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Full-Text Articles in Education

Editor's Introduction For Volume 4 Issue 1, Estanislado S. Barrera Iv Aug 2018

Editor's Introduction For Volume 4 Issue 1, Estanislado S. Barrera Iv

The Journal of Balanced Literacy Research and Instruction

No abstract provided.


Week Six Introduction, Judith Longfield Apr 2015

Week Six Introduction, Judith Longfield

Teaching Academy

In addition to exchanging ideas or activities on how to overcome misconceptions and learning bottlenecks, there is a readiness assessment test or RAT, and we will learn about multiple choice tests. We will also revisit lesson planning briefly and critique a quiz.


Week Seven Introduction, Judith Longfield Apr 2015

Week Seven Introduction, Judith Longfield

Teaching Academy

Partners provided each other with meaningful feedback on their syllabi and also exchanged lesson plans. In addition, test analysis skills were revised and we discussed common concerns related to grading. A rubric or scoring guide was also used to grade an essay test question in literature or geography.


Week Eight Introduction, Judith Longfield Apr 2015

Week Eight Introduction, Judith Longfield

Teaching Academy

We used what we have learned about smart teaching to provide advice to the instructor in a YouTube video, and then identified causes of and solutions for common disruptive behaviors. We ended the series with a "Thought Museum" activity and an assessment of the Teaching Academy.


Week Two Introduction, Judith Longfield Apr 2015

Week Two Introduction, Judith Longfield

Teaching Academy

After discussing how preconceptions and misconceptions interfere with students' learning, we will learn steps for planning a lesson. We will also discuss ways to uncover students' ideas using classroom assessment techniques, or CATs, and create concepts maps of Chapter 2.


Week Three Introduction, Judith Longfield Apr 2015

Week Three Introduction, Judith Longfield

Teaching Academy

After revisiting CATs and lesson planning, we will learn about additional teaching idea sources. We will then discuss motivation, illustrate a Chapter 3 concept, and learn ways to salt students' food before applying these ideas to our own lessons and assignments which are not currently motivating.


Week Four Introduction, Judith Longfield Apr 2015

Week Four Introduction, Judith Longfield

Teaching Academy

After reviewing Chapter 4 with a jigsaw activity, we will revisit lesson planning by using a rubric to evaluate two different plans. We also learned how to use low tech "clickers" and discuss the students' inertia including ways to overcome it using simulations and other teaching strategies. If there is time, we will talk about Just in Time Teaching (JiTT), a technique to get students to read.


Week Five Introduction, Judith Longfield Apr 2015

Week Five Introduction, Judith Longfield

Teaching Academy

After investigating hazardous classroom materials, we will learn about diverse students and how to teach them. We will also write learning biographies for different students and used them to consider a variety of teaching-learning issues, including college student development. In addition, we will shared our CAT implementation reports and discuss the impact of classroom climate on student learning.


Lesson Planning Introduction, Judith Longfield Apr 2015

Lesson Planning Introduction, Judith Longfield

Teaching Academy

You have been added to this online workshop because you were unable to participate in the face-to-face version. Due to the manner in which this session is being delivered, you will be unable to actively participant with others. However, every attempt to "capture" the essential elements of the face-to-face version has been made. During this online session you will "dissect" a sample lesson in order to identify its parts, and learn a process you can use to plan lessons. You will also have the option to submit your lesson plan for review.


Editor’S Note: To Be Of But Not In The University, Mohammad H. Tamdgidi Jan 2012

Editor’S Note: To Be Of But Not In The University, Mohammad H. Tamdgidi

Human Architecture: Journal of the Sociology of Self-Knowledge

This is the journal editor’s note to the winter 2012 issue of Human Architecture: Journal of the Sociology of Self-Knowledge, entitled “Decolonizing the University, Practicing Pluriversity,” including papers that were presented at the conference entitled "Quelles universités et quels universalismes demain en Europe? un dialogue avec les Amériques" ("Which University and Universalism for Europe Tomorrow? A Dialogue with the Americas") organized by the Institute des Hautes d’Etudes de l’Amerique Latine (IHEAL) with the support of the Université de Cergy-Pontoise and the Maison des Science de l’Homme (MSH) in Paris on June 10-11, 2010. Addressing the significant ...


Heg77-84 How A Bill Becomes Laws In Nebraska, Janet Wilson Jan 1977

Heg77-84 How A Bill Becomes Laws In Nebraska, Janet Wilson

Historical Materials from University of Nebraska-Lincoln Extension

This NebGuide looks at the steps necessary for a bill to become a law in Nebraska.

The legislative process sometimes seems to be clothed in an aura of mystery. An understanding of the organization of the governing body and the steps involved in the introduction and passage of a bill should help remove some of the mystery.

A bill is an idea for a new law, or an idea to abolish or change an existing law.

Several hundred bills, ideas about many things, enter the legislative process in Nebraska each time the legislature meets.