The CAPE Bonavista initiative aims to expand access to Advanced Placement (AP) social studies courses for students in rural Newfoundland through online distance education. It began as a pilot project offering AP European History to 3 students across 2 schools. Lessons learned showed an asynchronous online model can work for AP courses if students are independent and highly motivated learners. The initiative plans to expand AP course offerings across the Vista School District and eventually province-wide to improve equity of access to advanced social studies options for rural students.
St Patrick's College Townsville - Year 8, 2013 Information Evening PresentationSue Luxon
The document provides information about the curriculum structure and pastoral support for Year 8 students at St. Patrick's College in 2013. It outlines the core subjects, rotating term subjects, and language electives that students will study. It also describes the role of the Year 8 coordinator and pastoral coordinator in guiding students, managing behavior issues, and organizing social activities to help with the transition to high school. The pastoral coordinator is responsible for student welfare, discipline, communicating with parents, and referring students to support services as needed.
This document summarizes a summer learning program for elementary English language learners (ELLs) in the North Kansas City Schools district. The program aimed to combat summer learning loss for ELLs over a seven week period. It provided literacy and language instruction as well as field trips. Student reading levels were assessed before and after, and students who attended all or part of the program showed greater maintenance or growth of reading levels compared to those who did not attend. The program required extensive planning and coordination of curriculum, staffing, transportation, food services and more. Overall, the summer program was successful in supporting ELL students' language and literacy development.
CADE 2003 - Tele-Teaching Advanced Placement Social Studies Courses in an Asy...Michael Barbour
This document discusses teaching Advanced Placement (AP) social studies courses asynchronously online. It provides examples of AP courses taught asynchronously to students in different school districts and programs. It also describes the format used, including email, online lectures, discussion forums, and evaluations. Trends in student participation and performance in the discussion forums are analyzed. The conclusions emphasize that independent, self-motivated students can perform well in asynchronous online learning, and that interaction with the teacher and classmates is important for student success.
The document provides information about the educational system in the United Kingdom. It discusses the structure of basic education, which includes primary schools for ages 5-11 and secondary schools for ages 11-16 or 11-18. It also describes the structure of higher education, which includes sixth form colleges for ages 16-18 and further education colleges for those over 16. The document also outlines the core subjects taught in UK schools, which include English, maths, and science, as well as other optional subjects. It provides statistics on pupils, class sizes, and demographics.
The document provides an overview of the educational system in the United Kingdom, including key facts and figures about the structure of basic and higher education. It details the different phases of education from pre-school through secondary school and sixth form colleges. The core subjects and curriculum are outlined for each key stage, and new diplomas for vocational education are mentioned.
All children in the UK must attend full-time education from ages 5 to 16 (4 to 16 in Northern Ireland). They can then remain in full-time education at a school or college, start an apprenticeship, or remain in part-time education while working at least 20 hours per week until age 18. Primary education covers ages 5 to 11 and teaches core subjects like English, math, and science. Secondary education from ages 11 to 16/18 focuses on more specialized subjects and finishes with GCSE exams. Students can then pursue A-Levels, vocational courses, or university, where undergraduate degrees cost up to £9,250 per year in tuition fees.
Five Ways the Advanced Placement Program Helps Students Succeed Abbot Giles Hayes
A college counselor at Delbarton School in Morristown, New Jersey, Abbot Giles Hayes maintains a commitment to initiatives that support educational causes and academic growth. In 1968, Abbot Giles Hayes advocated for the College Board and the Educational Testing Service to implement the Advanced Placement (AP) Program.
9 18-14 college planning night presentationwpwebsite
This document summarizes a presentation for high school students on preparing for and applying to college. It includes an overview of the college search and application process, factors colleges consider, types of applications and admissions decisions. It also provides resources and timelines for applying, including details about the NOVA Pathways program which guarantees admission to 4-year universities after completing an associate's degree.
St Patrick's College Townsville - Year 8, 2013 Information Evening PresentationSue Luxon
The document provides information about the curriculum structure and pastoral support for Year 8 students at St. Patrick's College in 2013. It outlines the core subjects, rotating term subjects, and language electives that students will study. It also describes the role of the Year 8 coordinator and pastoral coordinator in guiding students, managing behavior issues, and organizing social activities to help with the transition to high school. The pastoral coordinator is responsible for student welfare, discipline, communicating with parents, and referring students to support services as needed.
This document summarizes a summer learning program for elementary English language learners (ELLs) in the North Kansas City Schools district. The program aimed to combat summer learning loss for ELLs over a seven week period. It provided literacy and language instruction as well as field trips. Student reading levels were assessed before and after, and students who attended all or part of the program showed greater maintenance or growth of reading levels compared to those who did not attend. The program required extensive planning and coordination of curriculum, staffing, transportation, food services and more. Overall, the summer program was successful in supporting ELL students' language and literacy development.
CADE 2003 - Tele-Teaching Advanced Placement Social Studies Courses in an Asy...Michael Barbour
This document discusses teaching Advanced Placement (AP) social studies courses asynchronously online. It provides examples of AP courses taught asynchronously to students in different school districts and programs. It also describes the format used, including email, online lectures, discussion forums, and evaluations. Trends in student participation and performance in the discussion forums are analyzed. The conclusions emphasize that independent, self-motivated students can perform well in asynchronous online learning, and that interaction with the teacher and classmates is important for student success.
The document provides information about the educational system in the United Kingdom. It discusses the structure of basic education, which includes primary schools for ages 5-11 and secondary schools for ages 11-16 or 11-18. It also describes the structure of higher education, which includes sixth form colleges for ages 16-18 and further education colleges for those over 16. The document also outlines the core subjects taught in UK schools, which include English, maths, and science, as well as other optional subjects. It provides statistics on pupils, class sizes, and demographics.
The document provides an overview of the educational system in the United Kingdom, including key facts and figures about the structure of basic and higher education. It details the different phases of education from pre-school through secondary school and sixth form colleges. The core subjects and curriculum are outlined for each key stage, and new diplomas for vocational education are mentioned.
All children in the UK must attend full-time education from ages 5 to 16 (4 to 16 in Northern Ireland). They can then remain in full-time education at a school or college, start an apprenticeship, or remain in part-time education while working at least 20 hours per week until age 18. Primary education covers ages 5 to 11 and teaches core subjects like English, math, and science. Secondary education from ages 11 to 16/18 focuses on more specialized subjects and finishes with GCSE exams. Students can then pursue A-Levels, vocational courses, or university, where undergraduate degrees cost up to £9,250 per year in tuition fees.
Five Ways the Advanced Placement Program Helps Students Succeed Abbot Giles Hayes
A college counselor at Delbarton School in Morristown, New Jersey, Abbot Giles Hayes maintains a commitment to initiatives that support educational causes and academic growth. In 1968, Abbot Giles Hayes advocated for the College Board and the Educational Testing Service to implement the Advanced Placement (AP) Program.
9 18-14 college planning night presentationwpwebsite
This document summarizes a presentation for high school students on preparing for and applying to college. It includes an overview of the college search and application process, factors colleges consider, types of applications and admissions decisions. It also provides resources and timelines for applying, including details about the NOVA Pathways program which guarantees admission to 4-year universities after completing an associate's degree.
Adv academics curriculum night presentation 2011 2012wpwebsite
AP courses offer college-level coursework in high school and allow students to earn college credit or advanced placement. Students take AP exams at the end of each course to demonstrate their mastery of college-level material. Doing well on AP exams can help students earn credit or placement in advanced college courses. Taking AP courses improves students' chances of college admission and graduation.
This document is a study by Dr. Paul A. Rodríguez on Advanced Placement programs in selected high schools in San Bernardino County, California that was presented at the Create Conference hosted by the Consortium for Research on Educational Accountability and Teacher Evaluation from October 4-6, 2012 in Washington D.C.
This document provides information about advanced course options at Francis Howell North High School including honors courses, Advanced Placement (AP) courses, and Advanced Credit (AC) courses. It describes the increased grade point averages awarded for these rigorous courses and lists the specific course offerings in each category. The key benefits of AP and AC courses are outlined as earning college credit or advanced placement. The registration processes, exam schedules and costs are also summarized.
This document discusses West Potomac High School's advanced academic programs for the 2015-2016 school year. It defines honors and Advanced Placement (AP) courses, noting that honors courses prepare students for AP courses and both types of courses are college-level classes. It emphasizes the benefits of advanced courses for student learning and college acceptance, and outlines supports provided to students, including teacher collaboration, mentoring, and workshops on essential skills. The document stresses the importance of balance and playing to student strengths and interests when selecting courses.
This document introduces the Advanced Placement (AP) and International Baccalaureate (IB) programs, which have grown significantly in popularity and receive support from policymakers aiming to expand access to rigorous courses. However, some critics argue that AP courses prioritize earning college credit over deep learning. Additionally, some elite high schools have reduced their AP course offerings in favor of creating their own advanced courses. There is also concern from colleges that the content and scoring of AP exams have been diluted as participation has increased. The document aims to evaluate whether AP and IB truly deserve their reputation for academic excellence.
This document provides a framework for identifying barriers that schools face in advancing students through the AP pipeline from preparation to success. It analyzes data on AP participation and performance in Tennessee, finding that while most AP-ready students have access to AP courses, not all enroll or take the exams. As a result, only about half of AP-ready students and less than a third of economically disadvantaged AP-ready students earn college credits through AP exams. The framework is intended to help schools and districts design targeted solutions to the challenges they face at different points along the AP pipeline.
This document provides information about Advanced Placement (AP) courses offered at North Rockland High School. It discusses the benefits of AP courses, including developing college-level academic skills, earning college credit, and strengthening students' transcripts. Students must apply by February 4th and complete summer assignments for some courses. North Rockland offers 14 AP courses and saw increasing enrollment and AP Scholar awards over the past two years, with over 400 students taking AP tests.
Introduction to Advanced Placement for ParentsCollegeBoardSM
The College Board hosted a webinar for parents to engage with parents about what the Advanced Placement (AP) program is, what it's like in an AP classroom, and what AP means in college. Speakers included Edward Biedermann from the College Board, Dr. Gail Kaplan from Towson University, and Kelly Stromberg from North Central High School
10 12th grade curriculum night presentation 1-11-17wpwebsite
This document provides information from an advanced academics night presentation at West Potomac High School. It discusses the school's honors, Advanced Placement (AP), and Advanced Placement Capstone programs. It provides details on course expectations, benefits of advanced courses, and academic supports available to students. The presentation aims to help students and families understand advanced course options and registration for the upcoming school year.
Planning for Advanced Placement Courses for ParentsCollegeBoardSM
The College Board hosted a webinar to share information about Advanced Placement courses. Parents learned about what to expect in an AP classroom, the value of AP in college, and how to help students enroll in AP. The webinar was hosted by Edward Biedermann at the College Board and featured Dr. Nicole Cobb from Metro Nashville Public Schools and Sean Byrne from Glenbard West High School. Learn more at collegeboard.org/parents.
Why Should High School Students Take Advanced Placement Classes?Dawn Bartz
Dawn Bartz has served as the Small Learning Communities Project Manager and Global Studies Theme Coach for the Danbury Public Schools. In these roles, she trains teachers and creates curriculum to engage students in Project-Based Learning at the middle school level.
The College Board hosted a webinar to share information with parents about searching for and applying to college. The webinar was hosted by Steve Colon at the College Board and featured John Chavez from Columbia University, Nicole Hurd from College Advising Corps, and Marcia Hunt from Pine Crest School. Learn more at collegeboard.org/parents.
Advanced Placement (AP) courses allow high school students in Saskatoon Public Schools to earn university credit by completing university-level coursework and exams. Students can earn credit in subjects like Calculus, Statistics, English, Science, and Psychology. Four high schools in Saskatoon offer AP programs. Students report that AP classes challenge them and improve their problem-solving, writing, and study skills preparation for university. AP enrollment has grown significantly at one school from 2008 to 2015. Passing rates on AP exams for Saskatoon students compare favorably to provincial and global averages.
Seagoville High School is committed to student success and believes access to rigorous coursework like Advanced Placement (AP) courses plays an important role. The document introduces AP courses and exams, noting that AP courses cover college-level content and exams can earn students college credit. It lists the AP courses offered at Seagoville High and notes benefits like improved college admission, skills, and timely graduation. The document provides information about registering for and taking AP exams and resources available to support AP students.
The document lists the names of students from 2015 who achieved recognition in the Advanced Placement (AP) program. It recognizes three levels of AP Scholars - those who received a score of 3 or higher on 3 or more AP exams, those who received a 3.25 average score on all AP exams taken with 4 or higher scores on 4 exams, and those who received an average score of at least 3.5 on all AP exams taken with scores of 3 or higher on 5 or more exams. It also lists 7 students who were named 2015 National AP Scholars by receiving an average score of at least 4 on all AP exams taken with scores of 4 or higher on 8 or more exams.
HLN 2001 - Centre for Advanced Placement Education and the Tele-Teaching of A...Michael Barbour
Barbour, M. K., & Brooks, S. (2001, June). Centre for Advanced Placement Education and the tele-teaching of AP social studies courses. Presentation at the Hook, Line & Net conference, Grand Falls/Windsor, NL.
Virtual Virginia is a program of the Virginia Department of Education that provides online courses to middle and high school students across the state. It offers 56 courses aligned to Virginia's SOL standards and approved by the College Board. Over 10,000 students enrolled in Virtual Virginia courses during the 2014-2015 school year, coming from Virginia public and private schools as well as homeschool students. The program partners with local school divisions and provides highly qualified teachers who are licensed and endorsed in Virginia to teach online.
This document provides information about McKinney North High School's Showcase Night, including staff members and their roles, upcoming registration timelines and requirements for 11th grade students, dual credit options through Collin College, Pre-AP and AP course offerings, elective options, and tips for college planning. It aims to guide 11th grade students and their families in selecting courses for the next school year.
Preparing for Secondary School - talk by Mr Ong Kong Hong, Principal of Teck ...Yuliana Tjioe
Mr. Ong Kong Hong, Principal of TeckWhye Secondary School, discusses preparing for secondary school. He outlines the different secondary school pathways and programs in Singapore including the GCE O-Level, N-Level, and International Baccalaureate exams. He then describes TeckWhye Secondary School's mission, signature programs in English, design and technology, and science talent development. Finally, he highlights the school's academic achievements and outcomes in the 2010 GCE O-Level exam.
Going K-20: Online Partnerships Tear Down Education SilosLaWanda Stone
This document discusses online partnerships between Connections Education and American Public University (APU) to provide dual credit and dual diploma pathways for high school students. It introduces representatives from Connections Education and APU and outlines several dual credit options including Advanced Placement, DeVry University programs, and an APU dual diploma program. The APU program allows students to transfer high school courses for college credit, potentially earning an associate's degree by the time they graduate high school. The presentation addresses obstacles and successes of the program and includes testimony from the 2015 Connections Education valedictorian.
This document provides information about McKinney North High School's Showcase Night, including staff members and their roles, the 10th grade registration timeline, graduation requirements, dual credit options through Collin College, Pre-AP and AP courses, elective options, career and technology courses, language arts, social studies, fine arts electives, and tips for planning for college.
Adv academics curriculum night presentation 2011 2012wpwebsite
AP courses offer college-level coursework in high school and allow students to earn college credit or advanced placement. Students take AP exams at the end of each course to demonstrate their mastery of college-level material. Doing well on AP exams can help students earn credit or placement in advanced college courses. Taking AP courses improves students' chances of college admission and graduation.
This document is a study by Dr. Paul A. Rodríguez on Advanced Placement programs in selected high schools in San Bernardino County, California that was presented at the Create Conference hosted by the Consortium for Research on Educational Accountability and Teacher Evaluation from October 4-6, 2012 in Washington D.C.
This document provides information about advanced course options at Francis Howell North High School including honors courses, Advanced Placement (AP) courses, and Advanced Credit (AC) courses. It describes the increased grade point averages awarded for these rigorous courses and lists the specific course offerings in each category. The key benefits of AP and AC courses are outlined as earning college credit or advanced placement. The registration processes, exam schedules and costs are also summarized.
This document discusses West Potomac High School's advanced academic programs for the 2015-2016 school year. It defines honors and Advanced Placement (AP) courses, noting that honors courses prepare students for AP courses and both types of courses are college-level classes. It emphasizes the benefits of advanced courses for student learning and college acceptance, and outlines supports provided to students, including teacher collaboration, mentoring, and workshops on essential skills. The document stresses the importance of balance and playing to student strengths and interests when selecting courses.
This document introduces the Advanced Placement (AP) and International Baccalaureate (IB) programs, which have grown significantly in popularity and receive support from policymakers aiming to expand access to rigorous courses. However, some critics argue that AP courses prioritize earning college credit over deep learning. Additionally, some elite high schools have reduced their AP course offerings in favor of creating their own advanced courses. There is also concern from colleges that the content and scoring of AP exams have been diluted as participation has increased. The document aims to evaluate whether AP and IB truly deserve their reputation for academic excellence.
This document provides a framework for identifying barriers that schools face in advancing students through the AP pipeline from preparation to success. It analyzes data on AP participation and performance in Tennessee, finding that while most AP-ready students have access to AP courses, not all enroll or take the exams. As a result, only about half of AP-ready students and less than a third of economically disadvantaged AP-ready students earn college credits through AP exams. The framework is intended to help schools and districts design targeted solutions to the challenges they face at different points along the AP pipeline.
This document provides information about Advanced Placement (AP) courses offered at North Rockland High School. It discusses the benefits of AP courses, including developing college-level academic skills, earning college credit, and strengthening students' transcripts. Students must apply by February 4th and complete summer assignments for some courses. North Rockland offers 14 AP courses and saw increasing enrollment and AP Scholar awards over the past two years, with over 400 students taking AP tests.
Introduction to Advanced Placement for ParentsCollegeBoardSM
The College Board hosted a webinar for parents to engage with parents about what the Advanced Placement (AP) program is, what it's like in an AP classroom, and what AP means in college. Speakers included Edward Biedermann from the College Board, Dr. Gail Kaplan from Towson University, and Kelly Stromberg from North Central High School
10 12th grade curriculum night presentation 1-11-17wpwebsite
This document provides information from an advanced academics night presentation at West Potomac High School. It discusses the school's honors, Advanced Placement (AP), and Advanced Placement Capstone programs. It provides details on course expectations, benefits of advanced courses, and academic supports available to students. The presentation aims to help students and families understand advanced course options and registration for the upcoming school year.
Planning for Advanced Placement Courses for ParentsCollegeBoardSM
The College Board hosted a webinar to share information about Advanced Placement courses. Parents learned about what to expect in an AP classroom, the value of AP in college, and how to help students enroll in AP. The webinar was hosted by Edward Biedermann at the College Board and featured Dr. Nicole Cobb from Metro Nashville Public Schools and Sean Byrne from Glenbard West High School. Learn more at collegeboard.org/parents.
Why Should High School Students Take Advanced Placement Classes?Dawn Bartz
Dawn Bartz has served as the Small Learning Communities Project Manager and Global Studies Theme Coach for the Danbury Public Schools. In these roles, she trains teachers and creates curriculum to engage students in Project-Based Learning at the middle school level.
The College Board hosted a webinar to share information with parents about searching for and applying to college. The webinar was hosted by Steve Colon at the College Board and featured John Chavez from Columbia University, Nicole Hurd from College Advising Corps, and Marcia Hunt from Pine Crest School. Learn more at collegeboard.org/parents.
Advanced Placement (AP) courses allow high school students in Saskatoon Public Schools to earn university credit by completing university-level coursework and exams. Students can earn credit in subjects like Calculus, Statistics, English, Science, and Psychology. Four high schools in Saskatoon offer AP programs. Students report that AP classes challenge them and improve their problem-solving, writing, and study skills preparation for university. AP enrollment has grown significantly at one school from 2008 to 2015. Passing rates on AP exams for Saskatoon students compare favorably to provincial and global averages.
Seagoville High School is committed to student success and believes access to rigorous coursework like Advanced Placement (AP) courses plays an important role. The document introduces AP courses and exams, noting that AP courses cover college-level content and exams can earn students college credit. It lists the AP courses offered at Seagoville High and notes benefits like improved college admission, skills, and timely graduation. The document provides information about registering for and taking AP exams and resources available to support AP students.
The document lists the names of students from 2015 who achieved recognition in the Advanced Placement (AP) program. It recognizes three levels of AP Scholars - those who received a score of 3 or higher on 3 or more AP exams, those who received a 3.25 average score on all AP exams taken with 4 or higher scores on 4 exams, and those who received an average score of at least 3.5 on all AP exams taken with scores of 3 or higher on 5 or more exams. It also lists 7 students who were named 2015 National AP Scholars by receiving an average score of at least 4 on all AP exams taken with scores of 4 or higher on 8 or more exams.
HLN 2001 - Centre for Advanced Placement Education and the Tele-Teaching of A...Michael Barbour
Barbour, M. K., & Brooks, S. (2001, June). Centre for Advanced Placement Education and the tele-teaching of AP social studies courses. Presentation at the Hook, Line & Net conference, Grand Falls/Windsor, NL.
Virtual Virginia is a program of the Virginia Department of Education that provides online courses to middle and high school students across the state. It offers 56 courses aligned to Virginia's SOL standards and approved by the College Board. Over 10,000 students enrolled in Virtual Virginia courses during the 2014-2015 school year, coming from Virginia public and private schools as well as homeschool students. The program partners with local school divisions and provides highly qualified teachers who are licensed and endorsed in Virginia to teach online.
This document provides information about McKinney North High School's Showcase Night, including staff members and their roles, upcoming registration timelines and requirements for 11th grade students, dual credit options through Collin College, Pre-AP and AP course offerings, elective options, and tips for college planning. It aims to guide 11th grade students and their families in selecting courses for the next school year.
Preparing for Secondary School - talk by Mr Ong Kong Hong, Principal of Teck ...Yuliana Tjioe
Mr. Ong Kong Hong, Principal of TeckWhye Secondary School, discusses preparing for secondary school. He outlines the different secondary school pathways and programs in Singapore including the GCE O-Level, N-Level, and International Baccalaureate exams. He then describes TeckWhye Secondary School's mission, signature programs in English, design and technology, and science talent development. Finally, he highlights the school's academic achievements and outcomes in the 2010 GCE O-Level exam.
Going K-20: Online Partnerships Tear Down Education SilosLaWanda Stone
This document discusses online partnerships between Connections Education and American Public University (APU) to provide dual credit and dual diploma pathways for high school students. It introduces representatives from Connections Education and APU and outlines several dual credit options including Advanced Placement, DeVry University programs, and an APU dual diploma program. The APU program allows students to transfer high school courses for college credit, potentially earning an associate's degree by the time they graduate high school. The presentation addresses obstacles and successes of the program and includes testimony from the 2015 Connections Education valedictorian.
This document provides information about McKinney North High School's Showcase Night, including staff members and their roles, the 10th grade registration timeline, graduation requirements, dual credit options through Collin College, Pre-AP and AP courses, elective options, career and technology courses, language arts, social studies, fine arts electives, and tips for planning for college.
This teacher graduated from Rutgers University with a Bachelor's degree in Biology and is working towards a Master's degree in Teaching Biological Science from Montclair State University. They have covered living things and the scientific method so far this year. Upcoming topics will include matter, energy, reproduction, diversity, and environmental systems. Students will complete a science fair project and can contact the teacher by email. Assessments include tests, quizzes, classwork, and homework, and the class aims to develop teamwork, critical thinking, and communication skills.
This document provides information from a biology teacher's back-to-school night presentation. The teacher graduated from Rutgers University with a Bachelor's in Biology and is pursuing a Master's in Teaching Biological Science from Montclair State University. The presentation outlines what topics have been covered so far, including the scientific method and characteristics of living things, and what future themes will be studied, such as matter, energy, reproduction, evolution, and environmental systems. Assessment breakdown and contact information is also provided.
Practical Applications of Open Educational Resources - Terri RowenhorstWCET
- The document discusses practical applications of open educational resources (OER) and the NROC Network, which collaboratively develops and shares high-quality online course content.
- It provides examples of how schools and institutions have used NROC content to replace textbooks, redesign courses, maximize budgets for course development, and bridge gaps between high school and college.
- The document promotes sharing and usage of OER content through the HippoCampus website to support learners and measures success by how resources are utilized.
The document provides an overview of visual arts education. It defines visual arts education broadly as including many forms of visual art practices. It explains that visual arts education is important for developing creative, critical, and ethical thinking skills that are essential for today's world. It also expands learners' literacy choices and ways of knowing and communicating. Quality visual arts education contributes to learning engagement and positive academic, social, and emotional outcomes for students.
This document summarizes information from the 2011 McKinney North High School Showcase Night. It lists the school principal and administrators for each house. It also provides information about registration for current 9th graders, graduation requirements, course selections, Pre-AP and AP courses, elective options including CTE, language arts, social studies, and fine arts. It discusses 10th grade PSAT/PLAN testing and considerations for college planning such as GPA, standardized test scores, course rigor, and extracurricular activities. Contact information is provided for questions about college planning support available on campus.
The document summarizes opportunities available at a sixth form college. It discusses improvements noted by OFSTED inspectors including better student progress, attitudes, achievement and curriculum. It outlines the various AS, A Level, BTEC and other courses offered across subjects. It describes the different pathways students can take depending on their GCSE results. It provides examples of past students' university acceptances and work placements. Finally, it discusses sixth form facilities, extracurricular activities, support for younger students and myths vs realities.
This document provides information for parents about course offerings and extracurricular activities for incoming sophomores at Edina High School. It includes summaries of mathematics, English, science, social studies, and world language course options. It also provides details about registration timelines, graduation requirements, and ways for parents to get involved at the school.
This document summarizes an upcoming series of meetings on best practices in primary geography education. The meetings will cover the future of primary geography, cross-curricular themes and skills, and developing urban trails. They aim to raise awareness of primary geography, develop professional networks, and share resources and teaching strategies.
Christina Phiri's curriculum vitae provides information about her education and work experience. She obtained a Bachelor of Science degree in Mathematical Sciences Education from the University of Malawi-The Polytechnic in 2014. Her major courses included computer science, mathematics, statistics, and education. She has worked as a secondary school teacher, a monitoring and evaluation assistant, and an enumerator. Her hobbies include basketball, reading, music, and interacting with people.
DLAC 2019 - State Of The Nation: K-12 e-Learning In CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. L. (2019, April). State of The nation: K-12 e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
This document discusses 21st century inclusive education, focusing on inclusion of African women in science education and research. It notes that classrooms reflect broader societal inequalities related to race, class and gender, and that South Africa's history of apartheid contributed to unequal access to math and science education. As a result, township and rural schools in the Eastern Cape face systemic disadvantages. It also describes initiatives by Ikamva LeAfrika Education Foundation to address language barriers, incorporate hands-on learning, and better prepare students for university science programs.
This document provides information about studying as an international student in Burnaby, Canada. It discusses that Canada and Burnaby provide excellent education systems and safe communities. Specifically, it outlines that Burnaby has 8 secondary schools that offer strong academic programs, visual and performing arts, sports, and support for international students. It also describes the homestay program and summer programs available. Overall, the document promotes Burnaby as a top choice for international students to receive a quality education experience.
GA Action Plan for Geography Events BookletGeoBlogs
This document provides information about professional development courses and events for geography teachers offered by the Geographical Association (GA) from 2006-2008. The courses focus on curriculum making and incorporate cross-cutting themes like ICT, citizenship, and education for sustainable development. Teachers can attend conferences, participate in online activities, and meet for evaluations. The goal is to help teachers develop exciting geography lessons and understand the subject's importance. Registration is required for the free courses and regional conferences occurring across England.
Similar to HLN 2000 - Centre for Advanced Placement Education on the Bonavista Peninsula (20)
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations fo...Michael Barbour
Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
BOLTT 2023 - CANeLearn Research: Applications for Practice (EnglishMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
TUC Research Day 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
This document summarizes a study on K-12 distance, online, and blended learning in Canada. It begins by noting that most previous research had focused on programs in the United States, with little known about initiatives in other parts of North America like Canada. The goals of the study were to understand how these programs are governed in each Canadian province/territory and the level of participation. Data was collected through surveys of education ministries, interviews, and a review of documents. The findings showed participation growing each year, with the most populated provinces like Ontario and Alberta having the highest numbers and per capita involvement. It also described the mix of centralized provincial programs and those run through local school districts. The document concludes by noting ongoing work to
Barbour, M. K., Moore, S., & Veletsianos, G. (2023, April). Questionable-cause logical fallacy and modality scapegoating: Synthesis of research on mental health and remote learning [Paper]. A part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
AERA 2023 - Teaching During Times of Turmoil: Ensuring Continuity of Learning...Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). Teaching during times of turmoil: Ensuring continuity of learning during school closures [Paper]. As part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
CIDER 2023 - State of the Nation: K-12 E-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, March). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
The document summarizes a panel discussion on K-12 online and blended learning across Canada. The panelists represented the Canadian eLearning Network, Touro University, Vista Virtual School Alberta, Ignite Centre for eLearning Alberta, Ontario eLearning Consortium, and CAVLFO.
The panel discussed current practices in each Canadian province, with many moving towards more centralized online learning programs. Key trends included a focus on blended learning at the classroom level and ensuring online learning is integrated into regular teaching practice. While models vary between centralized and decentralized approaches, completion rates do not significantly differ depending on the approach; success depends more on teacher quality.
The discussion concluded by emphasizing that online learning continues to grow in importance despite challenges during
DLAC 2023 - Design Principles for Digital Learning and NSQOL Standards: Commo...Michael Barbour
LaBonte, R., & Barbour, M. K. (2023, February). Design principles for digital learning and NSQOL standards: Commonalities & differences [Contributed Talk]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
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.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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2. Agenda
What is CAPE Bonavista?
Why CAPE Bonavista?
AP Social Studies in Newfoundland
The CAPE Bonavista Initiative
Pilot AP European History
Lessons Learned
4. What is CAPE Bonavista?
A group of teachers and administrators
within the Vista School District,
primarily based out of Discovery
Collegiate
An online centre for Advanced
Placement education studies, with a
concentration on the AP Social Studies
courses
6. Why CAPE Bonavista?
Similar opportunity in
intermediate programme
Concentration on
Mathematics and Science in
secondary programme
Little opportunity for
Social Studies, particularly
advanced options
7. Why CAPE Bonavista?
Intermediate Secondary
Science / Science Mathematics Social Studies
Mathematics /
Social Studies
1 course 11 courses 12 courses 9 courses
per year
4 (8) credits 4 (8) credits 4 credits
8. Why CAPE Bonavista?
AP Mathematics AP Social Studies
and Science
Art History
Macroeconomics
Calculus AB
Microeconomics
Calculus BC
Human Geography
Statistics
Comparative Government and Politics
Biology
United States Government and Politics
Chemistry
European History
Environmental Science
United States History
Physics B
World History
Physics C
Psychology
8 Courses
10 courses
9. Why CAPE Bonavista?
68% of schools in Newfoundland are rural
schools (77% when District 10 is excluded)
Approximately half of large schools are
located in District 10
Over half of the AP Students in
Newfoundland are located in District 10
11. Advanced Placement in Newfoundland
District 1 - 62
1398 student District 2 - 0
enrolments in District 3 - 55
4000-level District 4 - 248
District 5 - 12
courses District 6 - 23
District 7 - 88
District 8 - 115
District 9 - 125
District 10 - 711
District 11 - 1
12. Advanced Placement in Newfoundland
Accounting (College) Literature and
Art History Composition
Biology Mathematics
Chemistry Music Theory
Computer Science Physics
European History Psychology
Fish/Wildlife Biology Studio Art
(College)
14 different subject
French
areas
13. Advanced Placement in Newfoundland
1999 College Board Exams
Art History - 3 candidates
Biology - 8 candidates
Chemistry - 6 candidates
English Literature and Composition - 9 candidates
European History - 2 candidates
French Language - 21 candidates
Calculus AB - 10 candidates
Music Theory - 8 candidates
Physics B - 4 candidates
14. Advanced Placement in Newfoundland
AP Mathematics Offered in
and Science Newfoundland
Calculus AB Calculus AB
Calculus BC
Statistics
Biology Biology
Chemistry Chemistry
Environmental Science
Physics B Physics B
Physics C
8 Courses 4 Courses
15. Advanced Placement in Newfoundland
AP Social Studies Offered in Newfoundland
Art History Art History
Macroeconomics
Microeconomics
Human Geography Not available until 2000-01 school year
Comparative Government and Politics
United States Government and Politics
European History European History
United States History
World History Not available until 2001-02 school year
Psychology Psychology
10 courses 3 courses
16. Advanced Placement in Newfoundland
AP Mathematics AP Social Studies
and Science
Calculus AB Art History
304 students 19 students
Biology European History
252 students 3 students
Chemistry Psychology
213 students 163 students
Physics B
78 students
847 students
185 students
19. The CAPE Bonavista Initiative
In many instances, smaller
rural schools can only offer the
standard curriculum
Distance education and the
WWW provide schools the
opportunity to go beyond the
standard curriculum without
devoting teacher allocation
20. The CAPE Bonavista Initiative
AP Biology
Vista District Digital taught from Clarenville High
Intranet (VDI) Clarenville High - 2
Mustgravetown High - 7
Our Saviour King Academy - 1
Swift Current - 1
Joint venture of the Centre
for TeleLearning and Rural
AP Mathematics
Education and the Vista taught from Musgravetown High
School District Clarenville High - 6
Distance education project Mustgravetown High - 8
Southwest Arm Academy - 2
using AP Mathematics and
Science courses
AP Physics
Funded by Industry Canada taught from Centre (St. John’s)
Clarenville High - 2
St. Michael’s - 2
21. The CAPE Bonavista Initiative
As seen with the VDI,
distance education projects
via the WWW were the
missing piece in the puzzle
to provide some equity
between rural and urban
schools
With this in mind, a Social
Studies based project was
born.
22. The CAPE Bonavista Initiative
The CAPE Bonavista Digital Learning
Initiative for Rural Adult Learners
The CAPE Bonavista Initiative is a project which will develop
an asynchronous model of distance education via the World-
Wide Web. The delivery model will be investigated initially
in a small rural setting (the geographic region covered by the
Regional Economic Development Zone 15) and later on a
provincial basis. This delivery model will use the College
Board's Advanced Placement Social Studies courses as its
curriculum.
23. The CAPE Bonavista Initiative
Year 1 - Vista District Year 2 - Vista District
AP Comparative Government AP Comparative Government
and Politics and Politics
AP European History AP European History
AP Human Geography AP Human Geography
AP United States Government AP Macroeconomics
and Politics AP Microeconomics
AP United States History AP United States Government
and Politics
AP United States History
AP World History
24. The CAPE Bonavista Initiative
Year 3 - Districts 1-9 Year 4 - Province-wide
AP Comparative Government AP Comparative Government
and Politics and Politics
AP European History AP European History
AP Human Geography AP Human Geography
AP Macroeconomics AP Macroeconomics
AP Microeconomics AP Microeconomics
AP United States Government AP United States Government
and Politics and Politics
AP United States History AP United States History
AP World History AP World History
25. The CAPE Bonavista Initiative
Delivery Model
Through WebCT & MS Netmeeting
Asynchronous
Independent
School Visits
Progress meetings
26. The CAPE Bonavista Initiative
Partnerships
Centre for TeleLearning
and Rural Education
Memorial University of
Newfoundland
National Capital Freenet
STEM~Net
Vista School District
Office of Learning
Technologies
Merrill Lynch Canada
27. The CAPE Bonavista Initiative
Potential Sources
of Funding
Canada Millennium
Partnership Programme
Community Learning
Networks Initiative
Rural Partnership
Initiative
28. The CAPE Bonavista Initiative
Community Learning Networks Initiative
Developmental Phase Project Phase
Letter of intent Business plan
$25,000 funding Potential $300,000 of
Creation of partnerships funding over 3 years
Professional
development
30. AP European History Pilot
AP European History
The goals of this course are for students to gain knowledge of
basic chronology and major events and trends from
approximately 1450 to the present and to develop an
understanding of some of the principle themes in modern
European History, an ability to analyze historical evidence, and
an ability to analyze and express historical understanding in
writing.
Students who take this course and achieve a level 3 or higher on
the AP exam are eligible for six 2nd year credit hours at
Memorial University of Newfoundland.
31. AP European History Pilot
Course
This thirty week course is a study of the social, economic, cultural, intellectual, political and
diplomatic history of Modern Europe and its place in the history of the world from the fall of
Constantinople to the fall of the Berlin wall and the Soviet Union. The course will be taught
at a level and rigor equivalent to that required of students in a college freshman or
sophomore Modern European History course.
The course objective is to develop an understanding of the major periods, ideas, movements,
trends, and themes that characterize European history from approximately 1450-the high
Renaissance-to the present. Students develop the ability to analyze historical evidence and
express understanding and analysis in writing. We try to prepare our students to be
successful at undertaking university-level work.
The course will corresponds to recent trends in history curricula at the undergraduate level
and will prepare students for the College Board examination in European History given in
the Spring. A primary goal for the scholars in the course will be to achieve a high score on
the Advanced Placement Exam in mid May. It is understood that all students electing this
course will take the Advanced Placement Exam in Modern European History.
32. AP European History Pilot
Taught from Students
Discovery Collegiate
3 students
Discovery Collegiate - 2
First-year teacher
Clarenville High - 1
Instructor’s 8th
16-18 credits/student
course on a 5X8
Student #1 - 16 credits
timetable Student #2 - 17 credits
Student #3 - 18 credits
No class time provided
for instruction
34. Lessons Learned
Delivery Model Students
An asynchronous model is Must be independent
workable using the AP Social learners
Studies curriculum
Must be highly
Online materials must be motivated
supplemented with printed
materials (in addition to the Source of motivation
textbook) must be self-
School visits by the instructor or motivation
an in-school supervisor are
necessary for keeping students
“up-to-date”