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Assessing The Impact Of Mandated Standards For Teaching On United States History Achievement Scores In Public Schools, Erick W. Nason 2011 Walden University

Assessing The Impact Of Mandated Standards For Teaching On United States History Achievement Scores In Public Schools, Erick W. Nason

Walden Dissertations and Doctoral Studies

The purpose of this study was to demonstrate how a well developed and validated national standard for United States history can affect public school achievement levels. Currently, there is no mandated national standard for United States history; rather it has been left to the respective states to create their own. This study focused on the state of Virginia, which has been able to meet both the nationally mandated adequate yearly progress (AYP) level, and achieve high proficiency levels in United States history achievement. This comparative case study examined two neighboring states of similar demographics: Virginia which made both the AYP ...


2011 Ruby Yearbook, Katie Callahan, Elizabeth Burns, Ursinus College Senior Class 2011 Ursinus College

2011 Ruby Yearbook, Katie Callahan, Elizabeth Burns, Ursinus College Senior Class

The Ruby Yearbooks

A digitized copy of the 2011 Ruby, the Ursinus College yearbook.


Double Take: Selected Views From The Photography Collection At Bryn Mawr College, 1860s-Present, Carrie Robbins 2011 Bryn Mawr College

Double Take: Selected Views From The Photography Collection At Bryn Mawr College, 1860s-Present, Carrie Robbins

Books, pamphlets, catalogues, and scrapbooks

Exhibition held at Bryn Mawr College Class of 1912 Rare Book Room, Canaday Library, from September 27 to December 22, 2011.


The Jepson School: Liberal Arts As Leadership Studies, Joanne B. Ciulla 2011 University of Richmond

The Jepson School: Liberal Arts As Leadership Studies, Joanne B. Ciulla

Jepson School of Leadership Studies articles, book chapters and other publications

Around twenty years ago, I joined the faculty of the University of Richmond to help design the Jepson School of Leadership Studies.The easiest way to understand Jepson is as a liberal arts school with an explicit focus on the study of leadership. Our students take courses in history, philosophy, psychology, political science, and so on. These courses draw on the methodology and content of a discipline to understand leadership as a phenomenon and a practice. So as a school, we are multidisciplinary and some of our classes are interdisciplinary. By taking a liberal art approach to leadership studies, the ...


Being The Unbook, Being The Change: The Transformative Power Of Open Sources, Elizabeth D. Woodworth 2011 Auburn University, Montgomery

Being The Unbook, Being The Change: The Transformative Power Of Open Sources, Elizabeth D. Woodworth

The Journal of the Assembly for Expanded Perspectives on Learning

A director of composition tests and advocates “open education sources” for the development of curricula and programs.


Immersion, Transformation, And The Literature Class, Christina Vischer Bruns 2011 Chapman University

Immersion, Transformation, And The Literature Class, Christina Vischer Bruns

The Journal of the Assembly for Expanded Perspectives on Learning

“Transitional space” helps teachers understand how a reader’s transformation happens, and why it is valuable.


Jaepl, Vol. 17, Winter 2011-2012, Joona Smitherman Trapp, Brad Peters 2011 Waynesburg University

Jaepl, Vol. 17, Winter 2011-2012, Joona Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Cristina Bruns - Immersion, Transformation, and the Literature Class

Anne DiPardo - My Kanawha

Kelly A. Concannon Mannise - Who Cares? Exploring Student Perspectives on Care Ethics

Kym Buchanan & Perry Cook - Playing the Believing Game with Dr. Seuss and Reluctant Learners in Science

Elizabeth Woodworth - Being the Unbook, Being the Change: The Transformative Power of Open Sources

W. Keith Duffy - Suffering and Teaching Writing

Helen Collins Stitler - Perfect

Nikki Holland, Iris Shepard, Christian Z. Goering, & David A. Jolliffe - We Were the Teachers, Not the Observers: Transforming Preparation through Placements in a Creative, After-School Program

S. Rebecca Leigh - Re-Seeing Story through Portal Writing ...


Suffering And Teaching Writing, W. Keith Duffy 2011 Pennsylvania State University

Suffering And Teaching Writing, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

How can spiritual texts help us respond to the burn-out we sometimes experience in our roles as literacy teachers?


Perfect, Helen Collins Sitler 2011 Indiana University of Pennsylvania

Perfect, Helen Collins Sitler

The Journal of the Assembly for Expanded Perspectives on Learning

Perfectionism can be a form of trauma that composition instructors should be aware of in some high-achieving students.


Book Reviews, Judy Halden-Sullivan, Julie J. Nichols, Mary Pettice 2011 University of Tennessee, Knoxville

Book Reviews, Judy Halden-Sullivan, Julie J. Nichols, Mary Pettice

The Journal of the Assembly for Expanded Perspectives on Learning

Book Reviews

Judy Halden-Sullivan - Evolution and Criticism

Julie J. Nichols - Boyd, Brian. On the Origin of Stories: Evolution, Cognition, and Fiction. Cambridge: Belknap Press of the Harvard University Press, 2009.

Julie J. Nichols - Zunshine, Lisa. Why We Read Fiction: Theory of Mind and the Novel. Columbus: Ohio State University Press, 2006

Mary Pettice - Dutton, Denis. The Art Instinct: Beauty, Pleasure, and Human Evolution. 2nd edition. New York: Bloomsbury Press, 2010. Print.


Front Matter, 2011 University of Tennessee, Knoxville

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editor's message.


My Kanawha, Anne DiPardo 2011 University of Colorado, Boulder

My Kanawha, Anne Dipardo

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime English educator revisits James Moffet’s notion of “agnosis” as she discovers her West Virginia ancestry.


Who Cares? Exploring Student Perspectives On Care Ethics, Kelly A. Concannon Mannise 2011 Noca Southeastern University

Who Cares? Exploring Student Perspectives On Care Ethics, Kelly A. Concannon Mannise

The Journal of the Assembly for Expanded Perspectives on Learning

Care ethics are influenced by conflicts between crafted theories and how students read those theories in practice.


Playing The Believing Game With Dr. Seuss And Reluctant Learners In Science, Kym Buchanan, Perry Cook 2011 University of Wisconsin, Stevens Point

Playing The Believing Game With Dr. Seuss And Reluctant Learners In Science, Kym Buchanan, Perry Cook

The Journal of the Assembly for Expanded Perspectives on Learning

Dr. Seuss’ Green Eggs and Ham offers insights for teachers trying to overcome learners’ reluctance.


“We Were The Teachers, Not The Observers”: Transforming Teacher Preparation Through Placements In A Creative, After-School Program, Nikki Holland, Iris Shepard, Christian Z. Goering 2011 University of Arkansas

“We Were The Teachers, Not The Observers”: Transforming Teacher Preparation Through Placements In A Creative, After-School Program, Nikki Holland, Iris Shepard, Christian Z. Goering

The Journal of the Assembly for Expanded Perspectives on Learning

Teacher preparation at one university shifts pre-service observation to hands-on integration of the arts in an after-school program called Razorback Writers.


Re-Seeing Story Through Portal Writing, S. Rebecca Leigh 2011 Oakland University, Michigan

Re-Seeing Story Through Portal Writing, S. Rebecca Leigh

The Journal of the Assembly for Expanded Perspectives on Learning

Findings suggest that portal writing can be used as an effective tool for helping young students focus and revise their narrative work.


“Poetry Is Not A Luxury”: Why We Should Include Poetry In The Writing Classroom, Nicole Warwick 2011 California State University, Northridge

“Poetry Is Not A Luxury”: Why We Should Include Poetry In The Writing Classroom, Nicole Warwick

The Journal of the Assembly for Expanded Perspectives on Learning

How can poetry transform academic writing’s “masculine” ways of knowing and communicating into transnational exploration?


Notes From Teaching At The Ends Of The Earth, Colette Morrow 2011 NWSA Journal

Notes From Teaching At The Ends Of The Earth, Colette Morrow

The Journal of the Assembly for Expanded Perspectives on Learning

Third-world teaching enables one feminist instructor to revitalize her instruction in American universities.


Connecting, Helen Walker, Jan Buley, S. Rebecca Leigh, Christopher M. Bache, Bette B. Bauer, Rachel Forrester, Laurence Musgrove 2011 University of Tennessee, Knoxville

Connecting, Helen Walker, Jan Buley, S. Rebecca Leigh, Christopher M. Bache, Bette B. Bauer, Rachel Forrester, Laurence Musgrove

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting

Helen Walker - Teaching/Seeing Jesus

Jan Buley - The Realization

S. Rebecca Leigh - Celebrating Ways of Learning

Christopher M. Bache - The Opening Question

Bette B. Bauer - Teaching as a Spiritual Practice

Rachel Forrester - Appalachia Finally in the Spring

Laurence Musgrove - Syllabus


Back Matter, 2011 University of Tennessee, Knoxville

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.


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