Does the type of campus influence self-regulated learning as measured by the motivated strategies for learning questionnaire (mslq)? Education, pp. 412-32. Retrieved from http://find.galegroup.com Lrech, M. (2000). Career development theories and their implications for high school career guidance and counseling, The high School Journal, pp.
PBL focuses on the investigation and resolution of messy, real-world problems – Curriculum Development (http://www.learning-theories.com/problem-based-learning-pbl.html). Comparison data from the K through 12 and Community College serves as guiding questions establishing what is missing from helping students meet academic demands. Through interviews and research, supporting data was gathered from Northeastern School District’s Superintendent Shawn Minnich, Ed.D, who provided the current state of curriculum development for Northeastern School District (NESD). In addition, Kelley Engle, Ph.D., Campus Associate Dean - Curriculum Developer for Harrisburg Area Community College (HACC) addressed the college’s assessment needs and programs in place. Respectively, both parties outline the curriculum’s current challenges and ever evolving changing paradigm to meet workforce demands.
The Elementary School Journal , 104 (2), 127–146. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education , 24 (1), 80-91.
...Classrooms. Multicultural Education Volume 8 (number 1). http://files.eric.ed.gov/fulltext/EJ759639.pdf Henkin, Roxanne, & Steinmetz, Leann,. (2008) The Need for Diversity Education as Percieved by Preservice Teachers. Journal of the Scholarship of Teaching and Learning Volume 8 (number 1) pp.
Montessori Elementary Philosophy Reflects Currents Motivation Theories. Montessori Life, 23(1), 22-33. Neitzel, C. (2009). Child Characteristics, Home Social-Contextual Factors, and Children's Academic Peer Interaction Behaviors in Kindergarten. Elementary School Journal, 110(1), 40-62.
Emerging leaders for social justice: Negotiating the journey through action research. Journal of School Leadership, 91-121. Retrieved from http://catalog2.nmsu.edu:2148/ps/i.do?action=interpret&id=GALE%7CA345073117&v=2.1&u=nm_a_nmlascr&it=r&p=EAIM&sw=w&authCount=1 Patton, L. D., McEwen, M., Rendon, L., & Howard-Hamilton, M. F. (2007). Critical race perspectives on theory in student affairs. New Direction for Student Services, 39-53. http://dx.doi.org/ DOI: 10.1002/ss Suter, N. W. (2012).
What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958 Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50-60.
A.A. (2000). Providing systemic change for schools: Towards professional development through moral conversation. Systems Research and Behavioral Science, 17(3) 255. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/196857460/135C6A2B5835F851A63/4?accountid=28180 Lakomski, G. (2001). Organizational change, leadership and learning: Culture as cognitive process.
Matthews, D., & Kitchen, J. (2007). Allowing Idiosyncratic Learners to Thrive: Policy Implications of a Study of School-Within-a-School Gifted Programs. Journal of School Choice, 27-52. Shaunessy, E., Suldo, S., Hardesty, R., & Shaffer, E. (2006).
Educators must a... ... middle of paper ... .... (2000). The Inclusive Classroom: Educating Exceptional Children. Scarborough: Nelson Thomson Learning. Boscardin, M. L. (2005). The administrative role in transforming secondary schools to support inclusive evedence based practices (Vol.