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Education 1301 – Introduction to Teaching Spring 2019 Online
Education 1301 – Introduction to Teaching Spring 2019 Online “Northeast Texas Community College exists to provide responsible, exemplary learning opportunities.” Judy Hamilton Office: Humanities 125 Phone: 903-434-8255. Leave message with secretary. Email: [email protected] Office Hours Monday Tuesday Wednesday Thursday Friday Online 5:00-6:00PM The information contained in this syllabus is subject to change without notice. Students are expected to be aware of any additional course policies presented by the instructor during the course. Course Description: Introduction to the Teaching Profession: An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields. The course provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse student population and provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling and classrooms. Course content should be aligned as applicable with State Board of Education Certification and Pedagogy and Professional Responsibilities Standards; and the course must include a minimum of 16 contact hours of field experience in P-12 classrooms. Required Textbook(s): Introduction to Teaching, Second Edition, by Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick, 2nd Edition. Publisher: Sage Publications. ISBN Number: 978-1-4833-6501-5 Student Learning Outcomes: Upon successful completion of this course, students will: 1. Identify current issues influencing the field of education and teacher professional development. -
Physical Education Bulletin 1955 1956.Pdf
Calendar, 1955-56 FIRST SEMESTER October 3, Monday .... .......................... Registration of students and entrance examinations. October 3, Monday ...................... .. ....... Instruction begins. November 24, Thursday....... .. Thanksgiving, a holiday. December 20, Tuesday, 3 p.m. .... ........ Christmas recess begins. January 4, Wednesday Instruction resumed. January 27, Friday First semester ends. Bulletin SECOND SEMESTER January 30, Monday Second semester begins. of the March 26, Monday Spring recess begins. April 6, Monday Instruction resumed. May 31, Thursday Second semester ends. Normal College CAMP TERM June 1, Friday Students leave for camp. of the June 2, Saturday Camp course begins. Tune 29, Friday Camp course ends. American Gymnastic Union Indiana University Bloomington, Indiana INDIANA UNIVERSITY BULLETIN (OFFICIAL SERIES) Entc"cd as second-class mail matte!' January 28, 1916, at the post office at Bloomington, lnditlna , uncle," lhe Act of Augu:)~ 24, 1912. Published thirty times a year (foUl- times each in JalHlary, Feb,"ua!"y, March; three t.imes each in ApI-ii, May, June; twice each in July, August, December; monthly in SClltcmbcr, October, November). by Indiana University from tIle University Orricc , Bloomington , Indiana. Vol. LIlI, No.3 Bloomington, Indiana January 20, 1955 Contents P AC E C OLLEC E CALE l\'DAR, 1955-56 ii cover STAFF, 1954-55 4 GE NER AL S TAT E M EN T b History 6 Admiss ion fj Fees, Expenses, and Schola rships New Student Union and Food Service Building 3 Camp Facilities and Requirements & Intercollegia te Athletics 8 Degree Bachelor of Science 9 Withdrawals and Ineompletes 9 T eacher's Certification and Placement Servicc 10 C U RRI C ULA 12 DESCRIPTION OF C OURSES, 1955-56 14 (S) NORMAL COLLEGE OF THE AMERICAN GYMNASTIC UNION 5 Staff, 1954-55 LEO M. -
Supporting Multimodal Literacy
Supporting Multimodal Literacy Supplements 1. The Language of Multimodal Texts 2. Table of Multimodal Terms by Discipline and Mode 3. Analyzing Multimodal Texts as Signs 4. Assignment Sheet for Analyzing a Multimodal Text 5. Advertising Analysis Questions 6. Example Shoe Ads 7. Writing the Advertising Analysis Thesis Statement 8. Photojournalism Analysis Questions 9. Visual Art Elements and Analysis Questions 10. Television/Film/Video Analysis Questions 11. Data Visualization Analysis Questions Overview Supporting multimodal literacy is an important aspect of education today as it encourages students to understand the ways media shapes their world. Most, if not all texts today, can be considered “multimodal texts,” as they combine modes such as visuals, audio, and alphabetic or linguistic text. While it can be useful to create a distinction between multimodal texts and texts that are primarily linguistic in order to clarify assignment goals, all texts can truly be considered multimodal. Even an academic paper has multimodal elements such as font choice, double- spacing, margins, etc. By teaching students multimodal analysis, you provide them access to a more complex way to read all the texts they encounter. In their media-saturated lives, students engage with a large number of multimodal texts per day that contain a variety of modes that work together to create subtle methods of persuasion and often implicitly reinforce cultural stereotypes. Because students are in the habit of passively viewing these texts, it’s important to model strategies that will help them think critically about the messages directed at them through media. However, while students have some experience analyzing traditional alphabetic texts, they often have difficulty transferring what they know about analyzing these texts to analyzing multimodal texts. -
Selected Primary Bibliography (In Chronological Order of Publication)
selected primary bibliography (in chronological order of publication) major works The Voyage Out. London: Duckworth, 1915; New York: Doran, 1920. Night and Day. London: Duckworth, 1919; New York: Doran, 1920. Jacob’s Room. London: Hogarth, 1922; New York: Harcourt, 1923. Mrs Dalloway. London: Hogarth, 1925; New York: Harcourt, 1925. To the Lighthouse. London: Hogarth, 1927; New York: Harcourt, 1927. Orlando: A Biography. London: Hogarth, 1928; New York: Harcourt, 1928. A Room of One’s Own. London: Hogarth, 1929; New York: Harcourt, 1929. The Waves. London: Hogarth, 1931; New York: Harcourt, 1931. Flush: A Biography. London: Hogarth, 1933; New York: Harcourt, 1933. The Years. London: Hogarth, 1937; New York: Harcourt, 1937. Three Guineas. London: Hogarth, 1938; New York: Harcourt, 1938. Roger Fry: A Biography. London: Hogarth, 1940; New York: Harcourt, 1941. Between the Acts. London: Hogarth, 1941; New York: Harcourt, 1941. essays and shorter fiction The Mark on the Wall. London: Hogarth, 1917. Kew Gardens. London: Hogarth, 1919. Monday or Tuesday. London: Hogarth, 1921; New York: Harcourt, 1921. Mr Bennett and Mrs Brown. London: Hogarth, 1924. The Common Reader. London: Hogarth, 1925; New York; Harcourt, 1925. The Common Reader, Second Series. London: Hogarth, 1932; The Second Common Reader. New York: Harcourt, 1932. The Death of the Moth and Other Essays. Ed. Leonard Woolf. London: Hogarth, 1942; New York: Harcourt, 1942. A Haunted House and other Short Stories. London: Hogarth, 1944; New York: Harcourt, 1944. The Moment and Other Essays. Ed. Leonard Woolf. London: Hogarth, 1947; New York, Harcourt, 1948. 253 254 palgrave advances in virginia woolf studies The Captain’s Death Bed and Other Essays. -
From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching
From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching SHARON FEIMAN-NEMSER Michigan State University This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform? INTRODUCTION After decades of school reform, a consensus is building that the quality of our nation’s schools depends on the quality of our nation’s teachers. Policy makers and educators are coming to see that what students learn is directly related to what and how teachers teach; and what and how teachers teach depends on the knowledge, skills, and commitments they bring to their teaching and the opportunities they have to continue learning in and from their practice. The National Commission on Teaching and America’s Future ~1996! puts it this way: “What teachers know and can do makes the crucial difference in what teachers can accomplish. -
Men, Masculinity and the Female Rebel in French Women's Fiction
MEN, MASCULINITY AND THE FEMALE REBEL IN FRENCH WOMEN’S FICTION, 1900-1913 A thesis submitted to The University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2011 LUCY C. STONE SCHOOL OF LANGUAGES, LINGUISTICS AND CULTURES 2 Contents Abbreviations 3 Abstract 4 Declaration and Copyright Statement 5 Acknowledgements 6 Introduction 7 Chapter 1 Cries for Help: Men in Trouble in Colette Yver’s Les Cervelines (1903) and Daniel Lesueur’s Nietzschéenne (1908) 53 Les Cervelines: Dreaming of a Doctor for a Wife 55 Nietzschéenne: Propping up the Boss 77 Chapter 2 Anxious Seducers: Jeanne Marni’s Pierre Tisserand (1907) and Lucie Delarue-Mardrus’s Douce moitié (1913) 97 Pierre Tisserand: Misandry and Masculine Anxiety 99 Douce moitié: A Beleaguered Man 123 Chapter 3 Triangular Shackles: Masculinity, Male Homosociality and the Female Rebel in Marcelle Tinayre’s La Maison du péché (1902) and Colette’s L’Entrave (1913) 145 La Maison du péché: Objects of Faith 148 L’Entrave: Double Binds 165 Chapter 4 Giving and Taking Away: Rachilde’s La Jongleuse (1900) and Gabrielle Réval’s Le Ruban de Vénus (1906) 191 La Jongleuse: A ‘tour de passe-passe élégant’ 194 Le Ruban de Vénus: Loving Men, Laughing at Men 218 Conclusion 246 Bibliography 256 WORD COUNT 80,453 3 Abbreviations DM = Lucie Delarue-Mardrus, Douce moitié (Paris: Fasquelle, 1913) E = Colette, L’Entrave, in Œuvres, ed. by Claude Pichois, 4 vols (Paris: Gallimard, 1984- 2001), II, 325-474 LC = Colette Yver, Les Cervelines (Paris: Calmann-Lévy, 1928 [1903]) LJ = Rachilde, La Jongleuse (Paris: Des femmes, 1982 [1900]) MP = Marcelle Tinayre, La Maison du péché (Paris: Calmann-Lévy, 1902) N = Daniel Lesueur, Nietzschéenne (Paris: Plon, 1908) PT = J. -
(2018) Page 1 H-France Review Vol. 18 (June 2018), No. 133 Manon
H-France Review Volume 18 (2018) Page 1 H-France Review Vol. 18 (June 2018), No. 133 Manon Mathias, Vision in the Novels of George Sand. Oxford: Oxford University Press, 2016. 192 pp. $110.00 U.S. (hb). ISBN 978-0-19-873539-7. Review by Pratima Prasad, University of Massachusetts, Boston. For some time now, scholars have been questioning the received idea that George Sand was an idealist writer whose novelistic art stood in opposition to the realism of her (male) contemporaries. Manon Mathias’s exploration of vision in Sand’s novels brings a refreshing and unique perspective to this conversation. The book’s central claim is that Sand’s œuvre was aimed at “bridging the gap between physical sight and abstract vision” (p. 3). As such, Mathias throws into sharp relief the ways in which Sand’s novels disrupt the divide between realism and idealism and blur the boundaries between the two canonized modes of novelistic production in nineteenth-century France: Romanticism (which we tend to associate with introspection and abstract vision) and Realism (which emphasized physical observation and mimetic representation). Vision in the Novels of George Sand is conceptually profound in its articulation of vision and the visual; at the same time, it is lucidly written and accessible. The book also casts a wide net, relating the concept of vision to literary esthetics, social utopianism, painting, and scientific investigation. Mathias’s study moves chronologically through Sand’s corpus. Chapter one reads Sand’s early novels, such as Indiana, Valentine, and Lélia, as they engage with what may be termed as visual realism, or the practice of reproducing social reality. -
Pembroke Center for Teaching and Research on Women
brown university spring 2010 Pembroke Center for teaching and research on women 2010-2011 Pembroke Dedication of the Feminist Seminar: The Power and Mystery of Theory Papers Expertise Formally dedicated on February 5, 2010, for the preservation of – and scholarly the Feminist Theory Papers project has access to – the papers. Each set of docu- collected—and will continue to collect— ments is unique, representing that David Kennedy, Professor of Law at Har- materials of scholars who, in the last scholar’s contributions to feminist the- vard Law School and Faculty Director of several decades, have changed the intel- ory as well as to her discipline and, in the Institute for Global Law and Policy will lectual landscape of universities in the some cases, to political work and institu- lead the 2010-2011 Pembroke Seminar. United States and The seminar will explore the question of internationally. expertise. The significance of expertise for Although distin- rulership today is easy to see – in the ver- guished collections nacular of national politics, the manage- of women’s scholar- The Feminist Theory Papers ment of international economic life, the ship exist elsewhere, arrangement of family and gender rela- such as in the tions, and more. But what is “expertise”? Schlesinger History What part knowledge, what part common- of Women in Amer- sense – what portion analytics, argument, ica Collection at Har- lifestyle, character? Expertise is often asso- vard, Brown’s Femi- ciated with professional or disciplinary for- nist Theory Papers is mations; how important are these institu- the only collection tional forms to the practice and that offers a rare reproduction of expert rulership? How perspective on the does expertise write itself into power? rigorous interdisci- plinary work that brought feminism to tion building. -
Introduction to Teaching As a Profession
Published, May 2022 Introduction to Teaching as a Profession Primary Career Cluster: Education and Training Course Contact: [email protected] Course Code(s): C32H00 Prerequisite(s): None Credit: 1 Grade Level: 9 Focus Elective - This course satisfies one of three credits required for an elective Graduation focus when taken in conjunction with other Education and Training Requirements: courses. This course satisfies one out of two required courses to meet the POS Concentrator: Perkins V concentrator definition, when taken in sequence in the approved program of study. Programs of Study and This is the first course in the Teaching as a Profession program of Sequence: study. Aligned Student Family, Career and Community Leaders of America (FCCLA): Organization(s): http://www.tennesseefccla.org/ Teachers are encouraged to use embedded WBL activities such as Coordinating Work- informational interviewing, job shadowing, and career mentoring. Based Learning: For information, visit https://www.tn.gov/education/career-and- technical-education/work-based-learning.html. Credentials are aligned with post-secondary and employment opportunities and with the competencies and skills that students Promoted Tennessee acquire through their selected program of study. For a listing of Student Industry promoted student industry credentials, visit Credentials: https://www.tn.gov/education/career-and-technical- education/student-industry-certification.html Any teacher who has completed an educator preparation program Teacher Endorsement(s): and has a current practitioner or professional educator license in secondary education covering grade spans 6-12. All teachers who teach courses within this program of study MUST Required Teacher attend the required teacher training provided by the Department of Certifications/Training: Education. -
2021-2022 High School Program of Studies
High School Program of Studies 2021-2022 Catalog www.basdschools.org TABLE OF CONTENTS General Information The BASD Mission in Practice……………………………………… 2 Road Map 4.0 to Educational Excellence…………………………… 3 Four Year High School Graduation Requirements…………………… 4 Sample Course Sequence……………………………………………… 5 Keystone Exam Graduation Requirement…………………………….. 6 Career Readiness Indicator for Future Ready PA Index……………… 7 Grading ………………………………………………………………. 8 Course Selection Process……………………………………………… 8 Drop/Add Policy……………………………………………………… 9 Honors Program Requirements………………………………………. 9 Special Programs Advanced Placement Courses………………………………………… 10 Enrollment in College Courses………………………………………. 11 Honors Scholars Program……………………………………………. 11 Online Course Offerings……………………………………………… 11 Academic Integrity Policy……………………………………………. 11 Community Service…………………………………………………… 12 District Internships…………………………………………………… 12 Special Education Services and Programs…………………………… 13 Career Pathway Programs…………………………………………… 14 Departments English Language Arts Department…………………………………… 18 English Electives……………………………………………….. 21 Communications Pathway……………………………………… 23 Social Studies Department……………………………………………. 24 Social Studies Electives………………………………………… 26 Law Pathway……………………………………………………. 28 Mathematics Department…………………………………………….... 29 Mathematics Electives………………………………………….. 33 Science Department…………………………………………………… 34 Science Electives……………………………………………….. 37 Project Lead the Way…………………………………………… 42 ESL Department……………………………………………………….. 44 World Language Department…………………………………………. -
Introduction to Teaching and Learning Mathematics
PART I Introduction to Teaching and Learning Mathematics Chapter 1 Introduction to the Field of Mathematics Education Chapter 2 Key Psychological Ideas and Research Findings in Mathematics Education Chapter 3 Planning Mathematics Lessons Chapter 4 Mathematics Curriculum Models and Techniques Chapter 5 Implementing and Assessing Mathematics Lessons and Curricula Chapter 6 Becoming a Professional Mathematics Teacher Chapter 1 INTRODUCTION TO THE FIELD OF MATHEMATICS EDUCATION he past few decades have seen incredible growth in the study of teaching and learning mathematics. K–12 teachers, university professors, and other T educators have produced standards documents, research reports, and cur- riculum frameworks with the potential to help improve students’ learning. All of this activity makes it an exciting time to enter the profession of mathematics teaching. However, it can also be overwhelming to try to digest and reflect on everything the field has to offer. In fact, one is never really done learning about teaching mathemat- ics. The best teachers are always learning ways to improve their practices by talking with colleagues, reading research, reading teachers’ journals, carefully assessing the impact of their instructional practices on their students’ thinking, and adjusting their practices to maximize students’ learning. The goal of this chapter is to provide a sense of the major issues and trends that have shaped the field of mathematics education in the recent past. By way of intro- duction, we will examine the standards documents published by the National Coun- cil of Teachers of Mathematics (NCTM), an organization with more than 90,000 members dedicated to improving mathematics education. We will then examine trends in mathematics teaching and learning around the world and the central mes- sages of the reform movement in mathematics education. -
9806313.PDF (6.171Mb)
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter frice, while others may be from any type o f computer primer. The qualiQr of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, prim bleedthrough, substandard margins, and improper alignment can adversety affect reproduction. In the unlikely evem that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e g., m^s, drawings, charts) are reproduced by sectioning the original, b^inning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back o f the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Ifigher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Compaty 300 North Zeeb Road. Ann Arbor MI 48106-1346 USA 313/761-4700 800/321-0600 UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE AN EXPLORATION OF PROCESSES USED IN CASE ANALYSIS BY PRE-SERVICE TEACHER EDUCATION STUDENTS IN A MEDIA AND TECHNOLOGY COURSE A Dissertation SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of Doctor of Philosophy By DIANE HULLIBARGER JACKSON Norman, Oklahoma 1997 UMI Number: 9806313 Copyright 1997 by Jackson, Diane Hullibarger All rights reserved.