1. Home Page - Supplement School Curriculum; Use Entertainment As A Learning Tool; is inextricably linked to curriculum developmentthe everyday decisions about both what to teach and how to teach. http://www.teachwithmovies.org/

Max # of results: ALL Join Now! $8.99 per year gives you Learning Guides to 230 films! View four sample Learning Guides Members Login A Unique Tool for Teachers and Parents TeachWithMovies.com Introduce Children Ages 5 - 15 to: Major Events of History: (Examples: Julius Caesar, A Man for All Seasons, The Crucible, 1776, A Tale of Two Cities, Gettysburg , All Quiet on the Western Front, The Longest Day); Principles of Science: (Examples: Lorenzo's Oil, Contact; Outbreak; Galileo: On the Shoulders of Giants; Donald in Mathmagic Land); Extraordinary People Who Have Shaped Our World: Works of Music, Dance, Drama, Literature, the Visual Arts: (Examples: Hamlet , West Side Story, Twelfth Night, Modern Times, The Nutcracker, South Pacific); and Character Development Issues: (Examples: The Wizard of Oz ,To Kill a Mockingbird, The Yearling, Gentleman's Agreement, Courage Under Fire and October Sky Learning Guides to each recommended film describe: Benefits of the movie; Possible Problems; Helpful Background Discussion Questions Bridges to Reading Building Vocabulary Links to the Internet Classroom Projects Teachers: A movie provides an alternative educational experience and highlights points covered by the curriculum. Each

2. Curriculum Development Projects curriculum development Projects. bThe New Deal Network is assisting thefollowing projects by providing materials development, technical http://newdeal.feri.org/classrm/teach.htm

Curriculum Development Projects b The New Deal Network is assisting the following projects by providing materials development, technical support, and curriculum support from educators at the Institute for Learning Technologies , and by fostering a nationwide community of teachers, scholars and students. Some projects are already online and well underway. Others are just beginning to be developed. If you have a New Deal-era project that you wish to include in this group, or if you can offer assistance to any of these projects, contact the NDN Project Director at newdeal@feri.org The Bland County History Archives Project Student's in John Dodson's US History classes in Rocky Gap High School, located in southwestern Virginia, will be documenting the impact of the Great Depression in their community, using oral histories, photographs and other primary documents. We Made Do: Recalling the Great Depression An oral history of the Depression era developed by Don Adams' 11th grade U.S. History classes at Mooresville High School . Don and his students are interested in obtaining more primary documents about New Deal programs and politics in the Mooresville, Indiana area (near Indianapolis) and they are committed to documenting the experiences of the people who lived through this critical period in our country's history.

3. ASCD | For The Success Of All Learners Nonprofit group of educators, from all countries and grade levels, committed to improving the learning process. Find out about projects. teach locally, learn globallyread the new Infobrief on global education. Association for Supervision and curriculum development (ASCD). 1703 N. Beauregard Street, Alexandria, VA http://www.ascd.org/

Governance Affiliates Networks Student Chapters ... Multimedia Explore ASCD's Special Programs and Initiatives! Classroom Management Differentiating Instruction Mentoring Standards ... And more . . . Shop the best of ASCD's books, audios, multimedia, online services, and more! Password Info Is It Good for the Kids? Read ASCD's latest editorial on "Helping Kids Create Healthier Communities." Read the new issue of ResearchBrief on "The Effects of Computers on Student Writing." ASCD Topic Packs Need help with your research? Try ASCD's Education Search Service Visit our Spring Institutes in Phoenix and Indianapolis. Explore the new What Works in Schools Online Survey Go to the Online Store and log in to receive your member discount. Find out how you can get involved in the ASCD community! - Choose a Topic - Beginning School Mathematics Classroom Management Curriculum Integration Differentiating Instruction Mentoring Multiple Intelligences Performance Assessment School Safety Standards Educational Leadership March 2003: Creating Caring Schools Check out the new book from Rachel Billmeyer, Capturing All of the Reader Through the Reading Assessment System Have you read the latest issue of the Classroom Leadership newsletter?

4. IREX > Completed Programs & Projects > Curriculum Development Exchange Program to collaborate on curriculum development remains high, particularly on the NIS side.NIS universities face chronic shortages of faculty who can teach subjects http://www.irex.org/programs/completed/cdep/

Search: sitemap Home Completed Higher Education ... United States Curriculum Development Exchange Program Summary This program assisted in the development of curricula and teaching materials in the social sciences and humanities in the United States and Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, the Russian Federation, Ukraine, and Uzbekistan. IREX provided grants to educators and advanced graduate students from the US and participating countries specializing in disciplines in the social sciences and humanities, including business administration, economics, education administration, information sciences, journalism, foreign language instruction, law, political science, and sociology. The program also facilitated dissemination of curricula to libraries. Description Under the auspices of CDEP, IREX recruited and monitored 30 curriculum developers from the US and the NIS, providing them and their host institutions with expanded access to US and other NIS information resources, teaching methodologies, and teaching materials. CDEP also helped participants develop professional contacts that will facilitate international academic collaboration during and long after the completion of the program. The program provided graduate level exchange and training fellowships for educators or advanced graduate students from the US and NIS. Participants from the NIS spent four months at US universities. US participants traveled to countries in the NIS as semester-long participants (for four months) or as short-term participants (two shorter visits of six weeks each). All exchanges took place in the summer and fall of 1998.

5. Intel Education: Intel® Teach To The Future in cash, equipment, curriculum development, and program management. Select a locationfrom the list at the top of the page to find out about the Intel teach to http://www.intel.com/education/teach/

6. China Institute Programs For Educators curriculum development Newlydeveloped, accurate and interesting curriculum units YorkCity and State curriculum mandates are available through teach China http://www.chinainstitute.org/educators/

Courses China Study Tours Curriculum Development Curriculum Materials ... Discover China Through Art Summer Institute China and the Cultures of the Silk Road July 7-11, 2003 At Columbia University EDUCATORS interested in China its history, language and customs are invited to take advantage of the diverse resources offered by China Institute's Teach China program. Teach China , a professional development program introduced in 1996 through the generous funding of the Freeman Foundation, offers K-12 educators in New York State a wealth of opportunities to enhance their knowledge of China, past and present. Program components include courses, China study tours, curriculum materials, and a resource center containing books, videos, slides and artifacts available for short-term loan. Through these activities, educators have access to information ranging from basic facts on specific China-related topics, to thematic explorations of China vis a vis other nations of the Pacific and of Central Asia.

7. Curriculum Development & Instructional Skills Frame An accredited specialist in postsecondary, adult training, UII offers leadership and vocational courses for industry and the military. http://www.uii.com/TEACH/cuistframe.htm

8. European Union Center European Union Center University of MissouriColumbia curriculum developmentGrant. The European Union curriculum development Grant http://eu.missouri.edu/curriculum.htm

Curriculum Development Grant European Union Center University of Missouri-Columbia The European Union Center at the University of Missouri offers a 12 hour Graduate Certificate Program in European Union Studies. To obtain this certificate, graduate students are required to take four courses that examine the European Union and its impact on public policies. These courses, each worth three credit hours, include: 1) Core Curriculum: Policies and Institutions of the European Union - A core course designed to teach the student about European Union (EU) policies and political institutions; 2) Research Course: A semester-long research course which allows the student to investigate an EU policy area of the student's choosing; and 3) Specialty Course: Two specialty courses relevant to the student's graduate program with a substantial European Union component. In order to develop a partnership between instructors and the European Union Center, the Center is encouraging instructors to develop or adapt existing courses within their area of expertise to address the Specialty Course outlined above. To support the preparation of these Specialty Courses, selected instructors who submit syllabi will receive an academic stipend to be used for travel to Brussels or Strasbourg, and other parts of Europe.

9. Curriculum Development And Departmental Management dean's role in chair leadership development, chair survival profile, philosophy, andmission; curriculum transformation and from sociologists who teach in the http://www.asanet.org/pubs/cddm.html

Curriculum Development and Departmental Management Assessment Assessing Student Learning in Sociology Edited by Charles S. Hohm and William S. Johnson. This much-awaited revision is designed to help sociology faculty deal with the challenges of outcome assessment. Sections include an overview of assessment issues, examples of assessment, how to work collaboratively, assessment in different kinds of institutions, and assessment methodologies and resources. 229pp., revised 2001. Stock #103.A01. Curriculum Development Directory of Programs in Applied Sociology and Practice Edited by Jeffrey Breese and copy edited by Sarah H. Grzesik. This directory contains three articles and listings for 22 institutions that offer degrees in Applied Sociology. 33 pp., 2000. Stock#117.D00. The Capstone Course in Sociology (third edition) Edited by Theodore C. Wagenaar and updated by Meghan Rich. Essays on capstone courses, senior seminars, and other special courses for undergraduate majors. Develops recommendation from the Association of American Colleges/ASA report, The Sociology Major , which suggests a capstone course or similar experience for all majors. Contains 27 examples of syllabi and class assignments, including 9 from 2001. 241 pp., 2001. Stock #104.C01.

10. Using Technology To Improve Curriculum Development Using Technology to Improve curriculum development. by Jan F. Scholl computerbased process, some of them eight years ago, are still used to teach thousands of young people each year. http://horizon.unc.edu/TS?show=article&id=845

11. Curriculum Development The New curriculum Original columns on classroom uses of technology and practicesin professional development. teach-nology - The Art and Science of http://www.teach-nology.com/edleadership/curriculum_development/

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Administrators Curriculum Development Curriculum Differentiation ... Association for Supervision and Curriculum Development (ASCD) - An organization for professional educators. Education for Sustainable Development - Approach to the whole curriculum and management of a school from sustainable development theory. Eld!n - Science Curriculum - Science curriculum units based on the Bill Kurtis - The New Explorers adventure programs. This standards based learning method provides an exciting approach to traditional lesson plans. Rather than just watching the scientists in action, students perform science experiments that put them right in the middle of the action! Forefront Curriculum - Offers products that integrate the Internet into your K-12 classroom. IMSEnet - Resources for science educators. IMSE (Instructional Materials for Science Educators) is sponsored by the SERVIT Group (Science Education Research in Visual Instructional Technology), part of the Department of Mathematics, Science, and Technology Education, North Carolina State University.

12. Curriculum Development Initiatives The course has been designed to teach students how to teach . The second componentwill be a new course in curriculum development that will also be taught by http://www.erc-assoc.org/topics/wash.htm

Curriculum Development Initiatives UNIVERSITY OF WASHINGTON ENGINEERED BIOMATERIALS The UWEB ERC is committed to playing a leadership role in developing an educational paradigm for introducing modern biology into the University of Washington College of Engineering curriculum a role which is natural, given its scientific focus. To this end, the Undergraduate Curriculum Development subcommittee of the Education Committee has developed a core curriculum that incorporates a required new course called "Engineer's Tool Chest" and a list of existing courses. Students will have the opportunity to get an emphasis or specialty area in Biomaterials for 12 credit hours by taking the required course and other courses from the following list. Undergraduate Biomaterials Emphasis/Specialty Area I. Requirements Engineer's Tool Chest - 3 units Additional Requirements One of the Biology Courses listed in 1 Biology - 2 quarter sequence, or 2 quarters UCONJ for students with background (8 units) One course selected from 2, 3, or 4

13. Curriculum Development Initiatives curriculum development Initiatives. modular, CDROM-taught course, to be used ineither a group or individual setting, that will teach the fundamentals of http://www.erc-assoc.org/topics/mellon.htm

Curriculum Development Initiatives Modified courses since the inception of the center include: Physics of Applied Magnetism Advanced Applied Magnetism New courses since inception are: Error Control Coding Introduction to Data Storage Systems Magnetic Storage Devices Measurement Laboratory Parallel Data Systems Magnetism of Metals and Alloys Design of Data Storage Systems Processing Design Processes for Microfabrication A special education initiative is the CD-ROM tutorial, "Design of Data Storage Systems" Project. When completed, this will be an interactive, modular, CD-ROM-taught course, to be used in either a group or individual setting, that will teach the fundamentals of magnetic and optical recording devices and how components are designed and integrated into a data recording system. The bulk of the CD-ROM will be digitized videotaped lectures and accompanying slides. The lecture material will be supplemented by graphics, links to WWW sites, and in-depth detailed studies of particular areas of the technology. P.I.'s on the project are Prof. Mark Kryder (

14. (U Of T Crest) Educational Psychology and Human development (specifically cognitive teaching placementsand teach in foundational in the specified curriculum and instruction http://home.oise.utoronto.ca/~dow/secondapps.html

15. Curriculum Development Course development and Using Texts. for basic writers, and the specific curriculumgoals of social constructionist perspective and seeks to teach basic writers http://www.bedfordstmartins.com/basicbib/content/cd_cdut.html

Contents Index Previous Next Curriculum Development Course Development and Using Texts Bartholomae, David. "Facts, Artifacts and Counterfacts: A Basic Reading and Writing Course for the College Curriculum." A Sourcebook for Basic Writing Teachers. Ed. Theresa Enos. New York: Random House, 1987. 275–306. This article details how Bartholomae and Petrosky came to design a course for basic writers. It discusses their approach to the course (one based on close reading and written response to specific texts), the ways in which such reading strategies are critical for basic writers, and the specific curriculum goals of their basic reading and writing course. This course concentrates on literacy and writing from a social constructionist perspective and seeks to teach basic writers academic discourse. This article, then, offers a critical synopsis of the book, outlining the methodologies and pedagogical philosophies surrounding Bartholomae and Petrosky’s course. This article takes up questions of epistemology in basic writing pedagogy and examines issues of authority as they are presented within basic writers’ prose. Bartholomae, David, and Anthony Petrosky.

16. Curriculum Development Contents Index Previous Next curriculum development College writing courses,he says, should teach students about intertextuality as well as the dialogic http://www.bedfordstmartins.com/basicbib/content/cd_epw.html

Contents Index Previous Next Curriculum Development Essays and Personal Writing Bartholomae, David. "Writing with Teachers: A Conversation with Peter Elbow." CCC Based upon ongoing intellectual exchanges between Peter Elbow and David Bartholomae, this essay critiques the ideology of expressive writing and Elbow’s 1969 text, Writing Without Teachers. Bartholomae defends his definition of academic writing and defines expressive writing in an attempt to distinguish between the two. While Bartholomae acknowledges ambiguity in the term academic writing, he constructs a definition for it by distinguishing academic writing from what it is not. He claims that since "academic writing is the real work of the academy," there can be no writing that is "without teachers" (63). Bartholomae further asserts that Elbow’s text ultimately works to preserve the authority of the student as well as the assumed value of expressive writing. Instead, Bartholomae argues that basic writing as well as other college classes should be spaces in which we investigate the "transmission of power" (66). College writing courses, he says, should teach students about intertextuality as well as the dialogic nature of reading and writing, helping them to recognize that they are writing "in a space defined by all the writing that has preceded them" (64). Berthoff, Ann E. "What Works? How Do We Know?"

17. Helping Teachers Teach Well: Transforming Professional Development CPRE Policy Brief Helping teachers teach Well Transforming Professional The Associationfor Supervision and curriculum development has documented several http://www.ed.gov/pubs/CPRE/t61/t61d.html

CPRE Policy Brief: Helping Teachers Teach Well: Transforming Professional Development - June 1995 Improving Professional Development A number of organizations have proposed setting standards for teachers' professional development. The guiding principles behind these ideas are summarized in the sidebar in the previous section. Standards might help improve the quality and efficiency of professional development. However, while these proposals are useful for discussion, it is important that state and local policymakers engage teachers in the process of setting standards for states or districts. Teachers have a great deal of insight into what has made professional development effective or ineffective in the past, and will be more likely to support changes to the current system if they have been a significant part of the improvement process. Promising Policy Options To make professional development more effective and more consistent with the guiding principles outlined in the sidebar in the previous section, policymakers need to be clear about the problems they are trying to solve and about the conditions under which teachers are likely to change their practice. They must also be more concerned about the quality and character of experiences provided for teachers. And, given the scarcity of resources, they must strive to be efficient, to leverage additional resources, and to make full use of expertise already in the system. Fortunately, some policymakers and practitioners have come up with new approaches that are promising, though we know little about their costs or effects as yet.

18. Sustainable Development - Why Teach? How Sustainable development fits into the National curriculum. Inthe UK. The national curriculum for England and Wales recognises http://www.dep.org.uk/cities/NatCurr1.htm

What is the Learning for Sustainable Cities Project? Why should we teach about Sustainable Development? What is Sustainable Development? How can I get involved? ... What is a Sustainable City? How Sustainable Development fits into the National Curriculum In the UK The national curriculum for England and Wales recognises the importance of sustainable development and the need for education to promote it. The introductory section states: Education is... a route to equality of opportunity for all, a healthy and just democracy, a productive economy and sustainable development. (The curriculum) should develop (pupils') awareness and understanding of, and respect for, the environments in which they live, and secure their commitment to sustainable development at a personal, local, national and global level. It also gives a definition of education for sustainable development (ESD): Education for sustainable development enables pupils to develop the knowledge, skills, understanding and values to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future. Values, Aims and Purposes of National Curriculum for England and Wales.

19. We Teach Reading & Literature more Reading Standards Basis for curriculum development, K12curriculum Frameworks Blueprint for implementing the standards. http://tepd.ucop.edu/tepd/content/reading.php

home about this site contact us professional ... American Educational Research Association AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. California Association for Bilingual Education Conduct professional development opportunities to share, expand and build upon the expertise of parents, educators, administrators, community leaders and policy makers. California Reading Association , a non-profit professional organization comprised of educators involved in all aspects of reading and language arts in kindergarten through university levels. more... supports professional development opportunities for teachers of reading and literature, including expository texts, in K-12 and university classrooms. more...

20. We Teach Writing English Language Arts Standards Basis for curriculum development, K12curriculum Frameworks Blueprint for implementing the standards. http://tepd.ucop.edu/tepd/content/writing.php

home about this site contact us professional ... CABE (California Association for Bilingual Education) conducts professional development opportunities to share, expand and build upon the expertise of parents, educators, administrators, community leaders and policy makers. CRA (California Reading Association) is dedicated to promoting literacy and instilling a life-long love of reading and is comprised of educators involved in all aspects of reading and language arts from kindergarten through university levels. NWP (National Writing Project) is a nationwide professional development program for teachers. The primary goal of the project is to improve student writing achievement by improving the teaching of writing in the nation's schools. The NWP model is based on the belief that teachers are the key to education reform, teachers make the best teachers of other teachers, and teachers benefit from studying and conducting research. ELL Bibliography ,The English Language Learners Bibliography, developed by Norma Mota-Altman, a Co-Director at the UCLA Writing Project, is an annotated bibliography of publications that are of particular interest to teachers of English language learners.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 1     1-20 of 96    1  | 2  | 3  | 4  | 5  | Next 20