Textbook analysis: criteria and its applicationLaljiBaraiya1
Textbook analysis: criteria and its application,What is TLM ?,Meaning of Textbook,Need of
Textbook,Criteria,Physical Structure, General Content,Textual Structure,Virtual Content,Types of book,Digital book,Good Textbook
Meaning of Pedagogical Analysis
Stages of Pedagogical Analysis
Content Analysis
Formulation of Objectives in Behavioral Terms
Selection of Appropriate Methods & Techniques
Selection of appropriate evaluation technique
Example of Pedagogical Analysis
Textbook analysis: criteria and its applicationLaljiBaraiya1
Textbook analysis: criteria and its application,What is TLM ?,Meaning of Textbook,Need of
Textbook,Criteria,Physical Structure, General Content,Textual Structure,Virtual Content,Types of book,Digital book,Good Textbook
Meaning of Pedagogical Analysis
Stages of Pedagogical Analysis
Content Analysis
Formulation of Objectives in Behavioral Terms
Selection of Appropriate Methods & Techniques
Selection of appropriate evaluation technique
Example of Pedagogical Analysis
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
It discribes about what is text book and the qualities of ag good text book - content, ORGANIZATION, Literary style and Vocabulary of text book, Illustrations, teaching Aids, Mechanical make up and appearance & Authorship
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
It discribes about what is text book and the qualities of ag good text book - content, ORGANIZATION, Literary style and Vocabulary of text book, Illustrations, teaching Aids, Mechanical make up and appearance & Authorship
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
Michael Rodriguez
Michael Rodriguez
Michael Rodriguez
Discussion Questions
1. To what extent did lapses in PCA’s manufacturing practices lead to a large scale, organizational communication failure during the crisis?
2. When should large organizations such as PCA take the silent approach or a vocal approach? Why would a organization want to stay silent or voice their side?
3. To what extent were the proxy communications justified in stepping forward to communication during the crisis?
4. Were all of the organizations and agencies described in the case equally justified in assuming the role of proxy communicator?
5. What are the potential complications for proxy communicators in crises?
6. If PCA had decided to communicate during the crisis, what messages of communication would have been most important to stakeholders? What messages would have been most helpful for consumers?
7. If you were the head of a major organization, how would you handle this situation from the top to bottom of your given organization (I.E. employees, media, consumers, etc)?
Running head: QUALITATIVE ARTICLE REVIEW 1
QUALITATIVE ARTICLE REVIEW 4
Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers
This paper is an academic review of a qualitative research article written by Matthew R. and Tamar Mendelson (2014) entitled: Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Holistic Life Foundation, a nonprofit organization implemented a 6-session yoga and mindfulness program for teachers in seven urban public schools. The purpose behind the case study was to examine how the challenges of overcrowded classrooms, academic and emotionally challenged students, and lack of sufficient administrative resources effect teachers. My evaluation of this article is a holistic interpretation of a qualitative research project and is based on my understanding of this type of study. The study used seven urban schools randomly selected to either receive the intervention or to a no-intervention control condition. The participants were volunteer elementary and middle school teachers in Baltimore city public schools in low income neighbor hoods. The students test scores was the same in math, reading, and science. 21 teachers were used in the intervention and 22 teachers was used control arm. Qualitative feedback was collected, from the intervention instructors and participants. The participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Data collection techniques is a collaboration of observation, interviewing and data analysis (cite). Throughout the study, teachers were questioned, and observed in which the findings are outlined in the results section of the report. As finding emerge the hypotheses uncovers that the interv ...
PAGE 1Sample Annotated Bibliography Student Name Here.docxkarlhennesey
PAGE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.
Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determi ...
PAGE 1Sample Annotated Bibliography Student Name Here.docxgerardkortney
PAGE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.
Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determi.
006Child, Family, and Community Relationships Week 3We.docxoswald1horne84988
006:
Child, Family, and Community Relationships
| Week 3
Week 3: Child Care, Schools, and Teaching
"NAEYC's vision in terms of early childhood education is to provide access for all children to a safe and accessible, high-quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity."
—NAEYC Vision Statement
This week, you will explore the impact that early childhood programs can have on young children's development, and how you as a professional may use this understanding to help positively impact children and families you will work with in the future.
Your Action Plan this week combines information you learned from last week's readings with information you will learn this week about responsibilities of early childhood professionals in safeguarding young children. For your third Action Plan, you will identify procedures and strategies for addressing the issue of child maltreatment.
Learning Objectives
Students will:
Identify factors associated with the provision of high-quality care and the role of organizations such as NAEYC and NAFCC in ensuring quality care
Explain the difference between
cultural assimilation
and
cultural pluralism
Identify key responsibilities of early childhood educators in the identification of children with disabilities, the IEP process, and inclusive settings
Discuss the roles and responsibilities of early childhood professionals with regard to fair and equitable interactions with all children
Create an Action Plan focused on identification and intervention issues and strategies with regard to child maltreatment
Photo Credit: Susan Chiang / E+ / Getty Images
Prior Knowledge
Think about a childhood teacher (or teachers) who impacted your life. What memories do you have of this teacher? Why do you think you still remember him or her? What lasting impact would you like to have on the children and families with whom you work as a professional?
No written response is required.
Learning Resources
Required Readings
Berns, R. M. (2016).
Child, family, school, community: Socialization and support
(10th ed.). Stamford, CT: Cengage Learning.
Chapter 5, "Ecology of Nonparental Child Care" (pp. 169-186, read up to "Nonparent Child Care and Socialization Outcomes”; pp. 194-201, read from “Nonparental Child-care Ideaologies and Socialization Practices”)
Chapter 6, "Ecology of the School" (pp. 205-207; pp. 211-216, read from "Diversity and Equity" to "Chronosystem Influences on Schools"; pp. 203–211, read from "Mesosystem Influences on Schools")
Chapter 7, "Ecology of Teaching" (pp. 239-272, read up to “Mesosystem Influences on the Peer Group: Adult-Child Interaction”; pp. 320-325)
Review Chapter 4 (pp. 158-164)
Resources for Action Plan 3
Prevent Child Abuse America
ht.
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.
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.
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.
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
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?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
4. NPE 1986
The national policy of education (NPE) is a policy
formulated by the government of India to promote
education amongst India people.
The policy cover elementary education to colleges in
both rural and urban India.
The first NPE was promulgated in 1968 by the
government of prime minister Indira Gandhi and
second by prime minister Rajiv Gandhi in 1986.
5. REFLECTION ON AIMS OF
EDUCATION
Providing Life long education.
Development Manpower
Education for all.
Equalization of education
Providing National System of education.
Cultivating moral and ethical values.
Stressing on all round development of child.
International co-operation and peacefulness.
6. REFLECTION WITH RESPECT TO
PEDAGOGY
Common core curriculum.
Interactive teaching.
Common structure of education.
Readjustments in the curriculum.
Child centered and activity basedapproach.
Enhancement for employability.
Teachers with greater accountability.
Synthesis between technology and culture.
7. REFLECTION WITH RESPECT TO
EVALUATION
Qualitative improvement in education.
Recast the examnination.
8. CONCLUSION
The present system of education is merely to
literate the person as desite having institutional
and understructure challenges. The school to
achieve purpose of education.
9.
10. NCF-2005
It is a document seeks to provide a framework within
which teachers and schools can choose and plan
exercises that they think children should have.
It address for issues such as educational purpose,
educational experience, organisation of experience and
assessing learner.
It differs from curriculum and syllabus.
It is only suggestive and provides guidelines on different
aspects of education.
NCF came in 1975,1988,2000 and 2005.
11. REFLECTION WITH RESPECT TO
EVALUATION
To motivate children to study under threat
To identify children who needremedial help.
Reducing stress in public examination.
Paper setting examination andreporting.
Assessmental should be comprehensive.
Assessment should becontinuous, during the
course of teaching .
Assessment in Pre-Primary andprimary stage.
Need to go beyond what is given in textbook.
12. REFLECTION WITH RESPECT TO AIMS
OF EDUCATION
Democratic Values.
Independence ofthought and Action.
Creativity and Life Skills.
Meaningful work leading to Social.
Empower all childrento Learn.
Predisposition towards participation in democratic
process.
13. REFLECTION WITH RESPECT TO
PEDAGOGY
• Child centered pedagogy.
Based on real life experience.
Based on Psychologicalprincipals.
Active engagement ofstudents.
Shift from role method.
Teaching for understanding.
Learning how to learn.
Linking learning with work.
14. CONCLUSION
A curriculum framework is an organised plan or set of
standards or learning outcomes that defines the
content to be leaned in terms of clear definable
standards of what the student know and be able to
do a curriculum is prescriptive and is based on a
more general syllabus which merely specifies what
topics must be understood and to what level to
achieve a particular grade or standard formal
education.
16. GENDER,HEALTH& ENVIRONMENT
Ideal textbook represents gender , health and
environmental issues fairly.
Because it is through texts gender equality can be
promoted.
Health issues awareness can be promoted by
discussion in detail.
Awarness about environment can be created by texts
18. Content of book
Chapter 1 Crop Production and Management
Chapter 2 Microorganisms: Friend and Foe
Chapter 3 Synthetic Fibers and Plastics
Chapter 4 Materials: Metals and Non-Metals
Chapter 5 Coal and Petroleum
Chapter 6 Combustion and Flame
Chapter 7 Conservation of Plants and Animals
Chapter 8 Cell – Structure and Functions
19. Chapter 9 Reproduction in Animals
Chapter 10 Reaching the Age of Adolescence
Chapter 11 Force and Pressure
Chapter 12 Friction
Chapter 13 Sound
Chapter 14 Chemical Effects of Electric Current
Chapter 15 Some Natural Phenomena
Chapter 16 Light
Chapter 17 Stars and the Solar System
Chapter 18 Pollution of Air and Water
21. GENDER
In many chapter gender related issues are discussed
like in chapters 1,2,3,6,11,12,13,15,16,17. In many
chapters boys pictures are shown more than girls
they show gender inequality, there are many
chapters which do not aware about the gender
equality.
For eg – In chapter 1 the agriculture works are
shown doing only by men not women Like
traditional method of sowing,moat ,the plough etc
22. ENVIRONMENT
In many chapters environment related issues are
discussed. There are many chapters which aware
about the environment issue and their cause ,
prevention etc. Chapters
1,2,3,4,5,6,7,12,13,14,15,16,17 Environment related
topics are discussed.
For example they discussed about the pollution,
lightning, earthquake,disposal of factories waste etc.
23. HEALTH
In many chapters health related issues are discussed
,for example they tell us how drugs harm the body
and effect health ,they aware us about the AIDS
which caused by virues, they also explain excessive
noise in the surrounding may cause many health
related problems lack of sleep, hypertension ,blood
pressure , anxiety etc and many more topics are
discussed in this book which aware us about health
related problems and their causes, they also explain
their preventions.
28. GENDER
In many chapter gender related issues are
discussed like in chapters 2,5,6,7,8,9,11,13,14,15,16
. In many chapters boys pictures are shown more
than girls they show gender inequality, there are
many chapters which do not aware about the
gender equality.
29. HEALTH
In some chapter gender related issues are
discussed like in chapters 8,12,15.
Some health related issues questions are
there .
30. ENVIRONMENT
In some chapter environment related in
topics are discussed like in chapters
2,5,6,8,11,12,13,15.
31. CONCLUSION
Both the textbooks of science and maths of class 8th
does not properly highlight the gender ,health and
environment issues .
There is need for some changes in the textbooks so
as provide good learning pattern to the students.