Negative Declaration and Initial Study for Portable Classrooms IIIb, Priority Group #2
Author :
Publisher :
Page : 0 pages
File Size : 16,60 MB
Release : 1998
Category : Buildings, Portable
ISBN :
Author :
Publisher :
Page : 0 pages
File Size : 16,60 MB
Release : 1998
Category : Buildings, Portable
ISBN :
Author :
Publisher :
Page : 0 pages
File Size : 32,22 MB
Release : 1998
Category : Buildings, Portable
ISBN :
Author : Stephen D. Krashen
Publisher :
Page : 202 pages
File Size : 17,65 MB
Release : 1987
Category : Language and languages
ISBN :
Author : David Schottke
Publisher : Jones & Bartlett Publishers
Page : 1229 pages
File Size : 24,14 MB
Release : 2014
Category : Fire extinction
ISBN : 1449641520
Author : Carol A. Tomlinson
Publisher : ASCD
Page : 128 pages
File Size : 11,27 MB
Release : 2001
Category : Education
ISBN : 0871205122
Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.
Author : United States. Office of the Chief of Naval Operations
Publisher :
Page : 828 pages
File Size : 43,20 MB
Release : 1990
Category : Aeronautics, Military
ISBN :
Author : Johnny Saldana
Publisher : SAGE
Page : 282 pages
File Size : 43,67 MB
Release : 2009-02-19
Category : Reference
ISBN : 1446200124
The Coding Manual for Qualitative Researchers is unique in providing, in one volume, an in-depth guide to each of the multiple approaches available for coding qualitative data. In total, 29 different approaches to coding are covered, ranging in complexity from beginner to advanced level and covering the full range of types of qualitative data from interview transcripts to field notes. For each approach profiled, Johnny Saldaña discusses the method’s origins in the professional literature, a description of the method, recommendations for practical applications, and a clearly illustrated example.
Author : Carol Ann Tomlinson
Publisher : ASCD
Page : 210 pages
File Size : 40,52 MB
Release : 2014-05-25
Category : Education
ISBN : 1416618635
Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.
Author : Lee August Rodegerdts
Publisher : Transportation Research Board
Page : 407 pages
File Size : 19,36 MB
Release : 2010
Category : Technology & Engineering
ISBN : 0309155118
TRB's National Cooperative Highway Research Program (NCHRP) Report 672: Roundabouts: An Informational Guide - Second Edition explores the planning, design, construction, maintenance, and operation of roundabouts. The report also addresses issues that may be useful in helping to explain the trade-offs associated with roundabouts. This report updates the U.S. Federal Highway Administration's Roundabouts: An Informational Guide, based on experience gained in the United States since that guide was published in 2000.
Author : National Research Council
Publisher : National Academies Press
Page : 383 pages
File Size : 27,79 MB
Release : 2001-10-27
Category : Education
ISBN : 0309293227
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.