High school science education has evolved in recent years to embrace not only natural and life sciences but also technology and engineering courses that represent careers of the future. Is it time to adapt Massachusetts public university admissions standards to mirror this expanded view of science education? Presented at a meeting of the Massachusetts Board of Higher Education on December 6, 2011.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
Professor Ian Anderson's keynote address to the Aboriginal and Torres Strait Islander Mathematics Alliance conference, Creating Connections and Growing Understanding in Adelaide, November 2014.
Two hundred and fifty campus delegates met on February 27, 2015 to advance the "Big Three" college completion goals outlined in the 2014 Vision Project report, Degrees of Urgency: Why Massachusetts Needs More College Graduates Now. The conference marked the first time chief academic officers from every public campus in the Commonwealth met to develop a shared approach to the college completion agenda, and was keynote speaker Jim Peyser's first major higher education convening since being appointed Secretary of Education.
For more information, visit www.mass.edu/visionproject
Community indicators play an important role in measuring our progress toward achieving our goal of 80% third grade reading proficiency by 2025. Share your feedback on our ideas about what to measure to track our progress from birth to third grade over the next nine years.
High school science education has evolved in recent years to embrace not only natural and life sciences but also technology and engineering courses that represent careers of the future. Is it time to adapt Massachusetts public university admissions standards to mirror this expanded view of science education? Presented at a meeting of the Massachusetts Board of Higher Education on December 6, 2011.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
Professor Ian Anderson's keynote address to the Aboriginal and Torres Strait Islander Mathematics Alliance conference, Creating Connections and Growing Understanding in Adelaide, November 2014.
Two hundred and fifty campus delegates met on February 27, 2015 to advance the "Big Three" college completion goals outlined in the 2014 Vision Project report, Degrees of Urgency: Why Massachusetts Needs More College Graduates Now. The conference marked the first time chief academic officers from every public campus in the Commonwealth met to develop a shared approach to the college completion agenda, and was keynote speaker Jim Peyser's first major higher education convening since being appointed Secretary of Education.
For more information, visit www.mass.edu/visionproject
Community indicators play an important role in measuring our progress toward achieving our goal of 80% third grade reading proficiency by 2025. Share your feedback on our ideas about what to measure to track our progress from birth to third grade over the next nine years.
Sparkler How To Build A Successful Online CommunityKonradCollao
Here are the slides presented by Sparkler's Konrad Collao at the MRS New Media and Research Technologies Conference. The subject? How To Build A Successful Online Community. If you want to get in touch, contact Konrad on LinkedIn or via Twitter @konradcollao
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
This a brief portfolio of my work. If you have any questions or would like to see work in another area, please contact me. Thank you for your consideration.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
Sparkler How To Build A Successful Online CommunityKonradCollao
Here are the slides presented by Sparkler's Konrad Collao at the MRS New Media and Research Technologies Conference. The subject? How To Build A Successful Online Community. If you want to get in touch, contact Konrad on LinkedIn or via Twitter @konradcollao
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
This a brief portfolio of my work. If you have any questions or would like to see work in another area, please contact me. Thank you for your consideration.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
This presentation gives detailed demographics on education in Texas and San Antonio. Presented January 21, 2009 at The Greater San Antonio Chamber of Commerce's Education/Workforce Committee.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
10. 2009 Houston District Value Added Report for TAKS/Stanford Social Studies 47.4 42.3 45.7 47.7 47.2 39.8 46.6 48.5 46.7 2009 Mean: 44.4 39.8 44.1 46.3 46.9 39.8 44.5 45.3 44.6 2008 Mean: 40.5 38.9 42.7 40.8 42.8 39.2 43.5 43.1 43.2 2007 Mean: 40.5 37.3 41.5 38.6 38.5 35.7 39.9 40.4 40.4 2006 Mean: 50.0 50.0 50.0 50.0 50.0 50.0 50.0 50.0 50.0 State Base Year (2006): 11 10 9 8 7 6 5 4 3 Grade: Estimated District Mean NCE Scores 0.0 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 Std Error: 2.1 5.4 G -2.4 R* 2.3 G 2.2 G 7.4 G -3.0 R* 1.9 G 2.9 G 3-Yr-Avg NCE Gain: 0.1 0.2 0.1 0.2 0.2 0.1 0.1 0.1 0.1 Std Error: 1.7 7.6 G -1.8 R* -0.6 R* 0.8 G 7.3 G -4.7 R* 1.3 G 3.9 G 2009 Mean NCE Gain: 0.1 0.2 0.2 0.1 0.1 0.1 0.1 0.1 0.1 Std Error: 2.1 5.5 G -2.9 R* 3.4 G 3.5 G 7.7 G -3.7 R* 1.4 G 2.1 G 2008 Mean NCE Gain: 0.1 0.2 0.1 0.2 0.1 0.1 0.1 0.1 0.1 Std Error: 2.4 3.2 G -2.6 R* 4.1 G 2.2 G 7.1 G -0.7 R* 3.1 G 2.8 G 2007 Mean NCE Gain: 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Growth Standard: Mean NCE Gain over Grades Relative to Growth Standard 11 10 9 8 7 6 5 4 3 Grade: Estimated District Mean NCE Gain