19,209 research outputs found
Adolescent Literacy and Textbooks: An Annotated Bibliography
A companion report to Carnegie's Time to Act, provides an annotated bibliography of research on textbook design and reading comprehension for fourth through twelfth grade, arranged by topic. Calls for a dialogue between publishers and researchers
Recommended from our members
Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners
Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015.
It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning.
This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs
Recommended Judaica Reference Works, 1991–1992
The purpose of this column is to recommend current Judaica reference sources, both general and specialized. It is intended to serve as a guide to new tools for schoIarly research as well as to more popular, but reliable works. The annotations describe the scope and use of each work
Index to Library Trends Volume 38
published or submitted for publicatio
The Glass Ceiling and Persons With Disabilities
Glass Ceiling ReportGlassCeilingBackground2PersonsWithDisabilities.pdf: 8336 downloads, before Oct. 1, 2020
Equality in Health: An Annotated Bibliography With Resources on Health Disparities and Cultural and Linguistic Competency
Provides citations for articles, reports, books, and online resources on racial/ethnic disparities in health and health care, strategies to reduce them, assessment tools for cultural and linguistic competency, training and education, and other issues
Make it Real : A Guide to Implementing and Connecting State Madated Classroom-Based Assessments with the National History Day Curriculum at the Middle School Level
This manuscript is intended to provide a framework for teachers to use the National History Day curriculum as a qualifying classroom-based assessment which will be required for all Washington State gth Grade Social Studies classes in 2008. A review of the literature of National History Day as well as classroom-based assessments is included. A plan for a preliminary assessment of available resources is explored, as well as a sequential topic-bytopic plan for implementing National History Day. Possible variations of student-centered activities are included; student roles in the research process and self-assessment are discussed. Alignment with Washington State Essential Academic Learning Requirements is reviewed
The structural role of the core literature in history
The intellectual landscapes of the humanities are mostly uncharted territory.
Little is known on the ways published research of humanist scholars defines
areas of intellectual activity. An open question relates to the structural role
of core literature: highly cited sources, naturally playing a disproportionate
role in the definition of intellectual landscapes. We introduce four indicators
in order to map the structural role played by core sources into connecting
different areas of the intellectual landscape of citing publications (i.e.
communities in the bibliographic coupling network). All indicators factor out
the influence of degree distributions by internalizing a null configuration
model. By considering several datasets focused on history, we show that two
distinct structural actions are performed by the core literature: a global one,
by connecting otherwise separated communities in the landscape, or a local one,
by rising connectivity within communities. In our study, the global action is
mainly performed by small sets of scholarly monographs, reference works and
primary sources, while the rest of the core, and especially most journal
articles, acts mostly locally
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