Sentences with phrase «author of content knowledge»

He is author of Understanding Common Core State Standards, senior author of Content Knowledge: A Compendium of Standards and Benchmarks for K — 12 Education, and the author or coauthor of numerous reports and guides related to standards - based systems.

He is the author of Understanding Common Core State Standards, the senior author of Content Knowledge: A Compendium of Standards and Benchmarks for K — 12 Education, and the author or coauthor of numerous reports and guides related to standards - based systems.

Not exact matches

Ken Olson, «Eusebius of Caesarea Tradition and Innovations», Center for Hellenic Studies, distributed by Harvard University Press (2013), wrote «Both the language and the content have close parallels in the work of Eusebius of Caesarea, who is the first author to show any knowledge of the text.

A material science journal has retracted a paper after learning the authors took most of the content from a master's thesis — and added the author as a co-author without his knowledge.

It is usually more efficient when the authoring tool is intuitive enough for your internal editors with good knowledge of your products and proven methods to work with the content.

The authors offer thin evidence of whether their schools are in fact teaching and assessing content knowledge and skills in the ways they promise.

With Google's gift to mankind authors can make learning modules that are intuitive, persuasive, and effective while they acquire knowledge and gain skills.If you are an after course craftsman, then Power Searching is all that you expect to come out of design experts and content geniuses that love doing their job and are getting paid lots of money for doing it.There are a total of six - 50 minute - classes.

emphasizing skills rather than content, schools are responsible for «startling gaps in knowledge» among students, many of whom can not say when the Civil War took place or identify authors such as Nathaniel Hawthorne and Jane Austen, according to a new

In «Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge,» authors Jeanne Dyches of Iowa State University and Ashley Boyd of Washington State University lay out the theoretical model they call Social Justice Pedagogical and Content Knowledge, or SJPACK.

In the interview, the authors explain that since Lee Shulman's concept of pedagogical content knowledge (PCK) was introduced in the 1980s, it has thoroughly permeated teacher preparation, but it does not explicitly link PCK to equity concerns.

To improve principal knowledge and preparation, the authors of the report recommended that the state require early childhood education - specific education or experience before granting certification, develop and expand course content at principal certification programs that focuses on pre-K, and provide more ongoing professional development for principals.

The author followed the Mathematics TPACK (Technology, Pedagogy and Content Knowledge) Framework (Association of Mathematics Educators, 2009) to structure an action research project in her classroom.

As suggested by many authors in the Handbook of Technological Pedagogical Content Knowledge (AACTE Committee on Innovation and Technology, 2008), more research needs to examine the role of teacher preparation programs teachers» beliefs (Niess, 2008), and specific student and school contexts (McCrory, 2008) regarding the nature and development of TPACK.

The authors suggest a variety of reading and learning strategies that enhance reading to learn in three ways: activating prior content knowledge, mastering vocabulary, and making sense of unfamiliar text styles.

While the study's authors bemoan the fact that none of the assessments for prospective teachers demanded subject knowledge at the college graduate level, they are quick to point out that a bachelor's degree alone may not certify that the prospective teacher's content knowledge is relevant to teaching a K - 12 curriculum.

-- From the Foreword by Johnny W. Lott (04/22/2008) «The authors contribute to the field by answering the question: How do I help my struggling students who hold a variety of misconceptions or have limited prior knowledge of the content?»

The authors also emphasize the notions that neither content knowledge nor English language acquisition, both of which are ever - present when working with ELL students, are (or should be) linear, rigid, and structured as they have been viewed historically.

(From the Foreword by Johnny W. Lott 2008-04-22) «The authors contribute to the field by answering the question: How do I help my struggling students who hold a variety of misconceptions or have limited prior knowledge of the content?»

And then for a third thing, I think content strategy, which we kind of touched on at the very, very beginning — content strategy is something that a lot of authors don't have a lot of knowledge or experience about, but I think is really important for long - term platform building.

Ray Kurzweil, inventor and author, presented the first keynote, «Early in the Twenty - First Century, Knowledge and Content will Underlie Everything of Value.»

Inkubate, a new approach to the slush pile, is a website that will give authors an access portal to upload any or all of their manuscripts for free with the knowledge that agents and publishers will be scouring the site's files looking for great literary content; for a fee, that is, as the agents and publishers will be charged a subscription fee to be allowed to peruse the manuscripts.

«Integration of Knowledge and Ideas» is the third band of standards, where students are to (1) «integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words»; (2) «delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence»; and (3) «analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors takKnowledge and Ideas» is the third band of standards, where students are to (1) «integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words»; (2) «delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence»; and (3) «analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors takknowledge or to compare the approaches the authors take.»

The content for posts published in this blog is based on the knowledge and writings of several of the most respected and knowledgeable professionals in the book publishing industry: people like Dan Poynter, founder and President of ParaPublishing.com and author of many books; Danny O. Snow, founder of Unlimited Publishing, LLC; Marilyn Ross and Sue Collier, co-authors of The Complete Guide to Self - Publishing; Karrie Ross, a book designer and branding specialist, Dana Lynn Smith, The Savvy Book Marketer; Karen Hodges Miller, author of Finish Your Book and newly released Sell Your Book; and Bobbi Linkemer, author of How to Write a Nonfiction Book.

The main reason is because wordpress allows authors to be able to update content easily from a dashboard without the need of technical knowledge.

Robin has a broad knowledge of indie, academic and trade publishing and is an expert in content creation and distribution, on - demand models, marketing and author strategies.

Skills • Familiar with alt tagging for accessibility and SEO keyword integration • Superior grammar, writing, proofreading, and editing skills • Proficient in digital tools, including track changes in Microsoft Office, G Suite by Google, content management systems, digital authoring tools, workflow applications • Strong knowledge of Chicago Manual of Style, AP Style, and The Yahoo! Style Guide • Deep familiarity with adapting to in - house style guides and making style decisions for inclusion in style guide • Excellent oral and written communication skills

Two reviewers will independently assess the suitability of the preference - based instruments for measuring outcomes in palliative care using the ISOQOL, minimum standards for patient - reported outcome measures (conceptual and measurement model, reliability, content validity, construct validity, responsiveness, interpretability of scores, translation of measure, patient and investigator burden), 43 and the CREATE checklist (descriptive system, health states values, sampling, preference data collection, study sample, modelling, scoring algorithm).44 The ISOQOL minimum standards were chosen as these standards were developed from a systematic review of published and unpublished guidance on patient - reported outcome measures, including the COnsensus - based Standards for the selection of health Measurement Instruments (COSMIN).46 To the authors» knowledge, the CREATE checklist is the only published guidance on what key components should be reported in a valuation study.44 Information on how the contents of the instruments were developed, psychometric properties and valuation will be used to assess the suitability of the instruments for the palliative setting; instruments will be scored on whether the domains or dimensions were developed using input from informal caregivers of people receiving palliative care (yes / no) and whether each of the reporting checklist items has been evaluated for this population (if yes, then a score of one will be allocated) and a total score calculated.