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The Recognition And Evaluation Of Teaching by Kenneth Eugene Eble

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1ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF)

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Six basic considerations in teaching literature to gifted children in grades four through six are presented in the first half of this curriculum guide: (1) The teacher needs a broad knowledge of literature, as well as a sensitivity to students, in order to recommend literature for each child. (2) The teacher's method of presentation is important. (3) The reading preferences of the child should be honored. (4) The interrelationship of content and skills must be recognized. (5) The gifted child should be encouraged to develop higher intellectual skills such as evaluation, critical and creative thinking, recognition of implication, development of hypotheses, and comparison and contrast. (6) Varied types of literature should be suggested by the teacher. The second half of the curriculum guide offers four sample units with suggested activities and readings given for each unit. The units are entitled: "Conformity and Rebellious Behavior,""Science Fiction and Fantasy Literature,""A Study of the Works of One Author," and "Use of Historical Fiction." The two appendixes offer a sample comprehensive literature unit and a suggested literature/language arts curriculum for academically gifted students. (JF)

“ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF)” Metadata:

  • Title: ➤  ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF)
  • Author:
  • Language: English

“ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF)” Subjects and Themes:

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Find ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF) at online marketplaces:


2The Recognition And Evaluation Of Teaching

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Six basic considerations in teaching literature to gifted children in grades four through six are presented in the first half of this curriculum guide: (1) The teacher needs a broad knowledge of literature, as well as a sensitivity to students, in order to recommend literature for each child. (2) The teacher's method of presentation is important. (3) The reading preferences of the child should be honored. (4) The interrelationship of content and skills must be recognized. (5) The gifted child should be encouraged to develop higher intellectual skills such as evaluation, critical and creative thinking, recognition of implication, development of hypotheses, and comparison and contrast. (6) Varied types of literature should be suggested by the teacher. The second half of the curriculum guide offers four sample units with suggested activities and readings given for each unit. The units are entitled: "Conformity and Rebellious Behavior,""Science Fiction and Fantasy Literature,""A Study of the Works of One Author," and "Use of Historical Fiction." The two appendixes offer a sample comprehensive literature unit and a suggested literature/language arts curriculum for academically gifted students. (JF)

“The Recognition And Evaluation Of Teaching” Metadata:

  • Title: ➤  The Recognition And Evaluation Of Teaching
  • Author: ➤  
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 326.06 Mbs, the file-s for this book were downloaded 17 times, the file-s went public at Wed Oct 19 2022.

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3ERIC ED138205: Student Evaluation Of Teaching. Criteria For The Evaluation, Support, And Recognition Of College Teachers Number 2.

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Teaching is an omnibus profession, but each teacher is a self-sufficient individual and many yardsticks are needed to measure competence in this role. The evaluation of a teacher should, in principle, be bound to what students learn and to the attitudes and values they hold over the long haul. In practice, however, we tend to separate teaching from learning. Each of the participating schools in the National Project III uses some form of teacher evaluation by students, and from these collective experiences it is possible to be explicit about the issues and problems generated by such arrangements. These matters range from broad policy questions to technical decisions pertaining to the evaluating instrument and the handling of data. The report is a brief summary of these issues, and most of the examples are taken from Fund Associates schools. Sources for more detailed information are listed. (Author/MSE)

“ERIC ED138205: Student Evaluation Of Teaching. Criteria For The Evaluation, Support, And Recognition Of College Teachers Number 2.” Metadata:

  • Title: ➤  ERIC ED138205: Student Evaluation Of Teaching. Criteria For The Evaluation, Support, And Recognition Of College Teachers Number 2.
  • Author:
  • Language: English

“ERIC ED138205: Student Evaluation Of Teaching. Criteria For The Evaluation, Support, And Recognition Of College Teachers Number 2.” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 11.99 Mbs, the file-s for this book were downloaded 88 times, the file-s went public at Wed Apr 29 2015.

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4ERIC ED383843: Youth Apprenticeship: A School-to-Work Transition Program. Hot Topic. SERVE Offers A Series Of Publications Entitled "Hot Topics," Research-based Documents Which Focus On Relevant Issues Of The Day That Are Important In The Region. This Document, The First In A Series Of Publications, Is A Practical Guidebook To Designing And Developing Youth Apprenticeship Programs To Prepare Noncollege-bound High School Students For Work. Section 1 Is An Overview Of Youth Apprenticeship That Includes Information On The History Of Apprenticeship And Explains Why Youth Apprenticeship Is Needed In The United States. Listed In Section 2 Are The Following: The Characteristic Components And Benefits Of Youth Apprenticeships; Youth Apprenticeship Program Coordinator Responsibilities; And Typical Components Of Tech Prep, Cooperative Education, Internship, School-based Enterprise, Vocational Technology High School/center, And Career Academy Programs. The Following Key Components In School-to-work Transition Programs Are Discussed In Section 3: Commitment, Collaboration, Business Involvement, Training And Staff Development, Applied Teaching, Real-world Experience, Flexible Scheduling, Funding And Resources, And Continuity. Examined In Section 4 Are The Following Critical Issues In Youth Apprenticeship Programming: Vision And Concept, Attitudes, Recognition/credentials/standards, Program Evaluation, Marketing, And Public Choices And Public Agents. Sections 5-7 Contain The Following: Names/addresses Of 103 State And National Resource Organizations; List Of 56 Suggested Periodicals, Journals, Newsletters, And Documents On Models; Endnotes, And 71-item Bibliography. Included Throughout The Guidebook Are Profiles Of Exemplary Youth Apprenticeship Programs And Descriptions Of Successful Program Practices. (MN)

By

SERVE offers a series of publications entitled "Hot Topics," research-based documents which focus on relevant issues of the day that are important in the region. This document, the first in a series of publications, is a practical guidebook to designing and developing youth apprenticeship programs to prepare noncollege-bound high school students for work. Section 1 is an overview of youth apprenticeship that includes information on the history of apprenticeship and explains why youth apprenticeship is needed in the United States. Listed in section 2 are the following: the characteristic components and benefits of youth apprenticeships; youth apprenticeship program coordinator responsibilities; and typical components of tech prep, cooperative education, internship, school-based enterprise, vocational technology high school/center, and career academy programs. The following key components in school-to-work transition programs are discussed in section 3: commitment, collaboration, business involvement, training and staff development, applied teaching, real-world experience, flexible scheduling, funding and resources, and continuity. Examined in section 4 are the following critical issues in youth apprenticeship programming: vision and concept, attitudes, recognition/credentials/standards, program evaluation, marketing, and public choices and public agents. Sections 5-7 contain the following: names/addresses of 103 state and national resource organizations; list of 56 suggested periodicals, journals, newsletters, and documents on models; endnotes, and 71-item bibliography. Included throughout the guidebook are profiles of exemplary youth apprenticeship programs and descriptions of successful program practices. (MN)

“ERIC ED383843: Youth Apprenticeship: A School-to-Work Transition Program. Hot Topic. SERVE Offers A Series Of Publications Entitled "Hot Topics," Research-based Documents Which Focus On Relevant Issues Of The Day That Are Important In The Region. This Document, The First In A Series Of Publications, Is A Practical Guidebook To Designing And Developing Youth Apprenticeship Programs To Prepare Noncollege-bound High School Students For Work. Section 1 Is An Overview Of Youth Apprenticeship That Includes Information On The History Of Apprenticeship And Explains Why Youth Apprenticeship Is Needed In The United States. Listed In Section 2 Are The Following: The Characteristic Components And Benefits Of Youth Apprenticeships; Youth Apprenticeship Program Coordinator Responsibilities; And Typical Components Of Tech Prep, Cooperative Education, Internship, School-based Enterprise, Vocational Technology High School/center, And Career Academy Programs. The Following Key Components In School-to-work Transition Programs Are Discussed In Section 3: Commitment, Collaboration, Business Involvement, Training And Staff Development, Applied Teaching, Real-world Experience, Flexible Scheduling, Funding And Resources, And Continuity. Examined In Section 4 Are The Following Critical Issues In Youth Apprenticeship Programming: Vision And Concept, Attitudes, Recognition/credentials/standards, Program Evaluation, Marketing, And Public Choices And Public Agents. Sections 5-7 Contain The Following: Names/addresses Of 103 State And National Resource Organizations; List Of 56 Suggested Periodicals, Journals, Newsletters, And Documents On Models; Endnotes, And 71-item Bibliography. Included Throughout The Guidebook Are Profiles Of Exemplary Youth Apprenticeship Programs And Descriptions Of Successful Program Practices. (MN)” Metadata:

  • Title: ➤  ERIC ED383843: Youth Apprenticeship: A School-to-Work Transition Program. Hot Topic. SERVE Offers A Series Of Publications Entitled "Hot Topics," Research-based Documents Which Focus On Relevant Issues Of The Day That Are Important In The Region. This Document, The First In A Series Of Publications, Is A Practical Guidebook To Designing And Developing Youth Apprenticeship Programs To Prepare Noncollege-bound High School Students For Work. Section 1 Is An Overview Of Youth Apprenticeship That Includes Information On The History Of Apprenticeship And Explains Why Youth Apprenticeship Is Needed In The United States. Listed In Section 2 Are The Following: The Characteristic Components And Benefits Of Youth Apprenticeships; Youth Apprenticeship Program Coordinator Responsibilities; And Typical Components Of Tech Prep, Cooperative Education, Internship, School-based Enterprise, Vocational Technology High School/center, And Career Academy Programs. The Following Key Components In School-to-work Transition Programs Are Discussed In Section 3: Commitment, Collaboration, Business Involvement, Training And Staff Development, Applied Teaching, Real-world Experience, Flexible Scheduling, Funding And Resources, And Continuity. Examined In Section 4 Are The Following Critical Issues In Youth Apprenticeship Programming: Vision And Concept, Attitudes, Recognition/credentials/standards, Program Evaluation, Marketing, And Public Choices And Public Agents. Sections 5-7 Contain The Following: Names/addresses Of 103 State And National Resource Organizations; List Of 56 Suggested Periodicals, Journals, Newsletters, And Documents On Models; Endnotes, And 71-item Bibliography. Included Throughout The Guidebook Are Profiles Of Exemplary Youth Apprenticeship Programs And Descriptions Of Successful Program Practices. (MN)
  • Author:
  • Language: English

“ERIC ED383843: Youth Apprenticeship: A School-to-Work Transition Program. Hot Topic. SERVE Offers A Series Of Publications Entitled "Hot Topics," Research-based Documents Which Focus On Relevant Issues Of The Day That Are Important In The Region. This Document, The First In A Series Of Publications, Is A Practical Guidebook To Designing And Developing Youth Apprenticeship Programs To Prepare Noncollege-bound High School Students For Work. Section 1 Is An Overview Of Youth Apprenticeship That Includes Information On The History Of Apprenticeship And Explains Why Youth Apprenticeship Is Needed In The United States. Listed In Section 2 Are The Following: The Characteristic Components And Benefits Of Youth Apprenticeships; Youth Apprenticeship Program Coordinator Responsibilities; And Typical Components Of Tech Prep, Cooperative Education, Internship, School-based Enterprise, Vocational Technology High School/center, And Career Academy Programs. The Following Key Components In School-to-work Transition Programs Are Discussed In Section 3: Commitment, Collaboration, Business Involvement, Training And Staff Development, Applied Teaching, Real-world Experience, Flexible Scheduling, Funding And Resources, And Continuity. Examined In Section 4 Are The Following Critical Issues In Youth Apprenticeship Programming: Vision And Concept, Attitudes, Recognition/credentials/standards, Program Evaluation, Marketing, And Public Choices And Public Agents. Sections 5-7 Contain The Following: Names/addresses Of 103 State And National Resource Organizations; List Of 56 Suggested Periodicals, Journals, Newsletters, And Documents On Models; Endnotes, And 71-item Bibliography. Included Throughout The Guidebook Are Profiles Of Exemplary Youth Apprenticeship Programs And Descriptions Of Successful Program Practices. (MN)” Subjects and Themes:

Edition Identifiers:

Downloads Information:

The book is available for download in "texts" format, the size of the file-s is: 65.54 Mbs, the file-s for this book were downloaded 55 times, the file-s went public at Mon Aug 22 2022.

Available formats:
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 ED383843: Youth Apprenticeship: A School-to-Work Transition Program. Hot Topic. SERVE Offers A Series Of Publications Entitled "Hot Topics," Research-based Documents Which Focus On Relevant Issues Of The Day That Are Important In The Region. This Document, The First In A Series Of Publications, Is A Practical Guidebook To Designing And Developing Youth Apprenticeship Programs To Prepare Noncollege-bound High School Students For Work. Section 1 Is An Overview Of Youth Apprenticeship That Includes Information On The History Of Apprenticeship And Explains Why Youth Apprenticeship Is Needed In The United States. Listed In Section 2 Are The Following: The Characteristic Components And Benefits Of Youth Apprenticeships; Youth Apprenticeship Program Coordinator Responsibilities; And Typical Components Of Tech Prep, Cooperative Education, Internship, School-based Enterprise, Vocational Technology High School/center, And Career Academy Programs. The Following Key Components In School-to-work Transition Programs Are Discussed In Section 3: Commitment, Collaboration, Business Involvement, Training And Staff Development, Applied Teaching, Real-world Experience, Flexible Scheduling, Funding And Resources, And Continuity. Examined In Section 4 Are The Following Critical Issues In Youth Apprenticeship Programming: Vision And Concept, Attitudes, Recognition/credentials/standards, Program Evaluation, Marketing, And Public Choices And Public Agents. Sections 5-7 Contain The Following: Names/addresses Of 103 State And National Resource Organizations; List Of 56 Suggested Periodicals, Journals, Newsletters, And Documents On Models; Endnotes, And 71-item Bibliography. Included Throughout The Guidebook Are Profiles Of Exemplary Youth Apprenticeship Programs And Descriptions Of Successful Program Practices. (MN) at online marketplaces:


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