2 edition of Designing, implementing, and evaluating a staff development project to improve student performance using a whole language cooperative learning approach found in the catalog.
Typescript.Thesis (Ed.D.)--University of Massachusetts at Amherst, 1991.Includes bibliographical references (leaves -186)Another copy: Microfilm 8907.Another copy: Microfilm 8907.
|The Physical Object|
|Pagination||xvi, 50 p. :|
|Number of Pages||73|
nodata File Size: 1MB.
COOPERATIVENESS - Working with people.number of absences or due to having experienced a known risk factor e. Program teachers provided training to two to four peer leaders per class in a one-hour training session.
The higher the level of a manager the more attention he should pay to the HRD function in order to ensure its effectiveness. Non-supportive school conditions undermine student motivation and learning, facilitate student disengagement from school, and contribute to school failure and high dropout rates, especially for students of color, who graduate at much lower rates than their White peers.
Overviews of Approaches to Evaluating Teaching This article offers a brief outline of a process for obtaining a comprehensive evaluation of the quality of a faculty member's teaching using multiple sources of data.grading, response time, and methods.
Recommendation 2: Design Schools to Provide Settings for Healthy Development To provide school settings for healthy development within a productive policy environment, educators and policymakers can:• When schools try to fit all children to one pace and sequence, they miss the opportunity to reach each child, and they can cause children to adopt counterproductive views about themselves and their own learning potential, which undermines their progress.
Public health programs address the problem through a combination of primary and secondary prevention efforts. Create multi-tiered systems of support MTSSbeginning with universal designs for learning and personalized teaching, continuing through more intensive academic and non-academic supports, to ensure that students can receive the right kind of assistance when needed, without labeling or delays.
Grading and Assessing Student Learning including appropriate level of assignments, exams, grading standards• Providers should build on student strengths and assets, not focus solely on deficits.
The remaining sections of the chapter describe the settings, content, research design, and results of 25 well-evaluated positive youth development programs.
The consultative process takes anywhere from 15 to 60 minutes and is most effective when conducted near midsemester so the faculty member will have sufficient time to amend the course.
The program also provided staff development and parent training in non-violence and conflict resolution methods.
Students must reach an answer—but the answer is not the most important part.