JTPA training calendar.

Description based on: Jan.-June 1995; title from cover.

Motorcycle operator training evaluation plan /

Cover title varies: Motorcycle rider training evaluation plan.

Self-employment training programs : case studies /

On cover: "March, 1987."

Teacher scholarships in Illinois /

Mode of access: Internet.

Training manual for youth employment training for services to senior citizens and handicapped persons /

"October 20, 1981."

Universal military training

Mode of access: Internet.

The teacher and the child : elements of moral and religious teaching in the day school, the home, and the Sunday School /

Mode of access: Internet.

The training of men for the world's future,

Introductory note.- The destruction of the world.- Construction.- The university itself.

The Teacher's journal; a practical educational periodical for progressive teachers.

Editor: 1901- Arras Jones.

Expert survey on priorities for the information society in the Caribbean

An on-line survey of experts was conducted to solicit their views on policy priorities in the area of information and communication technologies (ICT) in the Caribbean. The experts considered the goal to “promote teacher training in the use of ICTs in the classroom” to be the highest priority, followed by goals to “reduce the cost of broadband services” and “promote the use of ICT in emergency and disaster prevention, preparedness and response.” Goals in the areas of cybercrime, e-commerce, egovernment, universal service funds, consumer protection, and on-line privacy rounded out the top 10. Some of the lowest ranked goals were those related to coordinating the management of infrastructure changes. These included the switchover for digital terrestrial television (DTT) and digital FM radio, cloud computing for government ICT, the introduction of satellite-based internet services, and the installation of content distribution networks (CDNs). Initiatives aimed at using ICT to promote specific industries, or specific means of promoting the digital economy, tended toward the centre of the rankings. Thus, a general pattern emerged which elevated the importance of focusing on how ICT is integrated into the broader society, with economic issues a lower priority, and concerns about coordination on infrastructure issues lower still.

Formación corporal motora. Una noción que se construye con los sujetos de enseñanza en Educación Física

Según el Plan de estudios 435/03 del Profesorado en Educación Física que se dicta en el Centro Regional Universitario Bariloche dependiente de la Universidad Nacional del Comahue existe, en los trayectos formativos de primer, segundo y tercer año, una asignatura cuya denominación es Formación Corporal Motora en adelante (FCM). En la misma se ha intentado, durante estos años, articular disciplinas deportivas como el Atletismo, la Gimnasia y la Natación. En esta comunicación se trata el encuadrede conocimiento que se desarrolla en la asignatura FCM3 del tercer nivel de la formación, planteando un espacio diferente respecto a la construcción de corporeidad y motricidad del sujeto. Se plantea como alternativa a las perspectivas gimnástica- higienista y físico-deportiva en la formación de profesionales de la Educación Física.Entonces ¿cómo se visibiliza la formación corporal motora del sujeto desde la enseñanza de las destrezas en las diversas propuestas pedagógicas? En este sentido, nada de lo que se lleve adelante en la enseñanza es ni neutral ni inocente,está teñido de sentido, de significado, de poder y de utopía. Siguiendo a Zerbino el reto es preguntarse ¿"qué estamos sosteniendo con aquello que hacemos"?

Implementing the Next Generation Science Standards: How Instructional Coaches Mediate Standards-Based Educational Reforms to Teacher Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Teacher responses to the communicative attempts of children with autism

We assessed teacher responses to the communicative attempts of children with autism. Teachers were first interviewed using the Inventory of Potential Communicative Acts (IPCA) to identify behaviors in each child's repertoire that the teachers considered to be communicative. Interview results suggested that the teachers interpreted many of the children's prelinguistic gestures, body movements, and facial expressions, as forms of communication. Naturalistic observations were then conducted in the child's classroom to determine how teachers responded to the children's identified forms of prelinguistic behaviors. The results of these naturalistic observations suggested that the teachers often did not respond to the child's prelinguistic behaviors in ways that acknowledged their communicative intent. Implications of the results on the child's communication development and for intervention efforts are discussed.

How can experience in clinical and community settings contribute to early medical education? A BEME systematic review

Review date: Review period January 1992-December 2001. Final analysis July 2004-January 2005. Background and review context: There has been no rigorous systematic review of the outcomes of early exposure to clinical and community settings in medical education. Objectives of review: (1) Identify published empirical evidence of the effects of early experience in medical education, analyse it, and synthesize conclusions from it. (2) Identify the strengths and limitations of the research effort to date, and identify objectives for future research. Search strategy: Ovid search of. BEI, ERIC, Medline, CIATAHL and EMBASE Additional electronic searches of: Psychinfo, Timelit, EBM reviews, SIGLE, and the Cochrane databases. Hand-searches of: Medical Education, Medical Teacher, Academic Medicine, Teaching and Learning in Medicine, Advances in Health Sciences Education, Journal of Educational Psychology. Criteria: Definitions: Experience: Authentic (real as opposed to simulated) human contact in a social or clinical context that enhances learning of health, illness and/or disease, and the role of the health professional. Early: What would traditionally have been regarded as the preclinical phase, usually the first 2 years. Inclusions: All empirical studies (verifiable, observational data) of early experience in the basic education of health professionals, whatever their design or methodology, including papers not in English. Evidence from other health care professions that could be applied to medicine was included. Exclusions: Not empirical; not early; post-basic; simulated rather than 'authentic' experience. Data collection: Careful validation of selection processes. Coding by two reviewers onto an extensively modified version of the standard BEME coding sheet. Accumulation into an Access database. Secondary coding and synthesis of an interpretation. Headline results: A total of 73 studies met the selection criteria and yielded 277 educational outcomes; 116 of those outcomes (from 38 studies) were rated strong and important enough to include in a narrative synthesis of results; 76% of those outcomes were from descriptive studies and 24% from comparative studies. Early experience motivated and satisfied students of the health professions and helped them acclimatize to clinical environments, develop professionally, interact with patients with more confidence and less stress, develop self-reflection and appraisal skill, and develop a professional identity. It strengthened their learning and made it more real and relevant to clinical practice. It helped students learn about the structure and function of the healthcare system, and about preventive care and the role of health professionals. It supported the learning of both biomedical and behavioural/social sciences and helped students acquire communication and basic clinical skills. There were outcomes for beneficiaries other than students, including teachers, patients, populations, organizations and specialties. Early experience increased recruitment to primary care/rural medical practice, though mainly in US studies which introduced it for that specific purpose as part of a complex intervention. Conclusions: Early experience helps medical students socialize to their chosen profession. It. helps them acquire a range of subject matter and makes their learning more real and relevant. It has potential benefits for other stakeholders, notably teachers and patients. It can influence career choices.