Annual report of the Board of Education and the Superintendent of Public Instruction of New Jersey, with accompanying documents, for the school year ending ...

Title varies slightly.

Annual report of the Board of Education of the City and County of New York.

Cover for some vols. carry alternate form of the corporate name: Dept. of Public Instruction.

Annual report of the Board of Education and of the Superintendent of Schools of the City of Albany, N.Y. for the year ending ...

Latest issue consulted: June 30, 1955.

Biennial report of the Board of Education and the Superintendent of Schools

Report year ends June 30

Annual report of the Board of Education of the City of Newark : made under the provisions of the act, entitled "an act to revise and amend the charter of the city of Newark," approved March 11, 1857, including the manual of the Board of Education, the regulations relating to the public schools, the manual of instruction, and tabular statements of statistics and expenditures for the year ... /

Includes: Course of instruction, statistics, rules of the Board of Education, and regulations.

Annual report of the Board of Education of District No. 1, Arapahoe County, Colo.

Latest issue consulted: 22nd (1895/1896).

Annual report of the Board of Education of Lyons Township.

Laest issue consulted: 1911.

Improving learning in undergraduate control engineering courses using context-based learning models

Control Engineering is an essential part of university electrical engineering education. Normally, a control course requires considerable mathematical as well as engineering knowledge and is consequently regarded as a difficult course by many undergraduate students. From the academic point of view, how to help the students to improve their learning of the control engineering knowledge is therefore an important task which requires careful planning and innovative teaching methods. Traditionally, the didactic teaching approach has been used to teach the students the concepts needed to solve control problems. This approach is commonly adopted in many mathematics intensive courses; however it generally lacks reflection from the students to improve their learning. This paper addresses the practice of action learning and context-based learning models in teaching university control courses. This context-based approach has been practised in teaching several control engineering courses in a university with promising results, particularly in view of student learning performances.

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.

Teaching medical students using role play: Twelve tips for successful role plays

Engaging students in role play promotes active learning. Planned and structured role plays can be used to deliver components of the curriculum in clinical rotations of a medical programme. Role plays are most effective if learning objectives are defined, and the cases are challenging. All students should be involved and ground rules should be set. Allow adequate time for the role play, feedback and reflection. Let the students enjoy themselves. This paper provides 12 tips to create a meaningful learning experience for students using role play.

Percent in a Nutshell …

Ironically, the “learning of percent” is one of the most problematic aspects of school mathematics. In our view, these difficulties are not associated with the arithmetic aspects of the “percent problems”, but mostly with two methodological issues: firstly, providing students with a simple and accurate understanding of the rationale behind the use of percent, and secondly - overcoming the psychological complexities of the fluent and comprehensive understanding by the students of the sometimes specific wordings of “percent problems”. Before we talk about percent, it is necessary to acquaint students with a much more fundamental and important (regrettably, not covered by the school syllabus) classical concepts of quantitative and qualitative comparison of values, to give students the opportunity to learn the relevant standard terminology and become accustomed to conventional turns of speech. Further, it makes sense to briefly touch on the issue (important in its own right) of different representations of numbers. Percent is just one of the technical, but common forms of data representation: p% = p × % = p × 0.01 = p × 1/100 = p/100 = p × 10-2 "Percent problems” are involved in just two cases: I. The ratio of a variation m to the standard M II. The relative deviation of a variation m from the standard M The hardest and most essential in each specific "percent problem” is not the routine arithmetic actions involved, but the ability to figure out, to clearly understand which of the variables involved in the problem instructions is the standard and which is the variation. And in the first place, this is what teachers need to patiently and persistently teach their students. As a matter of fact, most primary school pupils are not yet quite ready for the lexical specificity of “percent problems”. ....Math teachers should closely, hand in hand with their students, carry out a linguistic analysis of the wording of each problem ... Schoolchildren must firmly understand that a comparison of objects is only meaningful when we speak about properties which can be objectively expressed in terms of actual numerical characteristics. In our opinion, an adequate acquisition of the teaching unit on percent cannot be achieved in primary school due to objective psychological specificities related to this age and because of the level of general training of students. Yet, if we want to make this topic truly accessible and practically useful, it should be taught in high school. A final question to the reader (quickly, please): What is greater: % of e or e% of Pi

The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Social software is increasingly being used in higher and further education to support teaching and learning processes. These applications provide students with social and cognitive stimulation and also add to the interaction between students and educators. However, in addition to the benefits the introduction of social software into a course environment can also have adverse implications on students, educators and the education institution as a whole, a phenomenon which has received much less attention in the literature. In this study we explore the various implications of introducing social software into a course environment in order to identify the associated benefits, but also the potential drawbacks. We draw on data from 20 social software initiatives in UK based higher and further education institutions to identify the diverse experiences and concerns of students and educators. The findings are presented in form of a SWOT analysis, which allows us to better understand the otherwise ambiguous implications of social software in terms of its strengths, weaknesses, opportunities and threats. From the analysis we have derived concrete recommendations for the use of social software as a teaching and learning tool.

Teachers' knowledge, awareness, and pedagogy of global education in secondary schools

In 1979, the Florida State Board of Education approved the teaching of global education in the state of Florida. The purpose of this study was to examine the factors that contributed to teachers' global knowledge, global mindedness, and pedagogy in global education. The Hanvey model of teaching from a global perspective was the theoretical framework for the study. ^ A total of 90 secondary teachers from Miami-Dade County Public Schools were randomly selected and placed in three groups: Globally Oriented Social Studies Program (GOSSE), Non-Globally Oriented Social Studies Program (non-GOSSE), and Teachers Who Teach Other Subjects (TWTOS). Seven teachers, two of whom team-taught a class, were selected for classroom observations and interviews. A mixed methods design that combined quantitative and qualitative data was used. ANOVA and Chi square techniques were used to determine whether the factors that contributed to teachers' global knowledge and global mindedness differ among groups. Classroom observations and interviews were conducted to determine whether the instructional strategies differ among the seven selected teachers. ^ The findings of the study show that teachers who were trained in teaching from a global perspective differed in their global knowledge and used more appropriate instructional strategies than teachers who were not trained in teaching global perspectives. There was no significant difference in the combined global knowledge of the non-GOSSE and TWTOS groups when compared with the GOSSE group. There was no significant difference in the combined global knowledge of the GOSSE and non-GOSSE groups when compared with the TWTOS group. There was no significant difference among the teachers in their global mindedness. Observation and interview data indicate that current events, role-playing, simulations, open-ended discussion, debates, and projects were the predominant instructional strategies used by globally trained teachers. Cable networks, Internet, magazines, and newspapers were found to be the dominant tools for teaching global education. ^ This study concluded that teachers who were trained in globally oriented programs had more global knowledge than teachers who were not. It is recommended that teacher education programs should incorporate a global perspective in the preparation of social studies teachers, with particular attention to developing their global attitudes. ^

Feminine Concepts of Leadership and Power: A New Framework for Development Ethics and Education Development

The last twenty years have been a period of growth in education development, development ethics, and female leadership studies. Literature indicates meaningful connections between these disciplines and points towards reassessment of obstacles to systemic change. A new term enpowerment is coined to define a proposed framework for ethical development practice.