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(2005). Retrieved 10 31, 2010, from State Board of Education: http://www.sbec.state.tx.us/sbeconline/certinfo/becometeacher.asp?width=1024&height=768#ba sicreq New No Child Left Behind Flexibility: Highly Qualified Teachers. (2005). Retrieved 10 31, 2010, from United States Department of Education: http://www2.ed.gov/nclb/methods/teachers/hqtflexibility.html Official Record of Educator Certificates. (n.d.).
Running head: EFFECTS OF WELFARE REFORM ON POSTSECONDARY 1 EDUCATION Effects of Welfare Reform on Postsecondary Education Kathleen M. Sawtell Creighton University Running head: EFFECTS OF WELFARE REFORM ON POSTSECONDARY 2 EDUCATION Abstract The purpose of this paper is to examine data about the welfare reform in America that was gathered and presented by authors Jerry A. Jacobs and Sarah Winslow. Their work, "Welfare Reform and Enrollment in Postsecondary Education" was published in the 586th volume of Annals of the American Academy of Political and Social Science in 2003. The data that is addressed in this essay originates from a variety of sources and discusses the issue of the federal welfare reforms (specifically the
The Intentional Teacher Choosing the Best Strategies for Young Children’s Learning Ann S. Epstein National Association for the Education of Young Children Washington, DC i FM.pmd 1 5/6/2008, 12:01 PM Photographs copyright © by: Nancy Alexander—107; Susan Klein—1; Jean-Claude Lejeune—i; Lois Main—front cover (top left); Elisabeth Nichols—front cover (top right), front cover (bottom left); Ellen B. Senisi—front cover (bottom right), back cover, 41; Michael Siluk—23; Renaud Thomas—9, 67, 87; Francis Wardle—127. National Association for the Education of Young Children 1313 L Street NW, Suite 500 Washington, DC 20005-4101 202-232-8777 or 800-424-2460 www.naeyc.org The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning Copyright © 2007 by the National Association for the Education of Young Children. All rights reserved. Printed in the United States of America. Through its publications program the National Association for the Education of Young Children (NAEYC) provides a forum for discussion of major issues and ideas in the early childhood field, with the hope of provoking thought and promoting professional growth.
2. Identify the eight basic tenets of educational philosophy and discuss which philosophical questions, arguments, and positions have significantly shaped K-12 public education in the U.S.? Provide detailed examples of the educational phases of our current public educational system. 3. Describe an educational organization that reflects your beliefs in educational philosophy.
(1988). Curriculum bias in published, norm-referenced readingtests: Demonstrable effects. School Psychology Review, 17 (1), 51–60. • http://www.alleydog.com/glossary/definition.php?term=Criterion%20Referenced%20Testing#ixzz2Lmu8vM8Z • http://www.jamaicaobserver.com/news/89643_Grade-One-readiness-test-being-moved-to-early-childhood-level#ixzz2LrByy0x6 • The Advantages of Criterion-Referenced Testing | eHow.com • http://www.ehow.com/info_8427543_advantages-criterionreferenced-testing.html#ixzz2Lr31YDJ2 DISTINGUISH AMONG “NORM REFERENCE” AND “CRITERION REFERENCE” TESTING. DISCUSS THE IMPACT OF THE APPLICATION OF THESE TYPES OF TEST ON STUDENTS PERFORMANCE.
Abstract In this essay, I will discuss the question, “How far is caning effective in educating children at the age of 7 until 12 years old in primary schools?” Before I proceed any further, it is very important for me to define the major key points in the research question so that a clear understanding is achieved. First, the term ‘how far’ can also be understood as ‘to what extend’. In this type of question, the objective is not to find a yes or no answer, but it is more to discuss and justify all the positive and negative points and then come out with an unbiased conclusion. ‘Caning’ is an act of making somebody hurt physically by hitting them with a thin stick because they have broken the law or did something wrong. In this essay, I will discuss more about caning done in schools which are executed as a part of the learning process.
According to Starratt (2008) supervision as a field of educational practice with clearly delineated roles and responsibilities has formed slowly over the years with curriculum development. Glickman and Gordon (2007) define curriculum as what is intentionally taught to students in a district, school, or classroom. Glanz (1992) states that curriculum development and educational supervision must be viewed as integral partners in providing effective instruction in schools. Through research, many authors share the same views on educational supervisions role and functions of the supervisor in curriculum development. Starratt (2008) found that supervisors role in curriculum development involve substantive data collection in addition to providing ongoing training and resource support.