Vocational Education Survey of Minneapolis, Minn
Author : National Society for Vocational Education
Publisher :
Page : 600 pages
File Size : 35,45 MB
Release : 1917
Category : Education
ISBN :
Author : National Society for Vocational Education
Publisher :
Page : 600 pages
File Size : 35,45 MB
Release : 1917
Category : Education
ISBN :
Author :
Publisher :
Page : 1102 pages
File Size : 25,50 MB
Release : 1917
Category : Labor
ISBN :
Author :
Publisher :
Page : 712 pages
File Size : 47,40 MB
Release : 1968
Category : Union catalogs
ISBN :
Author :
Publisher :
Page : 596 pages
File Size : 22,75 MB
Release : 1917
Category : Business
ISBN :
Author :
Publisher :
Page : 746 pages
File Size : 31,59 MB
Release : 1917
Category : Economics
ISBN :
Includes annual List of doctoral dissertations in political economy in progress in American universities and colleges; and the Hand book of the American Economic Association.
Author : University of California, Berkeley. Library
Publisher :
Page : 1032 pages
File Size : 21,50 MB
Release : 1963
Category : Library catalogs
ISBN :
Author : National Research Council
Publisher : National Academies Press
Page : 333 pages
File Size : 27,16 MB
Release : 2005-02-03
Category : Education
ISBN : 0309092086
Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Author : Herbert M. Kliebard
Publisher : Psychology Press
Page : 366 pages
File Size : 23,66 MB
Release : 2004
Category : Curriculum planning
ISBN : 9780415948913
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Author : National Society for Vocational Education
Publisher :
Page : 752 pages
File Size : 37,48 MB
Release : 1916
Category : Education
ISBN :
Author : National Research Council
Publisher : National Academies Press
Page : 145 pages
File Size : 29,34 MB
Release : 2010-01-26
Category : Education
ISBN : 0309150647
An emerging body of research suggests that a set of broad "21st century skills"-such as adaptability, complex communication skills, and the ability to solve non-routine problems-are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge. To explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes-including talk and argument, modeling and representation, and learning from investigations-builds science proficiency. At the same time, this engagement may develop 21st century skills. Exploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.