Author: Vermont. Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 15
Book Description
Self Assessment Guide for Vermont's Public School Approval Standards
Author: Vermont. Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 15
Book Description
Self-assessment for Public School Approval, 1989
Author: Vermont. Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 204
Book Description
Resources in Education
Author: InTASC Model Core Teaching Standards
Author: The Council of Chief State School OfficersPublisher:
ISBN: 9781461133575
Category :
Languages : en
Pages : 26
Book Description
These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.
Building Parent Engagement in Schools
Author: Larry FerlazzoPublisher: Bloomsbury Publishing USA
ISBN: 1586834053
Category : Education
Languages : en
Pages : 98
Book Description
This work is a report on the positive impact of parental involvement on their child's academics and on the school at large. Building Parent Engagement in Schools is an introduction to educators, particularly in lower-income and urban schools, who want to promote increased parental engagement in both the classroom and at home—an effort required by provisions of the No Child Left Behind Act of 2001. It is both an authoritative review of research that confirms the positive impact of parental involvement on student achievement and a guide for implementing proven strategies for increasing that involvement. With Building Parent Engagement in Schools, educators can start to develop a hybrid culture between home and school, so that school can serve as a cultural bridge for the students. Filled with the voices of real educators, students, and parents, the book documents a number of parent-involved efforts to improve low-income communities, gain greater resources for schools, and improve academic achievement. Coverage includes details of real initiatives in action, including programs for home visits, innovative uses of technology, joint enterprises like school/community gardens, and community organization efforts.
Minimum Standards for the Approval of Vermont Secondary Schools
Author: Vermont. Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 14
Book Description
Schooling by Design
Author: Grant P. WigginsPublisher: ASCD
ISBN: 1416606556
Category : Education
Languages : en
Pages : 297
Book Description
The authors of Understanding by Design share a compelling strategy for creating schools that truly fulfill the central mission of education: to help students become "thoughtful, productive, and accomplished at worthy tasks."
Journal
Author: Vermont. General Assembly. SenatePublisher:
ISBN:
Category :
Languages : en
Pages : 842
Book Description
Minimum Standards for the Approval of Vermont Secndary Schools
Author: Vermont. Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 14
Book Description
Eager to Learn
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309068363
Category : Education
Languages : en
Pages : 464
Book Description
Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.