This study involves identifying the value added to student achievement by a teachers’ certification pathway. States have control in critical aspects of teacher education including licensing, accreditation, advanced certification, and on-the-job evaluation, all which play into making substantial differences in the policies and practices employed by the states. In reviewing the research on teacher knowledge from the elementary education certification avenue, there have been some conflicting results pertaining to the level of content knowledge required to maximize student achievement. The elementary pathway to obtain a license to teach middle school mathematics involves a distinctly different amount and level of content coursework than a secondary pathway. This book provides insight into understanding how to support middle school mathematics teachers in the preparation for the certification process so they have the competence and skill to deliver quality instruction to their students. The analysis should help inform hiring practices, preparation programs, and teacher licensing requirements in an effort to maximize achievement potential for all students preparing for algebra.
Vassella Padiatrische Fortbildungskurse Fur Die Praxis – ?neuropadiatrie? Ii (pr Only)
This book is about praxis intervention. Praxis Intervention is a form of participatory action research.the praxis intervention model emphasizes working on the Praxis potential. It introduces a model for phronetic social science investigation. The praxis intervention method prioritizes unsettling the settled mentalities, especially where the settled mindsets prevalent in the social world or individuals is suspected to have sustained or contributed to their suffering or marginality.
The study intends to create a model for development education based on quality standards and hermeneutics of education. In order to generate such model, the book aims to engage in a discourse on extramural measures towards a criteriology of quality standards in higher education and to employ a discourse on hermeneutics of education towards a criteriology of educational praxis. The book argues that there is a need to have an (alternative) model for development education, a holistic conception of education that is not confined in instruction, classroom, and educational system. Such model encompasses the impact of development education to community, democracy, and citizenship in the framework of educational praxis.
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