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Preparing Teachers: Building Evidence for Sound Policy
by National Research Council of the National AcademiesTeachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
Preparing The Mothers of Tomorrow
by Ela GreenbergFrom the late nineteenth century onward, men and women throughout the Middle East discussed, debated, and negotiated the roles of young girls and women in producing modern nations. In Palestine, girls' education was pivotal to discussions about motherhood. Their education was seen as having the potential to transform the family so that it could meet both modern and nationalist expectations. Ela Greenberg offers the first study to examine the education of Muslim girls in Palestine from the end of the Ottoman administration through the British colonial rule. Relying upon extensive archival sources, official reports, the Palestinian Arabic press, and interviews, she describes the changes that took place in girls' education during this time. Greenberg describes how local Muslims, often portrayed as indifferent to girls' education, actually responded to the inadequacies of existing government education by sending their daughters to missionary schools despite religious tensions, or by creating their own private nationalist institutions. Greenberg shows that members of all socioeconomic classes understood the triad of girls' education, modernity, and the nationalist struggle, as educated girls would become the "mothers of tomorrow" who would raise nationalist and modern children. While this was the aim of the various schools in Palestine, not all educated Muslim girls followed this path, as some used their education, even if it was elementary at best, to become teachers, nurses, and activists in women's organizations.
Preparing Today's Students for Tomorrow's Jobs in Metropolitan America
by Laura W. PernaEducation, long the key to opportunity in the United States, has become simply essential to earning a decent living. By 2018, 63 percent of all jobs will require at least some postsecondary education or training. Teachers and civic leaders stress the value of study through high school and beyond, but to an alarmingly large segment of America's population--including a disproportionate number of ethnic and racial minorities--higher education seems neither obtainable nor relevant. Preparing Today's Students for Tomorrow's Jobs in Metropolitan America, edited by Laura W. Perna, offers useful insights into how to bridge these gaps and provide urban workers with the educational qualifications and skills they need for real-world jobs.Preparing Today's Students for Tomorrow's Jobs in Metropolitan America probes more deeply than recent reports on the misalignment between workers' training and employers' requirements. Written by researchers in education and urban policy, this volume takes a comprehensive approach. It informs our understanding of the measurement and definition of the learning required by employers. It examines the roles that different educational sectors and providers play in workforce readiness. It analyzes the institutional practices and public policies that promote the educational preparation of today's students for tomorrow's jobs. The volume also sheds light on several recurring questions, such as what is the "right" amount of education, and what should be the relative emphasis on "general" versus "specific" or "occupational" education and training?Ensuring that today's students have the education and training to meet future career demands is critical to the economic and social well-being of individuals, cities, and the nation as a whole. With recommendations for institutional leaders and public policymakers, as well as future research, this volume takes important steps toward realizing this goal.
Preparing White Teachers for Anti-Racist Education: Critical Reflection and Generativity for Transformative Praxis
by Richard Miller Katrina Liu Michael K. ThomasUsing a framework combining Critical Race Theory and Critical Reflection and Generativity for Transformative Praxis, this book examines both how white preservice teachers conceive of race and racism (habits of mind) and how they react when dealing with race and racism in the classroom (patterns of acting). With firm grounding in real-world data, the authors detail ways in which teacher educators can recognize and deal with preservice teachers who cannot—or will not—translate their reflections on race into actions against racism.
Preparing Your Campus for Veterans' Success: An Integrated Approach to Facilitating The Transition and Persistence of Our Military Students
by Justin Smith Bruce Kelley Ernetta FoxThis book is intended for everyone in higher education – whether in the classroom, student affairs, administration, admissions, health services or faculty development – who is, or expects to be teaching, advising, or serving student veterans. This book is the outcome of a partnership between the Center for Teaching and Learning and the office of Disabilities Services at the University of South Dakota that led to the development of the Fides program whose goal was to establish high-quality, evidence-based development opportunities specifically designed to enable key university constituencies—the faculty, staff, and administration—to understand their role in providing extraordinary learning experiences for veterans. The program was funded through a congressionally directed FIPSE grant. Materials from Fides have been featured by prominent educational organizations, and are being used by the National Center for PTSD, colleges, universities, and boards of regents across the US.This book provides the background and guidelines you need to leverage the strengths that student veterans bring to your institution, to ease the challenges they face in transitioning into higher education, to facilitate their learning, and to ensure their successful graduation.Student veterans bring many strengths to your campus – maturity, significant life experiences, and cross-cultural awareness. They are highly motivated to serve others and value education. Student veterans may however face significant challenges. Student veterans have typically been out of high school for some time, where they may have earned average grades. Many are married with children and more than a few are single parents. They are approximately 20% less likely than non-veterans to attain a bachelor degree and slightly more likely to drop out of higher education without attaining a degree of any sort. Deployments extend their time to degree, and multiple deployments can significantly delay graduation.The challenges associated with transitioning from the military into higher education are heightened when a student has a disability – physical, psychological, or emotional. Common disabilities that are emerging from Iraq and Afghanistan include amputations, hearing loss, traumatic brain injury, and post-traumatic stress disorder.To enable student veterans to succeed, institutions need to develop holistic initiatives to mediate student veterans’ transition and persistence, and develop appropriate programs and services that recognize their skills, family responsibilities, and distinct needs. This book outlines best practices for student affairs; describes innovative approaches to administrative services and support; suggests streamlining policies and procedures to make the campus “veteran friendly”; proposes ideas for academic programs; looks at the implications for course structure and design; considers the classroom environment; and explores how classroom policies impact student veterans. One chapter examines the issue of student veteran success specifically from the point of view of two-year institutions. The authors stress the importance of collaborative approaches across divisions and functions providing all stakeholders on campus with a comprehensive view of how they can support each to ensure the success of their student veterans.
Preparing a Course (Complete Guide To Teaching A Course Ser.)
by David Stevens Ian Forsyth Alan JolliffeThis practical guide explains how to prepare materials that can be utilised either by the teacher or by others without further guidance. Based on theoretical foundations, the systematic approach in this text should help both new and established teachers.
Preparing a STEM Workforce through Career-Technical Education: New Directions for Community Colleges, Number 178 (J-B CC Single Issue Community Colleges)
by Dimitra Jackson Smith Soko StarobinThis volume examines STEM education, preparation, and career exploration--and the role of career and technical education (CTE) in preparing individuals for the STEM workforce. Highlighting avenues for success and exemplary practices, the volume covers topics such as: 1) Incorporating experiential learning activities for students in CTE-STEM programs,2) Providing avenues and effective strategies for closing the skills gap for students in CTE-STEM throughfunding and evaluation and assessment activities, 3) Highlighting the experiences of women in CTE-STEM related programs, and4) Implications for policy and practice. This is the 178th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Preparing and Delivering Scientific Presentations: A Complete Guide for International Medical Scientists
by Ramón Ribes John GibaThe latest in Springer's "Medical English" series, aimed at health care professionals who need English for their work but do not speak English on a day-to-day basis. Although much of the information provided will be useful for scientists of all backgrounds and nationalities, the book is aimed especially at non-native English-speaking physicians and biomedical scientists. It offers clear advice on a variety of topics relevant to the successful preparation and delivery of scientific presentations. Alongside guidance on the actual preparation and delivery of talks, helpful information is provided on such potential difficulties as dealing with questions, chairing sessions, and use of appropriate English. The book will offer encouragement for those embarking on a career in international science as well as practical advice on how to deal with a wide range of situations that may develop in the context of an international congress.
Preparing and Sustaining Social Justice Educators
by Annamarie Francois and Karen Hunter QuartzPreparing and Sustaining Social Justice Educators spotlights the challenging and necessary work of fostering social justice in schools. Integral to this work are the teachers and school leaders who enact the principles of social justice—racial equity, cultural inclusivity, and identity acceptance—daily in their classrooms. This volume makes the case that high-quality public education relies on the recruitment, professional development, and retention of educators ready to navigate complex systemic and structural inequities to best serve vulnerable student populations.Annamarie Francois and Karen Hunter Quartz, along with contributing scholars and practitioners, present an intersectional approach to educational justice. The approach is grounded in research about deeper learning, community development, and school reform. Throughout the book, the contributors detail professional activities proven to sustain social justice educators. They show, for example, how effective teacher coaching encourages educators to confront their explicit and implicit biases, to engage in critical conversations and self-reflection, and to assess teacher performance through a social justice lens.The book illustrates how professional learning collaborations promote diverse, antiracist, and socially responsible learning communities. Case studies at three university-partnered K–12 schools in Los Angeles demonstrate the benefits of these professional alliances and practices.Francois and Quartz acknowledge the difficulty of the social justice educator&’s task, a challenge heightened by a K–12 teacher shortage, an undersupplied teacher pipeline, and school closures. Yet they keep their sights set on a just and equitable future, and in this work, they give educators the tools to build such a future.
Preparing for Christ's Return (Life Principles Study Series)
by Charles F. StanleyThe most exhilarating moment since the resurrection may happen today! Are you ready?This was the attitude of early Christians—to be ready each moment for Christ's promised return, dedicating themselves to His work on earth in the meantime. The disciples and first-century Christians eagerly anticipated Christ's second coming and talked about it daily like we talk about our team's chance for the Super Bowl.In Preparing for Christ's Return, Dr. Charles Stanley will teach you how to live a life of satisfaction, purpose, meaning, and readiness—a life that brings great reward now and in eternity.With over 1 million copies sold, the Charles F. Stanley Bible Study Series is a unique approach to Bible study, incorporating biblical truth, personal insights, emotional responses, and a call to action.Each study draws on Dr. Stanley&’s many years of teaching the guiding principles found in God&’s Word, showing how we can apply them in practical ways to every situation we face.Each of the ten lessons includes:A brief look at what is covered in the lesson.A teaching from Dr. Stanley that unpacks the topic of the lesson.Application and Bible study questions based on the key points.Key takeaways to put into practice today and tomorrow.
Preparing for College and University Teaching: Competencies for Graduate and Professional Students
by Molly Hatcher Joanna Gilmore"This book is a guide for designing professional development programs for graduate students. The teaching competencies framework presented here can serve as the intended curriculum for such programs. The book will also be an excellent resource for evaluating programs, and will be an excellent resource for academics who study graduate students"--Provided by publisher.
Preparing for College and University Teaching: Competencies for Graduate and Professional Students
by Joanna Gilmore, Molly HatcherThis book is a guide for designing professional development programs for graduate students. The teaching competencies framework presented here can serve as the intended curriculum for such programs. The book will also be an excellent resource for evaluating programs, and will be an excellent resource for academics who study graduate students.This book presents the work of the Graduate Teaching Competencies Consortium to identify, organize, and clarify the competencies that graduate students need to teach effectively when they join the professoriate. To achieve this goal, the Consortium developed a framework of 10 teaching competencies organized around three overarching questions:• What do graduate students need to achieve by the end of their graduate education to be successful teacher-scholars?• What do graduate students need to understand about higher education to have successful careers as educators?• What do graduate students need to do to be successful teachers during their graduate student careers?Although much work has been done to identify the competencies of effective teachers in higher education, only a small portion of this work has been conducted with graduate student instructors. This is an important area of research given that graduate students are critical in the higher education academic pipeline. Nationally, graduate students teach between 25% and 50% of courses offered at the undergraduate level. Graduate student teaching is also critical because during early teaching experiences teachers establish a teaching style and set of teaching skills, which will endure as graduate students enter the professoriate.It is important to develop a teaching competency framework that is specific to graduate student instructors as they often have unique needs and roles as teachers. For example, graduate student instructors are in the unique position of becoming experts in their field concurrent with learning to teach. Moreover, as many professional development programs for graduate student instructors evolve based upon factors such as available resources and perceived needs of graduate students, this framework will be a useful aid for thoughtfully designing strategic, evidence-based, comprehensive professional development opportunities and programs.
Preparing for Disaster: What Every Early Childhood Director Needs to Know
by Elizabeth Shores Cathy GraceWithout warning, a catastrophic event can destroy an early childhood program. Based on Cathy Grace and Elizabeth Shores' experiences working in Mississippi after Hurricane Katrina, Preparing for Disaster explains the steps directors can take to insure the safety of their program and the children they care for. With forms, worksheets, staff-training workshops, and task lists, as well as helpful guidelines and insights, this groundbreaking guide is filled with practical advice for every program director:* Create a Disaster Readiness Master Plan--and implement it. * Train teachers and administrators how to react in a catastrophic event. * Educate parents about your disaster plan to reduce panic. * Learn to create planned evacuation routes and how to notify local emergency management agencies of your plans. * Complete insurance, inventory, records back-up, and rental agreement forms. Preparing for Disaster provides practical advice and information to prepare for and respond to universal disasters like fires and epidemics and regional disasters such as tornadoes and earthquakes. Protect your program before disaster strikes. Preparing for Disaster is the companion book to After the Crisis: Using Storybooks to Help Children Cope.
Preparing for Higher Education’s Mixed Race Future: Why Multiraciality Matters
by Marc P. Johnston-Guerrero Lisa Delacruz Combs Victoria K. Malaney-BrownIncreasing attention and representation of multiraciality in both the scholarly literature and popular culture warrants further nuancing of what is understood about multiracial people, particularly in the changing contexts of higher education. This book offers a way of Preparing Higher Education for its Mixed Race Future by examining Why Multiraciality Matters. In preparation, the book highlights recent contributions in scholarship – both empirical studies and scholarly syntheses – on multiracial students, staff, and faculty/scholars across three separate yet interrelated parts, which will help spur the continued evolution of multiraciality into the future.
Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report
by Julian Fraillon John Ainley Wolfram Schulz Tim Friedman Eveline GebhardtAbility to use information and communication technologies (ICT) is an imperative for effective participation in today's digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education. Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers. The IEA ICILS team systematically investigated differences among the participating countries in students' CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts. In general, the study findings presented in this international report challenge the notion of young people as "digital natives" with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect. The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time.
Preparing for Power: America's Elite Boarding Schools
by Caroline Hodges Persell Peter W. Cookson Jr.Why do private boarding schools produce such a disproportionate number of leaders in business, government, and the arts? In the most comprehensive study of its kind to date, two sociologists describe the complex ways in which elite schools prepare students for success and power, and they also provide a lively behind-the-scenes look at prep-school life and underlife.
Preparing for a Successful Faculty Career: Achieving Career Excellence as a Faculty Member (Springer Texts in Education)
by Robert S. FlemingThis book provides valuable information and practical insights regarding preparing for and pursuing a successful faculty career. It offers essential guidance through sequential chapters that consider the various stages of a successful faculty career, including what faculty members need to know with respect to each lesson and the role of each topic in contributing to career success. Each lesson also provides useful career guidance regarding things that faculty members should do as well as avoid doing during each stage of a faculty career. The book is designed to serve as an essential learning tool in related career preparation courses as well as a valuable self-study and reference source for faculty members. The unfortunate reality is that most graduate programs do not provide essential career guidance regarding the roles and responsibilities of becoming and succeeding as a faculty member. The phrase “hidden curriculum” has been used to describe this unfortunate reality. New faculty members often discover that they are expected to know so many essential things once they become a faculty member. The mission of this book is, therefore, to contribute to the success of readers throughout their careers as faculty members and enhance their ability to meet and exceed the expectations of their students, institution, and other stakeholders. The various lessons are designed to enhance faculty success throughout one’s career as well as the meaningfulness and pleasure of one’s faculty career.
Preparing for the 2024 California Clinical Social Work Law & Ethics Exam
by Benjamin E. CaldwellPrepare yourself effectively for the California LCSW Law & Ethics Exam with the leading study guide. With a summary of key knowledge, practice exams (one full-length and one mini) with rationales, test-taking strategy, and anxiety management, this book is the test prep you need to help you succeed. Updated to 2024 state law, including changes in elder and dependent adult abuse reporting, involuntary hospitalization, conservatorship, privileged communications, and more. 20 of the 100+ total practice questions are new to this edition.
Preparing for the AP: English Literature and Composition Examination
by Angelia C. Greiner Skip NicholsonNIMAC-sourced textbook
Preparing for the Certified OpenStack Administrator Exam
by Matt DornMaster the objectives required to pass the Certified OpenStack Administrator exam. About This Book • Focuses on providing a clear, concise strategy so you gain the specific skills required to pass the Certified OpenStack Administrator exam • Includes exercises and performance-based tasks to ensure all exam objectives can be completed via the Horizon dashboard and command-line interface • Includes a free OpenStack Virtual Appliance to practice the objectives covered throughout the book • Includes a practice exam to put your OpenStack skills to the test to prove you have what it takes to conquer the live exam • Updated for the 2017 exam featuring OpenStack Newton Who This Book Is For This book is for IT professionals, system administrators, DevOps engineers, and software developers with basic Linux command-line and networking knowledge. It's also a great guide for those interested in an entry-level OpenStack position but have limited real-world OpenStack experience. After passing the exam, Certified OpenStack Administrators will prove they have the required skills for the job. What You Will Learn • Manage the Keystone identity service by creating and modifying domains, groups, projects, users, roles, services, endpoints, and quotas. • Upload Glance images, launch new Nova instances, and create flavors, key pairs, and snapshots. • Discover Neutron tenant and provider networks, security groups, routers, and floating IPs. • Manage the Cinder block storage service by creating volumes and attaching them to instances. • Create Swift containers and set access control lists to allow read/write access to your objects. • Explore Heat orchestration templates and create, list, and update stacks. In Detail This book provides you with a specific strategy to pass the OpenStack Foundation's first professional certification: the Certified OpenStack Administrator. In a recent survey, 78% of respondents said the OpenStack skills shortage had deterred them from adopting OpenStack. Consider this an opportunity to increase employer and customer confidence by proving you have the skills required to administrate real-world OpenStack clouds. You will begin your journey by getting well-versed with the OpenStack environment, understanding the benefits of taking the exam, and installing an included OpenStack all-in-one virtual appliance so you can work through objectives covered throughout the book. After exploring the basics of the individual services, you will be introduced to strategies to accomplish the exam objectives relevant to Keystone, Glance, Nova, Neutron, Cinder, Swift, Heat, and troubleshooting. Finally, you'll benefit from the special tips section and a practice exam to put your knowledge to the test. By the end of the journey, you will be ready to become a Certified OpenStack Administrator! Style and approach Clear, concise, and straightforward with supporting diagrams and lab environment tutorials, this book will help you confidently pass Certified OpenStack Administrator objectives on the Horizon dashboard and command-line interface.
Preparing for the New SAT: Mathematics Student Edition
by Richard J. Andres Joyce BernsteinNIMAC-sourced textbook
Preparing for the Statistics AP Exam with Stats: Modeling the World Bock
by Anne M. Carroll Ruth E. Carver Susan A. Peters Janice D. RicksThis book presents Key Concepts, Skills, and Examples for the AP curriculum in a compact and student-friendly form.
Preparing to Include Special Children in Mainstream Schools: A Practical Guide
by Liz FlavellTeachers in both special and mainstream schools have to be confident in their abilities to implement inclusion effectively, in order for the child to have any chance of a successful inclusive school career. This book demonstrates how mainstream and special schools can work together in preparing the special school child to succeed in a mainstream environment. It also shows how to prepare existing mainstream pupils and other members of staff involved in or affected by the inclusion process.The author provides photocopiable forms for evaluating pupils' academic and social process and advice on how physical resources, such as sensory rooms, can enhance the learning opportunities of all pupils. She offers jargon-free communication strategies for effective interaction with the child, which is also considered within the framework of the whole-school policy. The book also presents sample lesson plans, resource ideas and plans for daily record keeping for use across the curriculum subjects; and suggestions for ways in which special and mainstream schools can work together to enhance the whole curriculum. Any teacher in a mainstream or special school who is concerned about making inclusion really work for their pupils will find this book an invaluable companion.
Preparing to Study Abroad: Learning to Cross Cultures
by Steven T. DukeStudy abroad is a potentially valuable experience in today’s global economy. With proper preparation it can be transformational. It can open you to the appreciation of other cultures; develop the transferable intercultural skills for interacting with people from different backgrounds; and deepen your self-awareness about your values and expectations. It can build confidence as you learn to navigate unfamiliar situations, and help you deal with the ambiguities of life.Study abroad also develops knowledge and insights about our interconnected world that will serve you well whether you choose a career in business, non-profits, education, or government. A recent study by IES Abroad found that many employers value the intercultural skills and personal development that students gain from their travel. Students who had studied abroad reported higher starting salaries and were more likely to have landed a job within six months of graduation than the national average. This book is written for you, as a student who is learning about the world first-hand, and probably traveling abroad for the first time. It addresses the challenges of adapting thinking and behavior as you travel in an unfamiliar environment, of making the most of the opportunities, and of meeting and interacting with the locals.This book is designed to help you prepare for your study abroad experience so you can get the most from it, and gain critical intercultural skills while crossing cultures. It offers strategies for learning about and exploring cultural differences and similarities of the country you will visit; and advice about how to actively observe and participate in the life of the locality in which you will find yourself. Each chapter illustrates key concepts through the personal accounts of students who have "been there, done that.” This book aims to help you with your own personal journey, and to make your study abroad experience as meaningful, rewarding, and insightful as possible.
Preparing to Teach Social Studies for Social Justice
by Ruchi Agarwal-Rangnath Alison G. Dover Nick HenningThis practical book shows how veteran, justice oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-to classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. <P><P> The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice.