61. TEACHING PORTFOLIO teaching portfolio social studies, American history, Economics, lesson plans, and web page design below will demonstrate my teaching abilities. You will see Therefore, my approach promotes http://www.mandia.com/kelly/portfolio.htm

The links below will demonstrate my teaching abilities. You will see that I am a highly motivated and organized instructor, I possess high academic standards, encourage students to perform with excellence, and I strive to make the learning experience enjoyable. Please view all the materials below to get the fullest picture of my abilities and examples of my work. MY TEACHING PHILOSOPHY My training and experience have shown me that students learn best when they are active participants in the learning process. Therefore, my approach promotes active student participation in academics. I utilize content to develop skills and challenge students through practices such as cooperative learning and authentic assessment. Students in my classroom are cognizant of the goals that they must achieve through instruments such as rubric grading and clearly defined objectives. Using the social studies curriculum, emphasis is placed upon the development of learning and communication skills, as well as critical thinking. I have worked with my students to improve essay writing (click here to view the essay-writing lesson plan) , which is imperative to communication and to the expression of knowledge. Additionally, I have continued to integrate the latest computer technology with the social studies curriculum through the use of PowerPoint presentations, Internet applications, and word processing. I also train students in HTML programming for the purpose of creating Web-based projects.

62. Indiana University Teaching Handbook, Part 1 The computerized summaries make the documentation of results easier when developing student evaluation summaries for teaching portfolios and tenure dossiers. http://www.indiana.edu/~teaching/handbook_1.html

IU Teaching Handbook: Section 1 Preparing to Teach This first section of the IU Teaching Handbook discusses how to plan a course, issues of professionalism, and the use of teaching evaluations to improve a course from year to year. Contents Planning a Course Selecting Instructional Strategies That Fit Objectives Your Instructional Style The First Day of Class ... Works Cited Printed copies of this handbook are available for purchase at Collegiate Copies at 1434 East Third Street (339-3769). Planning a Course Adapted with permission from Farris, 1985 Your preparation for teaching a course will depend both upon type of class for which you are responsible, the discipline (science, humanities, etc.), the size of the class, and whether it is a requirement. Regardless of these factors, all preparation involves establishing what it is you want students to learn (instructional objectives), choosing instructional strategies (lecture, discussion, lab, individual presentations, group projects, one-on-one consultation, etc. or a combination), and selecting appropriate materials (texts, handouts, films, videotapes, etc.) to achieve those aims. Good organization is important to all phases of instruction, from curriculum development to determining presentation format. Organizing a course does not mean throwing together a conglomeration of lectures, discussions, and handouts. From the syllabus to the final examination, every aspect of the course should focus on defined educational goals, the most important of which is the level of learning you expect students to achieve.

63. Designing A Teaching Portfolio from a variety of sourcesstudents, colleagues, and teaching are regularly gathered by teachers and departments this section of the portfolio less daunting http://www.psu.edu/celt/portfolio.html

64. Houghton Mifflin Textbook - Students' Textbook Site Tips for Creating a teaching portfolio These tips and activities will help you create a teaching portfolio that you can use as you enter the teaching profession http://college.hmco.com/education/ryan_cooper/twct/10e/students/

Voices from the Classroom Open to Debate ACE Practice Tests Pause and Reflect Questions ... Literacy Resources Textbook Site for: Those Who Can, Teach Tenth Edition Kevin Ryan, Boston University James M. Cooper, University of Virginia Voices from the Classroom The "Voices from the Classroom" feature from each chapter of the text is included here, along with additional voices not found in your textbook. Open to Debate Two new debates between Kevin and Jim are included here, enhanced with web links for further exploration of each topic. ACE Practice Tests ACE is a self-testing program that allows you to check your mastery of the topics covered in each chapter. Pause and Reflect Questions The "Pause and Reflect" questions from the text are all collected here in one handy spot and arranged by chapter. Web Links Numerous web links related to each chapter are included here for further exploration of each topic. Flashcards Glossary terms from the text are available here as flashcards for easy study! Tips for Creating a Teaching Portfolio These tips and activities will help you create a teaching portfolio that you can use as you enter the teaching profession. Each activity is correlated to one or more of the INTASC Model Standards for Beginning Teacher Licensing and Development. Extra Articles and Resources The articles in this section extend some of the topics in your textbook and provide other useful information.

65. ReadWriteThink: Lesson Plan meet the requirements for the skills you want to teach. x 11 sheet of paper for the students poetry portfolios. Make one copy of the poem for each student. http://www.readwritethink.org/lessons/lesson_view.asp?id=152

66. CTE: ISU CTE: Teaching Portfolios As Ronald Myers, Associate Professor in Veterinary Pathology pointed out in his teaching portfolio I have come to realize that ultimately students learn what http://www.cte.iastate.edu/portfolio/philtip.html

ISU CTE: Teaching Portfolios Writing a Teaching Philosophy Statement Prepared by Lee Haugen Center for Teaching Excellence, Iowa State University March, 1998 Your philosophy of teaching statement should reflect your personal values and the needs of your students and your department. At the least, you will want to address four primary questions, usually in this order. 1. To what end? 2. By what means? 3. To what degree? 4. Why? The Center for Teaching and Learning at the University fo Texas at El paso has very useful information about Teaching Philosphy statements at http://www2.utep.edu/~allchin/cetal/writetps.htm Return to Portfolio Menu 1. To What End? It is important to start by describing where you want to end. In other words, what are your objectives as a teacher? The rest of your philosophy statement should support these objectives which should be achievable and relevant to your teaching responsibilities; avoid vague or overly grandiose statements. On the other hand, you will want to demonstrate that you strive for more than mediocrity or only nuts-and-bolts transference of facts. These are questions that will require some thought and you will probably benefit from discussing them with other faculty in your department. Some people can sit down and bang out a paragraph or two in a short time but most of us become more thoughtful about the "big" questions when we bounce them off of our colleagues, consider their responses, re-evaluate our positions, revise, talk some more, etc. Your statement of objectives as a teacher is the most important part of your teaching philosophy and you should take some time with it. And if you take it seriously, you will probably come back to this statement to revise or add to it. Think of it as a work in progress.

67. Wiley Canada::The Power Of Portfolios: What Children Can Teach Us About Learning assessed, she offers practical guidance, including classroom exercises, for making the portfolio experience a success for the students, the teachers, and the 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 K-12 Youth Development 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

68. Intel Education: Intel® Teach To The Future: In-Service Curriculum Overview Pair and Share Sharing student Web Sites and Evaluation Tools. Activity 1 Creating Teacher Support Materials. TakeHome Activity Revisiting Unit Portfolios. http://www97.intel.com/scripts-expansion/inservice2_curriculum.asp?statename=mic

69. Evaluating Teachers By Video Tape Lessons And Portfolios A typical teaching portfolio has similar problems in that a does not necessarily show general teaching quality or in situations where the students might be http://www.garlikov.com/teaching/videoeval.htm

Evaluating Teachers by Video Tape Lessons and Portfolios Rick Garlikov Two of the current fashions in evaluating the teaching ability of education students and teachers, are to use (1) portfolios of sample lessons they have done, perhaps including student results and the teacher's evaluations of those student projects and papers, and (2) video taped classroom instruction sessions. There are serious problems with both of these approaches and neither gets to the heart of evaluating a teacher's ability to teach. Video Taped Classes The camera does not normally portray anything the way it is actually perceived by people. To tape something so that it comes across in viewing the way it actually came across in person requires using professional video techniques not likely to be used in these evaluation tapes. Typically the camera is set up on a tripod at the back of the room, aimed toward the front on a fairly wide angle that encomposses the width of the room, and set to roll. The microphone on the camera is left to pick up the sound; the teacher will not have a wireless lapel microphone. The voices of the teacher and the students will typically be tinny, distant, and flat in the sense of not having much inflection. Certainly any nuances in volume, tone, and inflection will be lost. The teacher's actions will look cold or distracting. The teacher's facial expressions will be fairly indiscernible. All nuance will be lost. A teacher that talks with her hands, no matter how expressive and interesting that might be in person, will appear on tape to be gyrating for no reason, as if s/he had some sort of nervous condition. The best teacher in the world, doing his/her best teaching ever, will appear lifeless and ineffective, both visually and audibly, if video taped from the back of a room by a camera mounted on a tripod set at wide or medium angle, using the camera's own microphone. None of the feeling of warmth, intimacy, humor, and direct psychological contact between each student and the teacher that might have occurred will show up on the tape. That is not the proper way to tape a teaching experience, and it is not fair to any teacher.

70. The Power Of Portfolios: What Children Can Teach Us About Learning And Assessmen With frequent snapshots of the classroom and snippets of student conversation, Herbert describes how Crow Island School s teachers use portfolios to lead 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.

71. Tching-and-job-market Most portfolios include a statement of teaching and examinations; faculty/supervisor teaching evaluations; and a summary of student teaching evaluations. http://www.columbia.edu/cu/gsas/cs/tch-rce/pages/tch-manual/sec/tching-and-job-m

DEAN'S OFFICE ACADEMIC PROGRAMS PROSPECTIVE STUDENTS CURRENT STUDENTS ALUMNI Current Students Welcome Convocation 2004 Academic Affairs Degree Requirements Dissertation Office Handbook Best Practices Statement Student Affairs Office of Student Services Orientation GSAC* Newsletter Financial Aid Financial Aid Office Application for Summer 2004 Tuition Credit Financial Aid Documents Regulations ... Cost of Attendance Teaching Center Workshops Teaching Manual Teaching Guidelines Teaching Portfolio Teaching Tips Grantsmanship Resources ... Other Resources Minority Affairs Office of Minority Affairs Bulletin Bulletin 2003-2005 Other Resources CU Health Services* CU Student Services* ISSO* Career Education* ... University Libraries* * Indicates a link that will leave this site. Teaching Manual Introduction Common Teaching Roles Working with Faculty Working with Students: Teaching ... Processing of Teaching Fellowships 11. Teaching and the Job Market By Ludmilla A. Trigos, Ph.D. In this exceedingly tight academic job market, the expectation from the majority of hiring institutions-Research I or II, liberal arts colleges, public or private institutions, and/or community colleges-is that the top candidates for any position will have some teaching experience. As a graduate student, you should seek out a variety of teaching opportunities (as a teaching assistant, an instructor, a TA supervisor, and/or a guest lecturer) as a means of:

72. NCSU FCTL Programs | Teaching Portfolio Workshop The typical teaching portfolio includes descriptive materials on one about one’s teaching from others (statements from students, colleagues, supervisors http://www.ncsu.edu/fctl/Programs/Evaluation_of_Teaching_and_Learning/Teaching_a

HOME Instructional Development Evaluation of Teaching and Learning Teaching and Course Portfolios Peer Review Midsemester Student Feedback Videotaping New Faculty Graduate Students Teaching and Course Portfolios Teaching and course portfolios are organized collections of materials related to one’s teaching or one’s courses. They provide a way for faculty members to explain why they teach, what they teach, and how they teach. Faculty develop a teaching portfolio for a variety of reasons: to prepare for promotion and tenure review, to compete for teaching awards, to seek teaching-related grants, to apply for positions, or for self-improvement. The typical teaching portfolio includes descriptive materials on one’s current and recent teaching practices (statement of teaching philosophy, course titles, teaching journals, research on teaching) and information about one’s teaching from others (statements from students, colleagues, supervisors). Course portfolios serve as organizational guides to teaching specific courses, which can be useful when teaching a course more than once, or as a guide for others teaching the same course. A typical course portfolio includes information about course content, organization, materials used, and descriptive materials from others about the course (statements from students, colleagues, supervisors). A course portfolio may be part of a teaching portfolio. The FCTL routinely offers an intensive, week-long workshop on developing a teaching portfolio. Upon request by campus groups, much shorter and more tailored workshops are offered.

73. Resources For Public School Teaching - Boston College The Career Center serves all Lynch School undergraduates, graduate students and alumni Develop a teaching portfolio An integral part of your job search candidacy http://www.bc.edu/offices/careers/resourcesfor/soeresources/

[an error occurred while processing this directive] @import "/meta-elements/css/standards.css"; BCInfo A to Z SEARCH DIRECTORIES ... resources for teach public schools Search Career Ctr BC Sites CAREER CENTER HOME ABOUT US RESOURCES FOR... AHANA Students ... LGBT Students School of Education Public School Job Search Teaching in MA Timeline Resumes for Teachers ... Contact Us The Career Center serves all Lynch School undergraduates, graduate students and alumni. We provide career advising on any career-related issue , and we can even advise you on alternative careers outside of education. We also offer and critiques interview workshops and practice interviews School districts interview at BC through the Campus Recruiting Program during both semesters, and the BC Career Fair attracts a number of educational organizations. In April, the MERC job fair brings in school districts from around the country. PREPARING FOR YOUR JOB SEARCH Resumes for Teachers Job listings, school district profiles, teach supply and demand charts. Cover Letters for Teachers Including our Career Fair (fall), MERC teacher job fair (spring), and job search workshops for teachers.

74. Digital Media Minute»Student Portfolios in British Columbia, Canada. The students I teach recenlty finished creating their digital portfolios. The students were required http://www.digitalmediaminute.com/archives/000550.html

minute home archives about ... Backing up MySQL on OSX Friday, March 5, 2004 Student Portfolios I teach in a Digital Media program at Malaspina University-College I think the results speak for themselves! Chun-Po Lai Lance Cummings Hui-Min Chuang Laurel Fulford ... Web Design comments Hey Jim, These student portfolios look really great, very interesting designs. Just out of curiosity, though, why have everyone do portfolio sites this year instead of working for real clients? Did you feel that the portfolio would be more useful in their coming career? -Paul PS: Love the site, I check here every couple of days new interesting links. posted by: Paul Saunders Hey Paul, Good to hear from you! Students are doing both portfolios AND major projects this year! This year students will leave the program with both Major Project experience, and a great place to show it off. posted by: Jim Wow, that sounds like a lot of work. I guess it's good experience though. posted by: Paul Saunders Wow, very nice work. I am glad to hear you are teaching web standards based design. I assume students are also learning to hand-code XHTML? posted by: Nick Finck Thanks Nick. Yes, all student projects are required to validate to XHTML Transitional, although most students go the extra step and work to XHTML Strict! Most hand code their work with either Homesite or BBEdit (some use Dreamweaver - but mostly in code editing mode). They are also prohibited from using tables with the exception of where data will be displayed in tabular format.

75. The Chronicle: Daily News: 07/19/2001 -- 02 gallery includes nine multimedia portfolios which feature by professors, syllabi and other teaching materials, examples of student assignments, and http://chronicle.com/free/2001/07/2001071902t.htm

Advanced Search Site Map Front Page Today's News ... Help Thursday, July 19, 2001 Professors Use the Web to Publish Portfolios of Teaching Techniques By JEFFREY R. YOUNG In an effort to analyze and improve their teaching, some professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom. A collection of such portfolios can be found in the new Knowledge Media Laboratory, a virtual resource center created by the Carnegie Foundation for the Advancement of Teaching. Each year, the foundation selects about 40 professors from around the country who are given release time and resources to think about and hone their teaching skills. The online laboratory gives those professors a place to publish their work, and the foundation hopes that their portfolios will inspire others to review their own teaching. "The problem is that we often make the assumption that we already know how to teach," says Toru Iiyoshi, a senior scholar for the foundation and co-director of the Knowledge Media Laboratory. "Teaching, like research, is an extremely important and complex activity." "We have been making our research public, but when it comes to teaching, we are practically mute," he adds. "Using technology is one of the most promising techniques to make people realize how much more we can learn about our teaching."

76. Teaching Portfolio: Nathan William Scott Nathan William Scott. teaching portfolio. teaching Experience. The drawing classes had up to 100 students; the programming classes about 30. http://www.mech.uwa.edu.au/NWS/NWS_Teaching.html

Nathan William Scott Teaching Portfolio All of the teaching experience described below has been in classes at UWA. Teaching Experience I was a tutor in this course in 1989, 1990 and 1991, for up to 6 hours per week. Initially this course consisted of two parts: traditional engineering drawing using a drafting machine, and programming graphic operations in Pascal. In 1991 the course changed to emphasise freehand drawing as well as engineering sketching. The drawing classes had up to 100 students; the programming classes about 30. I distinguished myself to A/Prof. James Trevelyan, course coordinator, by my interest and ability in the subjects taught, and by developing some new ways to help students explore their freehand drawing abilities. Engineering 100 (Dynamics) Two tutorial hours a week during second semester. Four tutorial hours a week throughout the year. Four tutorial hours a week throughout the year; some lectures given. Up to ten hours a week as a tutor in a new computer-mediated tutorial environment; some lectures given. This tutorial environment is described in detail in the section on Innovation and is the subject of my PhD thesis. Class sizes in this environment are about 40, although many more were present at some times. Altogether this course had 270 students. One hour per week as a tutor in the computer tutorial room, with class sizes of about 50. Some lectures given. Also gave regular presentations in Prof. Stone's lectures.

77. What Goes Into A Teaching Portfolio? to Sample teaching portfolios. Consultants are available to work with graduate students and faculty on an individual basis on how to prepare a portfolio. http://www.acs.ohio-state.edu/education/ftad/portfolio/into.html

What Goes into a Teaching Portfolio? How do I prepare my portfolio? There is no formula for preparing a portfolio. Since a portfolio is an individualized product, no two portfolios will look alike. The Office of Faculty and TA Development (FTAD) has sample portfolios that have been produced by graduate students at Ohio State as well as sample portfolios by faculty from other institutions. These can be viewed at leisure. Samples can also be viewed by linking to Sample teaching portfolios. Consultants are available to work with graduate students and faculty on an individual basis on how to prepare a portfolio. For more information, call 292-3644 or e-mail a request to work with a teaching consultant at ftad@osu.edu What are some possible items to include in a portfolio? Here is a list of possible items to include in your portfolio. Some of the items are appropriate for personal improvement (formative), some for personnel decisions (summative), and some may just be of interest to you. For formative purposes (self-improvement), you should choose items that help you to:

78. Rich Holowczak's Teaching Portfolio teaching portfolio. While at Rutgers University, I participated as a teaching assistant, part time of seminars on various topics to fellow students, faculty and http://cimic.rutgers.edu/~holowcza/classes/portfolio.html

Teaching Portfolio (On-Line Version) Richard Holowczak Assistant Professor Department of Statistics and Computer Information Systems Baruch College City University of New York 17 Lexington Ave. (Box E-0435) New York, NY 10010 Table of Contents Teaching/Presentation History and Responsibilities Teaching Philosophy Evaluations and Audience Feedback Self Improvement ... Appendicies Teaching/Presentation History and Responsibilities While at Rutgers University, I participated as a teaching assistant, part time lecturer and gave a number of seminars on various topics to fellow students, faculty and professionals from a wide range of disciplines. As an Assistant Professor at Baruch College, I have taught both undergraduate and graduate courses as well as assisted in the development of several additional courses. Teaching Baruch College CIS 9444 Electronic Commerce This is a graduate CIS elective. The goal of the course is to teach the underlying technologies that support E-Commerce including networks, databases, web applications, payment menchanisms and encryption. Legal, ethical and global issues as they realte to EC are also covered. The course includes a hands on component and group projects that are require groups of students to develop a complete on-line store from scratch. Baruch College CIS 9440 Database Management Systems II This is a graduate CIS elective. The goal of the course is to teach advanced database implementation including theoretical foundations of database design. The course includes a hands on component and group projects that are completed using the Oracle database management system and development tools.

79. CATALYST, December 1999: Learning To Teach Better By Examining Student Work Three times a year, the Teachers Task Force conducts workshops on compiling and using portfolios of student work. Everything in http://www.catalyst-chicago.org/12-99/129main.htm

Learning to teach better by examining student work by Debra Williams See also: High-scoring assignment and student work: grade 3 writing Typical assignment and student work: grade 3 writing High-scoring assignment and student work: grade 6 mathematics Typical assignment and student work: grade 6 mathematics ... For more information For 30 years, Christine Franzen taught in the same school, in the same classroom, in the same way. "I’d lecture, give my students a test, collect homework, grade it and give it back," says Franzen, who teaches math at Senn High School in Edgewater. That pattern changed last year, when Franzen began working toward certification by the National Board for Professional Teaching Standards. (See story on page 12.) Now, says Franzen, she examines students’ work for clues to what works—or doesn’t work—in her own teaching. "I look at the kinds of mistakes my students make," she explains. "I figure out where they went wrong, and I ask myself ‘What do I need to do differently so they get it?’" "I got stories about a roller coaster at Great America, space ships, ants, lady bugs," she relates. "This assignment showed me they really understood the concept of time and motion—as opposed to them giving me a written description—and they were creative in the way they did it. Plus, I snuck in a little writing."

80. Philosophy Of Teaching Statements can easily articulate them to your students, your peers, and search committees. The Statement is also an introduction to your teaching portfolio thus setting http://www.id.ucsb.edu/IC/TA/portfolio.html

TEACHING PORTFOLIOS What is a Teaching Portfolio? The Certificate in College and University Teaching Portfolio Frequently Asked Questions about the Philosophy of Teaching Statement Internet Resources What is a Teaching Portfolio? Portfolios have two main uses, both of which involve evaluation. Summative Evaluation : Portfolios can be used to demonstrate the quality of a person's work for hiring and promotion purposes or for purposes of passing a course of study. Formative Evaluation : Portfolios can be used as a means of assembling and examining one's work for the purposes of professional improvement. The same portfolio should not be used for both purposes. The summative evaluation judges the outcome of one's work, while formative evaluation seeks to identify areas to be improved and to suggest possible ways to make those improvements. There is risk-taking involved in the latter as it takes a much more vulnerable perspective on one's work. In general, the Teaching Portfolio is most often used for summative evaluation, that is, for hiring and promotion. As such, it can be described as "a factual description of a professor's [instructor's, or TA's] teaching strengths and accomplishments. It includes documents and materials that collectively suggest the scope and quality of a faculty member's teaching performance. It is to teaching what lists of publications, grants, and honors are to research and scholarship." "The portfolio is not an exhaustive compilation of all the documents and materials that bear on teaching performance. Instead, it presents selected information on teaching activities and solid evidence of their effectiveness. Just as statements in a curriculum vitae should be supported by convincing evidence (such as published articles or invitations to present a paper at an academic conference), so claims in the teaching portfolio should be supported by firm empirical evidence."

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 89    Back | 1  | 2  | 3  | 4  | 5  | Next 20