The Education Team of the Austin Hispanic Austin Leadership Program 2012 presents its findings of a study involving greater parental engagement in the lives of fifth grade students at Widen Elementary, Austin, TX.
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
Parental Involvement for Sixth Grade Centersguest2b32b2e
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
The Education Team of the Austin Hispanic Austin Leadership Program 2012 presents its findings of a study involving greater parental engagement in the lives of fifth grade students at Widen Elementary, Austin, TX.
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
Parental Involvement for Sixth Grade Centersguest2b32b2e
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Assessment for Learning and Development in K-3A RepoRt by .docxgalerussel59292
Assessment for Learning
and Development in K-3
A RepoRt by the K-3 NoRth cARoLiNA AssessmeNt thiNK tANK
2013
NC Assessment for Learning and Development | 3
ASSESSMENT FOR LEARNING
ANd dEVELOPMENT IN k-3
In response to a mandate by the North Carolina State
Legislature and the requirements of the Race to the Top-Early
Learning Challenge Grant, NC Superintendent June Atkinson
convened the K-3 Assessment Think Tank which included
NC school teachers, parents, scholars representing seven
NC universities, and additional stakeholders. The group was
charged with proposing a plan to improve early elementary
school learning and instruction through more efficient and
effective use of student-centered assessments. Over a nine-
month period, the Think Tank reviewed scientific findings
and best practices and solicited input from a wide array of
stakeholders, including a survey of over 2,500 NC teachers
and consultation from over 60 state and national scholars and
education leaders. This report summarizes the Think Tank’s
findings, its proposal for an innovative process to improve
learning, and its recommendations for next steps.
BAckGROuNd
From kindergarten entry through third grade, the early
elementary school years represent a pivotal period in
educational development. Achievement gaps that grow
during the years prior to kindergarten are either solidified or
eliminated during the primary grades of elementary school
(Graves, 2006; Reynolds, Ou, & Topitzes, 2004). Education
policy must increase its emphasis on student learning during
this critical period in a way that recognizes each child’s
developmental needs.
In order to optimize student learning, teachers need to utilize
a formative assessment process that identifies strengths
and areas for growth for each student in five domains of
learning. This process is already used by master teachers
and has been shown to improve learning outcomes (Black
& William, 1998; William & Thompson, 2007). This process of
assessment for learning and development must attend to the
whole child, including the child’s culture, family, health, and
early childhood experiences. This assessment should be an
integral part of the instruction and learning process.
Input from North Carolina teachers indicates that they are
willing and able to implement a formative assessment process,
provided they are given resources to strengthen, support, and
guide them. The implementation plan must include professional
development, coaching, and support from leadership.
PROPOSAL FOR ASSESSMENT FOR
LEARNING ANd dEVELOPMENT IN k-3
The Think Tank proposes a formative assessment process that
engages teachers and students with input from parents and
families, school support staff, early childhood programs, and
health care providers. This assessment process will incorporate
multiple forms of evidence, such as observations, student
work samples, conversations, and embedded instructional
tasks. .
Leandro early childhood work group priorities - September 2019EducationNC
Changes to the recommendations from the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education are in red.
EAD 684 Selection, Development and Supervision of Educational Personnel Dr. Alan Vaughan, Ph.D. phil413alv@cox.netCambridge College, Chesapeake VA(in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration)
The mid-year update on the School Improvement Plan for the elementary schools as presented to the Franklin, MA School Committee on Tuesday, March 12, 2019.
11Factors that Affect the Teaching and Learning ProcessBenitoSumpter862
11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings.
Community, District, and School Factors
Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...
11Factors that Affect the Teaching and Learning ProcessSantosConleyha
11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings.
Community, District, and School Factors
Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...
Contextual FactorsCommunity, District, and School FactorsGreeAlleneMcclendon878
Contextual Factors
Community, District, and School Factors
Greenville, Mississippi is located in the Mississippi Delta area. It is well-known for its blues musicians and agriculture. Here in the city, it hosts its annual MS Delta Blues Festival every year in September. The city of Greenville spans to serve the Washington County which serves the community of schools through the Greenville Public School District. The title I school is Matty Akin Elementary School it serves grades 1st- 5th grade of 700 students. It also is a school which work with children of special needs according and per grade level with specialized teachers. The racial demographic of the district makes up 95.30% African American, 3.44% White, 1.14% Hispanic, and 0.11% Asian. Recent test surveys indicate that majority of the students are proficient in social studies, while only 24 percent are effective in mathematics. Parents, school leaders, and community members at Greenville often collaborate to promote positive learning outcomes among students. Due to different learning capabilities based on each student’s backgrounds, educators often employ a differentiated instructional technique to increase student engagement and knowledge retention (Renner, 2021).
Classroom Factors
The classroom environment is one of the most important factors that affect student’s learning capabilities. The atmosphere where learning occurs affects the state that individuals can feel but cannot touch. This includes the ways in which the classroom is physically arranged. Desks and the blackboards must be placed in ways that make it comfortable for students to effectively access learning materials and communicate with teachers (Renner, 2021). Additionally, posters that are related to social studies lessons should be fixed on walls to create vantage positions for easy accessibility. One of the simplest models of making the physical environment supportive of learning is to ensure that it has high indoor air quality, sufficient spacing, and proper lighting. Additionally, the psychological climate of the classroom should set the emotional tone for effective reading and learning. This can be accomplished by creating a mood that makes students eager to grasp several learning concepts (Renner, 2021).
Student Characteristics
My 23 kindergarten students are aged from 5- 6 years old. They have different learning styles and capabilities, which affect their overall performance. 2 of the students have IEPs, 4 students attend speech therapy due to low reading skills. Variations in learning competencies often arise from different factors such as their racial, ethnic, and cultural backgrounds. Learning style is also viewed as a potentially useful indicator of the ways in which individual differences may affect the effectiveness of distributed learning. Various conceptual constructs can be used to gain insights into each learner’s needs and personality with the purpose of fine-tuning the instructional envir ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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?
1. Aligning the early years on a continuum of birth
through grade 3 learning and development
2. Focusing on the support of every child’s
growth and development from birth to third
grade
Looking at the diversity of programs,
purposes, and philosophies that serve
children and families from birth to age 8
Promoting success by ensuring access,
quality, continuity, family involvement
3. The Achievement Gap
Pre K Fade Out
Lack of shared belief about the purpose of
early learning programs
Research
4. Expanded policies at the federal, state, and local
levels that address access, funding, transitions,
and require collaboration for all children and
families
Established standards that reflect high
expectations and that cross both programs and
age levels birth through third grade
Alignment of curriculum, assessment, instruction
so that children are supported in their learning
5. Family education and support at birth and in
the first 3 years
Voluntary, universal access to quality
preschool (3 and 4 year old) programs
Mandatory full day kindergarten
Preschool and primary grade alignment of
standards, assessment purposes/tools,
learning plans and desired outcomes
High quality teacher/staff preparation and
professional development/career ladders
6. Agreeing on learning standards prenatal through K
and beyond.
Teacher prep…same expectations for all
Defining high quality classrooms/early learning
environments.
Agreeing what “developmentally appropriate practice”
is and what “inclusive” means.
Cultural competence.
Promoting intentional curricula.
Providing social/emotional consultation/early
intervention services
Leadership.
Parent involvement related to learning.
7. Funded by the Foundation for Child
Development and others, the PreK-3rd
Initiative is designed to create a new first
level of American education that begins in
prekindergarten and extends through 3rd.
Models: Ready Schools Miami…where
“adopting a universal and unified PreK-3rd
approach is crucial for a comprehensive
transformation of America’s public education
8. Language and literacy: data-driven instruction and increased
time in the classroom on learning activities
Curriculum alignment: strategies to help districts,
administrators and teachers align curriculum across content
areas and PK–3 grades.
Family engagement: techniques for building reading,
numeracy, and rich conversations into daily routines at home;
involving parents in literacy-rich activities at the school;
strengthening teacher-parent relationships through home
visits and other approaches.
Socio-emotional behaviors and climate: strategies for
effective behavior management, strengthening self-
regulation and executive functioning; and creating a positive
9. After-school: strategies for integrating in-school curricula
with after-school practices, increasing participation in out-
of-school programs, and partnerships with community
providers of after-school activities.
Alignment across PK to third grade: best practices for
developing common planning time across grades, integrating
data on children’s learning and behavior across grades.
Integration: successful techniques for effectively layering
interventions over time and for integrating school, family,
and after-school interventions around important goals such
as increased vocabulary.
10. Individual efforts to align pre-K with
elementary (i.e. Whatcom Day Academy)
Nooksack Valley Collaboration for Children
(horizontal and vertical alignment)
Gates School District Early Learning
Leadership Grant…and school district-OC
partnerships
11. High Scope Perry Preschool Project
The Carolina Abecedarian Project
Chicago Parent Child Centers
Early Childhood Longitudinal Study-
Kindergarten Cohort
National Head Start/Public School Early
Childhood Transition Demonstration Project
Early Language and Literacy Studies (Heath,
Wells, National Research Council, etc.)
