Designed And Used To Best Pedagogical Effect?; 2) How Well Aligned Are Contemporary Pedagogies With The Designs Of Learning Environments In Catholic Schools In The Melbourne Diocese?; 3) What Influence Do Different Building Typologies Have On This Alignment?; 4) How Can The Alignment Between Contemporary Pedagogies And The Design Of School Learning Environment Be Improved?; And 5) Is There Any Correlation Between The Relative Alignment Of Pedagogies And Learning Environments And The Learning Outcomes Achieved By Students (non-causal)? For The Purposes Of The Project, Learning Environments Have Been Delineated By The Adjoining Spaces Used By A Class, Cohort Or Year Level At The Same School, Including Shared Zones That Have Consistent Physical Features. Five Spatial Typologies (A To E), As Identified By Dovey And Fisher (2014), Have Been Used To Group Learning Environments With Similar Spatial Arrangements. These Typologies Are Differentiated By Their Relative Degree Of Openness, From Traditional Classrooms (enclosed) To Permanently Open-plan Spaces (open). Using A Strategic Sampling Technique, An Even Distribution Of Each Building Typology Will Be Evaluated Over The Course Of The Three-year Project To Help Identify Which Learning Environments (including Furniture, Fit-out, And Cultural Practices) Are The Most Supportive Of Contemporary Pedagogies, As Envisaged By CEM And The Participating Schools. This Paper Reports On Progress Towards The Development Of Evidence-based Guidelines For The Design Of Contemporary Schools, As Derived From The Program Of Learning Environment Evaluation Described Above.” Subjects and Themes:

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Find ERIC ED591864: Learning Environment Evaluation And The Development Of School Facility Design Guidelines Australia Has Been The Site Of Significant School Facility Design Innovation During The Past Decade. This Innovation Was Showcased In 2013 In A Report Released By The Organisation For Economic Cooperation And Development (OECD) Titled "Innovative Learning Environments, Educational Research And Innovation." It Featured Case Studies Of 40 Exemplary Schools From Around The World. Of These, Seven Were From Australia, Including Six From Victoria. While International Attention Directed Towards The Designs Of Australian Schools Is Nice, There Remains Little Empirical Evidence To Attest To The Effectiveness Of These And Other Innovative School Facilities In Supporting Desired And Emerging Pedagogies In Primary And Secondary Schools. The Towards Effective Learning Environments In Catholic Schools: An Evidence Based Approach (TELE) Project Was Set Up In 2015 As A Collaborative Research Initiative Between Catholic Education Melbourne (CEM) And The Learning Environments Applied Research Network (LEaRN) At The University Of Melbourne. Over Three Years (2015-2017) The Project Aims To Develop Empirical Evidence And Subsequent Guidelines That Can Aid Decisions About How Best To Design And Use Of Learning Environments (school Facilities) In Primary And Secondary Schools. During The Course Of The Project, The Pedagogical Effectiveness Of 36 Learning Environments In Primary And Secondary Schools Will Be Evaluated Across The Melbourne Diocese Using LEaRN Evaluation Module 3--Alignment Of Pedagogy And Learning Environments. In Doing So, The Project Seeks To Answers To The Following Questions: 1) How Can Catholic School Learning Environments Be Designed And Used To Best Pedagogical Effect?; 2) How Well Aligned Are Contemporary Pedagogies With The Designs Of Learning Environments In Catholic Schools In The Melbourne Diocese?; 3) What Influence Do Different Building Typologies Have On This Alignment?; 4) How Can The Alignment Between Contemporary Pedagogies And The Design Of School Learning Environment Be Improved?; And 5) Is There Any Correlation Between The Relative Alignment Of Pedagogies And Learning Environments And The Learning Outcomes Achieved By Students (non-causal)? For The Purposes Of The Project, Learning Environments Have Been Delineated By The Adjoining Spaces Used By A Class, Cohort Or Year Level At The Same School, Including Shared Zones That Have Consistent Physical Features. Five Spatial Typologies (A To E), As Identified By Dovey And Fisher (2014), Have Been Used To Group Learning Environments With Similar Spatial Arrangements. These Typologies Are Differentiated By Their Relative Degree Of Openness, From Traditional Classrooms (enclosed) To Permanently Open-plan Spaces (open). Using A Strategic Sampling Technique, An Even Distribution Of Each Building Typology Will Be Evaluated Over The Course Of The Three-year Project To Help Identify Which Learning Environments (including Furniture, Fit-out, And Cultural Practices) Are The Most Supportive Of Contemporary Pedagogies, As Envisaged By CEM And The Participating Schools. This Paper Reports On Progress Towards The Development Of Evidence-based Guidelines For The Design Of Contemporary Schools, As Derived From The Program Of Learning Environment Evaluation Described Above. at online marketplaces:


19ERIC ED647439: Minnesota's Early Childhood Educators: 2023 Statewide Study Of The Demographics, Workforce Supports, And Professional Development Needs Of The Early Care And Education Workforce In 2023, Wilder Research In St. Paul Contracted With The Minnesota Departments Of Education (MDE) And Human Services (DHS) In Partnership With The Minnesota Children's Cabinet To Conduct An Early Care And Education (ECE) Workforce Survey. The Purpose Of The Study Is To Describe Characteristics Of The ECE Workforce, Assess Educators' Economic Well-being, And Describe Their Motivations For Participating In Training And Professional Development Opportunities. The Study Included A Survey Of And Focus Groups With Early Childhood Educators. For The Purposes Of This Study, The Authors Defined "early Childhood Educator" As Those Who Care For Children Professionally, Regardless Of Their Title. This Study Includes Early Childhood Care And Education Professionals In The Following Types Of Programs: (1) Licensed Family Child Care Providers; (2) Licensed Child Care Centers; (3) School-based Early Childhood Programs, Including Public Preschool/prekindergarten Programs, Early Childhood Family Education, And Early Childhood Special Education; (4) Head Start And Early Head Start Programs; And (5) License-exempt Child Care Programs, Both Certified And Uncertified, That Serve Preschool Age.

By

In 2023, Wilder Research in St. Paul contracted with the Minnesota departments of Education (MDE) and Human Services (DHS) in partnership with the Minnesota Children's Cabinet to conduct an Early Care and Education (ECE) Workforce Survey. The purpose of the study is to describe characteristics of the ECE workforce, assess educators' economic well-being, and describe their motivations for participating in training and professional development opportunities. The study included a survey of and focus groups with early childhood educators. For the purposes of this study, the authors defined "early childhood educator" as those who care for children professionally, regardless of their title. This study includes early childhood care and education professionals in the following types of programs: (1) Licensed family child care providers; (2) Licensed child care centers; (3) School-based early childhood programs, including public preschool/prekindergarten programs, Early Childhood Family Education, and Early Childhood Special Education; (4) Head Start and Early Head Start programs; and (5) License-exempt child care programs, both certified and uncertified, that serve preschool age.

“ERIC ED647439: Minnesota's Early Childhood Educators: 2023 Statewide Study Of The Demographics, Workforce Supports, And Professional Development Needs Of The Early Care And Education Workforce In 2023, Wilder Research In St. Paul Contracted With The Minnesota Departments Of Education (MDE) And Human Services (DHS) In Partnership With The Minnesota Children's Cabinet To Conduct An Early Care And Education (ECE) Workforce Survey. The Purpose Of The Study Is To Describe Characteristics Of The ECE Workforce, Assess Educators' Economic Well-being, And Describe Their Motivations For Participating In Training And Professional Development Opportunities. The Study Included A Survey Of And Focus Groups With Early Childhood Educators. For The Purposes Of This Study, The Authors Defined "early Childhood Educator" As Those Who Care For Children Professionally, Regardless Of Their Title. This Study Includes Early Childhood Care And Education Professionals In The Following Types Of Programs: (1) Licensed Family Child Care Providers; (2) Licensed Child Care Centers; (3) School-based Early Childhood Programs, Including Public Preschool/prekindergarten Programs, Early Childhood Family Education, And Early Childhood Special Education; (4) Head Start And Early Head Start Programs; And (5) License-exempt Child Care Programs, Both Certified And Uncertified, That Serve Preschool Age.” Metadata:

  • Title: ➤  ERIC ED647439: Minnesota's Early Childhood Educators: 2023 Statewide Study Of The Demographics, Workforce Supports, And Professional Development Needs Of The Early Care And Education Workforce In 2023, Wilder Research In St. Paul Contracted With The Minnesota Departments Of Education (MDE) And Human Services (DHS) In Partnership With The Minnesota Children's Cabinet To Conduct An Early Care And Education (ECE) Workforce Survey. The Purpose Of The Study Is To Describe Characteristics Of The ECE Workforce, Assess Educators' Economic Well-being, And Describe Their Motivations For Participating In Training And Professional Development Opportunities. The Study Included A Survey Of And Focus Groups With Early Childhood Educators. For The Purposes Of This Study, The Authors Defined "early Childhood Educator" As Those Who Care For Children Professionally, Regardless Of Their Title. This Study Includes Early Childhood Care And Education Professionals In The Following Types Of Programs: (1) Licensed Family Child Care Providers; (2) Licensed Child Care Centers; (3) School-based Early Childhood Programs, Including Public Preschool/prekindergarten Programs, Early Childhood Family Education, And Early Childhood Special Education; (4) Head Start And Early Head Start Programs; And (5) License-exempt Child Care Programs, Both Certified And Uncertified, That Serve Preschool Age.
  • Author:
  • Language: English

“ERIC ED647439: Minnesota's Early Childhood Educators: 2023 Statewide Study Of The Demographics, Workforce Supports, And Professional Development Needs Of The Early Care And Education Workforce In 2023, Wilder Research In St. Paul Contracted With The Minnesota Departments Of Education (MDE) And Human Services (DHS) In Partnership With The Minnesota Children's Cabinet To Conduct An Early Care And Education (ECE) Workforce Survey. The Purpose Of The Study Is To Describe Characteristics Of The ECE Workforce, Assess Educators' Economic Well-being, And Describe Their Motivations For Participating In Training And Professional Development Opportunities. The Study Included A Survey Of And Focus Groups With Early Childhood Educators. For The Purposes Of This Study, The Authors Defined "early Childhood Educator" As Those Who Care For Children Professionally, Regardless Of Their Title. This Study Includes Early Childhood Care And Education Professionals In The Following Types Of Programs: (1) Licensed Family Child Care Providers; (2) Licensed Child Care Centers; (3) School-based Early Childhood Programs, Including Public Preschool/prekindergarten Programs, Early Childhood Family Education, And Early Childhood Special Education; (4) Head Start And Early Head Start Programs; And (5) License-exempt Child Care Programs, Both Certified And Uncertified, That Serve Preschool Age.” Subjects and Themes:

Edition Identifiers:

Downloads Information:

The book is available for download in "texts" format, the size of the file-s is: 33.16 Mbs, the file-s for this book were downloaded 10 times, the file-s went public at Fri Jan 24 2025.

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Archive BitTorrent - DjVuTXT - Djvu XML - Item Tile - Metadata - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Processed JP2 ZIP - Text PDF - chOCR - hOCR -

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Find ERIC ED647439: Minnesota's Early Childhood Educators: 2023 Statewide Study Of The Demographics, Workforce Supports, And Professional Development Needs Of The Early Care And Education Workforce In 2023, Wilder Research In St. Paul Contracted With The Minnesota Departments Of Education (MDE) And Human Services (DHS) In Partnership With The Minnesota Children's Cabinet To Conduct An Early Care And Education (ECE) Workforce Survey. The Purpose Of The Study Is To Describe Characteristics Of The ECE Workforce, Assess Educators' Economic Well-being, And Describe Their Motivations For Participating In Training And Professional Development Opportunities. The Study Included A Survey Of And Focus Groups With Early Childhood Educators. For The Purposes Of This Study, The Authors Defined "early Childhood Educator" As Those Who Care For Children Professionally, Regardless Of Their Title. This Study Includes Early Childhood Care And Education Professionals In The Following Types Of Programs: (1) Licensed Family Child Care Providers; (2) Licensed Child Care Centers; (3) School-based Early Childhood Programs, Including Public Preschool/prekindergarten Programs, Early Childhood Family Education, And Early Childhood Special Education; (4) Head Start And Early Head Start Programs; And (5) License-exempt Child Care Programs, Both Certified And Uncertified, That Serve Preschool Age. at online marketplaces:


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