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Direct linkMcKinney, Sueanne; Frazier, Wendy – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2008
"Principles and Standards for School Mathematics" outlines essential features crucial to teaching mathematics so that all students have opportunities to learn mathematics content with conceptual understanding. Although the document outlines extensive goals for the teaching and learning of mathematics, the majority of classrooms fall short in its…
Descriptors: Middle Schools, Poverty, Mathematics Teachers, Mathematics Instruction
Peer reviewedEnns, Carolyn Zerbe; Sinacore, Ada L.; Ancis, Julie R.; Phillips, Julia – Journal of Multicultural Counseling and Development, 2004
This article summarizes major themes associated with 3 literatures regarding pedagogy and training about diversity issues: (a) the diversity feminisms, (b) the multicultural education literature, and (c) the literature on multicultural counselor training. In addition to providing a brief overview of multiple approaches within these 3 literatures,…
Descriptors: Educational Methods, Counselor Training, Multicultural Education, Feminism
Download full textWatson, Sandy White – Online Submission, 2004
The purpose of this study was to compare and contrast Professional Development School (PDS) and non-Professional Development School intern/student teachers' views at the end of their student teaching experiences in terms of their (a) perceptions of the knowledge and skills they perceived the Teacher Education Program (TEP) at the University of…
Descriptors: Preservice Teacher Education, Student Teachers, Student Teaching, Educational Opportunities
Vialle, Wilma, Ed.; Geake, John, Ed. – 2002
Twenty-one research articles originally published in the "Australasian Journal of Gifted Education" over the past decade are collected in this book and address aspects of gifted education including pedagogy and curriculum, policy and practice, social and emotional needs, school and family, neuropsychology and cognition, and special…
Descriptors: Cognitive Processes, Curriculum Development, Educational Methods, Educational Policy
Nashashibi, Pauline – 2002
This document explores the United Kingdom's developing practice of recognizing adult students' achievement in ways that make flexible use of the learning outcomes methodology, provide a mix of accredited and non-credited work, and are sensitive to the ethos of adult learning. (That ethos is often characterized by adult students' desire for…
Descriptors: Achievement, Achievement Rating, Adult Education, Adult Educators
