965 resultados para Education, Secondary - Curricula - Victoria


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Includes index.

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The Maine bulletin, v. 51 no. 12.

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Survey organization: The Division of field studies, Institute of educational research, Teachers' college, Columbia university, George D. Strayer, director of survey. cf. p. [3].

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Pursuant to Public Act 93-1036, the Illinois State Board of Education has developed a five year comprehensive strategic plan for elementary and secondary education in Illinois. The plan focuses on three primary goal areas: enhancing literacy; improving educator quality for all children; and expanding data-driven management and school support practices.

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Pursuant to Public Act 93-1036, the Illinois State Board of Education has developed a five year comprehensive strategic plan for elementary and secondary education in Illinois. The plan focuses on three primary goal areas: enhancing literacy; improving educator quality for all children; and expanding data-driven management and school support practices.

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"July, 2000."

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At head of title: United States Department of the interior. Harold L. Ickes: secretary. Office of education: J.W. Studebaker, commissioner.

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Contains bibliographies.

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Bibliographies prepared by members of the seminar in education at Clark University during the year 1915-16.

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"Several of the chapters of this volume are taken wholly or in part from the Cyclopedia of education."--Pref.

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Mode of access: Internet.

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Includes bibliographies and index.

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Mode of access: Internet.

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This article describes a collaborative and cross-curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre-service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post-school literacy program for young adults with intellectual disabilities. In preliminary interviews pre-service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre-service teachers' knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context.