Economic Geology of the Elizabeth Mine

Guidebook, forty-sixth annual conference, October 9-10, 1954: Trip

The impact of coaches\u27 training on implementation of the linked learning approach

The onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice. This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact

The Inside Counts

University of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/134005/1/McKinstryConstanza_Thesis_IP_cnmck.pd

State and Local Government

During the year October 1, 1966 to October 1, 1967, approximately 100 cases concerning various phases of state and local government were decided by the appellate courts in California. Some of the cases concerned themselves with other fields of law as well, but only those aspects of the cases that directly relate to government are discussed here. For the purpose of providing easy reference, the cases decided for the period have been arranged under six major headings, in outline form, according to the field covered

A Social Constructionist Approach to the Facilitation of Professional Development among Community College Faculty

My purpose in conducting this research project was to engage in collaborative action research with a group of faculty members in order to learn more about my own facilitation of collaborative learning and to identify ways in which I could improve. The participants and I used dialogue during our group meetings to help each other with the development and implementation of Classroom Assessment Techniques in the classroom and the review of the results. The structure for the semester-long project was the development of a Classroom Assessment Techniques seminar handbook for future use with other faculty in the college. The data analysis focused in two areas: 1) describing what the experience was like for the participants, and 2) describing my own experience. Themes emerged from the hermeneutic analysis of data about the experience of participants: the faculty participants engaged because they had an “interest in making changes” in their practices; they had an appreciation for the diverse backgrounds of fellow participants – “what people bring to the table.” In their descriptions of the collaborative processes of the project, they described their experience as “figuring it out together” and characterized the interactions with the group as a “shot in the arm.” Participants also described several aspects of “just having the time,” related to the need for dedicated time to discuss teaching and learning; feeling there wasn’t always enough time to engage in collaborative learning; differing preferences for the best time of day to meet; the fact that collaborative learning processes have to “build over time;” and an observation about the tension between allowing the time for social construction and dialogue versus the desire for the efficient use of time preferred by busy people. Project participants described not only changes in their knowledge through learning new content about Classroom Assessment Techniques but also described personal and professional changes such as a shift to a student- centered approach to teaching. They described their experience of the facilitator as a “guide from the side,” who facilitated with flexibility, intentionality, and mutuality and stressed the need for relationships and a safe environment for collaborative learning to occur

Gaelic Learners in the Primary School (GLPS) in Argyll & Bute, East Ayrshire, North Lanarkshire, Perth & Kinross and Stirling : Evaluation Report

For many years individual primary school teachers have no doubt sought to provide their pupils with a brief initial introduction to Gaelic language and culture. However, as a planned, systematic policy development across schools, backed by local authority and national support, GLPS (Gaelic learners in the primary school) has only come into being in the past three years. Thus far it has been taken up in a small number of local authorities, including the five which have commissioned the present evaluation (Argyll & Bute, East Ayrshire, North Lanarkshire, Perth & Kinross, Stirling), but it is attracting interest in a number of others