2019-2020 Catalog
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Scientific Evidence for Effective Teaching of Reading
Read About It: Scientific Evidence for Effective Teaching of Reading Kerry Hempenstall Edited by Jennifer Buckingham Research Report | March 2016 National Library of Australia Cataloguing-in-Publication Data: Creator: Hempenstall, Kerry, author. Title: Read about it : scientific evidence for effective teaching of reading / Kerry Hempenstall ; edited by Jennifer Buckingham. ISBN: 9781922184610? (paperback) Series: CIS research report ; 11. Subjects: Effective teaching. Early childhood education--Research--Australia. Literacy--Research--Australia. Teacher effectiveness. Other Creators/Contributors: Buckingham, Jennifer, editor. Centre for Independent Studies (Australia), issuing body. Dewey Number: 371.10994 Read About It: Scientific Evidence for Effective Teaching of Reading Kerry Hempenstall Edited by Jennifer Buckingham Research Report 11 Related CIS publications Research Report RR9 Jennifer Buckingham and Trisha Jha, One School Does Not Fit All (2016) Policy Magazine Spring Issue Jennifer Buckingham, Kevin Wheldall and Robyn Beaman-Wheldall, ‘Why Jaydon can’t read: The triumph of ideology over evidence in teaching reading’ (2013) Contents Executive Summary ...............................................................................................1 Introduction ..........................................................................................................3 The power of improved instruction ...................................................................4 Effective, evidence-based reading instruction: The five ‘keys’ -
Home Educators' Perspectives on Teaching with Technology
At Home with Technology: Home Educators’ Perspectives on Teaching with Technology By ©2018 Beverly Pell M.Ed., Concordia University, Portland, 2013 B.A., California State University, Fullerton, 1992 Submitted to the graduate degree program in Educational Leadership and Policy Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ___________________________ Chair: Suzanne Rice, Ph.D. ___________________________ John L. Rury, Ph.D. ___________________________ Jennifer C. Ng, Ph.D. ___________________________ Yong Zhao, Ph.D. ___________________________ Steven H. White, Ph.D. Date Defended: October 8, 2018 The dissertation committee for Beverly Pell certifies that this is the approved version of the following dissertation: At Home with Technology: Home Educators’ Perspectives on Teaching with Technology _____________________________ Chairperson: Suzanne Rice, Ph.D. Date approved: November 29, 2018 ii Abstract The purpose of this research was to understand how and why home educators are schooling their children using technology. First, I explore how home educators use technology for homeschooling. Second, I investigate how home educators see themselves as teachers when using technology. Several themes emerged from the data revealing that home educators believe technology enables them to provide high quality curriculum and individualized instruction and to create a constructive and engaging learning environment for their children. Data were collected by convenience sampling with a survey of 316 (N = 316) home educators from 52 different territories, states, provinces, and countries across the globe, a nonrandom sample which is not representative of the entire homeschooling population. The quantitative data provide a specific picture of home education, reasons for homeschooling, and home educators’ perceptions of technology use in their homeschool. -
Documenting Standards Based-Grading Through Assessments in the CASE Food Science and Safety Curriculum
Iowa State University Capstones, Theses and Creative Components Dissertations Summer 2020 Documenting Standards Based-Grading through assessments in the CASE Food Science and Safety Curriculum. Karen Van De Walle Follow this and additional works at: https://lib.dr.iastate.edu/creativecomponents Part of the Curriculum and Instruction Commons Recommended Citation Van De Walle, Karen, "Documenting Standards Based-Grading through assessments in the CASE Food Science and Safety Curriculum." (2020). Creative Components. 619. https://lib.dr.iastate.edu/creativecomponents/619 This Creative Component is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Creative Components by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Documenting standards-based grading through assessments in the CASE© Food Science and Safety Curriculum. By Karen Van De Walle Creative component submitted to the graduate faculty at Iowa State University as partial fulfillment of the requirements of the degree of Masters of Science Major: Agriculture Education Program of Study Committee: Dr. Scott Smalley Dr. Awoke Dollisso Dr. Mark Hainline Iowa State University Ames, Iowa 2020 Table of Contents Chapter 1 | What Introduction 3 Purpose & Objectives 4 Needs 4 Definition of Terms 5 Chapter 2 | Why Literature Review 6 Chapter 3 | How Methods & Procedure 9 Chapter 4 | Product CASE Food Science & Safety 11 Unit: Check for Understanding Chapter 5 | So What Reflect on the Project 12 What is recommended? Extensions Do anything different? References 14 2 Chapter 1 INTRODUCTION Curriculum for Agricultural Science Education (CASE) is a system of instructional support, which the likes of which have not been used before in agricultural education. -
Chapter 3 Conceptual Analysis of Traditional
CHAPTER 3 CONCEPTUAL ANALYSIS OF TRADITIONAL CLASSROOM MANAGEMENT 3.1 INTRODUCTION The purpose of this chapter is to analyse and discuss traditional classroom management from a modernist perspective. Modernist thought – which informs traditional education curriculum, with its emphasis on teacher-centredness, disciplinarity and one-directional transmission of knowledge - has been the dominant scientific paradigm for the last three centuries (Claassen, 1998a:34). According to Hargreaves (as quoted by Theron, 1996:71), modernity, is a social condition that is sustained by Enlightenment beliefs in rational scientific progress, in the triumph of technology over nature, and in the capacity to control and improve human condition by applying the wealth of scientific and technological understanding and expertise to social reform. Jordaan and Jordaan (1998:62) see modernity as faith in the progress of human reason, together with confidence in the unstoppable urge of human reason to solve the world’s diverse problems in spheres of science, technology, medicine, economics and politics. The earliest signs of modernity were discernible in Western society as far back as the 16th century. Jordaan and Jordaan (1998:62) assert that modernism is underpinned by the following three cornerstones: · demonstrations of rationality-based certainty; · the possibility and eagerness to create order from chaos; and · attempts to free individuals from all bounds and limitations. 3.2 CONCEPTUALISING INSTRUCTIONIST CLASSROOM MANAGEMENT Classroom management is important to everyone connected with education (Good & Brophy, 1990:193). As Slavin (1994:389) points, in the past, classroom management has often been seen as an issue of dealing with individual behaviour. According to 61 Maphumulo and Vakalisa (2000:329), many theorists on the subject of classroom management agree that the best way to achieve a well-managed classroom proceeding is through advance planning which aims at preventing delays, distractions and disruptions. -
The Faculty Perspectives of Academic Freedom at Christian Colleges and Universities
The Faculty Perceptions of Academic Freedom at Christian Colleges and Universities Jerald H. Walz Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Higher Education Steven M. Janosik, Committee Co-Chair Elizabeth G. Creamer, Committee Co-Chair Verna J. Lowe Claire K. Robbins May 22, 2017 Blacksburg, VA Keywords: academic freedom, statements of faith, faculty, Christian college or university, definition, critical incident, navigation Copyright 2017 The Faculty Perceptions of Academic Freedom at Christian Colleges and Universities Jerald H. Walz Abstract Academic freedom is a much-discussed topic in the literature. However, little empirical research has been performed that describes the faculty perceptions of academic freedom at Christian colleges and universities, a unique segment of institutions within US higher education. Specifically, little recent research has shown how faculty members at Christian colleges and universities define academic freedom, how they describe experiences where they encountered issues of academic freedom, and how they navigate the interaction between academic freedom and institutional religious doctrines (as found in official statements of faith). The purpose of this study was to describe and analyze how faculty members at Christian colleges and university perceive academic freedom. For this qualitative study, I employed the Critical Incident Technique (Flanagan, 1954) to collect data from full-time faculty members of Christian institutions. I present the findings discovered through this study, discuss their ramifications, offer recommendations, and draw conclusions. The Faculty Perceptions of Academic Freedom at Christian Colleges and Universities Jerald H. Walz General Audience Abstract Academic freedom is an important concept for scholars working in higher education. -
2021 Academic Catalog P a G E | 1
Virginia Wesleyan University 2020 - 2021 Academic Catalog P a g e | 1 Undergraduate Academic Catalog 2020 - 2021 Statement of Non-Discrimination Virginia Wesleyan University is an Equal Opportunity Employer. Applicants are considered on the basis of skills, experience, and qualifications without regard to race, religion, color, creed, gender, national and ethnic origin, age, marital status, covered veteran status, sexual orientation, gender identity and expression, the presence of non-job-related medical disability, or any other legally protected status. Complaints relevant to Title IX are managed by the University’s Title IX Coordinator, Karla Rasmussen, 757.455.3316 or by emailing [email protected]. Complaints may also be reported directly to the Office for Civil Rights. This catalog is published by Virginia Wesleyan University and contains information concerning campus life, academic policies, program and course offerings, and career preparation. Students are expected to familiarize themselves with the academic policies contained in the catalog. Failure to do so does not excuse students from the requirements and regulations described herein. Disclaimer: The catalog is offered as a guide, not as a contract. It is not intended to and does not contain all policies and regulations that relate to students. The University reserves the right to make alterations in programs, course offerings, policies, and fees without prior notice. For the Online Degree Completion and Graduate Programs Catalog, please visit: vwu.edu/gradonline Virginia Wesleyan -
The Classicists of Ohio Wesleyan University: 1844-2014 © Donald Lateiner 2014
The Classicists of Ohio Wesleyan University: 1844-2014 © Donald Lateiner 2014 When Ohio Wesleyan could hire only four professors to teach in Elliott Hall (and there was yet no other building), one of the four professors taught Latin and another taught Ancient Greek. This I was told in 1979, when I arrived at Sturges Hall to teach the Classics. True or not,1 the story reflects the place of Greek and Latin in the curriculum of the mid-1800s. Our first graduate, William Godman, followed the brutally demanding “classical course.” The percentage of faculty teaching Greek and Latin steadily declined in the Nineteenth and most of the Twentieth century. New subjects and new demands attracted Wesleyan students. Currently we descry another Renaissance of antiquity at Ohio Wesleyan in Classical Studies. Sturges Hall itself was opened in 1855, its original function, as you see in the photo on the left, to serve the campus as library with alcoves divided by subject. Thomas Jefferson and John Quincy Adams studied and revered Greek and Roman writers, their demanding languages, and their culture. Ben Franklin was not interested. For many decades, mere admission to Harvard College required a solid knowledge of Greek and Latin. One of Ohio’s sons who became President of the United States, James A. Garfield, was both a student and a teacher of Greek and Latin. Legend holds that he could write Greek with one hand, Latin with the other--at the same time. I doubt it, but Thucydides tells us humans usually doubt that others can achieve what they know they cannot. -
Framing the Future the GOAL Report 2019 Financials 2020 Results 2021 Apply Now Dear Friends of GOAL
Framing the Future The GOAL Report 2019 Financials 2020 Results 2021 Apply Now Dear Friends of GOAL, Georgians are engaged in a creative effort to improve K-12 education in our state through the GOAL Program. Through your generous participation in this innovative tax credit opportunity, thousands of students, including those on the cover of this Report, are attaining their highest educational aspirations. You are part of a transformative undertaking, and the result is a masterpiece. After twelve years of operation, GOAL scholarships have allowed 17,500 students to attend the private schools their parents desired for them. The graduation rates and college attendance rates of the GOAL recipients far exceed those of their public school peers. In addition, this program is saving Georgia taxpayers millions of dollars each year, while the future economic benefits for our state are dramatic. You, our valued patrons, are indispensable to creating a new landscape for deserving students across the state. This remarkable Georgia law is empowering you to solve a critical educational need, and your involvement is framing the future for your communities, for Georgia, and for our nation. With gratitude, Lisa Kelly President and Executive Director Georgia GOAL Scholarship Program, Inc. Curators: The GOAL Team AVERY PARKER RICE KATE SAYLOR ALLISON SAXBY Director of Accounting Director of Marketing Director of Operations & Finance & Communications LISA KELLY President and Executive Director SHERRI O'CONNOR CAROL O'CONNOR TONI OVERMYER Accounting Manager Scholarship Coordinator Scholarship Associate 2 The Collection: Inside the Report The Art of Excellence: GOAL Scholarship Awards.......................... 4 Our Valued Patrons: GOAL Contribution Results ......................... -
Echoesf a L L 2 0
EchoF Aes L L 2 0 0 8 FROMTHEPRESIDENT Dear YHC Family and Friends: ummer was anything but a vacation here at YHC! It was great to have hundreds of alumni, friends and families S back on campus for homecoming, and especially meaningful to combine this annual gathering with my formal inauguration as your 21st president. I wanted the weekend to be a celebration of YHC’s rich history and exciting future. I think we accomplished that! My sincere thanks to all who participated in the inauguration and homecoming programs and to all on campus who planned the events and worked so hard to make sure everything flowed smoothly. I also wanted the weekend to benefit YHC, so we combined a great alumni evening with a benefit dinner to raise funds for enhancing the beauty of the campus and planting trees—21 native specimens that will honor the 21 presidents of the college.We raised more than $10,000 in our Gala for Green and will start planting three groves of beautiful, large trees in the spring. If you missed homecoming weekend, you also missed a great opportunity to reflect on our past, present and future. We honored the decades of service by Dr. and Mrs. Harry Hill by naming our newest residence hall for them, we recognized the achievements of many alumni at our Gala for Green, we paid tribute to more than 40 years of dedicated service by the Mullins family, and we looked ahead by breaking ground on a 200-bed residence hall. It was a great weekend of celebration. -
The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction Angela Burke-Adams
The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction Angela Burke-Adams ow can standards-based education and creativ- gifted learners. Whereas standards are a black and white ity coexist? This question addresses the dilemma concept, consisting of clearly stated objectives with aligned regarding the current state of education. In a world assessments, creativity is a difficult term to define. Narrow Hwhere standards and high-stakes testing define the success definitions of creativity result in a restricted vision of the of the school, teacher, and individual child, how are instruc- concept. Creativity is often scrutinized as an intangible tional practices affected? In particular, is there a conflict component. Conflict regarding whether or not creativity regarding the needs of gifted students with the sequential, can be taught or is innate is greatly debated (Murdock, skill-based system presently in place? How might one pre- 2003). Likewise, creativity is often undervalued as a non- vent standards from overshadowing creativity and yet bal- productive characteristic and is looked upon as too subjec- ance a knowledge base with creative thinking skills? Can a tive to validate (Plucker, Beghetto, & Dow, 2004). reconstruction of linear teaching occur in order to nurture When evaluating standards and creativity, it is evident creativity in our brightest minds? that both concepts guide students in different ways and As one considers the possibility of an instructional bal- offer a variety of tools for learning. Creative thinking is dis- ance, it is evident that the topic of standards and creativity tinctively separate from sequential, analytical thinking asso- offers two opposite spectrums of thinking. -
Traditional and Progressive Schools: Identifying Two Models of Educational Practice
Journal of Catholic Education Volume 3 Issue 3 Article 3 3-1-2000 Traditional and Progressive Schools: Identifying Two Models of Educational Practice Louis A. Chandler Follow this and additional works at: https://digitalcommons.lmu.edu/ce Recommended Citation Chandler, L. A. (2000). Traditional and Progressive Schools: Identifying Two Models of Educational Practice. Journal of Catholic Education, 3 (3). http://dx.doi.org/10.15365/joce.0303032013 This Article is brought to you for free with open access by the School of Education at Digital Commons at Loyola Marymount University and Loyola Law School. It has been accepted for publication in Journal of Catholic Education by the journal's editorial board and has been published on the web by an authorized administrator of Digital Commons at Loyola Marymount University and Loyola Law School. For more information about Digital Commons, please contact [email protected]. To contact the editorial board of Journal of Catholic Education, please email [email protected]. 293 TRADITIONAL AND PROGRESSIVE SCHOOLS: IDENTIFYING TWO MODELS OF EDUCATIONAL PRACTICE LOUIS A. CHANDLER University of Pittsburgh Two broad approaches to contemporary education have evolved in recent decades: the traditional and the progressive. The purpose of this study was to sur\'ey public. Catholic, and independent elementary schools across the state of Ohio with the aim of finding out: (I) the extent to which various educational practices associated with those two approaches have reported- ly been adopted in the schools; and, (2) if the types of schools differ along a continuum of traditional to progressive educational practices. It was found that most schools report a balanced mix of practices, with Ohio J ele- mentary schools ranging along the traditional to progressive continuum in the following order: independent nonchartered, independent chartered, public, and Catholic. -
Wesleyan School SNAPSHOT: STUDENT LIFE
2016-2017 ANNUAL REPORT OF Wesleyan School SNAPSHOT: STUDENT LIFE TABLE OF CONTENTS 34 Letter from the Headmaster & Board Chairman 6 Mission Statement 7 Committees of the Board of Trustees 8 Financial Summary 10 JOY Gala 11 Wesleyan Arts Alliance 12 Wesleyan Parents Club 13 Wesleyan Wolf Trackers 14 Annual Fund 19 Alumni Fund 22 Georgia GOAL 24 Special Gifts 27 Endowments 28 Named Endowments/Scholarship Funds 30 General Endowments & Awards 31 Planned Giving & Legacy Society Please note that the contributions listed in this report are those made during the fiscal year July 1, 2016 through June 30, 2017, coinciding with our fiscal year. If you have made a contribution during the current school year, your donation will be listed in next year’s report. Every effort has been made to ensure that the information found in this report is true and accurate. Please inform Mitzi Ritchie in the Development Office of any errors or omissions and accept our sincere apology. On the Cover: Mikayla Coombs (12), Jamieson Kavel (12), and Natalie Armstrong (12) Publication photography by Brian L. Morgan and Hannah Graham. LETTER FROM THE HEAD OF SCHOOL AND THE CHAIRMAN OF THE BOARD all are invited to achieve and celebrate the goals of the school. Together, we have accomplished so much more than we ever could as individuals. In the 2016-2017 school year, more than 96% of Wesleyan’s current parents made gifts to the Wesleyan Fund – the national average at independent schools is approximately 70%. Alumni participation in the Wesleyan fund for the year was more than 30% - the national average is approximately 9%.