Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technologybased Service Learning Projects
|
|
- Elfrieda Jones
- 6 years ago
- Views:
Transcription
1 This article was downloaded by: [Adelphi University], [Stephen Silverman] On: 05 May 2014, At: 05:56 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: Registered office: Mortimer House, Mortimer Street, London W1T 3JH, UK Journal of Physical Education, Recreation & Dance Publication details, including instructions for authors and subscription information: Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technologybased Service Learning Projects Anne Gibbone a & Kevin Mercier a a Adelphi University in Garden City, NY. Published online: 30 Apr To cite this article: Anne Gibbone & Kevin Mercier (2014) Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-based Service Learning Projects, Journal of Physical Education, Recreation & Dance, 85:5, 18-22, DOI: / To link to this article: PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the Content ) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at
2 ACCOMPLISHING PETE LEARNING STANDARDS AND PROGRAM ACCREDITATION Service learning provides teacher candidates an opportunity to fulfill academic goals through community service projects (Cutforth, 2000). Service learning in physical education teacher education (PETE) programs has been in existence for some time (e.g., Carson, 2008; Peterson, Judge, & Pierce, 2012). High-quality products of service learning have been shown to address school and community needs while providing teacher candidates with valuable learning experiences (Bishop & Driver, 2007; Galvan & Parker, 2011). In addition to meeting the needs of community members and teacher candidates, service learning projects can support PETE programs in their effort to gain accreditation (Watson, Hueglin, Crandall, & Eisenman, 2002). Teacher candidates use of technology is a component of the PETE program standards. Although ideas for technology integration in physical education have been the focus of many recently published professional articles (e.g., Hicks, Hancher-Ruch, & Casselman, 2012), many PETE programs continue to struggle in the area of holding teacher candidates accountable for using technology effectively in their teaching (Juniu, 2011). This article presents a sampling of technology-based service learning projects within the context of schools and universities that can be used to achieve several goals. The purpose is to share a collection of projects that through Teacher Candidates Technology-based Service Learning Projects ANNE GIBBONE KEVIN MERCIER the authors teacher candidates have implemented in the school setting. The end product should be a contribution that will flourish at the school site. These projects have been used as evidence for program accreditation and to demonstrate that the teacher candidates are meeting program standards. Since technology is continually transforming the need to develop professional skills and experiences, technology use for education is receiving ongoing attention. New to the body of literature on this topic is how technology-based service learning projects can be used to fulfill technology-specific accreditation requirements in higher education. The authors have found success in educating their teacher candidates to use technology in physical education, and they, in turn, have been successful in taking this knowledge further by creating and implementing their service learning projects with a technology component. The results of these projects have been used to enrich the PETE program. The purpose of this article is to provide examples of how to meet both PETE program goals and accreditation standards through field-tested technology-based Anne Gibbone (gibbone@adelphi.edu) and Kevin Mercier are assistant professors in the Department of Exercise Science, Health Studies, Physical Education and Sport Management at Adelphi University in Garden City, NY. 18 VOlumE 85 NumbER 5 may/june 2014
3 service learning projects. A second purpose is to show how these, and similar projects, will meet new requirements. Teaching Standards, Technology, and Physical Education Technology continues to be an integral part of the current benchmarks for teacher education programs. Currently, SHAPE America Society of Health and Physical Educators in combination with the Council for the Accreditation of Educator Preparation (CAEP) reviews colleges and universities that offer PETE programs for accreditation. In 2013, CAEP became the accrediting body for educator preparation from a consolidation of the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Accreditation Council. Accreditation provides such institutions the recognition of meeting national standards designed for quality assurance. A voluntary peer-review process by field professionals, public representatives, and policymakers is used to evaluate teacher preparation programs. Once it is determined by the accreditation agency that the required national standards have been met, the PETE program is considered accredited (NCATE, 2008). PETE programs must meet specific technology-related standards for accreditation. A summary of the CAEP standards that include technology in the definition are presented in Table 1 (CAEP, 2013). Additionally, other standards can be met through the use of technology, depending on how the technology is applied and rationalized. The role of SHAPE America is to assist institutional accreditation by providing specific PETE program learning goals. It also helps determine the status of the program during the process by reviewing the program s assessment of data, as well as their teacher candidate s work samples. This evaluation is based on the National Standards for Initial Physical Education Teacher Education (National Association for Sport and Physical Education [NASPE], 2008). National PETE Standard 3.7 (see Table 2) directly relates to technology use and is exemplified in the service projects presented next. A Technology-based Service Learning Project In the physical education program at Adelphi University, students complete a practicum (fieldwork) experience at both the elementary and secondary levels prior to student teaching. Completion of a service learning project is required for candidates during both of these placements. The project is outlined in the class syllabus, and the requirements and grading rubric are presented to the teacher candidates in the first week of the semester. Class time is provided to students to support project development. Adelphi University is fortunate to have a course titled Technology in Health and Physical Education, required for all physical education majors. Students learn about many types of technology and how to use them in their physical education teaching. A full semester course such as this is not a requirement for conducting successful technology-based service learning projects. This class, however, provides teacher candidates with a plethora of ideas and experiential learning opportunities for incorporating technology into their projects and ultimately into their teaching. In keeping with the guidelines of service learning, students are informed that they cannot receive monetary compensation for their service. Furthermore, they must receive written permission from their supervisor and a member of the school administration to conduct their project contribute something to the school or community that is not currently in place Table 1. CAEP Accreditation Standards Met through Service Projects Standard 1: Content and Pedagogical Knowledge 1.5 Providers ensure that completers model and apply technology standards as they design, implement, and assess learning experiences to engage students and improve learning; and enrich professional practice. Standard 2: Clinical Partnerships and Practice 2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students learning and development. Clinical experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a positive impact on the learning and development of all P 12 students. Standard 3: Candidate Quality, Recruitment, and Selectivity 3.4 The provider creates criteria for program progression and monitors candidates advancement from admissions through completion. All candidates demonstrate the ability to teach to college- and career-ready standards. Providers present multiple forms of evidence to indicate candidates developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains. Note: As approved by the CAEP Board of Directors on August 29, JOPERD 19
4 Table 2. National PETE Standard #3: Planning and Implementation A teacher candidate is expected to Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives (Standard 3.7). Furthermore, the Glossary of Terms describes Technology as tools used appropriately to work effectively with students and increase student learning and performance. Technology either is discipline-specific or tailored to achieve lesson/unit learning goals and objectives. Source: NASPE (2008). Downloaded by [Adelphi University], [Stephen Silverman] at 05:56 05 May 2014 provide a service that occurs beyond the scope of their physical education class responsibilities provide a service or product that can be replicated or used in the future implement a technology related to physical education in their project It is important to ensure that candidates take into account pedagogical appropriateness and meaningfulness when they decide what type of project to pursue. Students are encouraged to discuss their service projects with their teacher mentors early in the semester. When thinking about performing a technology-related needs assessment, essential questions must be asked. Teacher candidates will be most productive if they are prepared with conversation tips and probing questions to investigate the situation at their placement and decide on a project idea in cooperation with their mentoring practitioner. Students are informed to conduct a districtlevel needs assessment by asking the questions listed in Table 3. These open-ended questions allow teachers in districts with both basic and more sophisticated technologies to identify areas for enhancement. Identifying an area of need and interest with their teacher mentors has led to more teacher candidate success in completing their projects. Often teacher mentors say that they do not have the knowledge of or background in physical education technology to use in their teaching. Teacher mentors have stated that they enjoy learning from teacher candidates who offer ideas and frequently build technology components into new or existing physical activity programs. The authors have found that it is important for the teacher candidate to be able to highlight a project s purpose and build confidence in their teacher mentor s ability to maintain it. These conversations allow for an exploration of ideas either with existing technology or with new technologies in order to explore the realm of possibilities. These possibilities can involve expenses if so inclined, or they can be designed without incurring costs. Another benefit of timely communication and mutual agreement on a project is the likelihood of school support. Special circumstances may arise when completing projects, such as the need for additional staff members or the need to reserve equipment. A change in the scale of the project and the need to adhere to individual school policies are examples of situations that have been resolved through ongoing conversations and joint support. In any event, the diversity of potential project ideas can accommodate almost any environment. When reviewing your PETE program it is essential to consider ways to systematically ensure that teacher candidates prepare and apply technology as an instructional tool before and during field or clinical experiences. Teacher candidates benefit from these experiences in multiple ways. In sharing their Wavebreakmedia Ltd/Wavebreak Media/Thinkstock 20 Volume 85 Number 5 May/June 2014
5 thoughts about the processes and outcomes, teacher candidates feel as though they have made a significant contribution since they are able to see their work executed. They also have an opportunity to practice communication skills through gaining approval and working with others in their endeavors. In many situations, teacher candidates have the chance to be involved with teacher functions and procedures outside of the gymnasium that they likely would not otherwise have been able to experience. Sample Projects That Meet PETE Program Accreditation Standards This section includes an overview of sample projects that demonstrate how candidates can meet the needs of their fieldwork community while accomplishing the goals set forth by the academic community. Frequently schools have underutilized existing technologies that teacher candidates can learn to use and then work with teacher mentors to implement. In some situations candidates have taken technology that was sitting in a closet and taught their mentors how it can be effectively used. In other situations, candidates introduce new technology that is then purchased by their teacher mentor once student interest and meaningfulness have been exhibited. Still, many times technology is available in the school or district, or through personal devices that can be used with creativity and planning. Activity-tracking Devices. Pedometers and heart-rate monitors have been around for a while and still remain popular in physical education. Teacher candidates have accessed this equipment as well as mobile applications (apps), such as Pedometer Free or Walk Star. In both circumstances candidates have created worksheet packets with their teacher mentors. The packets contain lesson ideas, activities, and student worksheets that use the technologies. Since they are electronic documents, teacher mentors are left with the files to continue to use and modify after the teacher candidate finishes their fieldwork. Activity packets help keep students focused, motivated, and moving, and can also be used for assessment. Mobile Applications. Since mobile devices may already be widely used by both students and teachers, candidates have tapped into ipads and smartphones as resources for service projects. Apps have been used for new lesson ideas, new unit development, and to enhance the learning of content that is already being taught. Apps have helped teachers with grouping, attendance, exercise instruction and programming, timing, score keeping, game instructions and strategies, and video demonstrations. Most often, teacher candidates review apps and class time is provided to experiment and model how they can be integrated into lessons and student resources. Teacher mentors are generally interested in continuing the use of the apps after they have viewed a demonstration of their uses. Lists of apps that have been reviewed for quality are available on the Internet; for example, the SPARK organization ipad resource list can be found at madforipad.pdf. One example of a candidate s use of an app for service learning is the creation of an online survey through Edmodo to conduct pre- and post-content assessments. Edmodo is a management system used by many districts to enhance communication and information delivery. One candidate realized that during certain instructional units, such as First Aid, teachers were spending a great deal of time preparing, grading, and on class management. This candidate set up both entry and exit assessments to evaluate the content Table 3. Technology Needs-assessment Questions What technology is available at the school? How many items are available? How is technology currently being used? Are there any plans to acquire technology for physical education? What type of technology would you be interested in using? Would you be interested in gaining information about technology used to support professional productivity? Would you be interested in viewing lesson plan ideas that include students use of technology? knowledge of the students each year by using Edmodo. Students could access the assessments during class time using an ipad or outside of class time using any device with an Internet connection. The teachers then spent more time focusing on improving instruction by locating instructional media and providing more time for hands-on experiences. Together, this process improved the quality of the lessons and provided a more efficient way to collect data on the students progress. New curriculum topics have also been explored by candidates for example, geocaching with mobile devices. One candidate found out that teachers were interested in adding a new outdoor activity unit to their program. By allowing students to bring their mobile devices to class, they used free compass and GPS apps, such as Compass Free and OpenCaching, to participate in the class activities. The candidate created tasks and worksheets for this unit, which captured the interest of the teacher mentor, and the unit was further developed into an elective course. Additionally, the GPS component was so well received that it was also used by the teacher mentor during the golf unit. Web Site Creation. Web page construction or enhancement is often suggested by teacher mentors for service projects because candidates tend to have more expertise in setting up and designing pages. Candidates have taught their mentors how to edit the pages once the basic elements are established using hosts such as Teacherweb or Wix. Some districts use an internal system, in which case candidates would need to work with their mentor and instructional technologist for accessibility. Common sections of the web pages include an overview of physical education, class handouts, staff biographies, event marketing, forms, policies, fitness information, unit descriptions, worksheets, slideshow presentations, and videos. Teachers can continue to update the site on their own after the candidate has left because the candidate reviewed the maintenance procedures. Exergames. Some schools have access to active gaming using video systems and projectors, and others are exploring the potential of using this form of exercise in physical education. One candidate found free or reduced-price previously used equipment that the school was able to acquire. This candidate assisted her teacher mentor during the adapted physical education class. The class was highly inactive most of the time, so she decided to include active gaming to help motivate the students. She worked with her teacher mentor to learn the games, equipment setup, and strategies for teaching special-needs students to increase their physical activity time. The unit was a great success and is a valuable addition to the program. Digital Video. Digital video is another form of technology that can enhance instruction. Many physical education programs JOPERD 21
6 have a Fitness Friday, Wellness Week, or other similar initiatives. Several candidates have utilized school-specific initiatives to provide media to support learning and awareness. Video content has included fitness-station video clips publicizing units taught in physical education, or physical education initiatives to increase exposure and promotion. Fitness-station video clips have been projected during class sessions, for warm-ups, or even posted online for students to view outside of class. Students can use video resources to practice skills on their own or as tutorials for learning or studying class content. Videos about fitness-testing protocols and methods to improve fitness have helped reduce student anxiety and provide appropriate activities and demonstrations. Teacher candidates have used ipads and/or smartphones to record the video, DropBox to store it, and YouTube to share it. Some videos call for editing, so having practice with Windows Movie Maker or imovie programs is useful for the candidates. The videos can be used over and over, and the teachers have the ability to create new ones, since the candidate demonstrated the procedures to them. Promotional videos have been used during Back to School Night or shared on in-school video displays or the district web site. All of these examples can be used to support candidates effective use of technology during a clinical experience, which satisfies the CAEP accreditation standards. Furthermore, these products also provide evidence of appropriate use of technology to meet learning goals and objectives that influence student learning and performance. Summary This article has presented a variety of technologies that teacher candidates have used for their service learning projects. The purpose of this article was to provide a framework for the process and selection of meaningful ideas and to initiate discussions on the array of technology-enhanced projects that candidates can offer to the community. Additionally, technology-based service learning projects can be directly aligned with PETE program standards and accreditation requirements. References Bishop, J., & Driver, S. (2007). Implementing service-learning in undergraduate adapted physical education. Journal of Physical Education, Recreation & Dance, 78(8), Carson, R. L. (2008). Introducing the lifetime exercise and physical activity service-learning (LE PAS) program. Journal of Physical Education, Recreation & Dance, 79(1), 18 22, 35. Council for the Accreditation of Educator Preparation. (2013). CAEP standards for accreditation of educator preparation. Retrieved from caepnet.org/accreditation/standards/ Cutforth, N. J. (2000). Connecting school physical education to the community through service-learning. Journal of Physical Education, Recreation & Dance, 71(2), Galvan, C., & Parker, M. (2011). Investigating the reciprocal nature of service-learning in physical education teacher education. Journal of Experiential Education, 34(1), Hicks, L., Hancher-Ruch, H., & Casselman, K. (2012). Using partnerships to promote health and physical education. Journal of Physical Education, Recreation & Dance, 83(7), Juniu, S. (2011). Pedagogical uses of technology in physical education. Journal of Physical Education, Recreation & Dance, 82(9), National Association for Sport and Physical Education. (2008). National standards and guidelines for physical education teacher education (3rd ed.). Reston, VA: Author. Peterson, J. C., Judge, L., & Pierce, D. A. (2012). Conducting a communitybased experiential-learning project to address youth fitness. Journal of Physical Education, Recreation & Dance, 83(6), The Standard of Excellence in Teacher Preparation. (2008). Unit standards in effect Retrieved from NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default. aspx Watson, D. L., Hueglin, S., Crandall, J., & Eisenman, P. (2002). Incorporating service-learning into physical education teacher education programs. Journal of Physical Education, Recreation & Dance, 73(5), J fatchoi/istock/thinkstock 22 Volume 85 Number 5 May/June 2014
To link to this article: PLEASE SCROLL DOWN FOR ARTICLE
This article was downloaded by: [Dr Brian Winkel] On: 19 November 2014, At: 04:59 Publisher: Taylor & Francis Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer
More informationZealand Published online: 16 Jun To link to this article:
This article was downloaded by: [Massey University Library], [Linda Rowan] On: 14 June 2015, At: 16:43 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
More informationPhilip Hallinger a & Arild Tjeldvoll b a Hong Kong Institute of Education. To link to this article:
This article was downloaded by: [Hong Kong Institute of Education] On: 03 September 2012, At: 00:14 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationMMOG Subscription Business Models: Table of Contents
DFC Intelligence DFC Intelligence Phone 858-780-9680 9320 Carmel Mountain Rd Fax 858-780-9671 Suite C www.dfcint.com San Diego, CA 92129 MMOG Subscription Business Models: Table of Contents November 2007
More informationWest Georgia RESA 99 Brown School Drive Grantville, GA
Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation
More informationKelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)
Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE
More informationStatewide Strategic Plan for e-learning in California s Child Welfare Training System
Statewide Strategic Plan for e-learning in California s Child Welfare Training System Decision Point Outline December 14, 2009 Vision CalSWEC, the schools of social work, the regional training academies,
More informationCLINICAL TRAINING AGREEMENT
CLINICAL TRAINING AGREEMENT This Clinical Training Agreement (the "Agreement") is entered into this 151 day of February 2009 by and between the University of Utah, a body corporate and politic of the State
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More informationEDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course
GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of
More informationTeaching and Learning Resources
Teaching and Learning Resources Q1. What is a Teaching and Learning Resource? Q2. What forms of resources can I use in teaching physical education? Q3 What is the value of teaching and learning resources?
More informationField Experience and Internship Handbook Master of Education in Educational Leadership Program
Field Experience and Internship Handbook Master of Education in Educational Leadership Program Together we Shape the Future through Excellence in Teaching, Scholarship, and Leadership College of Education
More informationEDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course
GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall
More informationHigher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd
Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...
More informationNavitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
More informationKeene State College SPECIAL PERMISSION FORM PRACTICUM, INTERNSHIP, EXTERNSHIP, FIELDWORK
Keene State College SPECIAL PERMISSION FORM PRACTICUM, INTERNSHIP, EXTERNSHIP, FIELDWORK DEPARTMENT NUMBER (Official use only) CREDITS COURSE TITLE: STUDENT NAME: (print) TERM: ID#: COURSE OUTLINE: Description
More informationLesson Plan. Preparation
General Housekeeping: Forms Practicum in Fashion Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate the characteristics necessary to be a successful
More informationMPA Internship Handbook AY
MPA Internship Handbook AY 2017-2018 Introduction The primary purpose of the MPA internship is to provide students with a meaningful experience in which they can apply what they have learned in the classroom
More informationARKANSAS TECH UNIVERSITY
ARKANSAS TECH UNIVERSITY Procurement and Risk Management Services Young Building 203 West O Street Russellville, AR 72801 REQUEST FOR PROPOSAL Search Firms RFP#16-017 Due February 26, 2016 2:00 p.m. Issuing
More informationPublished online: 26 Mar 2010.
This article was downloaded by: [Massey University Library], [Linda Rowan] On: 14 June 2015, At: 16:47 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationAndrew S. Paney a a Department of Music, University of Mississippi, 164 Music. Building, Oxford, MS 38655, USA Published online: 14 Nov 2014.
This article was downloaded by: [Andrew Paney] On: 17 November 2014, At: 14:01 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,
More informationTESTMASTERS CLASSROOM SAT COURSE STUDENT AGREEMENT
TESTMASTERS CLASSROOM SAT COURSE STUDENT AGREEMENT COMMITMENT Testmasters is committed to offering all its courses at the highest possible quality. We firmly stand behind the quality of the teaching you
More informationGraduate Student Travel Award
Minimum Requirements for Eligibility: Graduate Student Travel Award 2016-2017 The applicant must provide travel-related information in a timely basis to the administrative staff and complete the UTRGV
More informationWildlife, Fisheries, & Conservation Biology
Department of Wildlife, Fisheries, & Conservation Biology The Department of Wildlife, Fisheries, & Conservation Biology in the College of Natural Sciences, Forestry and Agriculture offers graduate study
More informationMaintaining Resilience in Teaching: Navigating Common Core and More Online Participant Syllabus
Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.
More informationArkansas Tech University Secondary Education Exit Portfolio
Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements 2 THE EXIT PORTFOLIO A s-based Presentation of Evidence for the Licensure of Beginning Teachers Purpose:
More informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informationPLEASE SCROLL DOWN FOR ARTICLE. Full terms and conditions of use:
This article was downloaded by: [Webster, Rob] On: 19 April 2011 Access details: Access Details: [subscription number 936616913] Publisher Routledge Informa Ltd Registered in England and Wales Registered
More informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationFrequently Asked Questions and Answers
Definition and Responsibilities 1. What is home education? Frequently Asked Questions and Answers Section 1002.01, F.S., defines home education as the sequentially progressive instruction of a student
More informationProgram Guidebook. Endorsement Preparation Program, Educational Leadership
Program Guidebook Endorsement Preparation Program, Educational Leadership The Endorsement Preparation Program in Educational Leadership is a competency-based degree program that prepares students at the
More informationAnyone with questions is encouraged to contact Athletic Director, Bill Cairns; Phone him at or
SKYLINE GRIZZLIES ATHLETIC REQUIREMENTS and REGISTRATION FORMS 2017-18 According to School District #91 and Idaho High School Activities Association rules, all students interested in participating in athletics
More informationBeginning to Flip/Enhance Your Classroom with Screencasting. Check out screencasting tools from (21 Things project)
Beginning to Flip/Enhance Your Classroom with Screencasting Check out screencasting tools from http://21things4teachers.net (21 Things project) This session Flipping out A beginning exploration of flipping
More informationLincoln School Kathmandu, Nepal
ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationDeveloping Quality Fieldwork Experiences for Teacher Candidates. A Planning Guide for Educator Preparation Programs and District Partners
Developing Quality Fieldwork Experiences for Teacher Candidates A Planning Guide for Educator Preparation Programs and District Partners February 2017 Developing Quality Fieldwork Experiences for Teacher
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August
More informationASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY
ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle
More informationGuidelines for the Use of the Continuing Education Unit (CEU)
Guidelines for the Use of the Continuing Education Unit (CEU) The UNC Policy Manual The essential educational mission of the University is augmented through a broad range of activities generally categorized
More informationSanta Fe Community College Teacher Academy Student Guide 1
Santa Fe Community College Teacher Academy Student Guide Student Guide 1 We believe that ALL students can succeed and it is the role of the teacher to nurture, inspire, and motivate ALL students to succeed.
More information1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.
National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to
More informationThe Characteristics of Programs of Information
ACRL stards guidelines Characteristics of programs of information literacy that illustrate best practices: A guideline by the ACRL Information Literacy Best Practices Committee Approved by the ACRL Board
More informationGuide for Fieldwork Educators
Guide for Fieldwork Educators Guide for Fieldwork Educators The Department of Occupational Therapy at Tennessee State University appreciates your willingness to provide clinical education for our students
More informationFive Challenges for the Collaborative Classroom and How to Solve Them
An white paper sponsored by ELMO Five Challenges for the Collaborative Classroom and How to Solve Them CONTENTS 2 Why Create a Collaborative Classroom? 3 Key Challenges to Digital Collaboration 5 How Huddle
More informationEDUC-E328 Science in the Elementary Schools
1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu
More informationTHE RO L E O F IMAGES IN
Your web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore Activityapply THE RO L E O F IMAGES IN STO RYTEL L ING How are images
More informationStudent Experience Strategy
2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:
More informationPROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus
More informationCORE CURRICULUM FOR REIKI
CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes
More informationRequesting Title II, Part A Services. A Guide for Christian School Administrators
Requesting Title II, Part A Services A Guide for Christian School Administrators Contents A Guide for Christian School Administrators in Requesting Title II, Part A Services...3 Worksheet: Preparing for
More informationGuide to Teaching Computer Science
Guide to Teaching Computer Science Orit Hazzan Tami Lapidot Noa Ragonis Guide to Teaching Computer Science An Activity-Based Approach Dr. Orit Hazzan Associate Professor Technion - Israel Institute of
More informationRDGED 722: Reading Specialist Practicum Field Experience Handbook
RDGED 722: Reading Specialist Practicum Field Experience Handbook Reading Specialist (Wisconsin Administrator License #5017) Post Baccalaureate Add-On Certification Program University of Wisconsin-Stout
More informationAvailable online: 03 Nov 2011
This article was downloaded by: [Lawrence University], [Robert Beck] On: 07 November 2011, At: 08:21 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
More informationDEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT
DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT Undergraduate Sport Management Internship Guide SPMT 4076 (Version 2017.1) Box 43011 Lubbock, TX 79409-3011 Phone: (806) 834-2905 Email: Diane.nichols@ttu.edu
More informationSocial Justice Practicum (SJP) Description
Social Justice Practicum (SJP) Description The Social Justice Practicum (SJP) is a first-year, non-clinical and non-discipline specific experiential practicum that occurs during the Fall and Spring Terms.
More informationJeryl D. Benson EdD OTR/L a, Joyce Salls OTD OTR/L b & Cora Perry MS OTR/L c a Occupational Therapy Department, Duquesne University,
This article was downloaded by: [Duquesne University] On: 23 September 2013, At: 12:18 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationSCHOOL PSYCHOLOGY PH.D. STUDENT HANDBOOK
SCHOOL PSYCHOLOGY PH.D. STUDENT HANDBOOK 2013-2014 Academic Year Revision School Psychology Program 5208 University of Oregon Eugene, Oregon 97403-5208 https://education.uoregon.edu/spsy Core Program Faculty:
More informationOverview of the Program: Part I and Part II. EquiLateral : Part I
You are cordially invited to get trained in the EquiLateral Protocol Sign up for this innovative and inspiring hands-on training that will take you step-by-step through the eight phases of EMDR with an
More informationA. Permission. All students must have the permission of their parent or guardian to participate in any field trip.
6230 Field Trips Original Adoption: 04/25/1967 Effective Date: 08/14//2013 Revision Dates: 03/28/1972, 12/16/1975, 08/13/1985, 08/13/2013 Review Dates: I. PURPOSE Field trips are an important adjunct of
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More informationXenia High School Credit Flexibility Plan (CFP) Application
Xenia High School Credit Flexibility Plan (CFP) Application Plans need to be submitted by one of the three time periods each year: o By the last day of school o By the first day if school (after summer
More informationGEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT. Education Leadership Program Course Syllabus
1 GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT Education Leadership Program Course Syllabus Course Number and Title EDLE 616.601: Curriculum Development and Evaluation (3 credits)
More informationState Parental Involvement Plan
A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools
More informationEarly Warning System Implementation Guide
Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationBusiness. Pearson BTEC Level 1 Introductory in. Specification
Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationESL Summer Camp: June 18 July 27, 2012 Homestay Application (Please answer all questions completely)
ESL Summer Camp: June 18 July 27, 2012 Homestay Application (Please answer all questions completely) Family Name (Surname) First Name (Given name) Applicant s Complete Address Male: Female: REGISTRATION
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
More informationMaster of Science (MS) in Education with a specialization in. Leadership in Educational Administration
Master of Science (MS) in Education with a specialization in Leadership in Educational Administration Effective October 9, 2017 Master of Science (MS) in Education with a specialization in Leadership in
More informationTITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 CERTIFICATION
More informationLanguage Arts Methods
Language Arts Methods EDEE 424 Block 2 Fall 2015 Wednesdays, 2:00-3:20 pm On Campus, Laboratory Building E-132 & Online at Laulima.com Dr. Mary F. Heller Professor & Chair UHWO Division of Education mfheller@hawaii.edu
More informationRover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes
Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes WHAT STUDENTS DO: Establishing Communication Procedures Following Curiosity on Mars often means roving to places with interesting
More informationCÉGEP HERITAGE COLLEGE POLICY #15
www.cegep-heritage.qc.ca CÉGEP HERITAGE COLLEGE POLICY #15 CONCERNING FACULTY EVALUATION COMING INTO FORCE: September 27, 2011 REVISED: ADMINISTRATOR: Academic Dean and Director of Human Resources 325,
More informationUniversity Library Collection Development and Management Policy
University Library Collection Development and Management Policy 2017-18 1 Executive Summary Anglia Ruskin University Library supports our University's strategic objectives by ensuring that students and
More informationMARY GATES ENDOWMENT FOR STUDENTS
MARY GATES ENDOWMENT FOR STUDENTS Autumn 2017 April M. Wilkinson, Assistant Director mgates@uw.edu (206) 616-3925 Center for Experiential Learning and Diversity (EXPD) Mary Gates Endowment For Students
More informationto Club Development Guide.
Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure
More informationProcess to Identify Minimum Passing Criteria and Objective Evidence in Support of ABET EC2000 Criteria Fulfillment
Session 2532 Process to Identify Minimum Passing Criteria and Objective Evidence in Support of ABET EC2000 Criteria Fulfillment Dr. Fong Mak, Dr. Stephen Frezza Department of Electrical and Computer Engineering
More informationUniversity of Oregon College of Education School Psychology Program Internship Handbook
University of Oregon College of Education School Psychology Program Internship Handbook 2017-2018 School Psychology Program Website https://education.uoregon.edu/spsy TABLE OF CONTENTS Introduction...
More informationI. Proposal presentations should follow Degree Quality Assessment Board (DQAB) format.
NEW GRADUATE PROGRAM ASSESSMENT CRITERIA POLICY NUMBER ED 8-5 REVIEW DATE SEPTEMBER 27, 2015 AUTHORITY PRIMARY CONTACT SENATE ASSOCIATE VICE-PRESIDENT, RESEARCH AND GRADUATE STUDIES POLICY The criteria
More informationEXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017
EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationProgramme Specification (Postgraduate) Date amended: 25 Feb 2016
Programme Specification (Postgraduate) Date amended: Feb 06. Programme Title(s): Sc and Postgraduate Diploma in Software Engineering for Financial Services, Sc Software Engineering for Financial Services
More informationAppendix L: Online Testing Highlights and Script
Online Testing Highlights and Script for Fall 2017 Ohio s State Tests Administrations Test administrators must use this document when administering Ohio s State Tests online. It includes step-by-step directions,
More informationHelma W. Oolbekkink Marchand a, Jan H. van Driel b & Nico Verloop b a Radboud University Nijmegen, The Netherlands. Published online: 24 Jan 2007.
This article was downloaded by: [Radboud Universiteit Nijmegen] On: 11 December 2013, At: 11:43 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office:
More informationLEAVE NO TRACE CANADA TRAINING GUIDELINES
LEAVE NO TRACE CANADA TRAINING GUIDELINES TABLE OF CONTENTS Definitions and acronyms 1 Introduction 2 Notice 2 Master Educator Courses 3 Trainer Courses 7 Awareness workshops 10 Requirements upon Course
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationSummer in Madrid, Spain
Summer in Madrid, Spain with the Coast Community College District Program dates: July 2 - July 31, 2007 ACCENT International Consortium for Academic Programs Abroad Immerse yourself in experiential learning
More informationMTH 141 Calculus 1 Syllabus Spring 2017
Instructor: Section/Meets Office Hrs: Textbook: Calculus: Single Variable, by Hughes-Hallet et al, 6th ed., Wiley. Also needed: access code to WileyPlus (included in new books) Calculator: Not required,
More informationUniversity of Toronto Mississauga Degree Level Expectations. Preamble
University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of
More informationLEAVE NO TRACE CANADA TRAINING GUIDELINES
LEAVE NO TRACE CANADA TRAINING GUIDELINES TABLE OF CONTENTS Definitions and acronyms 1 Introduction 2 Notice 2 Master Educator Courses 3 Trainer Courses 7 Awareness workshops 10 Requirements upon Course
More informationUNIVERSITY OF BIRMINGHAM CODE OF PRACTICE ON LEAVE OF ABSENCE PROCEDURE
UNIVERSITY OF BIRMINGHAM CODE OF PRACTICE ON LEAVE OF ABSENCE PROCEDURE 1 Index of points 1. Introduction 2. Definition of Leave of Absence 3. Implications of Leave of Absence 4. Imposed Leave of Absence
More informationMaster of Science in Taxation (M.S.T.) Program
The W. Edwards Deming School of Business Master of Science in Taxation (M.S.T.) Program REV. 01-2017 CATALOG SUPPLEMENT (A Non-Resident Independent Study Degree Program) The University s School of Business
More informationProgram Review
De Anza College, Cupertino, CA 1 Description and Mission of the Program A) The Manufacturing and CNC Program (MCNC) offers broad yet in-depth curriculum that imparts a strong foundation for direct employment
More information