An Online Resource for Improving Instructional Practice

Effective teachers are continually looking for engaging teaching strategies, but both new and experienced teachers can feel overwhelmed by the plethora of theories and strategies available to them. The website, K-12Toolbox.org, contains a series of research-based guiding questions coupled with targeted videos, articles, and resources for improving instructional practice. The K-12toolbox.org site will provide easily accessible support for teachers and administrators as they work together to provide classroom lessons that mirror best practice and engage students

Personal Injury Law, Defense v. Plaintiff: A Return to Civility

This particular seminar is designed to educate attorneys on the importance of communicating and navigating a civil case while maintaining a level of professionalism, civility, and integrity to the profession, opposing party, and the court. Learning Outcomes include: How to maintain a level of civility while competently represent clients in civil cases in Florida Review standards of conduct in the context of a lawyer’s responsibility to perceive and protect the image of the profession The Florida Bar CLE credits - General 2.0, Ethics 0.5 The Florida Bar Certification Credits - Civil Trial 2.

eLearning for edLeaders at Emporia State University

The building level leadership practicum at Emporia State University in Emporia, KS, has moved from a face-to-face experience to a totally online experience. Students participate in 56 total learning activities which are reported online for the two semester course. The program provides flexibility to students and still allows quality interaction via structured discussions. In addition, students select a practicum research project which allows them to gain hands on experiences by following the project from start to completion. The shift in program has garnered positive student response and support. This program utilizes elearning to prepare graduate building level leadership students for a 21st century leadership role in schools (SERC, 2017)

Effective Tools for Supporting Struggling Teachers

When a district hires a teacher, the district has a responsibility to provide resources, dialogue, professional learning opportunities, and peer support to ensure that the teacher will be fully prepared to engage and inspire students in the classroom (Liesveld, 2005). When a teacher’s struggles are not related to instruction in the classroom, but are more about unacceptable behavior, the principal or supervisor might need to consider a level of corrective action that will help the teacher be successful both in and out of the classroom. Both new and experienced teachers need the tools to create engaging lessons, a grasp of the best teaching strategies common to all successful teachers, and the ability to understand what separates good teacher conduct from bad (Robinson, 2009). In this paper, we explore some practical tools designed to aid administrators as they manage and support teachers navigating the 21st century classroom

K-12 Toolbox: Questions That Guide Instructional Practice

The importance of quality teaching in the nation’s public schools is receiving unprecedented attention. School districts are doing whatever they can to grow and retain effective teachers by providing the necessary resources and support to ensure teacher success. With this in mind, the Buhler School District set out to create a useful and research based tool to help teachers with the fundamentals of classroom instruction. The K 12 Toolbox provides a series of guiding questions developed from accepted best practices in classroom instruction. The rich conversations and reflection inspired by the Toolbox’s questions are designed to help teachers lead students to higher order thinking and improved learning

A COMPARISON OF IN SITU AND IN VITRO RESPONSES OF CRUSTACEAN HEARTS TO HYPOXIA

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The long-term outcomes of graduates’ satisfaction: Do public and private college education make a difference?

The comparison of quality between public and private college education is a topic of intense interest, and one that continues to generate ongoing research. This study utilized the General Social Survey 2012 Merged Data to determine if significant difference exists in graduates’ long- term outcomes between public and private college bachelor’s degree holders in the United States. A sample of 132 bachelor’s degree holders of public and private institutions from 1980 to 2010 was selected from the cross-section cases interviewed in 2012 for the MANCOVA analyses using health situation as a covariate. Results indicated that bachelor’s degree holders from private colleges are significantly more satisfied with their careers and overall quality of life than those from public colleges. However, no significant difference was found in financial satisfaction between these two groups, even when the effect of their health situation was controlled in analysis. Implications were discussed regarding weighing the cost and value when students make decisions to attend either public or private institutions