skilled training program for hearing impaired students in vrch



Asha Avula, Sridevi Godishala, Rangaswamy K. Impairment Asha Avula, Sridevi Godishala, Rangaswamy K. Impairment Новинка

Asha Avula, Sridevi Godishala, Rangaswamy K. Impairment

This book 'Self Esteem, Adjustment & Behavior problems of Hearing Impaired, Visually Impaired & Normal Children' is a collection of information regarding various issues related to self esteem, Adjustment & Behavior problems due to sensory deprivation and comparison with normal children. This research work had carried out in various schools and special schools at Andhra Pradesh during the period of 2007 & 2008. Book includes 5 chapters with references, it gives an insight about psychological make up of the Hearing Impaired & Visually Impaired children in the Indian Context, becomes imperative to guide their future education & further vocational training. Hearing Impaired Children have low self esteem, poor adjustment skills and more behavior problems than visually impaired and normal children.
Ayas Muhammed, Kanaka G., Rajashekhar B. Hearing aid outcomes using generic . disease specific questionnaires Ayas Muhammed, Kanaka G., Rajashekhar B. Hearing aid outcomes using generic . disease specific questionnaires Новинка

Ayas Muhammed, Kanaka G., Rajashekhar B. Hearing aid outcomes using generic . disease specific questionnaires

Present study focused on evaluating the self reported outcome in hearing impaired adults using a generic and disease specific questionnaire in order to directly probe in to the hearing aid user's problems. The main objective of the study was to assess the hearing related changes and QOL change in persons with hearing impairment after the use of hearing aid for 2 months.Hearing aid is a well accepted device in the aural rehabilitation of the hearing impaired individuals. The need for self reported outcome measures for the hearing aid users is to quantify the hearing aid related benefit and overall improvement in quality of life. It can be clinically implied to use the self reported measure in routine clinical settings to help the clinician in selecting appropriate amplification, monitoring QOL, client satisfaction and thus improving the patient - clinician relationship. Further, it can provide a scientifically defensible way to measure the real-life success of the hearing aid fitting program, satisfaction
Joanne Russotti, Rona Shaw When You Have a Visually Impaired Student in Your Classroom. A Guide for Paraeducators Joanne Russotti, Rona Shaw When You Have a Visually Impaired Student in Your Classroom. A Guide for Paraeducators Новинка

Joanne Russotti, Rona Shaw When You Have a Visually Impaired Student in Your Classroom. A Guide for Paraeducators

This easy-to-understand guide explains the role of paraeducators (sometimes called classroom aides, teaching assistants, or paraprofessionals) in working with students who are visually impaired and assisting other members of the educational team. When You Have a Visually Impaired Student in Your Classroom: A Guide for Paraeducators provides basic information about visual impairment, the learning needs of visually impaired students, and the special devices and materials they use. Includes easy-to-use forms to help organize information and tasks.
Girish Mishra, Gunjan Patel Role of OAE . BERA in Early Detection of Hearing Loss in Children Girish Mishra, Gunjan Patel Role of OAE . BERA in Early Detection of Hearing Loss in Children Новинка

Girish Mishra, Gunjan Patel Role of OAE . BERA in Early Detection of Hearing Loss in Children

Hearing loss directly affects a child's ability to develop normal language skills, impairs his ability to communicate with others in the environment, and has been shown to correlate with poor academic performance. Screening is only the beginning of a successful path for infants who are deaf or hard of hearing. Newborns who don't pass the screening should receive further audiometric evaluation. However, if hearing loss is detected early and interventions are begun as early as possible, children with hearing loss develop language, cognitive, and speech skills comparable to their non-hearing-impaired peers. The technology and expertise for implementation of neonatal hearing screening is available, accurate and acceptable. The OAEs/ ABR test protocol is effective means of diagnosing hearing impaired children. Universal hearing screening is very important and meaningful. The hearing loss among high risk babies is 17.3 times more prevalent in high risk babies compared to normal babies. So more attention towards high risk babies and their prolonged follow up should be required. This monograph helps in establishing proper protocol for hearing assessment in new born and small children.
Dennis Brooks Breaking With Dyslexia. ADD/ADHD Aphasia Autism Stuttering Hearing . Sight Problems Dennis Brooks Breaking With Dyslexia. ADD/ADHD Aphasia Autism Stuttering Hearing . Sight Problems Новинка

Dennis Brooks Breaking With Dyslexia. ADD/ADHD Aphasia Autism Stuttering Hearing . Sight Problems

The introductory price is 50% off. Take advantage of it! This workbook takes students from preschool up to high school level reading with a unique multi-sensory word recognition process. The process includes phonetic decoding, pronunciation drills, syllabication, enunciation, visualization, memorization, syllable stress, handwriting, and reading out loud. With this program, students quickly learn the new phonetic alphabet and the Family of English sounds. It allows both students and adults to register words in memory for reading recall in spite of problems with dyslexia, ADD/ADHD, hearing loss, speech impediments, and other learning disabilities. The articles in this workbook can be used for reading skills practice. They teach phonological awareness while giving students "read out loud" reading practice. Students may practice reading the articles several times until they can read them through without making mistakes.
Je. I. Leongard, E. G. Samsonova, E. A. Ivanova I do not want to keep quiet! Je. I. Leongard, E. G. Samsonova, E. A. Ivanova I do not want to keep quiet! Новинка

Je. I. Leongard, E. G. Samsonova, E. A. Ivanova I do not want to keep quiet!

The book presents the practical experience of habilitation and rehabilitation of deaf and hearing impaired children of preschool and school age children in different contexts of education and training - in the family, kindergarten and school. This experience is based on the theory underlying psychological and educational "systems of formation and development of speech hearing and verbal communication in children with hearing impairment", existing since 1966. The book is intended surdopedagogs and educators of special pre-school groups, special pre-school institutions and all those who It has to do with the upbringing and education of deaf and hard of hearing children and their parents. It may be of interest to psychologists, teachers and educators who work with hearing preschool children, parents and hearing children.
Psy.D. Ilene F. Kaskel Social Skills Training for Adolescents With Autism Psy.D. Ilene F. Kaskel Social Skills Training for Adolescents With Autism Новинка

Psy.D. Ilene F. Kaskel Social Skills Training for Adolescents With Autism

This work addresses the need for age- and setting-appropriate social skills training for adolescents who have autism spectrum disorders. Such a program would be functional in a high school setting, as new policies support autistic students being mainstreamed into regular education schools. Literature is reviewed in the areas of social skills seen in normally functioning adolescents and the existing social skills training methods used both in and outside of schools, to address social skills deficits for those with autism. To limit the scope of this review, the population of focus includes individuals with Asperger's disorder and mild autism. A plan for clinical interventions in a school-based program is presented.
A. H. Shahmeister Equations and inequalities with parameters A. H. Shahmeister Equations and inequalities with parameters Новинка

A. H. Shahmeister Equations and inequalities with parameters

This guide is intended for in-depth study of school mathematics, contains a large number of tiered training material. The book presents a program of elective courses in specialized and preprofile classes. The manual is addressed to a wide range of students, applicants, students of pedagogical universities and teachers.
A. H. Shahmeister Trigonometry A. H. Shahmeister Trigonometry Новинка

A. H. Shahmeister Trigonometry

This guide is intended for in-depth study of school mathematics, contains a large number of tiered training material. The book presents a program of elective courses in specialized and preprofile classes. The manual is addressed to a wide range of students, applicants, students of pedagogical universities and teachers. 2nd edition, revised and enlarged.
A. H. Shahmeister Logarithms A. H. Shahmeister Logarithms Новинка

A. H. Shahmeister Logarithms

This guide is intended for in-depth study of school mathematics, contains a large number of tiered training material. The book presents a program of elective courses in specialized and preprofile classes. The manual is addressed to a wide range of students, applicants, students, prepodavateley. 3 edition, revised and enlarged.
A. H. Shahmeister Geometric problems on exams. Part 1: Planimetry A. H. Shahmeister Geometric problems on exams. Part 1: Planimetry Новинка

A. H. Shahmeister Geometric problems on exams. Part 1: Planimetry

This guide is intended for in-depth study of school mathematics, contains a large number of tiered training material. The book presents a program of elective courses in specialized and preprofile classes. The manual is addressed to a wide range of students, applicants, students, teachers.
Elaine Biech Training and Development For Dummies Elaine Biech Training and Development For Dummies Новинка

Elaine Biech Training and Development For Dummies

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Develop and deliver a robust employee training and development program Training and Development For Dummies gives you the tools you need to develop a strong and effective training and development program. Covering the latest in talent development, this informative guide addresses classroom, virtual, and blended learning to open up your options and help you design the program that's right for your company. You'll explore the different modes of formal learning, including social learning, m-learning, and MOOCs, and delve into the benefits and implementation of self-directed and informal learning. The discussion covers mentoring and coaching, rotational and stretch assignments, and how to align talent development with the company's needs. You'll learn how to assess employee skills, design and deliver training, and evaluate each step of the process to achieve the goals of both the employee and the organization. Most employees have some weaknesses in their skill sets. A robust training program allows you to strengthen those skills, and a development program brings all employees up to the highest possible level of productivity and success. This book helps you create consistency in your company by developing and delivering the exact training and development program your people need. Develop a strong training and development program Foster a supportive and innovative work environment Learn about social learning, m-learning, and MOOCs Assess and evaluate your staff more effectively A great training and development program boosts performance, productivity, job satisfaction, and quality of services, while reducing costs and supervision. Investing in your employees gives an excellent ROI, as talent development is a primary driver behind both motivation and loyalty. Training and Development For Dummies shows you how to reap these benefits, with step by step guidance and essential expert insight.
Allan Beane L. Bullying Prevention for Schools. A Step-by-Step Guide to Implementing a Successful Anti-Bullying Program Allan Beane L. Bullying Prevention for Schools. A Step-by-Step Guide to Implementing a Successful Anti-Bullying Program Новинка

Allan Beane L. Bullying Prevention for Schools. A Step-by-Step Guide to Implementing a Successful Anti-Bullying Program

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A Step-by-Step Guide to Implementing a Successful ANTI-BullyING Program Bullying can be found in every school system, school, and classroom. It is destructive to the well-being of students, creates unsafe schools, and impacts learning. School personnel, parents, and others are increasingly realizing the importance of putting effective anti-bullying strategies and policies in place that will create safe, caring, and peaceful schools where all students feel a sense of belonging and acceptance. Based on Allan L. Beane's proven Bully Free7reg; Program, Bullying Prevention for Schools is a step-by-step guide to implementing an anti-bullying program in individual schools or throughout a district. In Bullying Prevention for Schools, Dr. Beane details how to: Implement training for school personnel and volunteers and awareness sessions for students, parents, and the community Establish policies, rules, behavioral expectations, discipline rubrics, and response plans Prepare intervention and prevention strategies Develop a plan to actively include, involve, and empower students, parents, and the community And much more Bullying Prevention for Schools also contains a wealth of reproducible documents and forms, such as surveys, statement sheets, and intervention questionnaires.
Dean Spaulding T. Program Evaluation in Practice. Core Concepts and Examples for Discussion and Analysis Dean Spaulding T. Program Evaluation in Practice. Core Concepts and Examples for Discussion and Analysis Новинка

Dean Spaulding T. Program Evaluation in Practice. Core Concepts and Examples for Discussion and Analysis

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An updated guide to the core concepts of program evaluation This updated edition of Program Evaluation in Practice covers the core concepts of program evaluation and uses case studies to touch on real-world issues that arise when conducting an evaluation project. This important resource is filled with illustrative examples written in accessible terms and provides a wide variety of evaluation projects that can be used for discussion, analysis, and reflection. The book addresses foundations and theories of evaluation, tools and methods for collecting data, writing of reports, and the sharing of findings. The discussion questions and class activities at the end of each chapter are designed to help process the information in that chapter and to integrate the information from the other chapters, thus facilitating the learning process. As useful for students as it is for evaluators in training, Program Evaluation in Practice is a must-have text for those aspiring to be effective evaluators. Includes expanded discussion of basic theories and approaches to program evaluation Features a new chapter on objective-based evaluation and a new section on ethics in program evaluation Provides more detailed information and in-depth description for each case, including evaluation approaches, fresh references, new readings, and the new Joint Committee Standards for Evaluation
James Rucks EMS Preceptorship. Teaching Tomorrow.s Paramedics James Rucks EMS Preceptorship. Teaching Tomorrow.s Paramedics Новинка

James Rucks EMS Preceptorship. Teaching Tomorrow.s Paramedics

Accredited Paramedic Programs are required to provide orientation & training of field internship preceptors. This book covers the topics necessary to meet this requirement.Topics include the purpose of the student field rotations, the definition of team lead, criteria of evaluation for grading students, and coaching and mentorship techniques. Accredited programs must also provide evidence of preceptor training completion. As an option for verifying training, in the back of the book is an assessment that can be copied and completed by each preceptor, and kept on file by the paramedic program director.
Partners in O&M. Supporting Orientation and Mobility for Students Who Are Visually Impaired Partners in O&M. Supporting Orientation and Mobility for Students Who Are Visually Impaired Новинка

Partners in O&M. Supporting Orientation and Mobility for Students Who Are Visually Impaired

Partners in O&M: Supporting Orientation and Mobility for Students Who Are Visually Impaired is a comprehensive text that serves as an introduction to the field of O&M, with a focus on professionals who work in collaboration with O&M specialists to support O&M instruction for students who are blind or visually impaired. This timely new resource reflects innovative thinking in teaching O&M to children, provides a solid O&M foundation for future O&M specialists, and addresses concepts and strategies other professionals need to know to reinforce O&M skills. In addition to prospective O&M specialists and teachers of students with visual impairments, Partners in O&M will be of interest to general and special education teachers, physical and occupational therapists, paraeducators, and interveners, among others.
Laura Lowles The Invisible Disability And Me Laura Lowles The Invisible Disability And Me Новинка

Laura Lowles The Invisible Disability And Me

For the hearing impaired/deafened individual who struggles with everyday situations and life in general and wants to get their confidence and independence back, this book is for you. Through this book, you will learn useful tips and tricks for all kinds of situations; from meetings at work to those big social events you always shy away from. My tips and hints will not only make you feel more confident in yourself but will also enhance communication with those around you. My aim is to empower, educate and help those with hearing loss, of all severities. Having suffered with profound hearing loss myself, I have first-hand experience of the difficulties hearing loss can bring. I have come through the other side stronger, more confident and self-assured, and so can you.
Jay Mathews Question Everything. The Rise of AVID as America's Largest College Readiness Program Jay Mathews Question Everything. The Rise of AVID as America's Largest College Readiness Program Новинка

Jay Mathews Question Everything. The Rise of AVID as America's Largest College Readiness Program

How AVID levels the playing field, helping underserved students come out ahead In Question Everything, award-winning education writer Jay Mathews presents the stories and winning strategies behind the Advancement Via Individual Determination program (AVID). With the goal of preparing students for the future – whether that future includes college or not – AVID teaches students the personal management skills that will help them survive and thrive. Focused on time management, presentation, and cooperation, the AVID program leads not only to impressive educational outcomes, but also to young adults prepared for life after school. This book tells the stories of AVID educators, students, and families to illustrate how and why the program works, and demonstrates how teachers can employ AVID's strategies with their own students. Over the past thirty years, AVID has grown from a single teacher's practice to an organization serving 400,000 middle- and high-school students in 47 states and 16 countries. Question Everything describes the ideas and strategies behind the upward trajectory of both the program and the students who take part. Learn which foundational skills are emphasized for future success Discover how AVID teaches personal management skills in the academic context Contrast AVID student outcomes with national averages Consider implementing AVID concepts and techniques into current curricula As college readiness becomes a top priority for the Federal Government, the Gates Foundation, and other influential organizations, AVID's track record stands out as one of success. By leveling the playing field and introducing «real-world» realities early on, the program teaches students skills that help them in the workplace and beyond.
CFR 7, Parts 210 to 299, Agriculture, January 01, 2017 (Volume 4 of 15) CFR 7, Parts 210 to 299, Agriculture, January 01, 2017 (Volume 4 of 15) Новинка

CFR 7, Parts 210 to 299, Agriculture, January 01, 2017 (Volume 4 of 15)

Code of Federal Regulations Title 7, Volume 4, January 1, 2017 contains regulations governing Agriculture and may also be referenced as:- Code of Federal Regulations Title 7, Volume 4, January 1, 2017- CFR Title 7- CFR 7, Agriculture- CFR 7, Parts 210 to 299, AgricultureThis volume contains Parts 210 to 299:- Part 210; NATIONAL SCHOOL LUNCH PROGRAM- Part 215; SPECIAL MILK PROGRAM FOR CHILDREN- Part 220; SCHOOL BREAKFAST PROGRAM- Part 225; SUMMER FOOD SERVICE PROGRAM- Part 226; CHILD AND ADULT CARE FOOD PROGRAM- Part 227; NUTRITION EDUCATION AND TRAINING PROGRAM- Part 235; STATE ADMINISTRATIVE EXPENSE FUNDS- Part 240; CASH IN LIEU OF DONATED FOODS- Part 245; DETERMINING ELIGIBILITY FOR FREE AND REDUCED PRICE MEALS AND FREE MILK IN SCHOOLS- Part 246; SPECIAL SUPPLEMENTAL NUTRITION PROGRAM FOR WOMEN, INFANTS AND CHILDREN- Part 247; COMMODITY SUPPLEMENTAL FOOD PROGRAM- Part 248; WIC FARMERS' MARKET NUTRITION PROGRAM (FMNP)- Part 249; SENIOR FARMERS' MARKET NUTRITION PROGRAM (SFMNP)- Part 250; DONATION OF FOODS FOR USE IN THE UNITED STATES, ITS TERRITORIES AND POSSESSIONS AND AREAS UNDER ITS JURISDICTION- Part 251; THE EMERGENCY FOOD ASSISTANCE PROGRAM- Part 252; NATIONAL COMMODITY PROCESSING PROGRAM- Part 253; ADMINISTRATION OF THE FOOD DISTRIBUTION PROGRAM FOR HOUSEHOLDS ON INDIAN RESERVATIONS- Part 254; ADMINISTRATION OF THE FOOD DISTRIBUTION PROGRAM FOR INDIAN HOUSEHOLDS IN OKLAHOMA- Part 271; GENERAL INFORMATION AND DEFINITIONS- Part 272; REQUIREMENTS FOR PARTICIPATIN...
Monalissa Muharam Translator Of Malay Text To Kod Tangan Bahasa Melayu Monalissa Muharam Translator Of Malay Text To Kod Tangan Bahasa Melayu Новинка

Monalissa Muharam Translator Of Malay Text To Kod Tangan Bahasa Melayu

Communication is very important to human being. Even for the Deaf and Mute community. They were using sign language to communicate between them, also with normal people. Sign language is a language of hand shapes, facial expressions and movement used as a form of communication. However, current learning method can't make them interesting to learn and understand the sign language. Because of that, the author takes this opportunity to develop software that will help hearing impaired to learn Manually Coded Malay. This software is focused on primary school student for special education.It shows the effectiveness of using multimedia element in learning and education process at special school for hearing-impaired children.
Valeria Tyshchenko My Paperback Book Valeria Tyshchenko My Paperback Book Новинка

Valeria Tyshchenko My Paperback Book

The monograph is well exposed structure and content of the training program of handball sport, theoretical and methodological issues concerning the improvement of technical and tactical actions of handball players. The role and place of the coach in the training process, analysis of protective and attacking actions qualified handball players, as well as guidelines for improving different aspects of the game and training. Posted history of handball, illustrated with appropriate diagrams, drawings, photographs. The monograph is designed to address the educational challenges of the use of specialized children's and youth sports schools and for professional coaches of sports teams and for the training of students in higher education sports profile.
Artigue Josh Lil Ninjas Activity Book Artigue Josh Lil Ninjas Activity Book Новинка

Artigue Josh Lil Ninjas Activity Book

A collection of techniques, history and fun activities for students in the Lil Ninja program at Gladiators Academy
Berna G. Lo Lu, Berna Gulo Lu The Effects of CBT on Learned Resourcefulness and Automatic Thoughts Berna G. Lo Lu, Berna Gulo Lu The Effects of CBT on Learned Resourcefulness and Automatic Thoughts Новинка

Berna G. Lo Lu, Berna Gulo Lu The Effects of CBT on Learned Resourcefulness and Automatic Thoughts

The purpose of the study was to investigate the effect of a cognitive behavioral group counseling program on the learned resourcefulness level and automatic thought patterns of fifth grade elementary school students. Children's Version of Self-Control Schedule (C-SCS) and Cognitive Triad Inventory for Children (CTI-C) were given to 232 fifth grade students. An experimental design with one training and two control groups (placebo-attention and no-treatment) and three measurements (pre, post, and follow-up) were used. 45 students (27 males, 18 females) who had low learned resourcefulness and negative automatic thought patterns were randomly assigned to the training and two control groups. 'Cognitive Behavioral Group Counseling (CBGC)Program ' was implemented to the training group students over a period of 15 sessions. Contrary to the expectations, the results indicated that 'CBGC Program' did not improve learned resourcefulness levels and increase positive automatic thought patterns of students.
Technical English 4: Course Book Technical English 4: Course Book Новинка

Technical English 4: Course Book

Technical English is a four-level course for students in technical or vocational education, and for company employees in training at work. It covers the core language and skills that students need to communicate successfully in all technical and industrial specialisations.
Technical English: Level 4: Workbook (+ CD-ROM) Technical English: Level 4: Workbook (+ CD-ROM) Новинка

Technical English: Level 4: Workbook (+ CD-ROM)

Technical English is a four-level course for students in technical or vocational education, and for company employees in training at work. It covers the core language and skills that students need to communicate successfully in all technical and industrial specialisations.
Golenishchev Victor Training Program for Chess Players. 2nd Category (ELO 1400-1800) Golenishchev Victor Training Program for Chess Players. 2nd Category (ELO 1400-1800) Новинка

Golenishchev Victor Training Program for Chess Players. 2nd Category (ELO 1400-1800)

Like other titles in the Training Program for Chess Players series, this volume is both an excellent textbook for independent study and a powerful training aid for chess coaches. In the view of many experts, no better work of this kind has ever been written coach and Master of Sport. Golenishchev's programs are still considered critically important and are successfully employed in chess schools. His teaching methods remain popular in Russia and around the world. Supervised by Editor-in-Chief and former Karpov, this new edition of Golenishchev's classic work is updated to include important games from the recent high-level chess competitions, reflecting modern approaches to the game.
Kathy Foster Sound Bytes Reading. Teach Anyone to Read Kathy Foster Sound Bytes Reading. Teach Anyone to Read Новинка

Kathy Foster Sound Bytes Reading. Teach Anyone to Read

Teach your child four consonant sounds and one vowel and he or she will be able to read the first story! Teach another sound and read a new story. This unique step-by-step method of teaching reading gives instant success to even the most reluctant readers. Phonics instruction is brief, focused on only a few sounds at a time, and strongly supported with practice reading decodable stories that students enjoy. The lessons build students' confidence along with their reading ability, helping them become skilled and independent readers. This approach works well for all students, especially for beginning readers and students who have not had success with other methods.The 90 stories and accompanying skills lessons take students up to a beginning third grade reading level. A carefully sequenced list of recommended books helps older students go on to reach a fourth to sixth grade reading level. Most students are able to complete the program in just four months, with 15 to 30 minutes of instruction per day. A spelling game is included to help students develop accurate spelling skills.The simple, clear instructions in each lesson are easy for any parent, teacher, or tutor to follow. Sound Bytes Reading is easy to understand and easy to teach. It produces amazing results for beginning readers, struggling readers, and English Language Learners. Sound Bytes Reading is a dynamic way to teach your students how to read.
Rotimi Egunjobi Effects of two instructional strategies on achievement in library use instruction among secondary school students with hearing impairment in Oyo State, Nigeria Rotimi Egunjobi Effects of two instructional strategies on achievement in library use instruction among secondary school students with hearing impairment in Oyo State, Nigeria Новинка

Rotimi Egunjobi Effects of two instructional strategies on achievement in library use instruction among secondary school students with hearing impairment in Oyo State, Nigeria

Doctoral Thesis / Dissertation from the year 2011 in the subject Library Science, Information- / Documentation Science, grade: PhD, University of Ibadan (Education), language: English, abstract: Hearing impairment limits individual in acquiring skills to become active and independent learners. It is therefore important to use adapted media in teaching people with hearing impairment skills to access and use information. These media are lacking in schools that provide integration services to learners with hearing impairment and this adversely affects the acquisition of lifelong skills like library use skills by the learners. There is also a dearth of research on library services to persons with hearing impairment in Nigeria. Against this background, this study investigated the effects of Captioned Video and Direct Instructional strategies on achievement of secondary school students with hearing impairment in library use instruction. The study adopted the pretest-posttest, control group quasi-experimental research design with a 3x2 factorial matrix. It involved a total of 39 Senior Secondary School II students with hearing impairment in three randomly selected schools in Oyo State. Using the intact class method, the schools were randomly assigned to experimental group I, II and the control. While experimental groups I and II were exposed to Captioned Video Instruction and Direct Instruction on library use respectively, the control group was given instruction on various professio...
Gakunga Daniel Komo, Broverman Sherryl, Gupta Sadhna Promoting Girls Education in Kenya Gakunga Daniel Komo, Broverman Sherryl, Gupta Sadhna Promoting Girls Education in Kenya Новинка

Gakunga Daniel Komo, Broverman Sherryl, Gupta Sadhna Promoting Girls Education in Kenya

This report is meant to provide a detailed assessment of the WISER Bridge program in Muhuru Bay. The first part documents the incredible success the program has made in increasing KCPE scores for both boys and girls in the participating schools, and provides direct feedback from students and teachers who explained why these changes had come about. Teaching quality has improved through WISER Bridge's pay-for-performance technique because teachers are being given financial incentives, being held accountable, being rewarded and recognized for good work and punished for poor work, and being motivated through seminars and free teacher training.
Yvonne Bishop Comparison of the Effectiveness of a 16-Week Training Program Yvonne Bishop Comparison of the Effectiveness of a 16-Week Training Program Новинка

Yvonne Bishop Comparison of the Effectiveness of a 16-Week Training Program

Эта книга — репринт оригинального издания, созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.Comparison of the Effectiveness of a 16-Week Training Program with a 12-Week Training Program in the Rehabilitation of Blinded Adults at St. Paul's Rehabilitation Center.
U.S. Army Physical Fitness School, Training Doctrine and Command Army Physical Readiness Training. The Official U.S. Army Field Manual FM 7-22, C1 (3 May 2013) U.S. Army Physical Fitness School, Training Doctrine and Command Army Physical Readiness Training. The Official U.S. Army Field Manual FM 7-22, C1 (3 May 2013) Новинка

U.S. Army Physical Fitness School, Training Doctrine and Command Army Physical Readiness Training. The Official U.S. Army Field Manual FM 7-22, C1 (3 May 2013)

Soldier physical readiness is acquired through the challenge of a precise, progressive, and integrated physical training program. A well-conceived plan of military physical readiness training must be an integral part of every unit training program. This field manual prescribes doctrine for the execution of the Army Physical Readiness Training System. Profusely illustrated.
William M. Fox Behavior Modeling Training for Developing Supervisory Skills - Trainee Manual (PB) William M. Fox Behavior Modeling Training for Developing Supervisory Skills - Trainee Manual (PB) Новинка

William M. Fox Behavior Modeling Training for Developing Supervisory Skills - Trainee Manual (PB)

This Trainee Manual is designed to be used in conjunction with an instructor-directed program based on materialin Behavior Modeling Training for Developing Supervisory Skills: Instructor Manual, by the same authorBehavior-modeling training is a form of skill-development training that is distinguished by the manner inwhich it integrates "knowledge about" and "experience with." Both of these elements are essential for effectiveskill training. To illustrate: think of what we must do to master some skill, such as dancing, driving a car,or making a presentation. We must go beyond merely reading about, hearing about, or observing the techniquesinvolved-we must add guided practice, feedback, and adjusted practice.Various sets of learning points-learning-point modules-have been developed for various training needs;such as, for Delegating Work, Handling a Complaining Employee, Handling Insubordination, Giving Recognition,Conducting a Performance- Review Interview, Mediating Between Conflicting Individuals, and so on. Examples of these, along with proecduresfor developing new modules, are presented in the Instructor Manual Your initial training will utilize two modules for Dealing With an IndividualPerformance Problem.
Olga Frik Conflict Management. Workbook for Bachelor.s degree program State and Local Government (published in russian) Olga Frik Conflict Management. Workbook for Bachelor.s degree program State and Local Government (published in russian) Новинка

Olga Frik Conflict Management. Workbook for Bachelor.s degree program State and Local Government (published in russian)

This Workbook "Conflict Management " is written by lecturers from Omsk branch of the Financial University (Russia) for students of Bachelor's degree program "State and Local Government". It contains all the necessary work materials, numerous exercises, seminar documents, current texts, psychological tests. This workbook is designed to support students in learning the theoretical content and help them through appropriate examples of the theory-practice transfer.
Patrick Coughlan The Workplace Tutor Patrick Coughlan The Workplace Tutor Новинка

Patrick Coughlan The Workplace Tutor

The Workplace Tutor is designed for anyone who is responsible for the delivery of training in the modern workplace.The workplace could be a commercial business, a government agency or a community organisation.The Tutor could be someone who is employed in the Training Department of the organisation or a skilled employee required to deliver training in his or her skills or an employee of a training company contracted to deliver training within a different workplace.It is a practical book referring to theory only where necessary, but placing the role of training within the historical developments that have taken place over the last 300 years.
Beaufort B. Longest, Jr. Health Program Management. From Development Through Evaluation Beaufort B. Longest, Jr. Health Program Management. From Development Through Evaluation Новинка

Beaufort B. Longest, Jr. Health Program Management. From Development Through Evaluation

6697.76 руб. или Купить в рассрочку!
Learn how to effectively plan, implement, and evaluate health programs Health Program Management: From Development Through Evaluation, Second Edition is a practical and useful introduction to the management of health programs. While providing an overview of the current best practices in management, the textbook goes beyond simple management techniques, teaching students how to develop, lead, and evaluate their programs to ensure quality outcomes. The focus is on the three core management concepts of strategy, design, and leadership, but time is also devoted to describing facilitative management activities integral to successful programs. Students will learn techniques for communication, decision-making, quality assurance, marketing, and program evaluation within the structure of the book's program management model. Logically organized with a separate chapter for each activity, this resource provides a thorough, systematic overview of the effective development, implementation, and evaluation of health programs. Health Program Management: From Development Through Evaluation, Second Edition provides a comprehensive approach to management throughout all stages of a health program. Learn to develop a strategy that steers the program toward specific goals Discover how to design, market, and lead an effective health program Become familiar with the manager's role in a quality health program Evaluate potential and existing programs for performance and capability Students and aspiring managers and leaders preparing themselves for the challenges of managing health programs will find the information and techniques to develop the skills they need in Health Program Management: From Development Through Evaluation, Second Edition.
Koshechkin, V.A. Phthisiatry. Koshechkin, V.A. Phthisiatry. Новинка

Koshechkin, V.A. Phthisiatry.

In the textbook "Phthisiatry" basic information is presented on etiology, clinical picture, diagnostics, methods of treatment, prevention of TB in accordance with the tuberculosis program of the medical schools adopted by the Federal state educational standard of higher professional education (specialty 060101). Special attention is devoted to current important issues of TB: drug-resistance and tuberculosis/HIV coinfection. The textbook assembled in Russian and English in separate editions. Exposition of the basic materials in two languages has diff erent goals. For foreign students who are learning phthisiatry in English to help to obtain the material in Russian language. For foreign students studying phthisiatry in Russian to give the opportunity to understand material more deeply. For Russian students to give the opportunity for perfection of their English, which is the language for professional communication in international medical forums. The textbook is designed for medical students.
U. S. Army Training and Doctrine Command, U. S. Department of the Army Excercise Design. The Official U.S. Army Training Manual Tc 7-101 November 2010) U. S. Army Training and Doctrine Command, U. S. Department of the Army Excercise Design. The Official U.S. Army Training Manual Tc 7-101 November 2010) Новинка

U. S. Army Training and Doctrine Command, U. S. Department of the Army Excercise Design. The Official U.S. Army Training Manual Tc 7-101 November 2010)

This training circular (TC) outlines a methodology for designing and executing training exercises. It describes planning procedures and methodologies, responsibilities, and analysis for those who plan and control Army exercises intended as culminating collective training events that critically assess unit-training status. Collective training is part of unit training. It is performance oriented and a command responsibility executed by leaders at all echelons. As a continuous process executed in accordance with a formal training program, collective training trains units and teams on tasks and missions they are expected to perform. It is executed in a crawl-walkrun approach and reaches across all training domains and integrated live, virtual, constructive, and gaming training environments.
Кошечкин Владимир Анатольевич Phthisiatry = Фтизиатрия. Учебник Кошечкин Владимир Анатольевич Phthisiatry = Фтизиатрия. Учебник Новинка

Кошечкин Владимир Анатольевич Phthisiatry = Фтизиатрия. Учебник

In the textbook "Phthisiatry" basic information is presented on etiology, clinical picture, diagnostics, methods of treatment, prevention of TB in accordance with the tuberculosis program of the medical schools adopted by the Federal state educational standard of higher professional education (specialty 060101). Special attention is devoted to current important issues of TB: drug-resistance and tuberculosis/HIV coinfection. The textbook assembled in Russian and English in separate editions. Exposition of the basic materials in two languages has diff erent goals. For foreign students who are learning phthisiatry in English to help to obtain the material in Russian language. For foreign students studying phthisiatry in Russian to give the opportunity to understand material more deeply. For Russian students to give the opportunity for perfection of their English, which is the language for professional communication in international medical forums. The textbook is designed for medical students.
Cathy L Seeley Building a Math-Positive Culture. How to Support Great Math Teaching in Your School (ASCD Arias) Cathy L Seeley Building a Math-Positive Culture. How to Support Great Math Teaching in Your School (ASCD Arias) Новинка

Cathy L Seeley Building a Math-Positive Culture. How to Support Great Math Teaching in Your School (ASCD Arias)

Preparing students for their future calls for fresh thinking about mathematics teaching and learning. Shifting the mathematics program in a school or school system is an ambitious task that can yield huge benefits for students. Author Cathy L. Seeley offers an overview of what an effective and successful mathematics program might look like at any level in the K-12 system and what a leader can do to support improvement toward that vision. It considers •The needs and abilities of the students. •The nature of the mathematics we want them to learn. •The kinds of classrooms where that learning can best take place. •The culture of schools where such classrooms thrive. •The first steps in a process by which leaders can create those schools.
V. A. Koshechkin Phthisiatry. Textbook V. A. Koshechkin Phthisiatry. Textbook Новинка

V. A. Koshechkin Phthisiatry. Textbook

In the textbook "Phthisiatry" basic information is presented on etiology, clinical picture, diagnostics, methods of treatment, prevention of TB in accordance with the tuberculosis program of the medical schools adopted by the Federal state educational standard of higher professional education (specialty 060101). Special attention is devoted to current important issues of TB: drug-resistance and tuberculosis/HIV coinfection. The textbook assembled in Russian and English in separate editions. Exposition of the basic materials in two languages has diff erent goals. For foreign students who are learning phthisiatry in English to help to obtain the material in Russian language. For foreign students studying phthisiatry in Russian to give the opportunity to understand material more deeply. For Russian students to give the opportunity for perfection of their English, which is the language for professional communication in international medical forums. The textbook is designed for medical students.
Army Training Doctrine and Command, U. S. Army Physical Fitness School, U. S. Department of the Army Army Physical Readiness Training. The Official U.S. Army Field Manual FM 7-22 Army Training Doctrine and Command, U. S. Army Physical Fitness School, U. S. Department of the Army Army Physical Readiness Training. The Official U.S. Army Field Manual FM 7-22 Новинка

Army Training Doctrine and Command, U. S. Army Physical Fitness School, U. S. Department of the Army Army Physical Readiness Training. The Official U.S. Army Field Manual FM 7-22

Soldier physical readiness is acquired through the challenge of a precise, progressive, and integrated physical training program. A well-conceived plan of military physical readiness training must be an integral part of every unittraining program. This field manual prescribes doctrine for the execution of the Army Physical Readiness Training System. Illustrated throughout.
Annette Scheunpflug, François Rwambonera, Susanne Krogull Teaching Social Competencies in Post-Conflict Societies Annette Scheunpflug, François Rwambonera, Susanne Krogull Teaching Social Competencies in Post-Conflict Societies Новинка

Annette Scheunpflug, François Rwambonera, Susanne Krogull Teaching Social Competencies in Post-Conflict Societies

Learner-centered education is not only a crucial issue for quality of education but also for students' social self-esteem, self-effectiveness and societal peace and coherence. Following the trauma of the genocide, learner-centered education has been systematically introduced in Rwandan protestant schools in response to the need for peace, social coherence and to improve the quality of education. This book provides an overview of the concepts and experiences from a new Rwandan teacher training program "Participatory and active Pedagogy", its educational theory, strategies of implementation, testimonials of teachers involved and the results of an evaluation testing the teachers' development and curriculum effectiveness on students.Francois Rwambonera headed the teacher training program and department for education of the ecumenical Council of Churches in Rwanda from 1995 to 2012. Annette Scheunpflug and Susanne Krogull, both from Otto-Friedrich University in Bamberg, Germany, were charged with completing an independent evaluation of the program.
Fred Frankel Social Skills Success for Students with Autism / Asperger's. Helping Adolescents on the Spectrum to Fit In Fred Frankel Social Skills Success for Students with Autism / Asperger's. Helping Adolescents on the Spectrum to Fit In Новинка

Fred Frankel Social Skills Success for Students with Autism / Asperger's. Helping Adolescents on the Spectrum to Fit In

1881.72 руб. или Купить в рассрочку!
The only evidence-based program available for teaching social skills to adolescents with autism spectrum disorders Two nationally known experts in friendship formation and anxiety management address the social challenges faced by adolescents with autism spectrum disorders (ASD). The book helps educators instruct youth on conversing with others, displaying appropriate body language, managing anxiety, initiating and participating in get-togethers, and more. The book is filled with helpful information on ASD to aid teachers who have received little training on the topic. Extremely practical, the book includes lesson plans, checklists, and sidebars with helpful advice. Based on UCLA's acclaimed PEERS program, the only evidence-based approach to teaching social skills to adolescents with ASD Contains best practices for working with parents, which is the key to helping kids learn social skills The authors discuss the pros and cons of teaching students with ASD in educational settings like full inclusion (good for academics but bad for social skills) and pull-out special day classes (where the reverse is true) Provides a much-needed book for teachers at all levels for helping students develop the skills they need to be successful.
Richard Seedhouse Coaching Mini Soccer. A Tried and Tested Program of Essential Skills and Drills for 5 to 10 Year Olds Richard Seedhouse Coaching Mini Soccer. A Tried and Tested Program of Essential Skills and Drills for 5 to 10 Year Olds Новинка

Richard Seedhouse Coaching Mini Soccer. A Tried and Tested Program of Essential Skills and Drills for 5 to 10 Year Olds

Coaching Mini Soccer - A Tried and Tested Program ofEssential Skills and Drills for 5 to 10 year oldsFACT - Eight players in the last three years have been signed by professional clubs through participation in this program!Coaching Mini Soccer (5 - 10 years) book contains a complete and proven full season training program comprising 12 main sessions and over 70 interchangeable drills to coach the skills required to produce academy standard players and teams.FACT - eight players in the last three years have been signed by professional clubs through participation in this program. In its basic form the program can be used by grassroots youth clubs for coaching skills in their soccer academies, community soccer programs, after school programs, or by primary school teachers as a term based program.As the players develop through the program and form Mini-Soccer teams the coach can draw on the programs tactical games to aid formations and small sided games to improve creativity, game awareness and problem solving.Bonus drills are also included as the program matures with the players providing an easy to follow and proven structure for any club, team or school to follow. This is simply the only book any coach of players between 5 and 10 years will ever need to provide proven training sessions every single week.Does it work?In 2010 the local Championship Club took 5 players at U9 from its home city, 3 of them were from Coundon Court FC this made 8 players in three years signed by two ...
Abiy Zewdu Interaction Strategy Training. Way to Foster Students. Participation Abiy Zewdu Interaction Strategy Training. Way to Foster Students. Participation Новинка

Abiy Zewdu Interaction Strategy Training. Way to Foster Students. Participation

As a matter of fact, the trainability of strategies has actually been a subject of dispute among language pedagogues. The theoretical assumptions and perspectives around the subject have inspired contemporary educators and researchers all around the globe to focus on assessing the process, impact and effectiveness of strategy training for enhancing students' competence and performance on specific language skills. In conclusion to their experimentation the scholars commend on the significance of designing such a program as a means to promote the level of students' engagement in communicative interactions. Accordingly, the results of the study presented in this book are significant as regards the increase in the use of interaction strategies and decrease in the state of non- interactive participation by students. Therefore the book will help language teachers, experts and material developers on how to design conduct and monitor interaction strategy trainings and maximize students' participation in communicative activities.
Evgeniy Goryushkin Databases in DMS of Microsoft Access: methodical handbook on computer science Evgeniy Goryushkin Databases in DMS of Microsoft Access: methodical handbook on computer science Новинка

Evgeniy Goryushkin Databases in DMS of Microsoft Access: methodical handbook on computer science

The educational and methodical manual is a complex set of tasks for the development of databases, as well as a set of tasks for independent work and control questions. There are tasks which are provided for work in the program MS Access, and included in the package of application programs Microsoft Office 2010. The development contains both theoretical and practical parts. This publication is recommended for the teacher for effective formation of both theoretical knowledge and practical skills of students of the international faculty of various specialties. It will be also useful for students who are starting to study this program for the first time and wish to increase and consolidate their level of knowledge and skills in the field of database development.
Odell Education Developing Core Literacy Proficiencies, Grade 6 Odell Education Developing Core Literacy Proficiencies, Grade 6 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 6

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Jeanine Roybal A Specialized and Qualified Tutoring Process. Focusing on the K-12 Deaf and Hard of Hearing Students Individual Needs Jeanine Roybal A Specialized and Qualified Tutoring Process. Focusing on the K-12 Deaf and Hard of Hearing Students Individual Needs Новинка

Jeanine Roybal A Specialized and Qualified Tutoring Process. Focusing on the K-12 Deaf and Hard of Hearing Students Individual Needs

Bachelor Thesis from the year 2011 in the subject Pedagogy - Orthopaedagogy and Special Education, Regis University-ColoradoRegis University-Colorado, course: Community Interpreting for the Deaf: Capstone, language: English, abstract: Rigorous analysis emphasizes the critical need (while providing the credentials required) for creating a best practice tutoring curriculum process for deaf and hard of hearing( d/hoh) American K-12 special education students. Identifying the unique and individual learning needs and styles of these students is the crux of curriculum development. The creating of a theoretical process for a consistently varying and situational dependent need has not been developed or implemented in this current educational field. This project successfully presents a twenty-first century best practice tutoring curriculum process that converges limited research from the past with the practices in the present; while moralistically holding space for future academic needs to be addressed. This work addresses the current special education crisis by synthesizing and expanding existing mental models in order to develop a successful best practice tutoring curriculum development process that will be repetitively and accurately implemented with appropriate training.
Khan Muhammad Nasir Vision of Parents towards Challenging Behavior in Students in Pakistan Khan Muhammad Nasir Vision of Parents towards Challenging Behavior in Students in Pakistan Новинка

Khan Muhammad Nasir Vision of Parents towards Challenging Behavior in Students in Pakistan

Challenging behavior in students is a worldwide burning issue. parents have a significant role in behavior development of students.The study reflects the perceptions of parents towards challenging behavior in secondary school students. The study highlights the factors promoting challenging behavior in secondary school students in Punjab province of Pakistan.The study is important for the secondary school teacher training programs and behaviorists.
Odell Education Developing Core Literacy Proficiencies, Grade 10 Odell Education Developing Core Literacy Proficiencies, Grade 10 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 10

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Odell Education Developing Core Literacy Proficiencies, Grade 9 Odell Education Developing Core Literacy Proficiencies, Grade 9 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 9

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Odell Education Developing Core Literacy Proficiencies, Grade 6 Odell Education Developing Core Literacy Proficiencies, Grade 6 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 6

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Odell Education Developing Core Literacy Proficiencies, Grade 11 Odell Education Developing Core Literacy Proficiencies, Grade 11 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 11

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Getnet Eshetu Satisfaction and Status. Exploring Satellite Television Program in Ethiopia Five Secondary Schools Getnet Eshetu Satisfaction and Status. Exploring Satellite Television Program in Ethiopia Five Secondary Schools Новинка

Getnet Eshetu Satisfaction and Status. Exploring Satellite Television Program in Ethiopia Five Secondary Schools

Academic Paper from the year 2018 in the subject Psychology - Media Psychology, , language: English, abstract: The main purpose of this mixed method study; in titled Satisfaction and Status: Exploring Satellite Television Program in Ethiopia Five Secondary Schools; is to explore the satisfaction of Students, Teachers and Principals on satellite TV educational program and also look the status, perception as well as factors affecting satellite program teaching learning process and find solutions with CIPP (Content, Input, Process, and Product) evaluation scale and open questions. participants in Northern Ethiopia particularly from Debark, Dabat, Wogera and Denbiya woredas are enrolled in this study.This research is in significance of utilization of ICT media technology can be a learning paradigm in the secondary level schools to enhance the students' knowledge and skills as well. The study is assumed relevance to improve the system of educational satellite TV broadcasting implementation in providing the feedbacks for the strengths and weakness of the program to the relevant stakeholders so that they can take measures to alleviate the identified challenges.The findings may create conducive environment for the teaching and learning process by satellite plasma television. The study will offer invaluable information to the school's administration as well as to policy makers in education as to the nature of the contribution of ICT to the teaching-learning process. This goal ...
Odell Education Developing Core Literacy Proficiencies, Grade 8 Odell Education Developing Core Literacy Proficiencies, Grade 8 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 8

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Odell Education Developing Core Literacy Proficiencies, Grade 11 Odell Education Developing Core Literacy Proficiencies, Grade 11 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 11

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Odell Education Developing Core Literacy Proficiencies, Grade 9 Odell Education Developing Core Literacy Proficiencies, Grade 9 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 9

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Odell Education Developing Core Literacy Proficiencies, Grade 10 Odell Education Developing Core Literacy Proficiencies, Grade 10 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 10

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Odell Education Developing Core Literacy Proficiencies, Grade 7 Odell Education Developing Core Literacy Proficiencies, Grade 7 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 7

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
Odell Education Developing Core Literacy Proficiencies, Grade 7 Odell Education Developing Core Literacy Proficiencies, Grade 7 Новинка

Odell Education Developing Core Literacy Proficiencies, Grade 7

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.

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The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS). Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique (Grades 9-12) Researching to Deepen Understanding Building Evidence-Based Arguments The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.
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