A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL
This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?
Jarvis Collegiate Institute Gr 9 - 12 - EQAO Board ReportEvanSage
Jarvis Collegiate Institute is a high school located in downtown Toronto. Founded in 1807 during the frontier days of Upper Canada, it is the oldest secondary school in Toronto with over 200 years of tradition.
EQAO ensures greater accountability and better quality in Ontario’s publicly funded school system. An arm’s-length agency of the provincial government, EQAO provides parents, teachers and the public with accurate and reliable information about student achievement. EQAO also makes recommendations for improvement that educators, parents, policy-makers and others in the education community can use to improve learning and teaching.
A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL
This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?
Jarvis Collegiate Institute Gr 9 - 12 - EQAO Board ReportEvanSage
Jarvis Collegiate Institute is a high school located in downtown Toronto. Founded in 1807 during the frontier days of Upper Canada, it is the oldest secondary school in Toronto with over 200 years of tradition.
EQAO ensures greater accountability and better quality in Ontario’s publicly funded school system. An arm’s-length agency of the provincial government, EQAO provides parents, teachers and the public with accurate and reliable information about student achievement. EQAO also makes recommendations for improvement that educators, parents, policy-makers and others in the education community can use to improve learning and teaching.
PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Poli...EduSkills OECD
presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Presentation by Angus Davis to current and former members of the Board of Directors of the Rhode Island Foundation. May 21, 2009. Adapted from a presentation of national significance by Whitney Tilson with additional Rhode Island-specific research by Angus Davis, member, Board of Regents for Elementary and Secondary Education, State of Rhode Island.
International Journal of Engineering Research and Development (IJERD)IJERD Editor
call for paper 2012, hard copy of journal, research paper publishing, where to publish research paper,
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Poli...EduSkills OECD
presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Presentation by Angus Davis to current and former members of the Board of Directors of the Rhode Island Foundation. May 21, 2009. Adapted from a presentation of national significance by Whitney Tilson with additional Rhode Island-specific research by Angus Davis, member, Board of Regents for Elementary and Secondary Education, State of Rhode Island.
International Journal of Engineering Research and Development (IJERD)IJERD Editor
call for paper 2012, hard copy of journal, research paper publishing, where to publish research paper,
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.
Technology and education: what works well and whyFrancesc Pedró
A discussion about where we are in relation to the use of technology in schools and at home by students and teachers, an indication of what seems to work well and why, and some suggestions for the way forward.
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
Keynote The Arkansas Distance Learning Association (ARDLA) icdeslides
Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
Citizens group Friends of Wabasha appeals a Wabasha City Planning Commission decision to grant a conditional-use permit to Superior Sand Systems for a loading facility in Wabasha.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Lincoln K-8 Choice School
• A public school
• 400 students in grades
kindergarten through 8th
• Multi-age classrooms
• Specializes in
technology
• A science-educated community is a
healthier community
3. Outline
" Current state of Science Education in USA and MN
" InSciEd Out
" Partnerships
" Culture Shift
" Learning and Culture Shift Metrics
" Next Steps
4. National/State Science Proficiency ‘Gap’
College Course Readiness
100
80
60
Minnesota
40
US
20
0
English Composition Algebra Social Science Biology
Can we Bring Science Education Up to the
Same Bar as English and Math?
5. Answer: Lincoln Elementary District 535, MN:
YES!
Percent of All Lincoln Students Meeting or Exceeding
Standards 2009-2010
90.0%
80.0%
70.0%
60.0%
Percentage
50.0% 2008-2009
40.0% 2009-2010
30.0%
20.0%
10.0%
0.0%
5th 8th
Grade
6. Improvements Were Seen In All
Learning Groups
Percentage Comparison between State and Lincoln for 8th Grade 2009-2010
60
50
Percentage
40
8th Grade Lincoln
30
8th Grade State
20
10
0
Does Not Partial Meets Exceeds
Test Result
Lincoln is Only MN School with 50+% Exceeds Expectations Grade 8.
7. This change was completed
after a single summer plus
school year intervention.
Q: How was this done?
A: InSciEd Out
8. What is InSciEd Out?
• Partnership of Strengths
• Team Sport
• Study of Language
• Source for Authentic Science Curriculum
• Source of Student Synthesis
• Shift in Culture, Content and Learning Emphasis
16. Metrics: module concepts
Novak and Cañas, 2008
Talking Drawings Concept Maps
Notebooks Publication
From Maggie Hoody, WSU-R
17. Culture Metrics: who, what, when
" Teachers " Students
" Confidence " Attitude Survey
" Science Time " Honors Biology
" Views on Science " Science Fair
" Pre-service teachers " Scientists
" Confidence " Course evaluation forms
" Science Time " Blogosphere feedback
" Views on Science
18. Culture shift metrics
Percent Lincoln students registered for Honors Biology
100
90
80
70
60
50
40
30
20
10
0
2006-07 2007-08 2008-09 2009-10
One semester of
InSciEd Out
19. More culture shift
Uppers in Science Fair
40
35
Students in Science Fair
30
25
20
15
10
5
0
2007 2008 2009 2010
20. Learning Metrics: MN State Science Testing
Percentage of Lincoln Students at Proficiency Level
Grades 5 and 8 in 2009-2010
45
40
35
Percentage
30
Does Not
25
Partial
20
Meets
15
Exceeds
10
5
0
2008-2009 2009-2010
Year
21. The Rate of Change
Percent Increase of Proficiency of Students in 5th
Grade Science
from 2008-2009 to 2009-2010 Percent Increase of Proficiency of Students in 8th Grade
Science
from 2008-2009 to 2009-2010
40.00%
16.00%
14.00% 35.00%
12.00% 30.00%
Percentage
Percentage
10.00% 25.00%
8.00% Meet or Meets or
20.00%
Exceed Exceed
6.00% 15.00%
4.00% 10.00%
2.00%
5.00%
0.00%
0.00%
Lincoln 5th District 5th State 5th
Lincoln 8th District 8th State 8th
Category Category
23. Learning Metrics Impact Grades 5 and 8
Lincoln 8th Grade Students’ Science Test
Lincoln 5th Grade Students' Science Test Results
Results 2009-2010
2009-2010 16
20 14
Number of Students
18 12
Number of Students
16
10
14
12 8 8th
5th
10 6
8
4
6
4 2
2 0
0 Does Not Partial Meets Exceeds
Does Not Partial Meets Exceeds
Science Test Category
Science Test Category
24. Diversity of Achievement
Percent of Lincoln Students Meeting or Exceeding Standards by Ethnicity
2009-2010
*Small Cell Size
90.0%
80.0%
70.0%
Percentage
60.0%
2008-2009
50.0%
2009-2010
40.0%
30.0%
20.0%
10.0%
0.0%
*African American White
Ethnicity
25. Where are we headed?
" Local
" Currently with Franklin (K-5) and Kellogg (6th)
" Working with the Alternative Learning Center (7-12)
" Ready for schools throughout the district
" Regional
" We are working with Rochester Area Math and Science
Partnership and multiple partners within Minnesota to grow
in the area.
" National and Beyond
" At a recent international meeting, we found interested Hubs
throughout the U.S. and in Europe.
26. New Modules: Modeling BP Oil Spill
Developed by Franklin Elementary Teachers InSciEd Out Summer 2010
This picture was taken of an
embryo in our Group A (highest
concentration of oil). This was
taken at 48 hours.
This picture was taken of an
embryo in our Group B (2nd
highest concentration of oil).
This was taken at 48 hours.
This picture was taken of an
embryo in the control group. This
was taken at 48 hours.
27. Contact
For more information on the InSciEd Out efforts on improving science education:
Coordinator Dr. Christopher Pierret (pierret.christopher@mayo.edu) 507-269-3665
Lincoln Principal James Sonju (jasonju@rochester.k12.mn.us) 507-269-1675
Director Dr. Stephen C. Ekker (ekker.stephen@mayo.edu) 507-250-5215
InSciEd Out team at http://insciedout.org/
