61. Title Of Project: Assessment Of Using New Technologies To Teach Statistics Title of project assessment of Using New Technologies to teach Statistics. Presenter Ileah McKee. Student Researchers Ileah McKee and Leann Hooge. http://www.mtsu.edu/~scientia/journals/vol6/issue1/14.htm

Title of project: Assessment of Using New Technologies to Teach Statistics Presenter: Ileah McKee Student Researchers: Ileah McKee and Leann Hooge Faculty: Dr. Ginger Holmes Rowell Department of Mathematical Sciences Abstract: The ongoing goal of the project is to find and assess technologies related to the teaching and learning of statistical concepts in terms of determining which technologies are most effective. Effectiveness is rated by using certain standards including those of the National Council of Teachers of Mathematics and the teaching purpose of the specific technologies. For the project, we are creating a rubric that will provide a standard with which to evaluate different websites that focus on learning statistical concepts and applications. The assessment tool might also be used on tools such as statistical software, statistical applets on the web, web-based tutorials, and other new technologies. Statistical methods will also be used to determine the effectiveness of these technological statistical teaching tools. These methods may include, but will not be limited to surveys, pretests and posttests of students using the materials.

62. Insight Assessment | California Academic Press Learn more about strategies to teach for and about thinking. those skills, and consensus recommendations for critical thinking instruction and assessment. http://www.insightassessment.com/education.html

Ask Steve Custom Tool Design On Site Consulting Education Client Support All I.A. Products and Services Retail Prices Educational Prices Fax Order Form ... What's New Phone: Teaching for Thinking The great gift teachers give is the gift of themselves, for this is what they are doing when the teach their students how to think wisely and how to live virtuously, harmoniously, and productively with others and the world around. What do you want to do? Assess students' reasoning skills and learning motivation? Evaluate the effectiveness of a program, course, or instructional strategy? Prepare for program or institutional accreditation? Respond to performance funding or other "high stakes" requirements? ... Get help with a research project? Assess students' reasoning skills and disposition toward learning and thinking. Educational institutions at every academic level throughout the United States and around the world use I.A.'s reasoning assessment tools to gather data on students' thinking skills and their disposition to use those skills. Teaching students to be both willing and able to think demands exercising those skills and nurturing the motivation to use those skills in problem solving, learning, and decision making. I.A. offers assessment three kinds of reasoning assessment tools:

63. Center For Performance Assessment: Resource Center > The Courage To Teach The Courage to teach Exploring the Inner Landscape of a teacher s Life. By Parker J. Palmer. ISBN 07879-1058-9 Publisher Jossey http://www.makingstandardswork.com/ResourceCtr/books/CTT.htm

assessments accountability standards seminars ... site map The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life By Parker J. Palmer ISBN: Publisher: Jossey-Bass Publishers Hardcover - 199 pgs. (Not sold by the Center. Check your favorite bookseller for this title) Teachers choose their vocation for reasons of the heart, because they care deeply about their students and about their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do give heart to our students? In The Courage to Teach , Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students and recovering their passion for one of the most difficult and important of human endeavors. "This book builds on a simple premise: good teaching comes from the identity and integrity of the teacher."

64. Learning And Teaching Support > Academic Staff Development > Grad Cert Teach program to assist teaching staff in higher education to monitor, evaluate and develop their teaching and assessment practices so as to teach effectively in a http://www.swin.edu.au/lts/academic_staff_development/grad_cert_teach/

Books and Journals Web Resources Grad Cert Teach Events for 2004 ... Academic Staff Development Grad Cert Teach The Graduate Certificate in Teaching and Learning in Higher Education Course information pdf version Application Information Graduate Certificate in Teaching and Learning Application Form Aims The general aims of the program are to: help teaching staff develop the core skills, versatility, competence and confidence to teach effectively in higher education encourage and assist teaching staff to reflect on their practice in a critical and informed way and realise the need for continuing professional self-evaluation and development provide teaching staff with opportunities to integrate and apply what they have learned in a supportive, discipline-related or allied cross disciplinary environment. The award The program is the result of an agreement struck by LTS of Swinburne University of Technology to work in collaboration with Napier University,Edinburgh to provide an online internationalised post-graduate program in learning and teaching in higher education. The award is accredited by Swinburne University and Napier University. The Napier award is recognized in the U.K. by the Staff and Educational Development Association (SEDA), the Institute for Learning and Teaching (ILT).

65. Institution’s Assessment Plan Fall 2002. Diploma Seal/Equivalency. Director of Institutional assessment. Director of teacher Education. Fall 2002. How to teach. Collector. Aggregator. First. http://www.ncate.lhup.edu/documents/assessment_plan.htm

Lock Haven University of Pennsylvania College of Education and Human Services Teacher Education Assessment Plan Initial Level Preparation What to Teach, How to Teach, Caring Communication, and Self-Evaluation are all areas of the Conceptual Framework governing Teacher Education at LHUP. Stage 1 tracks the necessary evidence for pre-candidacy. Stage 2 begins the tracking of all evidence required at program entrance. The “collector” is the office or persons responsible for collecting the data and disseminating it properly. This plan applies to any student enrolling at LHUP after May 2002. Stage 1 (green) Entrance to the University (To be completed by 45 credit hours) Learning Goal What to Teach Collector Aggregator First Collection Date High School Rank Director of Institutional Assessment Director of Teacher Education Fall 2002 SAT Director of Institutional Assessment Director of Teacher Education Fall 2002 Diploma Seal/Equivalency Director of Institutional Assessment Director of Teacher Education Fall 2002 How to Teach Collector Aggregator First Collection Date Director of Teacher Education Director of Teacher Education Fall 2002 Secretary of Student Teaching Director of Teacher Education Fall 2002 Caring Communication Collector Aggregator First Collection Date Technology Self-assessment Fall 2003 Entrance Recommendation Forms (3) Director of Teacher Education Director of Teacher Education Fall 2002

66. The Power Of Portfolios: What Children Can Teach Us About Learning And Assessmen The Power of Portfolios What Children Can teach Us About Learning and assessment. Type Horace Book Review Author(s) Linda Mabry Source Horace. http://www.essentialschools.org/cs/resources/view/ces_res/213

@import url(/styles/ces.css); Home Resources Classroom Practice Assessment The Power of Portfolios: What Children Can Teach Us About Learning and Assessment Type: Horace Book Review Author(s): Linda Mabry Source: Horace. Vol.18, #2. Winter 2002. Elizabeth Herbert provides a nuanced analysis of how creating student portfolios affects students, teachers, parents and a school community. The Power of Portfolios presents Herbert's learning about portfolios-inspired by Howard Gardner's multiple intelligences work-as a portfolio itself, distillations of lessons learned and questions raised in seventeen years as principal of the kindergarten through fourth grade Crow Island School in Winnetka, Illinois. Herbert transforms her experience into a model portfolio fluidly, appropriately, and without undue force. With frequent snapshots of the classroom and snippets of student conver-sation, Herbert describes how Crow Island School's teachers use portfolios to lead students to metacognition, the understanding of their own learning style and methods. Students cultivate their portfolios with frequent opportunities to comment on what they have learned and on what questions remain, and Herbert's descriptions of students hard at work writing and talking about their own learning are touchingly vivid. As the responsibility for this reflection rests on the students, not the teachers, students ultimately own and control both their portfolios and the process of assessing their own learning. Teachers and more experienced students guide others through the process. Parents are coaches, too, and Herbert includes a chapter focused on how to help parents learn about portfolio-based assessment.

67. Using Rapid Assessment Process (RAP) To Teach Qualitative Research To Graduate S 3/13/2002 Using Rapid assessment (RAP) to teach Qualitative Research to Students in Professional Programs such as Education, Nursing, and Leadership Studies. http://www.gonzaga.edu/rap/UsingRAPpp/SfAApresentation.html

68. Index Of /~jamie/teach/JBlustein/Assessment Parent Directory 05May-2003 2005 - grading_oral_present......Index of /~jamie/teach/JBlustein/assessment. Name Last modified Size http://www.cs.dal.ca/~jamie/teach/JBlustein/Assessment/

Index of /~jamie/teach/JBlustein/Assessment Name Last modified Size Description ... Parent Directory 05-May-2003 20:05 - 04-May-2002 20:13 46k 04-May-2002 20:11 41k 04-May-2002 20:10 5k 23-Oct-2002 12:53 24k graduate_midsemester.ps 23-Oct-2002 12:52 25k 23-Oct-2002 12:52 2k readme.html 05-May-2003 20:05 9k 22-May-2002 15:17 28k 22-May-2002 15:17 32k 22-May-2002 15:14 5k undergrad_post_test.pdf 31-May-2002 07:15 39k undergrad_post_test.ps 31-May-2002 07:15 34k undergrad_post_test.tex 31-May-2002 07:15 3k Apache/1.3.27 Server at www.cs.dal.ca Port 80

69. WVU Workshop To Teach How To Apply Risk Assessment Concepts Monday December 02, 2002. WVU workshop to teach how to apply risk assessment concepts CONTACT William Fremouw, Department of Psychology, 304293-3807. http://www.nis.wvu.edu/2002_Releases/risk assessment.htm

News and Information Services News Release Back to Newsroom Monday December 02, 2002 WVU workshop to teach how to apply risk assessment concepts CONTACT William Fremouw , Department of Psychology, 304-293-3807 William Fremouw, a WVU psychology professor, will speak on The Ethical Management of High-Risk Clients from 1-4 p.m. Friday, Dec. 6, in 809 Allen Hall. Dr. Fremouw will discuss a risk assessment model and its application to psychiatric patients, suicidal patients and HIV-positive clients. The forum will explore the legal and ethical issues of confidentiality and protection from harm. "Clinical and counseling psychologists are challenged by the ethical problems presented by clients who present potential risk to themselves or to others," Fremouw said. "After distinguishing between danger and risk, the workshop will review the risk assessment issues and procedures developed through the MacArthur Foundation longitudinal study of psychiatric patients." Additionally, legal-ethical issues of confidentiality and protection from harm arising from legal cases will be discussed. Participants will learn how to apply risk assessment concepts to clinical cares and gain a better understanding of the legal-ethical issues involved when dealing with high-risk clients.

70. Assessment Links Listening. Listening Rubric Generator From teachnology. Reading. assessment Resources Basic Reading Skills Rubric Generator From teach-nology. http://www.oops.bizland.com/read.htm

The OOPS Reading Page See also ideas and links at the OOPS: Language Arts Link Page Things to Read Downloadable Puzzle From Reading Across the Curriculum Read Across America http://www.nea.org/readacross/ Note Taking: http://www.mnu.edu/mabee/kresge/note_taking.html BYU: http://www.byu.edu/ccc/learning/ Outlining, Studying http://www.sas.calpoly.edu/asc/ssl/notetaking.systems.html The Write Source: http://www.thewritesource.com/models.htm Interactive Reading and Writing: http://www.nhusd.k12.ca.us/Searles/Interactive-Writing-ctap/INTERACTIVE%20WRITING The Writing Guide: http://www.oswego.org/staff/tcaswell/wg/index.htm Thesis Builder: http://www.ozline.com/electraguide/ Kids Click: http://sunsite.berkeley.edu/KidsClick!/ Powerful Proofreading: http://www.eduplace.com/kids/hme/k_5/proofread/index.html Spelling List Creator: http://www.quia.com/dir/spelling/ Reading Assessment Calculator: http://pt.liverpool.k12.ny.us/reading/rcalculator/assessmentcalc.htm Reading Level Estimator: http://pt.liverpool.k12.ny.us/reading/levelestimator/estimator.htm Think * Pair * Share: http://home.att.net/~clnetwork/thinkps.htm

71. Converge November 2000 - Linda Darling-Hammond Linda DarlingHammond teach the Children Well. with testing, said Dr. Linda Darling-Hammond, explaining the tension between assessment, accountability and http://www.convergemag.com/Publications/CNVGNov00/darling/index.shtm

IN-CLOSE BY MICHELE NORMAN Linda Darling-Hammond: Teach the Children Well FEAR HAS NO PLACE IN EDUCATION. PEOPLE LEARN WELL WHEN TAUGHT WELL." Linda Darling-Hammond, Professor of Education Stanford University "We have an inexplicable love affair with testing," said Dr. Linda Darling-Hammond, explaining the tension between assessment, accountability and student achievement. "We know that quality teachers are essential and that punitive tests don't work yet many policy-makers still believe that if you scare students and teachers enough, students will learn more. Fear has no place in education. People learn well when taught well." Recently, Darling-Hammond shared her thoughts on the meaning, and significance, of assessment and accountability in education. She also offered advice based on years of re-search, study and practical experience on how technology, assessment and accountability can benefit students, teachers and schools.

72. Wiley Canada::The Power Of Portfolios: What Children Can Teach Us About Learning Wiley Canada Education K12 assessment The Power of Portfolios What Children Can teach Us About Learning and assessment. http://www.wiley.ca/WileyCDA/WileyTitle/productCd-0787958719.html

Shopping Cart My Account Help Contact Us By Keyword By Title By Author By ISBN By ISSN Wiley Canada Education K-12 Assessment The Power of Portfolios: What Children Can Teach Us About Learning and Assessment Related Subjects Assessment in Psychology General K-12 K-12 Teacher Education K-12 Teaching and Learning Related Titles More By This Author Schools for Everyone: A New Perspective on Inclusion: New Directions for School Leadership #3 (Paperback) Assessment The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel (Paperback) by Maurice Gibbons The Leader's Guide to Standards: A Blueprint for Educational Equity and Excellence (Hardcover) by Douglas B. Reeves Standards for Our Schools: How to Set Them, Measure Them, and Reach Them (Paperback) by Marc S. Tucker, Judy B. Codding How's My Kid Doing?: A Parent's Guide to Grades, Marks, and Report Cards (Paperback) by Thomas R. Guskey The Leader's Guide to Standards: A Blueprint for Educational Equity and Excellence (E-Book) by Douglas B. Reeves Assessment The Power of Portfolios: What Children Can Teach Us About Learning and Assessment Elizabeth A. Hebert

73. Pgce - Primary Partnership - Qualifying To Teach to appropriate resources, internal and external moderation of assessment, follow up on students will be issued with Qualifying to teach Professional Standards http://www.ioe.ac.uk/pgcepartnershipintraining/html/primary_qualifying2_teach.ht

Benefits Programme outline Partnership arrangements Partnership development ... Equal opportunities Qualifying to teach Professional Standards for the Award of Qualified Teacher Status The Standards for the award of Qualified Teacher Status are outcome statements that set out what a trainee teacher must know, understand and be able to do to be awarded QTS. The standards are organised in three inter-related sections which describe the criteria for the award: 1 Professional Values and Practice These standards outline the attitudes and commitment to be expected of anyone qualifying to be a teacher, and are derived from the Professional Code of the General Teaching Council for England. 2 Knowledge and Understanding These standards require newly qualified teachers to be confident and authoritative in the subjects they teach and to have a clear understanding of how all pupils should progress and what teachers should expect them to achieve. 3 Teaching These standards relate to skills of planning, monitoring and assessment, and teaching and classroom management. They are underpinned by the values and knowledge covered in the first two sections.

74. WCU NC Teach assessment Many websites offer information on the use of scoring rubrics in the classroom, as well as a collection of rubrics that can be used or adapted by http://www.ceap.wcu.edu/ncteach/resources/

Web-based Resources for Beginning Teachers The NC Department of Public Instruction LEARN North Carolina Classroom Management: Harry Wong: http://www.effectiveteaching.com T he following, from http://www.iloveteaching.com , are two of many websites that have ideas on ways to develop an effective discipline/management plan: http://www.iloveteaching.com/1stdays/management/discipline.htm http://www.iloveteaching.com/1stdays/management/procedures/index.htm Multiple Instructional Strategies: Instructional Strategies Glossary: http://www.glossary.plasmalink.com/glossary Multiple Intelligences: http://www.mcmel.org/erica.mi/mainpage.html Read about learning styles and multiple intelligences from the LD Pride website ( http://www.ldpride.net/ http://www.ldpride.net/learningstyles.MI.htm - a description of the three primary learning styles and an online learning styles inventory to assess learning styles http://www.ldpride.net/learningstyles.MI.htm - a description of the seven different intelligences described by Howard Gardner and an online multiple intelligence inventory A search engine can be used to locate many learning style and multiple intelligence inventories. Many teachers administer an inventory to their students early in the school year to determine how they best learn.

75. INTASC Standards Development performances that would enable beginning teachers to effectively teach science to and Social Studies for Beginning teacher Licensing, assessment and Development http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Cons

see all projects Interstate New Teacher Assessment And Support Consortium Projects Center for Improving Teacher Quality ... Links select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Col... DoDEA Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Northern Marian... Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming INTASC Standards Development For an explanation of how INTASC’s standards are model policies that can help states drive systemic reform of their teacher licensing systems, please see our homepage Core Standards Arts Education Elementary Education ... Special Education “Core” Standards INTASC’s Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue (1992) outline the knowledge, dispositions, and performances deemed essential for all teachers regardless of the subject or grade level being taught. Drafted by a committee of teachers, teacher educators, and state agency officials, they represent a shared view among the states and within the profession of what constitutes competent beginning teaching. These standards are currently being translated into standards for various subject matter areas and specific student populations.

76. Wiley::The Power Of Portfolios: What Children Can Teach Us About Learning And As Wiley Education K12 assessment The Power of Portfolios What Children Can teach Us About Learning and assessment. http://www.wiley.com/WileyCDA/WileyTitle/productCd-0787958719.html

Shopping Cart My Account Help Contact Us By Keyword By Title By Author By ISBN By ISSN Wiley Education K-12 Assessment The Power of Portfolios: What Children Can Teach Us About Learning and Assessment Related Subjects Assessment in Psychology General K-12 K-12 Teacher Education K-12 Teaching and Learning Related Titles More By This Author Schools for Everyone: A New Perspective on Inclusion: New Directions for School Leadership #3 (Paperback) Assessment The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel (Paperback) by Maurice Gibbons The Leader's Guide to Standards: A Blueprint for Educational Equity and Excellence (Hardcover) by Douglas B. Reeves Standards for Our Schools: How to Set Them, Measure Them, and Reach Them (Paperback) by Marc S. Tucker, Judy B. Codding How's My Kid Doing?: A Parent's Guide to Grades, Marks, and Report Cards (Paperback) by Thomas R. Guskey The Leader's Guide to Standards: A Blueprint for Educational Equity and Excellence (E-Book) by Douglas B. Reeves Join an Education Mailing List Assessment The Power of Portfolios: What Children Can Teach Us About Learning and Assessment Elizabeth A. Hebert

77. 404 Not Found that they will teach over the span of one year. · Educational Materials Develop inventories of existing materials. Conduct a needs assessment, and make http://www.xplana.com/articles/archives/iraq_rapid_resture_univ_via_onli

Not Found The requested URL was not found on this server. Apache Server at xplana.com

78. Resources-- Faculty Development Institute-- The Scholarship Of Teaching The Teaching Goals Inventory (TGI) is a selfassessment of instructional goals developed by Thomas Angelo and Patricia Cross. 4. assessment and Evaluation. http://www.esac.org/fdi/resources/teach/teach.html

To Return to The Resources List Click the "x" at the upper right hand corner of the blue title bar to close the window, and return to the resources page. The Scholarship of Teaching Understanding Learners and Learning Instructional Goals The Teaching Goals Inventory (TGI) is a self-assessment of instructional goals developed by Thomas Angelo and Patricia Cross. Offered online by The Center for Teaching at The University of Iowa. http://www.uiowa.edu/~centeach/tgi/ Learning Theory Bloom's Taxonomy and the Constructivist Classroom. Article by Virginia Lee. http://ntlf.com/html/lib/faq/bl-ntlf.htm Learning Styles/ Teaching Styles A narrative description of learning styles, with links, from Greg Kearsley: http://home.sprynet.com/~gkearsley/tip/styles.html Tony Grasha's 5 teaching styles: http://web.indstate.edu/ctl/styles/5styles.html Learning styles site from Indiana State: http://web.indstate.edu/ctl/styles/ls1.html Index of Learning Styles: Assess your preferences on four dimensions of a learning styles model by Felder and Silverman http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

79. WECA - Wisconsin Early Childhood Association - T.E.A.C.H ü Credential fee – For those pursuing a credential, teach will continue to reimburse 75% of the credential assessment fee, up to a maximum of a $500 http://www.wecanaeyc.org/teach.asp

Home eMail Us Join Us Membership Membership Services Affiliate Chapters Independent Members of NAEYC The Courage to Explore ... T.E.A.C.H / R.E.W.A.R.D Training Opportunities WECA Annual Conference Pathways to Professional Development Conference Calendar of Events Worthy Wage Day 2004 T.E.A.C.H - Early Childhood Wisconsin Teacher Education and Compensation Help Frequently Asked Questions: What is the T.E.A.C.H Early Childhood WISCONSIN Scholarship Program? Who Benefits from the T.E.A.C.H. Early Childhood® WISCONSIN ... What are people saying about T.E.A.C.H.? Click here for our T.E.A.C.H in PDF format! You will need Adobe® Acrobat® Reader 3.0 or higher to view or download th is document. How Can I Get More Information or Apply for a Scholarship? What is the T.E.A.C.H. Early Childhood WISCONSIN Scholarship Program? The T.E.A.C.H. (Teacher Education and Compensation Helps) Early Childhood® WISCONSIN ScholarshipProgram: • Links training, compensation and commitment to

80. Acorn Naturalists' Product Categories Click here to navigate . resources along with the latest material on science standards, authentic assessment techniques and http://www.acornnaturalists.com/store/category.asp?Category_ID=8

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 4     61-80 of 91    Back | 1  | 2  | 3  | 4  | 5  | Next 20