Each class is a deep dive into a narrowly
defined area of knowledge.
Not exact matches
One unique aspect
of defining a role for us is having the team agree on whether a craftsperson (deeper
knowledge / expertise in a specific
area) or generalist (with T - shape skills) is needed.
Knowledge is not just the facts that you learned throughout your coursework; rather, think about the range
of courses you've taken and what you learned that helped
define your
area of interest for graduate study.
Hence, the expectation and understanding
of an activity setting is that these
areas will expand and contract as the learners move from distributing their
knowledge with one another, to working more independently where each will need to have a
defined area where they can create (Lippman, 2013).
In some
areas of knowledge, there is not a well -
defined offer in the health sector or professionals are requested to have a reinforcement and renovation.
Students can access new
areas of knowledge that could
define their future career paths.
The CALS construct is
defined as a constellation
of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content
areas and that are infrequent in colloquial conversations (e.g.,
knowledge of logical connectives, such as nevertheless, consequently;
knowledge of structures that pack dense information, such as nominalizations or embedded clauses;
knowledge of structures for organizing argumentative texts) Over the last years, as part
of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.
The statements within the standards reflect those
areas of knowledge and understanding
of core developmental milestones for progression on to the standards
defined by the interim teacher assessment framework at key stage 1.
In a paper commissioned by the National Academy
of Sciences, Mark Windschitl
defines in more detail what the specific
knowledge is in these four
areas.
[3] For teachers to feel invested in inquiry, they need to
define the
area of practice to be addressed and feel empowered to learn through the development and sharing
of new
knowledge.
Thus a testing manager's resume format incorporates key
areas of testing as
defining the strategies, building a testing team
of professionals with relevant skills, attitudes,
knowledge and motivation.
The Advanced Practice
of Medical Assisting
defines advanced medical assisting skills and
areas of knowledge: