...wonder, explore, and soar can be acted out. A place where the staff is delighted to be around children and share in their joys. A place where parents are valued as their child’s first advocate. A place where together they appreciate the child’s ability to play. A place where parents receive support in their child rearing roles. A place where together they feel like they are always learning. A place where parents can enthusiastically promote their child’s hands-on approach to play. Also to be a place where together they will value each moment of the day. Philosophy of the Program The program of the David C. Vaughn Head Start has been developed to meet the physical, emotional, mental, social, and creative needs of the young children. The classroom encourages trust and independence. Emphasis is on helping the children gain a positive self -concept, self- discipline, and in help in developing warm relationships with others. Early childhood research shows that young children learn primarily through play. Play is an...
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...| Assessment Research Paper | Assessing the Young Child-Professor Speers | | | Assessment Research Paper There are many different aspects and things to consider when discussing the subject of child development. In this paper I will be discussing and identifying three examples of major conditions in children, and their impact on development and learning, demonstrate a plan that would enhance an interest area, change in behavior or bring new knowledge to parents, children and staff, I will give examples of how assessments are applied in the early childhood classroom and how early childhood curriculum is used with assessment tools, and identify three assessment inventories used for birth through six the assessments that can be used for child developmental portfolios. The first type of major condition in children that has an impact on development and learning is autism. Children with autism spectrum disorder (ASD) don’t tune into other people in the same way as typically developing children. For example, a child with ASD might not respond to his name, make eye contact, smile at caregivers, or wave goodbye without being told to. A child with ASD also might not use eye contact to get someone’s attention or communicate. Children with ASD find it hard to see things from other people’s perspective. They might have trouble understanding that other people can have different desires and beliefs from them. Children with ASD can struggle with focus, attention, transitions...
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...Abstract Liberal arts and business are programmes of study that are very relevant at the tertiary level as well as to industry. However in the past few decades, the two areas of knowledge have been facing varying fortunes. Interest and student enrollment for liberal arts education has declined sharply while on the other hand interest and enrollment for business education programmes has seen a tremendous increase. This literature review examines works of several scholars and academic authorities on issues relating to liberal arts and business. The paper recommends an interdisciplinary approach in promoting and enhancing the study of liberal arts and business at the tertiary level. In concluding, both liberal arts and business programs remain essential to academic and social development. Moreover an integrated liberal arts and business education certainly develops thoughtful, flexible and well informed leaders 1.0 Introduction The past few decades have witnessed a massive shift from the study of liberal arts toward more “practical” and job focused programs such as engineering, business and medicine. This significant change stems from the desire of students and industry for university programs that are more relevant to job and industry requirements. As reported by Delucchi (1997) “the curricular trend in higher education since about 1970 has been toward studies related to work… Enrollment concerns in recent years have compelled many liberal arts colleges to abandon or sharply...
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...Kawonda Starling Programs and Curriculum Planning ECE 312 Administrations of Early Childhood Ed. Programs Instructor Tracy Reed June 2, 2013 Early childhood education programs are formed by administrators coming together to form curriculums for teachers in the program to have as a guide to teach young children. For an example, each county has a board of education for the school system with administrators who form a curriculum for teachers to teach by; and administrators leads the teachers to make sure the teachers are teaching children based on the curriculum formed by the board of education. Child care centers usually form curriculums based around what program the center is accredited by through the state. For an example, here in Georgia we have a program name “Bright from the Start” which has standards each center must meet to be on the program and have curriculum for each child care center to follow. Whether it is a school system or childcare center administrators and teachers must work together to teach from the curriculums formed so children can learn. How the role of the administrator in program and curriculum planning is different from that of the teacher. Education administrators organize and manage the administration, support systems and activities that facilitate the effective running of an educational institution (AGCAS 2012). For an example, in a childcare center the administrators are the owners, directors, and whatever program that accredited the daycare...
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...2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter part of 1999, new secondary school curricula in eight (8) subjects – Language Arts (English), Science, Mathematics, Social Studies, Spanish, Physical Education, Visual and Performing Arts and Technology Education – have been in development. In this publication you will find the first drafts of the Form III curriculum guide produced for each of the above identified subject areas. These...
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...------------------------------------------------- Course Syllabus FP/101 Foundations of Personal Finance Course Start Date: 08/13/12 Course End Date: 10/14/12 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2010, 2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Carol Ward, MBA, DBA cward123@email.phoenix.edu (University of Phoenix) ciward123@yahoo.com (Personal) (901) 270-9434 (Central Standard Time) Facilitator Availability Dr. Ward is available from 9 a.m.-9 p.m. Central Time on most days, but I attempt to reserve Sunday for my family. During the week, I am online most of the time during that 9 a.m.-9 p.m. time...
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... Instructor: Alex Zobel Email: akzobel@gmail.com Office: Humanities A82 Time & Location: T/R 9:00-10:50 Rolfe 3134 Office Hours: W 12:00 - 2:00 pm Mailbox Location: Humanities 149 ________________________________________________________________________________________________________________ COURSE DESCRIPTION English 4W aims to expose students to the three major forms of literature (poetry, prose fiction, and drama) through the art of close reading, which literary scholars broadly define as the practice of scrutinizing a text carefully in order to discern complex patterns of meaning. It is impossible to spend sufficient time on the works we will be exploring within the bounds of class-time, so you will be required to spend time reading and writing on your own; this is a practice that will enable you to bring your personal experiences with these works to our discussions in class and participate in an engaged way as part of our community of learning. But our community of learning is broader than the classroom—it also includes the community organizations you will be partnering with for your service-learning. We will be investigating and interrogating a versatile metaphor—cultivation—and how it impacts the cultures and communities in which we live. “Cultivation” leaves its trace on culture both linguistically in the morphology of the word and symbolically by informing the figures we use to talk about the establishment, maintenance and the dissolution of...
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...leadership audit: A process to enhance the development of student leadership. NASPA Journal, 37, 325-336. Council for the Advancement of Standards in Higher Education. (1999). CAS standards for leadership programs. Washington, DC: Author. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). New York: Prentice Hall. Higher Education Research Institute. (1996). A social change model of leadership development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership Programs. nt: Kezar, A., & Moriarty, D. (2000). Expanding our understanding of student leadership development: A study exploring gender and ethnic identity. Journal of College Student Development, 41, 55-68. Komives, S. K., Lucas, N., & McMahon, T. R. (1998). Exploring leadership: For college students who want to make a difference. San Francisco: Jossey-Bass. Komives, S. K., Owen, J., Longerbeam, S. D., Mainella, F., & Osteen, L. (2004). Leadership identity development. Concepts & Connections, 12(3), 1-6. Komives, S. R., Owen, J. O., Longerbeam, S., Mainella, F. C., & Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 46, 593-611. McIntire, D. D. (1989). Student leadership development: A student affairs mandate. NASPA Journal, 27, 75-9. Moriarty, D., & Kezar, A. (2000). The new leadership paradigm: Expanding our notions of leadership development. Net Results...
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...required by the faculty mentor. The known submission of another person’s work represented as that of the Learner’s without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal. || CT7001|Christopher Stabile| || The Role of the Teacher Practitioner|ArchieBCT7001-4| || Faculty Use Only Personal Capacities Barry C. Archie Northcentral University Reflective Practice requires possession of specific skill-sets in order to increase pedagogical efficiency. York-Barr, Sommers, Ghere, and Montie (2006) refer to these skill-sets as Personal Capacities. York-Barr et al. (2006) group these Personal Capacities into the two conditions they create to promote reflective practice; i) Fostering Trust and ii) Expanding Thought and Inquiry. Fostering Trust The first Personal Capacity discussed by York-Barr et al. (2006) is Being Present. Being Present refers more to a...
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...earth, solar system, and universe. Subject matter; Natural science, environment, and cultural history of the coastal region of the Carolinas. Target audience (Is it clearly identified? Describe the targeted age groups.); The website seems to advertise programs for every age group. Their target audience does not seem to be very apparent on their website. The museum does seem to provide more programs for smaller children such as scout day, interactive shows, and craft programs. Nonetheless, they seem to have programs that everyone can participate in such as shell hunting along the coast, hunting and survival skills of the Native American, and art contests. This museum seems to have a great range of programs and exhibits to target every age group. Are the learning goals and objectives clearly defined? Explain; Through the mission statement of the website it clearly states how its objective to provide an environment for visitors to come to learn about the coastal Carolina. It states it aims to teach visitors about the cultural history, natural science, plant and animal environment along with other information related such as the effects the rest of the world has on this particular coast. How is object-based learning presented? Give examples; The object-based learning within the museum included many different kinds. Exhibits containing sea creature’s skeletons, shells, replicas of islands, replicas of animals on islands, and prehistoric and historic artifacts from the Coastal Carolina’s...
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...Running head: PRACTICUM EXPERIENCE 1 Nursing 740 Practicum Experience Ginger VanDenBerg Ferris State University PRACTICUM EXPERIENCE Abstract 2 Orienting to the role of an academic nurse educator is a dynamic and challenging process. While engaging in this role with a preceptor, this novice nurse educator was guided by the core competencies developed by the National League for Nursing to teach Bachelor’s of Science in Nursing (BSN) degree students. Utilizing teaching, assessment, and evaluation strategies learned throughout the Master’s in Nursing Science program, this educator developed a didactic presentation on building cultural competence for Health Assessment nursing students, demonstrated and assisted in the development of essential skills to conduct an adult physical examination, and coordinated a perioperative clinical rotation for senior level nursing students. This practicum experience has played a pivotal role in strengthening this novice educator’s ability to assist students in identifying their learning needs, strengths, and limitations, while providing opportunity to experience the teaching-learning environment of the academic arena. Keywords: nursing students, learning, practicum learning, nurse educator PRACTICUM EXPERIENCE Nursing 740 Practicum Experience New nurse educators transforming into their new role often discover they are not as prepared as they would hope to be (Poindexter, 2008). Being an experienced or expert nurse is not sufficient...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...published a book of American essays for foreign students – especially students at the advanced level. Having to respond in the negative, I was, nonetheless, “intrigued” by the idea of a collection of essays that would form a source of stimulating ideas or thoughts that could be thoroughly examined in the EFL classroom, discussed and debated in free conversation, and perhaps, ultimately, lead to a significant growth in the exchange of information between cultures – via the printed page. From this rationale, then, there issues an explanation for the title, Mind Speaks to Mind, which itself is an “exchange of information” between the editor and Edward Hoagland in his essay, “On Essays”! And, readers are encouraged to study this essay first as a type of guideline concerning the nature/purpose of the essay. It is found on page 26. For ease of reference, the essays are presented in alphabetical order according to the last name of the author. This does not mean, however, that teachers should adhere strictly to this order of presentation. Given the varied scope and subject matter of the essays, teachers should feel free to establish their own order of presentation within the classroom in accord with the needs and interests of their students. The reader who enjoys pursuing ideas into the realm of...
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...Perceptions of Grade VII Pupils: Tablet PC as a Replacement for Mathematics Textbook Ms. Irene Mae L. Manabat/ Dr. Juanita M. Cruz/ Marlon I. Tayag Systems Plus College Foundation, Angeles City, Pampanga, Philippines irenemaemanabat@gmail.com/ juanitacruz2004@yahoo.com/ lonskee2000@yahoo.com Abstract Tablet PC for mathematics was introduced this school year to the SPCF Grade VII pupils. This study assessed their perception on its use as a replacement for the mathematics textbook. Forty-eight pupils answered a 25-item Likert-scaled questionnaire adapted from several related researches. Eight factors were generated namely: Time-saving (loading=0.66, mean= 5.16); Instructional tool for learning mathematics (loading= 0.61, mean= 5.04); Interactive technological tool (loading= 0.65, mean= 5.53); More interesting way to learn mathematics (loading= 0.76, mean= 5.10); Minimal school bag load (loading= 0.73, mean= 5.85); Extended tablet usage (loading= 0.60 mean= 5.08); Visual learning of mathematics (loading= 0.72,mean= 5.95); Usability in higher mathematics (loading= 0.89, mean= 5.5). Cronbach alpha= 0.75 and 73% dependent variable variance is explained by independent variable variance. T-test in the final grades revealed no significant difference between all sections and between 2 best sections that used and did not use the tablet. Significance was indicated between 2 regular sections that used and did not use the tablet. Overall mean (5.30) indicated a moderately agreeable response...
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...Capetown High School [pic] Taking a Bite out of Education!!! Cougar ISD Capetown High School 1979 Shoreside Drive Capetown, Texas 73911 Principal- Scott Thomison Assistant Principal- Guillermo Altamirano Academic Counselor- Travis Cole Athletic Director- Mike Nelson Health & Fitness- Matt Tarbutton Counselor- Emilio Luna IT- John Kenna Mascot- Sharks School Colors- Navy Blue and White Motto- Taking a Bite out of Education! Mission Statement: To provide all learners with the leadership and knowledge of today. To prepare learners for the rigors of life, today, tomorrow, and the future. Principal- Scott Thomison Curriculum • There will be one core curriculum with equal access for all students regardless of the program/s. • To assure that students leaving the District's school possess the skills and knowledge to have a successful experience in higher education and in the workplace. • All teachers must turn in a bi weekly lesson plan to their department chair and approved before final approval from Principal. Faculty and Staff • All Faculty and Staff must sign in at the beginning and end of their day. Name badges must be visible above the waist and photo facing out. • You must park your car in your assigned space with tag hanging from rear view mirror facing out. • Teachers must be available to students at all times during the school day unless other arrangements have been prior. This falls under our open door...
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