21. Why Teach Physics? Why teach physics? to move into other areas of education such as school administration and inspection, or to work on curriculum development, with further http://www.ca.courses-careers.com/physics.htm

Accountancy Agricultural Industries Architecture Audiology ... Veterinary Nursing Why teach physics? Imagine that you had a job where you had the freedom to organise your own work yet be part of a team, to think up innovative ways of working, use your professional knowledge to influence the thinking of a whole generation - all while providing a socially valuable service with a secure, long-term future. You might think that such opportunities would be rare, but you'd be wrong: this is what physics teaching has to offer. Physics teachers agree that they derive both a sense of achievement and pleasure from opening up new horizons to young minds. Putting across sometimes difficult ideas presents an enormous challenge that requires enthusiasm and imagination. Catherine Wilson, an ex-physics teacher, now education manager at the Institute of Physics, comments: "If you like engaging people's interest, then teaching is a wonderful intellectual challenge. For me the great joy was when pupils who were struggling with a new concept suddenly saw the light dawn".

22. A Simulation To Teach About Cumulative Risk In Adolescent Development: Introduct developmental psychology, one which can be difficult to teach but one a starting point for discussing intervention strategies or curriculum development for high http://www.wam.umd.edu/~stwright/psych/risk/Introduction.html

This is Your Lifeline! A Simulation to Teach about Cumulative Risk in Adolescent Development INTRODUCTION Stephen Wright, Stacey Horn, and Judith Torney-Purta University of Maryland at College Park Rationale Cumulative risk and resilience is a subtle and complex concept in developmental psychology, one which can be difficult to teach but one which is vital in understanding adolescent social transactional processes in various community contexts. "This is Your Lifeline!" is a class exercise developed and piloted by a group of doctoral students at the University of Maryland (including the first two authors above). The exercise illustrates the concept of cumulative risk and resilience using a game-show format. Its purpose is to simulate the ways in which risk and protective factors, such as those identified by Cairns and Cairns in their recently published longitudinal study, influence the course of individual adolescents' lives, as well as their reciprocally causal influence in relation to the community and social settings in which they are embedded. The game is set up to show how risk and protective factors come into play for adolescents over the course of time. The game-show format allows the class participants to experience what it would be like to start out life with an initial set of risks and how those ultimately affect development later in life. Each participant is given a set of initial conditions which include things such as socio-economic status, neighborhood culture, family structure, parental health, nature of relationships and other events which have occurred in the participant's life up to age nine. According to the events described in their initial conditions the participants are assigned a number of risk or protective cards with which they start the game.

23. Curriculum Guides And Activities teach about Compact Fluorescent Lightbulbs more info or want to suggest other curriculum that should Copyright 2003 National Energy Education development Project http://www.need.org/guides.htm

Curriculum Guides and Activities To help you plan your NEED programs, we've placed several of NEED's activities and curriculum guides here in PDF format. To download an Adobe Acrobat Reader, click on this logo: Resource Materials for K-12 N EED Energy Infobooks Now available in 4 levels - Primary, Elementary, Intermediate, and Secondary! NEED Energy Infobook Activities have been developed to reinforce the information in the Infobooks. Each of the activities has been provided in individual PDFs. "NEED" a Science Fair project? Here are some simple experiments! Before you start though, consult NEED's Energy Fair to learn more about planning a Science Fair Project. Projects and Activities provides schools with opportunities for outreach. Blueprint for Success Our guide to designing your energy education programs. This document includes assessment materials and information on the NEED Online Pre and Post Poll/Energy Knowledge Assessment. PDFs of the Primary Poll Elementary Poll Intermediate Poll , and Secondary Poll are available online. Answer keys are available for teachers in the Blueprint for Success. An

24. An Invitation To Teach skilled veteran teachers, among them many of whom are known and respected for their systemwide leadership roles in curriculum development and professional http://www.westport.k12.ct.us/employmentops.htm

An Invitation to Join our Staff O ur schools enjoy an unparalleled sense of community; professional collegiality characterizes staff relationships with each other and there is mutual respect and collaboration between parents and teachers. T he teaching staff at each school is a well-balanced mix of talented younger teachers and highly skilled veteran teachers, among them many of whom are known and respected for their system-wide leadership roles in curriculum development and professional improvement. Why should you want to w ork in Westport? Stimulating Professional Life W e offer support to help you become the best you can be. To every new Westport teacher we provide Peer Assistance Westport Supports Teachers Supports that help teachers become effective educators include: a mentorship program for two years, and an assigned buddy to orient each newcomer to our system and the community. Curriculum Resource Teachers and Subject Leaders help new teachers learn the curriculum and develop instructional skills . Our "Retired Teacher Corps" assists non-tenured elementary teachers beyond the first year. Westport's dedicated administrators recognize that their schools ' success of depends on the success of their staff.

25. IREX > Completed Programs & Projects > Curriculum Development Exchange Program to collaborate on curriculum development remains high, particularly on the NIS side. NIS universities face chronic shortages of faculty who can teach subjects http://www.irex.org/programs/completed/cdep/

/***************************************************************************** Linked js file with all the menucreation code inside ******************************************************************************/ Search: sitemap Home Completed Education ... United States Curriculum Development Exchange Program Summary This program assisted in the development of curricula and teaching materials in the social sciences and humanities in the United States and Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, the Russian Federation, Ukraine, and Uzbekistan. IREX provided grants to educators and advanced graduate students from the US and participating countries specializing in disciplines in the social sciences and humanities, including business administration, economics, education administration, information sciences, journalism, foreign language instruction, law, political science, and sociology. The program also facilitated dissemination of curricula to libraries. Description Under the auspices of CDEP, IREX recruited and monitored 30 curriculum developers from the US and the NIS, providing them and their host institutions with expanded access to US and other NIS information resources, teaching methodologies, and teaching materials. CDEP also helped participants develop professional contacts that will facilitate international academic collaboration during and long after the completion of the program.

26. May 25, 2004 - ResearchBrief training it does not necessarily change the way in which teachers teach, nor does Copyright © 2004 by Association for Supervision and curriculum development. http://www.ascd.org/publications/researchbrief/

Overview Current Issue Archived Issues Search Issues ... Free Subscription Retention and Student Achievement The Question How effective is retention as a strategy to improve student academic achievement? The Context Florida and Georgia have instituted third-grade retention programs statewide, and New York City recently joined Chicago and a handful of other cities and counties with retention policies. In Chicago, students are tested in the third, sixth, and eighth grades. Students not achieving the minimum cut score (set at approximately the 20th percentile of national norms, or from one to almost two years below grade level, depending on the grade being tested) participate in a summer bridge program designed to help them achieve passing scores on the tests. Students who still fail to achieve the required cut score at the end of the summer bridge program are ultimately retained. The Details Jenny Nagaoka and Melissa Roderick conducted the study highlighted in this issue of ResearchBrief (see below To determine the effectiveness of the retention strategy, the authors first looked at the extent to which retained students improved their test scores. They then established three comparison analyses: Comparing the academic growth of students in grades 3 and 6 who just missed the standard to those students who just passed the cutoff.

27. Test Better, Teach Better: The Instructional Role Of Assessment Test Better, teach Better The Instructional Role of Assessment. Copyright © 2003 by the Association for Supervision and curriculum development (ASCD). http://www.ascd.org/publications/books/2003popham/2003pophamtoc.html

Overview New Books Browse ASCD Books Books by Topic Books by Author Books by Title Full-Text Books ... Contact the Staff Test Better, Teach Better: The Instructional Role of Assessment by W. James Popham Preface Chapter 1. The Links Between Testing and Teaching Chapter 2. How Tests Can Clarify the Curriculum Chapter 3. Too Many Testing Targets Chapter 4. Validity, Reliability, and Bias Chapter 5. An Introduction to Test Building Chapter 6. Selected-Response Items Chapter 7. Constructed-Response Items Chapter 8. The Value of Affective Assessment Chapter 9. Uses and Misuses of Standardized Achievement Tests Chapter 10. Instructionally Supportive Standards-Based Tests Chapter 11. Collecting Credible Classroom Evidence of Instructional Impact Epilogue: Cora in Her Classroom: An Illustration of Instructionally Focused Testing About the Author Buy this Book! Customer Service Contact Us Join Us Association for Supervision and Curriculum Development (ASCD) Privacy Statement

28. Educational Technology: Professional Development Triton features a unique oceanthemed curriculum that utilizes the capabilities and unique appeal of modern technology to capture interest in core curricula http://edtech.sandi.net/teach/

Professional Development Materials Teaching with the Web Presentations You're on the Internet now what? Explore Filamentality, Treasure Hunts and Web Quests with your students. A plethora of resources for teachers and students is also available. Filamentality - is a fill-in-the-blank interactive Web site that guides you through picking a topic, searching the Web, gathering good Internet sites, and turning Web resources into activities appropriate for learners. So it helps you combine the Filaments of the Web with a learner's mentality (get it?). Filamentality was designed by the SDSU/Pacific Bell Fellows Applications Design Team/Wired Learning Web Quest - Visit the "WebQuest"web page at San Diego State University, EdTec Department. Triton Project - "The Triton Project" is a multi-partner educational collaborative that integrates technology with the standards-based education reform efforts of the San Diego City Schools to create new learning opportunities for students and teachers. Triton features a unique ocean-themed curriculum that utilizes the capabilities and unique appeal of modern technology to capture interest in core curricula, provide a highly interactive education program, and produce improved student achievement in elementary and secondary schools throughout the district.

29. Chapter 1 - Foundation Of Curriculum Development to accept the role of designer in the curriculum development process. curriculum designing is no doubt a challenge, but you must decide what to teach and why http://www.humankinetics.com/DevelopingThePhysicalEducationCurriculum/IG/sample.

Chapter 1 Foundation of Curriculum Development Chapter 1 Overview Objectives Outline Topics ... Activities Overview Chapter 1 Overview Objectives Outline Topics ... Activities Objectives This chapter will help users establish the foundation for curriculum development. After reading this chapter, your students will be able to do the following: Describe the meaning of curriculum, important curriculum perspectives, the concept of planning down and implementing up, and the achievement cycle Accept the role of designer in creating a contemporary physical education curriculum Recognize the dynamics of change and the redesign of learning and teaching that has occurred in education Determine the influence of education trends on the development of physical education curricula Develop a philosophical viewpoint to guide them in their development of a physical education curriculum Resolve curriculum issues that relate to physical education Chapter 1 Overview Objectives Outline Topics ... Activities Outline Nature of Curriculum Meaning of Curriculum Curriculum Perspectives Hidden Curriculum Curriculum Alignment Curriculum Integration Curriculum Mapping Planning Down and Implementing Up Achievement Education Role of the Designer Contemporary Contexts Dynamics of Change Redesign of Learning and Teaching Education Trends Culturally Responsive Teaching Inclusive Education Developmentally Appropriate Practices Outcome-Based Education Advances in Technology Philosophical Perspectives Traditional Values and Beliefs Curriculum Value Orientations Disciplinary Mastery

30. Home Page - Supplement School Curriculum; Use Entertainment As A Learning Tool; Character development Issues (Examples The Wizard of Oz experience and highlights points covered by the curriculum. teach With Movies makes it easy to extend http://www.teachwithmovies.org/

Max # of results: ALL Join Now! $8.99 per year gives you Learning Guides to 280 films! View four sample Learning Guides Members Login A Unique Tool for Teachers and Parents TeachWithMovies.com Introduce Children Ages 5 - 15 to: Major Events of History: (Examples: Julius Caesar, A Man for All Seasons, The Crucible, 1776, A Tale of Two Cities, Gettysburg , All Quiet on the Western Front, The Longest Day); Principles of Science: (Examples: Lorenzo's Oil, Contact; Outbreak; Galileo: On the Shoulders of Giants; Donald in Mathmagic Land); Extraordinary People Who Have Shaped Our World: Works of Music, Dance, Drama, Literature, the Visual Arts: (Examples: Hamlet , West Side Story, Twelfth Night, Modern Times, The Nutcracker, South Pacific); and Character Development Issues: (Examples: The Wizard of Oz ,To Kill a Mockingbird, The Yearling, Gentleman's Agreement, Courage Under Fire and October Sky Learning Guides to each recommended film describe: Benefits of the movie; Possible Problems; Helpful Background Discussion Questions Bridges to Reading Building Vocabulary Links to the Internet Classroom Projects Teachers: A movie provides an alternative educational experience and highlights points covered by the curriculum. Each

31. Homeschool Curriculum: Movies For Homeschooling. Educational Movies For Kids, Ch real problems or questions of ethics and character development. Many movies teach family values, such as to round out any classroom or homeschool curriculum. http://www.teachwithmovies.org/index-homeschool-1.html

Max # of results: ALL Join Now! $8.99 per year gives you Learning Guides to 280 films! View four sample Learning Guides Members Login A Unique Resource for Homeschool Curriculum TeachWithMovies.com TeachWithMovies.com shows parents and teachers how to use movies as a resource for class based or homeschool curriculum. Why use movies? A well chosen film can highlight points covered in the curriculum, engage and inspire students, and provide a change from ordinary educational activities. Each TWM Learning Guide shows how to convert a popular film into an educational movie. Each Learning Guide permits teachers and parents to plan a lesson that fits into their curriculum (including the homeschool curriculum) with a movie that will grab kids and, for 90% of the films that we recommend, engage adults as well. History Lesson Plans (Examples: Julius Caesar, Spartacus, A Man for All Seasons, The Crucible, 1776, A Tale of Two Cities, Gettysburg , All Quiet on the Western Front, The Longest Day); Science Lesson Plans (Examples: Lorenzo's Oil, Contact; Outbreak; Galileo: On the Shoulders of Giants; Donald in Mathmagic Land);

32. Model Professional Development: Puget Sound Center The teach the teachers program takes common Office tools and creates for teachers a learning context that allows them to develop skills in creating curriculum http://www.microsoft.com/education/MPDPuget.aspx

Microsoft.com Home Site Map Search Microsoft.com for: Education Home Schools Higher Education College Students ... Model Professional Development Program Teach the Teachers More Resources Lesson plans Virtual Classroom Tours Related Links Teaching + Technology Coaching Initiative The Intolerance Project Program Essentials Developed by: Les Foltos, Director, K-12 Programs, Puget Sound Center for Teaching, Learning and Technology Delivered by: Puget Sound Center for Teaching, Learning and Technology Primary Contact: Les Foltos Mailing Address: 22002 26th Ave SE, Suite 101, Bothell, WA 98021 Number of Educators reached: Almost 1000 Western Washington educators in the last five years (approximately 180 per year) Program's biggest success: Teachers leave the program with a standards-based, technology-rich unit of study, and the confidence and skills needed to implement the project in their classrooms. Main URL: http://ttt.pugetsoundcenter.org/ Projects URL: http://ttt.pugetsoundcenter.org/index.cfm?nav=p_projects Teach the Teachers is a week-long seminar in which teachers create technology-rich classroom projects linked to state curriculum standards. Participants leave the program with the skills and confidence to use information technologies as part of daily classroom instruction. About Teach the Teachers Teach the Teachers participants developing technology-rich classroom projects.

33. Tyner To Teach In New York July 2002 we are very pleased to be able to announce that Kathleen Tyner will team with David Considine to teach MEDIA LITERACY curriculum development.CI 5635. http://www.ci.appstate.edu/programs/edmedia/medialit/tynerny.html

TYNER TO TEACH IN NEW YORK: Hot Time, Summer in the City. July 2002-Join Us! **CI 5830 MEDIA LITERACY This class will run on the Boone campus for one week in July of 2002. This gateway class in Media Literacy will be taught by David Considine. The class will commence on the afternoon of Sunday, July 21st, concluding on the afternoon of Thursday, July 25th. We can also offer on campus housing and meal tickets. Please contact David Considine if you wish to take the class and want to CommuniKATE, Considine and Kelly dining at an Indian restaurant in NYC. Pam Steager making one of her vigorous presentations to the NYC class in July of 2002. Flanked by Considine and Tyner ,Thai student, Peter Sikares Sikaran. Peter lectures in Bangkok and is a media producer. apply for housing. All housing applications for the campus class, should be submitted to David Considine no later than, Friday May 31st. Pam, Peter and CommuniKATE at a media museum. Kelly making a point in class as Tamara listens.

34. ESL Curriculum Development Consultant Needed: San Francisco Bay Area teach English Rest of World. ESL curriculum development Consultant Needed San Francisco Bay Area. Posted By Intrax English Institute http://www.aacircle.com.au/cgi-bin/forums/rest/teach-in-rest.pl/noframes/read/10

Australia Academic Circle Return to Index Read Prev Job Read Next Job Teach English - Rest of World ESL Curriculum Development Consultant Needed: San Francisco Bay Area Posted By: Intrax English Institute jobs@intraxinc.com Date: Sat, 24 Apr 2004, at 3:26 p.m. ESL CURRICULUM DEVELOPMENT CONSULTANT Intrax English Institute (IEI), a member of The World Study Group, is an ESL school providing English training to local and international students in San Francisco, Chicago, San Diego, and Vancouver, BC. IEI is a successful and growing company that anticipates rapid growth both domestically and abroad. We are looking for a Curriculum Development Consultant with significant experience developing curriculum for adult ESL programs. This short-term contract position will be responsible for completing a variety of projects to improve our ESL and exam preparation curriculum. Projects will include: Reviewing the entire Intrax curriculum; including grammar, conversation, and exam preparation. Reviewing the textbooks, CD ROMs, and other curricular materials; researching and recommending new ones as necessary. Revising or restructuring the behavioral objectives for each proficiency level.

35. SAGE Publications - Deciding What To Teach And Test Since the early 1990s, Deciding What to teach and Test has been a key component in curriculum alignment and professional development programs across the country http://www.sagepub.com/book.aspx?pid=4916

36. RelatED what to teach and how? Traditionally, formal education has not emphasised the concept of learning to live together in curriculum design and development. http://www.ibe.unesco.org/International/Databanks/Related/relateach.htm

Access to the databank Learning to Live Together The concept What to teach and how How we assess it? Good Practices Seminar ... RelatED Home Updated: June 2003 e-mail: I. Byron Learning to live together - what to teach and how? Traditionally, formal education has not emphasised the concept of learning to live together in curriculum design and development. In recent years, however, it has become a regular part of the discourse on the aims, contents and methodologies of education. While urging for it to be come a major and integral part of any curriculum development project for schools and other educational institutions, the Delors report insists on the holistic nature of such learning which must be linked to what is taught and learned in homes, places of worship, communities, through the media, etc. The school has a central role to play in educating for learning to live together but the principles behind the concept have to inform all levels and dimensions of human organisation and activity if the ideal is to be realised in a sustainable way. Fundamental socio-economic inequalities within and among societies and discrimination of all kinds have to be systematically addressed if the term is to have its true significance. Furthermore, promotion of learning to live together should be supported by common rules and agreements in society, and both the content of these rules and the skills and attitudes needed to use and comply with them must be taught.

37. Curriculum Information: information on good teachers and curriculum materials in See teach for further discussion of pedagogical social issues involved in Chumash course development. http://www.angelfire.com/id/newpubs/teach55.html

On the Chumash Indians Of Southern California var cm_role = "live" var cm_host = "angelfire.lycos.com" var cm_taxid = "/memberembedded" Curriculum Information: On the Chumash Indians Of Southern California [Commentary by Dr. John Anderson] Welcome. I maintain a large number of web sites on the Chumash Indians of southern California. Teachers and student contact me frequently, to ask for information about the Chumash and about on-line curriculum information. The purpose of this web site is to offer a selection of curriculum sites, to help teachers and parents looking for new classroom materials on the internet. Inclusion in this list is not necessarily meant as an endorsement but rather to provide ideas for further exploration of the web. And don't forget to contact the many Chumash bands and associations listed at Chumash for first-hand information from the Chumash themselves [who you will find, have their own network of information on good teachers and curriculum materials in their local communities as well as on broader tribal issues]. Social Issues In the Classroom "A number of parents have contacted me in recent years, expressing concern with some elementary and secondary course offerings which avoid frank discussions of racism and religious intolerance in California's past. Programs under criticism focus exclusively on 'safe' topics such as the clothing, food, housing, boats, and fishing technologies of the Chumash while carefully skirting the more disturbing ethical issues involved in the treatment of California natives who were reduced to only a fraction of their pre-contact populations during the California Holocaust.

38. TEACH STAND 4 Understands the Illinois academic standards, curriculum development, content, learning theory, and student development and knows how to incorporate this http://students.ed.uiuc.edu/lharris2/MyEPort/TEACH STAND 4.html

STANDARDS 4 Planning for Instruction: The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. Knowledge: Understands the Illinois academic standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge into planning instruction Understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory. Understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction. Understands when and how to adjust plans based on student responses and other contingencies Understands how to integrate technology into classroom instruction Understands how to review and evaluate educational technologies to determine instructional value Understands how to use various technological tools to access and manage information Understands the uses of technology to address student needs Performance Establishes expectations for students Applies principles of scope and sequence when planning curriculum and instruction Creates short-range and long-term plans to achieve the expectations for student learning Creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to students, and based on the students' prior knowledge and principles of effective instruction

39. [Bus-mark-teach] Curriculum Development Busmark-teach curriculum development. Barb Beadle bbeadle@doe.state.in.us Sat, 6 Dec 2003 120202 -0500 Previous message Bus http://listserv.state.in.us/pipermail/bus-mark-teach/2003-December/000024.html

[Bus-mark-teach] Curriculum Development Barb Beadle bbeadle@doe.state.in.us Sat, 6 Dec 2003 12:02:02 -0500 Previous message: [Bus-mark-teach] Technology for Teaching Grants Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] ... http://www.doe.state.in.us/octe/bme Previous message: [Bus-mark-teach] Technology for Teaching Grants Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]

40. Object Technology Curriculum Issues In that course, I teach Unified Modeling Language (UML and Unified Software development Process curriculum (see www.ist.psu.edu and follow links to see option 1 http://courses.smsu.edu/raj127f/ot_curriculum.htm

Below are responses received with regard to the four original questions of the survey on current status and future directions of OO curricula in schools of business. Detailed contact information about the respondents is provided at the end of this document. Feel free to contact me ( richardjohnson@smsu.edu ) with any follow-up comments, which I will share with the list if so requested. Dr. Burd wrote: CS 151 - this is our first programming course and it's taught by the CS department. They teach C++ using command line oriented UNIX and related tools. They cover very little OO material. They usually use the Savitch C++ text and have used Dale/Weems in the past. MGT 331 - this is our second programming class which I usually teach. I have used Visual C++ in the past but I'm leaning strongly toward Java for the upcoming Spring semester. The course has a heavy OO emphasis from day one. I'm currently evaluating Java development tools. I haven't used a text in the past and have instead relied on on-line documentation and handouts. I'll porbably adopt a text if we switch to Java but a choice is months away.

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