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Descriptors:
State Standards; Educational Change; Workbooks; Professional Development; Accountability; Academic Achievement; School Districts; Educational Improvement; Program Implementation; Focus Groups; Feedback (Response); Teachers; College Preparation; Career Readiness; College Bound Students; Leaders; Leadership; Evidence; Stakeholders

Abstract:
Educators face significant changes today that affect their daily work lives. Chief among those changes is the national expectation that every student will graduate from high school, college and career ready. Common core state standards adopted in 46 states, as well as college- and career-ready standards established in other states, define what students are expected to know and be able to do to enter and to succeed in 21st century postsecondary education or in careers. Changes such as new educator effectiveness systems, student assessments, and accountability for student success are also underway in education systems. Such changes affect what educators do daily. Now, with the demand for more effective professional learning to prepare and support educators to meet new expectations, state and school systems leaders can seize ideal opportunities for reevaluating their current policies and practices related to professional learning. By strengthening policies and practices, education leaders increase the leverage effective professional learning exerts on the achievement of higher standards for student and educator performance. This workbook provides states and local school districts with guidance to conduct a review of existing policies related to professional learning. The review process includes discovery, analysis, recommendations for possible policy revision, and follow-up. Appendices include: (1) Initiation Phase Tools; (2) Discovery Phase Tools; (3) Analysis Phase Tools; (4) Recommendations Phase Tools; (5) Reporting Phase Tools; and (6) Follow-Up Phase Tools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vocational Interests; Workbooks; College Students; Pacific Islanders; Career Education; Career Guidance; Occupational Aspiration; Research Projects; Control Groups; Matched Groups; Intervention; Intermode Differences; Cognitive Objectives; Occupational Surveys; Likert Scales; Pretests Posttests; Teaching Methods; Interest Inventories; Career Counseling; Foreign Countries

Abstract:
Students enrolled in a college success course were assigned to (a) a cognitive intervention using the Career Thoughts Inventory (CTI) workbook (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996b), (b) an occupational research project involving an oral report, and (c) a control condition. The workbook condition had a significant effect on the CTI total score, whereas the research condition and the control condition did not. Both workbook and research conditions had a significant positive effect on decision-making confusion and commitment anxiety. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Anatomy; Independent Study; Lecture Method; Workbooks; Medical Education; Premedical Students; Integrated Activities; Tutoring; Peer Teaching; Instructional Effectiveness

Abstract:
The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of undergraduate medicine at the University of Edinburgh. The supported self-directed approach we have developed makes use of an integrated range of resources, including formal lectures and practical sessions (incorporating gross anatomy specimens, medical imaging technologies, anatomical models, clinical scenarios, and surface anatomy workstations). In practical sessions, students are provided with a custom-made workbook that guides them through each session, with academic staff, postgraduate tutors, and near-peer teaching assistants present to deal with misunderstandings and explain more complicated topics. This approach retains many of the best attributes of didactic teaching but blends them with the advantages associated with self-directed learning approaches. The switch to supported self-directed learning--initially introduced in 2005--resulted in a significant improvement in anatomy examination scores over the subsequent period of five years, manifesting as an increase in the average anatomy practical spot examination mark, less students failing to obtain the pass mark and more students passing with distinction. We conclude that the introduction of supported self-directed learning improved students' engagement, leading to deeper learning and better understanding and knowledge of anatomy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Studies; Qualitative Research; Grade 4; Textbooks; Workbooks; Values Education; Elementary Schools; Case Studies; Foreign Countries; Moral Values; Textbook Content; Social Values; Curriculum; Content Analysis

Abstract:
In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the qualitative research techniques, was used. The Social Studies Course Workbook included in this research was accepted as a course book for five years by Ministry of Education, Head Council of Education and Morality. The workbook was prepared as an assistance tool. The textbook set (textbook, workbook, teacher's book), which is taught in Duzce province and was decided to be used, was provided and some comparisons were made to control whether there are any deficiencies (some missing parts, etc.) because of press. After making sure that there are not any deficiencies, the analysis procedure was started. Some of the results that can be derived from the research can be summarized as; some attainments are not related to values; all the values are included in workbook, but some activities are not sufficient; the value of being scientific is given by an activity that was designed according to positivist mentality. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Motivation; Active Learning; Childrens Literature; Educational Improvement; Foreign Countries; Language Usage; English (Second Language); Second Language Instruction; Cross Age Teaching; Teaching Methods; Student Centered Curriculum; Disadvantaged Schools; Poverty; Reading Aloud to Others; Culturally Relevant Education; Workbooks; Student Motivation; Comparative Analysis

Abstract:
The Ethiopian government has called for educational improvement, emphasizing the employment of active, student-centered pedagogy. One way of maximizing an interactive learning approach involves blending a cross-age reading buddies program with high-quality, culturally relevant children's literature. Employing descriptive, mixed-method research, this study explored the effectiveness of books and buddies on English language use, motivation, and active learning in an underresourced, "budget" school in Addis Ababa, Ethiopia. The report includes a comparison of traditional workbook exercises to the reading of real books. It gives criteria for choosing literature for children of poverty in a developing country, and it describes a process for preparing older students to share second-language books with younger schoolmates. The results of the study suggest that a limited number of well-chosen books used in the context of cross-age reading buddies can have a positive impact on the frequency of English language usage, as well as on students' motivation to learn English. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Theories; World Views; Sociocultural Patterns; Student Attitudes; Childrens Writing; Didacticism; Workbooks; Content Analysis; Foreign Countries; Religious Education; Diachronic Linguistics; Beliefs; Textbook Evaluation

Abstract:
This article researches work by four pupils in a diachronic collection of Norwegian primary school workbooks. Given signs of a variety of voices and perspectives in chosen representations of central tenets and/or practices in religions and philosophical traditions, how can an analysis and discussion of a few chosen texts shed light on their authors', i.e. the pupils', (self-) formative modes of encountering the diverse voices and perspectives? The pupils' expressions are discussed by staging an interaction between inductively analysed elements in the source material and theoretical points from sociocultural learning theory. The theoretical concepts of "mediated action", "voice", "multivoicedness", "dialogicality", "speech genre" and "privileging" are particularly suitable. Interpretive results: Two pupils, working in the 1980s and early 1990s, have been engaged in inner dialogue with authoritative texts and voices, including teachers' decisions for the learning situations. One pupil's work (the mid 1990s) shows grappling with the many diverse insider voices in her textbook. Another pupil's work (2008/2009) has traces of a structural privileging of the perspective of the "objective outsider" while also signalling inner dialogic reflection. (Contains 3 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Workbooks; Factor Analysis; Statistical Analysis; Neurological Impairments; Case Studies; Family Environment; Outcomes of Treatment; Hospitals; Gender Differences; Social Support Groups; Information Sources; Rehabilitation; Behavior; Activities; Measures (Individuals)

Abstract:
Objective: To report stroke survivors' experiences and perceived usefulness of an effective self-help workbook-based intervention. Design: A cross-sectional study involving the intervention group of an earlier randomized controlled trial. Setting: At the participants' homes approximately seven weeks post-hospital discharge. Method: Following the five-week implementation period of the intervention, stroke survivors (n = 59) completed a structured exercise designed to assess and prioritize perceived usefulness of the intervention components. Demographic, clinical and psychological measures from the original study were included. Results: Ninety per cent (n = 53) of respondents rated the stroke workbook intervention as being better than slightly useful. A factor analysis of the completed responses derived three components, which were labelled information, support and behavioural activities. Repeated measures analysis of variance (ANOVA) showed information and support to be significantly more useful than the behavioural activities (F (2, 116) = 60.79, p = 0.001). Behavioural activities were more highly rated by women than men (p = 0.02) and by those without a caregiver than those with (p = 0.02). Participants with high desire rated all three components of the intervention more useful than those with low desire (p = 0.01). Conclusions: Those who used the intervention generally found it useful, with information and social support being perceived as being more useful than behavioural activities. Perceiving the behavioural activities as least useful may impede the uptake of recovery-promoting activities, which may have consequences for the effect of rehabilitation, and recovery. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Accountability; State Agencies; Educational Experience; Workbooks; Alignment (Education); Academic Standards; Educational Policy; Program Implementation; Delivery Systems; Best Practices; Instructional Materials; Faculty Development; Technology Integration; Teacher Education; Teacher Evaluation; Teacher Certification; Transitional Programs; Governance; Guidance Programs; Educational Change; Educational Planning; Strategic Planning; Progress Monitoring; Educational Environment; Electronic Learning; Curriculum Design; Partnerships in Education; Career Readiness; College Readiness; Academic Achievement; Educational Assessment

Abstract:
Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). This workbook uses a proven performance management methodology known as "delivery" to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of one's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation. The workbook begins with a diagnostic assessment to help readers determine where their CCSS implementation effort is going well and areas of challenge that merit additional attention. After the diagnostic, the next sections of the workbook focus on how the state agency and school districts can organize for implementation. The workbook then offers a set of implementation actions that consist of the actual work of the CCSS transition. Chapters 5 and 6 help readers answer the critical questions for two key actions: how to align curricular and instructional materials and how to train educators on the CCSS. Chapter 7 addresses the broad transformation many schools will need to make as they become true digital learning environments where technology is integrated into all parts of the school experience, including instruction and assessment. Chapter 8 identifies ways to advance and align college- and career-ready accountability systems with CCSS implementation. Chapter 10 examines ways to strengthen student transitions to higher education in light of the CCSS. The workbook ends with Chapter 11, which answers the final question--how to monitor progress and sustain momentum, a topic that obviously applies across all the implementation actions. Individual sections contain endnotes. [This paper was developed with the U.S. Education Delivery Institute. This paper was written with the assistance of Marie O'Hara and Lauren Kurczewski. For the previous version of this report, see ED527109.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Feedback (Response); Workbooks; Teaching Methods; Classroom Techniques; Guides; Evaluation Methods; Protocol Materials; Charts; Worksheets; Teacher Expectations of Students; Standards; Lesson Plans; Learner Engagement; Classroom Environment; Student Behavior; Affective Behavior

Abstract:
In his acclaimed book "Teach Like a Champion", Doug Lemov shared 49 essential techniques used by excellent teachers. In his companion Field Guide, he further explores those techniques in a practical guide. With the "Teach Like a Champion Field Guide", teachers will have an indispensable resource that complements their classroom application of Lemov's techniques. The activities are designed to accompany the practitioner on the journey to become a champion teacher. The activities span three stages: learning the techniques, preparing to use the techniques, and actual practice. In addition to developing and sharpening teaching techniques, the activities provide a proven system for assessing outcomes. The book includes thirty new video clips of champion teachers with analysis from the author. It also includes helpful charts for teachers to track their own progress and to record feedback from colleagues. Most importantly, by using the Field Guide, teachers will be prepared to successfully unlock the talent and skill in all their students. "Teach Like a Champion Field Guide" is a must-have workbook for every teacher, from beginner to veteran. The workbook is also a great tool for professional development. [For related report, "Teach Like a Champion: 49 Techniques that Put Students on the Path to College", see ED516641.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematical Concepts; Probability; Statistics; Learning Modules; Insurance; High School Students; Risk Assessment; Natural Disasters; Weather; Correlation; Regression (Statistics); Graphs; Simulation; Insurance Occupations; Mathematical Models; Spreadsheets; Educational Technology; Glossaries; Statistical Analysis; Mathematics Instruction; Mathematics Skills; Class Activities; Mathematics Activities; Statistical Distributions; Statistical Data; Advanced Courses; Workbooks

Abstract:
The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The materials are centered on the fictional town of Happy Shores, a coastal community which is at risk for hurricanes. Actuaries at an insurance company figure out the risks and possible losses associated with hurricanes and tropical storms in Happy Shores. Students use historical data to create models about possible damages if hurricanes of certain strengths hit. "Probability & Statistics: Modular Learning Exercises" cover: (1) Basic Statistics Concepts; (2) The Normal Model; (3) Discrete Probability Distributions; and (4) Correlation and Regression. Definitions are appended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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