Science Museum Learnings and Action: Engaging Girls in STEM
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Come hear from leading Science Museum experts and Industry leaders on what’s working and future directions in engaging girls into STEM careers, via collaborating with industry, academia and communities. Hear about successful exhibitions and programs, key challenges, and what you can do to continue to spark forward. Share your ideas and insights, and learn more about how Museum’s can serve as a fantastic venue to engage girls (and boys) in activities that highlight how much fun and rewarding STEM careers can be!
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There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.
A University-Community Partnership to Address College Access and Success
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This session will explore how Elon University in North Carolina partnered with the local community to develop and implement Elon Academy, a college access and success program for high school and college students with financial need and/or no family history of college attendance. The session will cover how the partnership began, the program components of Elon Academy, assessment data, and lessons learned from the university-community partnership. DDL revisited @ HKU
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The document discusses research on using interactive whiteboards with preschool-aged children to teach literacy and math content. It summarizes a study that found preschoolers who used an interactive whiteboard system focused on literacy and math made significant gains on standardized tests of early literacy and math skills over 6 months. The study provides initial support that educational technology can be used successfully with young children to improve school readiness if implemented appropriately. Limitations are noted and future research is suggested.
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Peer Project Learning
El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto.
Peer Project Learning (PPL)
Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.
Group Daisy Proje
This document outlines the methodology and results of a survey on effective science teaching methods for middle school students. The survey was conducted with 13 students and evaluated various teaching approaches. Results showed that students prefer methods involving multiple choice questions over more engaging techniques like experiments. This suggests students see science as memorizing facts rather than developing critical thinking. The document recommends teachers use more active, hands-on methods to make science relevant to students' lives and help them apply concepts outside the classroom. It also notes limitations of the small sample size and lack of private school perspectives.
INTRODUCTION TO RESEARCH
This document provides an introduction to educational research. It defines research as an intellectual process aimed at discovering and verifying knowledge through systematic investigation. The purpose of research is described as gaining insights, describing characteristics accurately, determining frequencies, and testing hypotheses. Characteristics of research include being directed at solving problems, requiring expertise, emphasizing generalizations, and being based on empirical evidence. The steps of the scientific research process and criteria for formulating a good research problem are also outlined. Finally, major areas of educational research and examples of potential research problems are listed.
IOC 2005 - Authentically Interactive Learning: Deploying Virtual Classroom So...
Hanley, R., Kinsella, J., Barbour, M. K., Leffler, T., Szabo, D. (2005, February). Authentically interactive learning: Deploying virtual classroom software to impact the student experience. Paper presented at the annual Illinois Online Conference for Teaching and Learning, http://www.ilonlineconf.org/
Effective Teaching Final
The document describes a lesson plan about the Mayans called "El Misterio de los Mayas" that incorporates characteristics of effective teaching. The lesson involves students working collaboratively in groups to form hypotheses about what caused the fall of the Mayan civilization through research and testing their ideas. It integrates technology, encourages higher-order thinking skills through the scientific process, and allows for feedback and assessment through group and individual assignments.
Course development by higher education partners of the OERu: Case studies us...
Course development by higher education partners of the OERu: Case studies us...Global OER Graduate Network
This document describes two case studies of courses developed by higher education partners of the OERu using Davis' Arena framework for analyzing educational change with technology. The case studies found that adopting open educational practices influenced course design by developing skills, redistributing tasks, and producing more easily modifiable and shareable resources. However, processes related to business models and bureaucratic issues were less clear. Overall, open educational practices seemed to stimulate thinking around student support, business models, and producing exemplar courses, but reflections noted confusion around definitions and a need for more empirical research.UD Synthesis CTG 2012
This document summarizes a presentation on a literature synthesis examining studies on Universal Design for Learning (UDL) interventions in K-12 settings. The presentation included:
1) An overview of 17 studies meeting the inclusion criteria, including 8 K-12 studies and 9 postsecondary studies.
2) Details and examples from 5 of the K-12 studies, describing the purpose, project/intervention, and findings.
3) Discussion of the need for more explicit description of how UDL principles are applied in studies and suggestions for linking specific project elements to UDL guidelines.
Meeting the needs of English Language learners with interruptions in their sc...
This document summarizes Ranya Khan's comparative case study of two Intensive Newcomer Support classrooms in Manitoba that serve English language learners with interruptions in their formal schooling.
The study examines the classrooms from the perspectives of their envisioned design, enacted implementation, and experiences of participants. It finds that while both classrooms aim to support students' academic and socio-emotional needs, they differ in their approaches and level of integration within the school. The study provides insights into best practices for serving this student population and implications for how their needs can be met.
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Classroom strategies and activities for bilingual learners wk2
Classroom strategies and activities for bilingual learners wk2
The Culture of Technology: Differences in the Use of E-Learning Technologies ...
The Culture of Technology: Differences in the Use of E-Learning Technologies ...
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...
A University-Community Partnership to Address College Access and Success
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FETC 2012: Interactive Whiteboard Content for Early Learners
FETC 2012: Interactive Whiteboard Content for Early Learners
IOC 2005 - Authentically Interactive Learning: Deploying Virtual Classroom So...
IOC 2005 - Authentically Interactive Learning: Deploying Virtual Classroom So...
Course development by higher education partners of the OERu: Case studies us...
Course development by higher education partners of the OERu: Case studies us...
Meeting the needs of English Language learners with interruptions in their sc...
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如果您处于以下几种情况：
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◇面对父母的压力，希望尽快拿到；
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◇回国时间很长，忘记办理；
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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办理(osu毕业证书)美国俄勒冈州立大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(osu毕业证书)美国俄勒冈州立大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
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一比一原版(uofo毕业证书)美国俄勒冈大学毕业证如何办理
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(uofo毕业证书)美国俄勒冈大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
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校名:学校英文全称
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颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(uofo毕业证书)美国俄勒冈大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(uofo毕业证书)美国俄勒冈大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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如果您处于以下几种情况：
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留信网认证的作用:
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3:国家专业人才认证中心颁发入库证书
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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* Registration is currently open *
Call for Research Papers!!!
Free – Extended Paper will be published as free of cost.
3rd International Conference on Artificial Intelligence Advances (AIAD 2024)
July 13 ~ 14, 2024, Virtual Conference
Webpage URL: https://aiad2024.org/index
Submission Deadline: June 22, 2024
Submission System URL:
https://aiad2024.org/submission/index.php
Contact Us:
Here's where you can reach us : aiad@aiad2024.org (or) aiadconference@yahoo.com
WikiCFP URL: http://wikicfp.com/cfp/servlet/event.showcfp?eventid=180509©ownerid=171656
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