AN INTERVENTION SPECIALIST's JOURNEY THROUGH the ZONE of PROXIMAL DEVELOPMENT a Dissertation Submitted to the Kent State Univ
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Components of Direct Instruction*
CATHY L. WATKINS, California State University, Stanislaus and TIMOTHY A. SLOCUM, Utah State University Instruction is designed to serve this purpose. The Components Accomplishing this goal requires keen atten- tion to all aspects of teaching. It would be of Direct Instruction* much easier if we could focus on one or two “key issues” and produce measurably superior instruction, but this is not the case. Producing highly effective teaching requires that we Objectives attend to a wide variety of details concerning After studying this chapter you should be able the design, organization, and delivery of to instruction. If any one element of instruction is not done well, high-quality instruction in 1. Identify the three major elements of Direct other areas may not compensate for it. For Instruction. example, superior instructional delivery cannot make up for poorly designed instructional 2. Explain what it means to teach a general materials. Likewise, well-designed programs case. cannot compensate for poor organization. 3. Describe each of the five juxtaposition prin- Three main components enable Direct ciples and explain how they contribute to Instruction to accomplish the goal of teaching clear communication. all children effectively and efficiently: (a) pro- gram design that identifies concepts, rules, 4. Explain the shifts that occur in formats over strategies, and “big ideas” to be taught and time. clear communication through carefully con- 5. Explain what tracks are and how track design structed instructional programs to teach these; differs from more traditional instruction. (b) organization of instruction, including scheduling, grouping, and ongoing progress 6. Explain the guidelines for sequencing tasks. -
Dreamtime Upon the Dreamteam
0 DREAMTIME U P O N T H E DREAMTEAM as written by Jimmy Stewart --- --- --- A Philosophical Standpoint… Encompassing a brief observational history of human evolution, cascading crumbling civilisations, professional billionaire superhuman athletes, God & Satan, poofs & puffs of smoke, and - mercifully - the redemptive power of love. Herein lies an old-skool fairy tale throwback for the modern day fallout. A Prayer & Warning for the Great Southern Land, still so green, so gold… Couldn’t’ve done it without ya, Ostraya! The Land of Oz, the Dumb Lucky Country, The Aboriginal Land of Dreamtime. Forging forward onwards & upwards towards the American Dream, beneath our radiant Southern Cross… In joyful strains then let us sing… And let’s just keep on dreaming! --- --- --- “Judge not your woman, for you may love her less” – fortune-cookie. --- --- --- To be slipped into Michelle Bachman's suggestion box & also Felicity Cripps letterbox.x & also kept in a box & given back to Pandora at least until SOMEBUDDY opens it, hopefully --- --- --- For my old friends & comrade babes in arms - The divine & sublime Luke Stockdale & Jasmin Kaset – With warm thanks, endless love & appreciation. You are two of the funniest most inspirational creatures I know x Shout-out down the line to brothaz n sistaz James Rubio, Kimberley Ana de los Angeles & little dawgies Charlie, Lu-Lu & Diesel, not to mention Metal-Monkey, Earth-Horse, No Wind-No Wave, Number Ten, Jonny A. And this one's for you too Jo Jo. This is still bullshit x Copyright pasteleft Jimmy Stewart June-July 2012 Nashville & Brooklyn USA. Completed down on the farm at “Carrigmore”, in the country of the Land of Oz, September 2012-April 2013, & still going strong in September 2014, On or off the planet, whichever galaxy you're in x --- --- --- 1 --- --- --- “Dreamtime Upon The Dreamteam” by Jimmy Stewart (Acting President of the United States of Intoxication, the High-Sherriff of Nothingman, Doctor of Situations, Number Eleven). -
Perspectives on Individual Instruction in Extension Education Lloyd William Wade Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1976 Perspectives on individual instruction in extension education Lloyd William Wade Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Adult and Continuing Education Administration Commons, and the Adult and Continuing Education and Teaching Commons Recommended Citation Wade, Lloyd William, "Perspectives on individual instruction in extension education " (1976). Retrospective Theses and Dissertations. 6230. https://lib.dr.iastate.edu/rtd/6230 This Dissertation 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 Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. -
French Group Will Not Join Honoraryfrat
VOLUME XII RICE INSTITUTE, HOUSTON, TEXAS, MARCH 4, 1927 NUMBER 19 Slaughter Predicts China FRENCH GROUP Achievement Hjertberg Rounding Track Future World Power; Says WILL NOT JOIN Within the past four weeks the Team Into Condition For Thresher staff has been: Elements Evolving Already 1. Classified as low-grade mo- Season; Relays Are First HONORARYFRAT rons by a biology prof. 2. Reprimanded by the Student Lea Hlboux, French club of the In- Council. MCWM PROF Junior Prom stitute, will not accept the invitation 3. Ridiculed by the Rice Owl, Affirmatives OWL AGGREGATION recently extended to them to join outstanding humorous publication DELIVERS Heta Pi Theta, honorary French fra- on the campus. Take Prison IS STRONG IN ALL SECOND Is Elaborate, ternity, it was decided at the regular 4. Stigmatized as colossal idiots meeting of the club Thursday night, by an eminent doctor of business OF LECTURE SERIES Gay Function February 24. administration. Farm Debate I EVENTS THIS YEAR The reason for the refusal, as stated Dr. J. W. Slaughter gave the second 5. Listed by a leading banking With the dates of the Texas and One of the gayest and most elabor- by Morgan Carson, president, was that The affirmative of the question, i lecture of his aeries at South End institution as employees of Sam Rice Relay Carnivals but three weeks ate dances in the history of Rice was membership in a Greek letter fratern- "Resolved, that the State of Texas j auditorium Sunday afternoon. The Bennett, business manager of the in the future. Coach E. W. Hjertberg, held Tuesday night, when the class ity, even an honorary one such Beta should abolish its present system of substance of this lecture was that he estimable publication. -
Progressive Education: Why It's Hard to Beat, but Also Hard to Find
Bank Street College of Education Educate Progressive Education in Context College History and Archives 2015 Progressive Education: Why it's Hard to Beat, But Also Hard to Find Alfie ohnK Follow this and additional works at: https://educate.bankstreet.edu/progressive Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Kohn, A. (2015). Progressive Education: Why it's Hard to Beat, But Also Hard to Find. Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/progressive/2 This Book is brought to you for free and open access by the College History and Archives at Educate. It has been accepted for inclusion in Progressive Education in Context by an authorized administrator of Educate. For more information, please contact [email protected]. Progressive Education Why It’s Hard to Beat, But Also Hard to Find By Alfie Kohn If progressive education doesn’t lend itself to a single fixed definition, that seems fitting in light of its reputation for resisting conformity and standardization. Any two educators who describe themselves as sympathetic to this tradition may well see it differently, or at least disagree about which features are the most important. Talk to enough progressive educators, in fact, and you’ll begin to notice certain paradoxes: Some people focus on the unique needs of individual students, while oth- ers invoke the importance of a community of learners; some describe learning as a process, more journey than destination, while others believe that tasks should result in authentic products that can be shared.[1] What It Is Despite such variations, there are enough elements on which most of us can agree so that a common core of progressive education emerges, however hazily. -
An Explorative Study of the No Snitching Mentality in the African American Community
MOUTH SHUT, EYES OPEN: AN EXPLORATIVE STUDY OF THE NO SNITCHING MENTALITY IN THE AFRICAN AMERICAN COMMUNITY Tianna Williams B.A , California State University, Sacramento, 2007 PROJECT Submitted in partial satisfaction of the requirements for the degree of MASTER OF SOCIAL WORK at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2011 ©2011 Tianna Williams ALL RIGHTS RESERVED ii MOUTH SHUT, EYES OPEN: AN EXPLORATIVE STUDY OF THE NO SNITCHING MENTALITY IN THE AFRICAN AMERICAN COMMUNITY A Project by Tianna Williams Approved by: __________________________________, Committee Chair Teiahsha Bankhead, Ph.D., LCSW ____________________________ Date iii Student: Tianna Williams I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project. __________________________, Department Chair ___________________ Robin Kennedy, Ph.D. Date Division of Social Work iv Abstract of MOUTH SHUT, EYES OPEN: AN EXPLORATIVE STUDY OF THE NO SNITCHING MENTALITY IN THE AFRICA AMERICAN COMMUNITY by Tianna Williams The aim of this explorative quantitative study is to examine the culture of silence (also referred as the ―no snitching‖ mentality) that exists in the African American Community. Such attitude encourages African Americans to be uncooperative with the police, in which explicit messages are present in some rap and hip hop lyrics, illustrated in music videos, and designed on clothing apparel that advocate for this behavior (United States Department of Justice, 2009a). African Americans compared to Whites and other minorities represent a disproportion number of victims of homicide and incarcerated adults in the United States (United States Department of Justice, 2006; United States Department of Justice, 2010). -
Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities
Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctorate of Philosophy in the Graduate School of The Ohio State University By Kristall J. Graham Day, M.A. Graduate Program in Education The Ohio State University 2010 Committee: Dr. Ralph Gardner, III, Advisor Dr. Gwendolyn Cartledge Dr. Moira Konrad Copyright by Kristall J. Day 2010 Abstract Vocabulary knowledge impacts every area of reading achievement, yet important words are often not explicitly taught. There is published research to support the usage of direct instruction to teach vocabulary to younger children, but there are limited studies that have investigated the effects of direct instruction in teaching vocabulary to high school students with reading disabilities. The purpose of the current study was to compare the effects of the traditional approach (using context and the dictionary) to a direct instruction approach (REWARDS Plus scripted curriculum) when teaching science vocabulary words to high school students with reading disabilities. The study included three participants with reading disabilities in the 11th and 12th grades. An alternating treatments design counterbalanced across participants was used to compare the two methods of instruction. Traditional instruction included the methods employed in most high schools where students are asked to use the context of the sentence or a dictionary to figure out the meaning of unknown words. Direct instruction included the REWARDS Plus program, a published, scripted curriculum that utilizes explicit, systematic instruction. Data were collected on lesson assessments, maintenance assessments, generalization writing samples, and comprehension writing samples. -
Farewell the Program Follows: Interna- Fall from the British-German Angle
Page Four DAILY WORKER. NEW YORK, SATURDAY, APRIL 6, 1929 Soviet Literature Is Vigorous MERRYMAKERS RETURN TO GARDEN ‘Man’s Estate, New Comedy um •-- mbobol "» was¦¦¦ - Reaction to New LNe in USSR Presented at the Biltmore ¦ i use m jjm? .ge.-g. -earc. W ’ .HMSM—I VA ===THKATRE GUILD PRODUCTIONS - By ELI B. JACOBSON , the impassable gulf between the two THE Theatre Guild presented its ' * Paradoxical as it may seem, the generations cherishing hostile ideol- fifth production of the season, Music Notes of literatures of imperialist America ! ogies. And with what absence “Man’s Estate,” a comedy by Bruce tears, wringing of hands, signs and Blackmar, at and Communist Russia have much in Gould and Beatrice the Fania Bossak, soprano, will give lamentation. The same emotional common. Both are young, vigorous Biltmore Theatre. recital Town Hall Monday by study- a song at MAN’S ESTATE and crude, and are in the stage of restraint is shown those A story of life in a small western changing sex and marital night. growing adolescence. From both ing the town, it is always interesting and By BEATRICE BLACKMAR BRUCE GOULD freudianism, and exudes the smelly atmosphere of the | relations. No dilettante keeps the audience on the alert dur- nor no un- Winifred Purnell, pianist, will ap- factories, both are shaken by the torturing introspection, ing the three acts. With the usual p|T ’T’A/fCYDT7 THEA., 47th St. W. of B’way. Eves. 8:50 pear in debut recital at Steinway A J.VIUAIV.E, & Saturday city upon rural married fathers, bachelor husbands; capable direction, Matinees Thursday at 2:40 impact of the culture Guild cast and it Hall Wednesday evening, April 17. -
A Minefield of Dreams
A MINEFIELD OF DREAMS TRIUMPHS AND TRAVAILS OF INDEPENDENT WRITING PROGRAMS Edited by Justin Everett and Cristina Hanganu-Bresch A MINEFIELD OF DREAMS: TRIUMPHS AND TRAVAILS OF INDEPENDENT WRITING PROGRAMS PERSPECTIVES ON WRITING Series Editors, Susan H. McLeod and Rich Rice The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms. The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further de- mocratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy. Recent Books in the Series Chris M. Anson and Jessie L. Moore (Eds.), Critical Transitions: Writing and the Question of Transfer (2017) Joanne Addison and Sharon James McGee, Writing and School Reform: Writing Instruction in the Age of Common Core and Standardized Testing (2017) Lisa Emerson, The Forgotten Tribe: Scientists as Writers (2017) Jacob S. Blumner and Pamela B. Childers (Eds.), WAC Partnerships Between Secondary and Postsecondary Institutions (2015) Nathan Shepley, Placing the History of College Writing: Stories from the Incom- plete Archive (2015) Asao B. -
A Theory-Based Meta-Analysis of Research on Instruction
For more information visit McREL at www.mcrel.org Thank you for downloading A Theory-Based Meta-Analysis of Research on Instruction from the McREL Web site. Skip introduction Mid-continent Research for Education and Learning (McREL) is a private nonprofit corporation located in Denver, Colorado. We provide field tested, research-based products and services in the following areas: • Assessment, Accountability, • Mathematics and Data Use • Professional Development • Curriculum • Rural Education • Diversity • School Improvement and • Early Childhood Education Reform • Education Technology • Science • Instruction • Standards • Leadership and Organization • Teacher Preparation and Development Retention • Literacy PDFPDFdownload For more information visit McREL at www.mcrel.org Copyright Information u This site and its contents are Copyright © 1995–2006 McREL except where otherwise noted. All rights reserved. The McREL logo and “Converting Information to Knowledge” are trademarks of McREL. Other trademarks are the properties of the respective owners, and may or may not be used under license. Permission is granted to reproduce, store and/or distribute the materials appearing on this web site with the following limits: • Materials may be reproduced, stored and/or distributed for informational and educational uses, but in no case may they be used for profit or commercially without McREL’s prior written permission. • Materials may not be modified, altered or edited in any way without the express permission of Mid-continent Research for Education and Learning. Please contact McREL. • This copyright page must be included with any materials from this web site that are reproduced, stored and/or distributed, except for personal use. • McREL must be notified when materials are reproduced, stored and/or distributed, except for personal use. -
GIPE-004524-Contents.Pdf
THE NEW DECALOGUE OF SCIENCE THE NEW DECALOGUE ·oF SCIENCE By ALBERT EDWARD WIGGAM LONDON & TORONTO ]. M. DENT AND SONS LTD A.ll rights rum~etl 'Mcuk onJ. Printed in Greqf Briiain by Butler & Tanner. Ltd., Frome onJ LtmJon TO MY WIFE Whose extensive readings in the literature of biology, psychology, genetics and heredity have alone made this book possible, and whose eyes have for many years largely taken the place of my own, this effort to think about things, instead, of fictions, wish-fancies and symbols of things, is affectionately dedicated. PREFACE AM indebted in many ways to many men either I through their books or public lectures or through personal letters, stray remarks and casual observa tions, or else through long continued table talks, sometimes extended into grey morning hours, those priceless hours when men think in each other's pres ence aloud. In some or all these respects I am indebted to Frederick Adams Woods, Professor Edward L. Thorndike, Everett Dean Martin, Pro fessor John Dewey, James Harvey Robinson, Doc tor Irwin Edman, Professor Thomas Hunt Morgan, Doctor Charles B. Davenport, Doctor Raymond Pearl, Professor E. M. East, Professor G. T. W. Patrick, Professor F. C. S. Shiller, Alleyne Ireland, Judge Harry Olson, Professor Franklin H. Giddings and Professor William MacDougal. Deeper, however, than to anyone else, perhaps, is my debt to my boyhood teacher in ethics and philosophy, the late Doctor Daniel W. Fisher, Presi dent of Hanover College, whom, although his immense scholarship was largely that of a past age of thought, I still regard with reverence as having been one of the great teachers of the world. -
7Th Annual Ctconf-Opt.Pdf
Proceedings of The Ninth Annual & Seventh International Conference on Critical Thinking and . Educational ReforDl August 6-9, 1989 Henry Steel Commager Dean ofAmerican Historians, addressing the First International Conference on Critical Thinking and Educational Reform Under the Auspices of the Center for Critical Thinking and Moral Critique and Sonoma State University From Previous Conferences: Michael SCriven llarriySiegel NeUPostman WID Robinson TABLE OF CONTENTS Page Introduction 1 Histotyofthe Conference......................................................................... 7 The OrganJzation ofthe Conference................................................... 9 Conference'IheIne........................................................................................ 10 Map/Abbreviations....................................................................................... 15 Schedule............................................................................................................. 17 Presenters and Abstracts 46 Panels. 149 SpecJal Inte~t Groups............................................................................. 158 Videotape Resources ~ : ':........................ 159 National Council for Excellence inCritical1binking Instruction............................................................ 162 Center Description 164 Richard W. Paul Director, Center for Critical Thinking and Moral Critique Introduction Critical Thinking: What, Why, and How The Logically mogical Animal Ironically. humans are not simply the only