Author: Lawrence M. KosterPublisher:
ISBN:
Category : High school dropouts
Languages : en
Pages : 394
Book Description
Analysis of the Perceptions of the Drop-outs and Graduates from the 1958 and 1961 Classes of the Dearborn Public Schools as to Their Educational and Occupational Experiences
Author: Lawrence M. KosterPublisher:
ISBN:
Category : High school dropouts
Languages : en
Pages : 394
Book Description
Comprehensive Dissertation Index, 1861-1972: Education
Author: Xerox University MicrofilmsPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1202
Book Description
A Study of Drop-outs from the Arcadia High School, Arcadia, Wisconsin, Classes 1958 to 1961
Author: Harold Roger WaltersPublisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 106
Book Description
A Study of Selected Characteristics of Dropouts and Graduates of the Bloomington Public Schools
Author: Bloomington Public SchoolsPublisher:
ISBN:
Category : Education
Languages : en
Pages :
Book Description
The Identification and Analysis of the Factors Contributing to the Drop-out Rate Among Participants in Classes of the Lansing Adult School Program
Author: Robert Leon EwiglebenPublisher:
ISBN:
Category : Adult education
Languages : en
Pages : 254
Book Description
A Study of Drop-outs from the Alice Public Secondary Schools During the Years 1959-1960 and 1960-1961
Author: Irene Lewis ArkwightPublisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 140
Book Description
A Follow-up Study Concerning Graduates in the January and June Classes of 1958 and 1959 in Kearny High School, Kearny, New Jersey with Limited Reference to the Drop-outs in this Particular Group of Students
Author: Anthony J. MalakasPublisher:
ISBN:
Category : Counseling in secondary education
Languages : en
Pages : 132
Book Description
Education for Life and Work
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203
Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Dropouts from the Chicago Public Schools
Author: Chicago Panel on Public School FinancesPublisher:
ISBN:
Category : High school dropouts
Languages : en
Pages : 122
Book Description
A Survey of the Mentally Retarded Graduates and Drop-outs in the Beaumont, Texas, City Schools from 1951 Through 1961
Author: Grace C. AllenPublisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 136
Book Description