Teaching Children to Learn, Not to Test

The theory of Experiential Learning states that children develop knowledge and skills through experiences outside of the traditional classroom setting. The knowledge gained from these experiences is more long lasting and more enjoyable to students than the traditional rote memorization approach. The focus of my thesis will be to analyze the theory of Experiential Learning in a first grade classroom during my year in the Education Program at Western Oregon University. I will be designing lessons around principles founded by John Dewey, the father of experiential learning, to teach a Science unit in a first grade classroom. The science unit will focus on the life cycle and structure of insects while implementing hands--‐on learning opportunities at a first grade level in compliance with the state--‐ adopted Next Generation Science Standards for First Grade Science. The lessons will also seek to enhance the personal interest in the subject area. I plan to implement these lessons in a first grade\ classroom in the Dallas School District during my year of student teaching

A web design shop for local business owners

This project explores the question of why local business owners are not taking advantage of the benefits the Web has to offer. It presents information that small business owners could use to develop websites for their businesses. It also examines what it would take to start a web design business targeted at local merchants

Holmes and Laski on natural law

Thesis (Ph.D.)--Boston University.Using the two volumes of the Helmes-Laski Correspondence, published by Harvard and edited by Mark DeWolfe Howe, as one of its principal sources, this dissertation examines the circumstances leading up to the publication of Justice Oliver Wendell Holmes' essay, Natural Law in the Harvard Law Review in November, 1918, when Harold J. Laski was its editor. From this focus several lines of inquiry expand, developing from the two major questions of the dissertation: 1) What is Natural Law? and 2) How significant, profound and pertinent were Holmes' and Laski's contribution to the theory of Natural Law, the validity of which they denied? A last chapter examines the co-fusions in Laski's connecting together the plural sovereignty with the personality of associations theories -- ideas he apparently gathered from Otto Gierke. Gierke's position is analyzed directly from his writings, with the conclusion that he was unclear in his own formulations, and that Laski was even more unclear in what he thought Gierke said. Reasons for the vitiation of Laski's work are analyzed, and in summary his frustrations are stressed, while Holmes' great accomplishment within the framework of his own creative inconsistencies is forcefully stated. The conclusion of the whole is that no matter what they said they believed both Holmes and Laski lived and worked as though they believed in Natural Law

Social insurance in Germany

Not available.Mary Jane RiceNot ListedNot ListedMaster of ArtsDepartment Not ListedCunningham Memorial Library, Terre Haute, Indiana State University.isua-thesis-1953-riceMastersTitle from document title page. Document formatted into pages: conatsins 115p. : ill. Includes bibliography

Children\u27s Exposure to Violence Across Contexts: Profiles of Family, School, and Community Witnessing and Victimization

Children residing in low-income, urban neighborhoods are at a disproportionately higher risk of exposure to violence (ETV) across multiple contexts compared to their peers, including witnessing violence and direct victimization. The many negative effects of ETV are compounded when youth experience ETV across multiple settings and when these experiences are chronic. Despite this, much of the research on ETV during childhood focuses on a single form of violence (e.g., family victimization or witnessing community violence). The current study examines patterns of frequency of ETV, including witnessing and victimization, across family, school, and community contexts, using person-centered methods to elucidate the patterns of ETV across multiple ecologies. In addition, the current study examines demographic variables and cohesion across family, school, and community settings in relation to profiles to better understand how patterns of violence can differentially affect low-income, urban youth. Results of latent profile analysis showed three distinct profiles. The largest profile (N = 130, 54.4% of the sample) was comprised of individuals reporting almost no ETV, witnessing or victimization, across settings (Low Exposure group). The next largest group, N = 87; 36.4% of the sample) was comprised of individuals who experienced relatively low to moderate rates of all forms of ETV, with moderate to high rates of witnessing community violence (Moderate Exposure group). The third and smallest group (N = 22; 9.2% of the sample) was characterized by high levels of both community witnessing and victimization, as well as moderate levels of school witnessing and family victimization (High Exposure group). This group showed low rates of school victimization and family witnessing, comparable to the other two groups. Examination of demographic and protective factors associated with each profile showed differences in indicators of socio-economic status (SES) and levels of family cohesion. Notably, profiles with higher ETV showed indications of lower SES, and, counter to expectations, the Moderate Exposure group showed the highest level of family cohesion. Profiles showed no differences in gender, parent education, or cohesion in school and neighborhood settings. Implications for clinical intervention and future research are discussed

Balancing Literacy With Other Curricular Demands: An Autobiographical Account

This paper is an autobiographical account of one junior high teacher’s attempts to teach a Balanced Literacy curriculum with an emphasis on her experiences with English language learners (ELLs). The account is framed chronologically from her first days of teaching through her final semester and is organized by her attention to her state’s old English/language arts core, her state’s new English/language arts core, the World-class Instructional Design Association (WIDA) standards for ELLs and finally, the Common Core Curriculum Standards (CCSS). At the end of her autobiography, the author emphasizes the lessons she learned about trying to overlay Balanced Literacy with standards as they evolved during her teaching career. Those lessons focus on the opportunities and limitations of teacher agency and what is means to sustain oneself and sustain other teachers in their attempts to engage in Balanced Literacy practices