41. ED390781 1995-12-00 Civic Education For Constitutional Democracy: An Internation resources, all people interested in teaching constitutional democracy would teachauthentically the knowledge, skills, and virtues of essential CIVIC knowledge. http://www.ericfacility.net/databases/ERIC_Digests/ed390781.html

ERIC Identifier: Publication Date: Author: Patrick, John J. Source: ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Civic Education for Constitutional Democracy: An International Perspective. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The ideas of liberty, democracy, and constitutionalism have risen to global prominence in the 1990s, as major bastions of totalitarian communism have crumbled and collapsed. In various parts of the world, from Central and South America to South Africa to Central and Eastern Europe to Central Asia, newly empowered citizens have tried to build democratic foundations for their nation-states. And in their daunting pursuit of the "blessings of liberty," they have understood that new curricula for their schools are as important as new constitutions for their governments. Among other educational goals, they have recognized that schools must teach young citizens the theory and practices of constitutional democracy if they would develop and sustain free societies and free governments. ESSENTIAL CIVIC KNOWLEDGE The first objective of civic education is to teach thoroughly the meaning of the most basic idea, so that students will know what a constitutional democracy is and what it is not. If students would be prepared to act as citizens of a constitutional democracy, they must know how to distinguish this type of government from other types. The label, constitutional democracy, has often been used by regimes with showcase constitutions proclaiming popular governments and individual rights, which have meant little or nothing to the regime's victims of tyranny. The so-called "people's democracies" of former communist countries are tragic twentieth-century examples of the bogus use of a political label.

42. CEDFA News education can be effective in teaching other academic disciplines. Fine arts educatorswho teach the Fine Arts Texas essential knowledge and skills (TEKS) are http://finearts.esc20.net/cedfa_news3.html

Fourth Annual Texas Fine Arts Summit Expanding the Learning Community Through Fine Arts June 19-20, 2003 Hilton San Antonio Airport To build support for the arts in Texas public schools, the Center for Educator Development in Fine Arts (CEDFA) will host the Fourth Annual Texas Fine Arts Summit, Expanding the Learning Community Through Fine Arts , June 19-20, 2003, at the Hilton San Antonio Airport in San Antonio, Texas. The Fine Arts Summit is a collaborative project of the Texas Education Agency (TEA), Region 20 Education Service Center (ESC-20) in San Antonio, and the Texas Commission on the Arts (TCA). The Summit is designed for fine arts educators, teacher educators, campus/district administrators, school board members, community members, and other stakeholders in fine arts education. Blue Star Gallery , and exhibits by textbook publishers.

43. SEDL - Resource Catalog (Resources For Strengthening Teaching And Learning In Th LOTE) teachers as they implement the Texas essential knowledge and skills for Languages publicationdiscusses the best approach for teaching children the http://www.sedl.org/pubs/list-reading.html

Strengthening Teaching and Learning in the Content Area of Reading and Language Building Reading Proficiency at the Secondary School Level: A Guide to Resources This publication reviews the scholarly literature to determine: (a) current theoretical perspectives and research findings on building reading proficiency at the... Cognitive Foundations of Learning to Read: A Framework This book provides a concise and very understandable summary of the research findings related to how children learn to read.... This publication is designed to aid Spanish teachers in adapting standards-based instruction to the particular needs of native-speaker classes. ... Great TEKSpectations: Innovative Learning Scenarios for the LOTE Classroom This publication contains thirty exciting and innovative examples of thematic, student-centered units of study which center around the five Cs of language learning... Putting Reading First: SEDLetter, Volume XIV, Number 3 The issue of SEDL Letter concentrates on early reading instruction and assessment. Articles include: (1) Putting Reading First, (2) Ten Myths of Reading Instruction,... Products in this subject category are listed below by product type Early Reading Briefs Literature Reviews/Research Syntheses Magazines/Newsletters Professional Development Resources: Guides/Toolkits ... Resource Lists Languages Other Than English Briefs Classroom Resources: Lesson Plans/Teaching Materials Magazines/Newsletters Professional Development Resources: Guides/Toolkits ... Videos Click on a product title to see the product description, purchasing information, author credits, and links to online versions (if available).

44. Definitions of primary care personnel the provision of essential knowledge and skills in identification trainingin psychiatry at a recognized teaching institution. http://mh-atlas.ic.gc.ca/definitions.htm

PROJECT ATLAS A Project of the Department of Mental Health and Substance Dependence, WHO, Geneva Database: World Region Country Definition of terms Mental health policy: a specifically written document of the government or Ministry of Health containing the goals for improving the mental health situation of the country, the priorities among those goals and the main directions for attaining them. Advocacy : a combination of individual and social actions designed to raise awareness and to gain political commitment, policy support, social acceptance and health systems support for mental health goals. Promotion: a process of enabling people to increase control over the determinants of their mental well being and to improve it. Prevention: all organized activities in the community to prevent the occurrence as well as the progression of mental disorders, including the timely application of means to promote the mental well-being of individuals and of the community as a whole, and the provision of information and education. Treatment: relevant clinical and non-clinical care aimed at reducing the impact of mental disorders and improving the quality of life of patients.

45. Every Child, Every Advantage Summary of Program In response to the Texas essential knowledge and skills mandatefor the teaching of science, TEXTEAMS is a program intended to develop http://www.utsystem.edu/EveryChild/K16UTD3.html

PROGRAMS UT Dallas Return to Listing Next Program Component: UT Dallas Program Title: TEXTEAMS (Title II Eisenhower Professional Development Experiences - TEKS) Contact(s): Cynthia Ledbetter Associate Professor U.T. Dallas FN-32, Box 830688 Richardson, TX 75083 Phone: (972) 833-2496 Fax: (972) 883-6371 E-mail: ledbeter@utdallas.edu Fref Fifer Professor, Department Head U.T. Dallas U.T. Dallas FN-32, Box 830688 Richardson, TX 75083 Phone: (972) 883-2496 Fax: (972) 883-6371 E-mail: ffifer@utdallas.edu Summary of Program: Specific Objectives: To enhance the academic, health, or social environment of the public schools; to encourage students to finish school and aspire to college or university work, or a specific career; to improve teacher/staff education; to improve specific skills and knowledge of students; and to improve certain curricular activities. Target(s): The ultimate targets are kindergarten through second grade public school students.

46. Handbook For Academic Review - Annex I skills are transmitted effectively, and whether practical knowledge and skills Understandingthe precise purpose of a teaching session is essential. http://www.qaa.ac.uk/public/acrevhbook/annexi.htm

Up to Publications PDF version - for printing (207k) Click here for the plain text printable version of this document (267kb) Introduction Part 1 - Subject Review Part 2 - Institutional review Annex A - Academic reviewers ... Annex M - Guidance on producing the institutional review report Annex I - Observation of teaching General arrangements Handbook . Academic reviewers may not need to make direct observations of teaching where a subject provider can demonstrate that it has evidence of good quality delivery, and where observations of student work indicate student achievement in line with the intended learning outcomes. Protocol for direct observation of teaching Whenever academic reviewers observe teaching, a standard Teaching observation note should be completed. These are supplied by the Agency. In making judgements about individual teaching sessions, reviewers must provide oral feedback to members of staff, even if this requires a later appointment to be made. Oral feedback is confidential to the member of staff and should be given privately. Its purpose is to offer constructive comment rather than to prescribe preferred practice. Reviewers must also preserve the anonymity of the staff observed teaching in all written reports and in discussions with other staff of the institution.

47. Texas Reading Club, Links To Literacy Organizations - Texas State Library of English is dedicated to improving the teaching and learning in implementing thestatewide curriculum, the Texas essential knowledge and skills (TEKS). http://www.tsl.state.tx.us/ld/projects/trc/literacyorgs.html

Services to Librarians Projects Links to Literacy Organizations Visit these web sites to learn about organizations throughout the United States that promote reading and literacy for children and adults through many valuable programs. America Reads Challenge The America Reads Challenge is a grassroots national campaign that challenges every American to help all children learn to read. Hundreds of organizations are a part of the President's Coalition for the America Reads Challenge. The web site features a wealth of information and links for kids, families, educators, and communities. Also availble here is the READY*SET*READ booklet. Links to reading research and resources may be found on this site. The Barbara Bush Foundation for Family Literacy The Barbara Bush Foundation for Family Literacy was founded in 1989 to establish literacy as a value in every American family. The goal is to help every family in the nation understand that the home is a child's first school, that parents are a child's first teachers, and that reading is the child's first subject; and to break the intergenerational cycle of illiteracy by supporting the development of family literacy programs where parents and children can learn and read together. At this website you will find information about grants, programs that work, publications, and state literacy intitiatives.

48. Conference Theme And Strands -- ASCD's 58th Annual Conference & Exhibit Show, Ma Identifying essential knowledge and skills programs and strategies that promote essentiallearning (early teaching explicitly the knowledge and skills of moral http://www.ascd.org/trainingopportunities/conferences/2003ac/themestrands.html

ASCD's 58th Annual Conference Conference Theme and Strands Back to Annual Conference home page THEME: Igniting the Passion for Learning: Innovative Responses to Complex Issues STRANDS * Beyond High-Stakes Testing: What Really Matters? We invite proposals that use evidence of student learning to inform decisions. Areas of focus may include: Analyzing the data to uncover the story. Balancing the use of qualitative and quantitative data. Using results to inform decisions. Designing instruction based on data. Organizing and managing data using technology. Building Intellectual Capital: What Are the Essential Knowledge and Skills for the 21st Century? We invite proposals that identify and provide support for the essential learnings of the millennial society. Areas of focus may include: Redefining the purpose and practice of education. Identifying essential knowledge and skills. Implementing innovative programs and strategies that promote essential learning (early childhood through postsecondary). Overcoming barriers. Transitioning from school to work/career.

49. The Forum-About The Sunshine State Standards The Sunshine State Standards identify the essential knowledge and skills that students areused to teach them, how much time is spent teaching them, and http://intech2000.miamisci.org/sss/aboutsunshine.html

Introduction to the Sunshine State Standards The Sunshine State Standards identify what Florida public school students should know and be able to do during each of four grade clusters that represent developmental levels: PreK-2, 3-5, 6-8, 9-12. They describe the student achievement that the state will hold schools accountable for students' learning in the subject areas of language arts mathematics science social studies ... physical education , and foreign languages Organization of the Standards The Sunshine State Standards will affect many aspects of schooling in Florida. The curriculum and instructionwhat teachers teach and how they teach itmust be organized around these standards. The state will be assessing reading, writing, and mathematics based on the standards. At the local level, once the state standards have been implemented, then classroom tests should be geared to those standards. Finally, the systems used to report student progessreport cards and transcriptsshould have a clear relationship to the standards. in short, the standards should be the starting point for much that is done within Florida's educational system. The Sunshine State Standards are organized as follows: Strand = label (word or short phrase) for a category of knowledge, such as reading, writing, measurement, economics, nature of matter.

50. Projects For Candace Figg, Ph.D. A multimedia presentation of teaching vignettes created by Texas the Texas stateeducational standards (Texas essential knowledge and skills) in Reading http://www.figg.com/phd/Projects.htm

C A N D A C E B A L C H F I G G P h. D. Profile Publications Teaching Projects ... Home Published Multimedia Projects Word Processing Wizardry: A Tutorial for ClarisWorks 5.0. A multimedia tutorial, created in HyperStudio, that was developed through participatory design with the students of the basic computing tools class for educators at the University of Texas. Previous Projects Computing Tools Competency Tutorial. This project was created in collaboration with Dr. Jenny Burson for the purpose of providing students with preparation materials for the department computing tools competency exam. By using WebCT as the framework for distribution of exam preparation materials, students, faculty, and others may access the materials online. The combination of webpages and downloadable project files provides students with access to online tutorials as well as projects that simulate those actually encountered during the testing situation. The I.T. Doctoral Student Survival Guide.

51. Graduate Recruitment And Studentships Students of the University experience high quality teaching in a researchled environment,providing them with the essential knowledge and skills needed to http://www.shef.ac.uk/ocp/ext_gradrecruitment.html

52. Medical Library Association: Essential Areas Of Knowledge page 6. Instructional Support Systems teaching ways to to solve problems is an essentialand ever is called upon to apply knowledge, skills, and understanding of http://www.mlanet.org/academy/knowledge.html

The Academy of Health Information Professionals Essential Areas of Knowledge Candidates who hold a master's degree from a non-ALA accredited program must document sponsored instruction in all Essential Areas of Knowledge, regardless of the number of years of professional work experience. An applicant is required to document a minimum of eight contact hours of instruction in a core area to fulfill the requirement for that Essential Area of Knowledge. The following types of coursework are acceptable forms of sponsored instruction: Sponsored Instruction Required Documentation Continuing education course preapproved for MLA credit A copy of MLA CE certificate(s) Continuing education course not preapproved for MLA credit A copy of certificate or letter of completion plus a copy of the course syllabus Academic coursework A copy of transcript plus a copy of the course syllabus Candidates without an ALA-accredited M.L.S. are required to submit Form KNO, Evidence of Essential Knowledge

53. Electronic Teachers College teaching Resources. · teaching in Texas. · Frequently Asked Questions. ·Contact Us. teaching in Texas. Texas essential knowledge and skills (TEKS). http://texascampus.tamus.edu/etc/texas.htm

Text Only Contact Sitemap Search: Home ETC Overview Programs and Courses ... Contact Us Teaching in Texas How to Become a Teacher in Texas Texas Teach Texas Education Agency State Board for Educator Certification ... Texas Essential Knowledge and Skills (TEKS) Funding for the ETC is provided through a Telecommunications Infrastructure Board Discovery Grant Texas CAMPUS

54. The Home Of The Georgia Professional Standards Commission to acquire the critical and essential knowledge and skills classroom instruction inpedagogical skills that are integrated with the teaching content field. http://www.gapsc.com/teachereducation/tfg.asp

Educator Preparation Home var MenuCreatedBy='AllWebMenus 1.3.360.'; awmAltUrl=''; ALTERNATIVE PREPARATION PROGRAM Goal The goal of the alternative preparation program is to provide a University, RESA, and Public Schools collaborative non-traditional option for prospective post-baccalaureate teacher candidates to acquire the critical and essential knowledge and skills necessary for successful entry into the classroom. Description This model requires that teacher candidates complete an intensive preparation program of approximately four weeks during the summer prior to entering the classroom in the fall. Additionally, it requires intensive monitoring, supervision and mentoring during a two-year induction period. (The model could be adjusted to accommodate teachers hired on provisional status after the school year has begun. In this model, the time required for pre-assignment training will be shortened with training classes held after school hours.) The collaborative unit including the teacher preparation unit of a college or university, a RESA, and the cooperating public schools will be responsible for implementing the program and for recommending candidates for initial certification. Program Components and Description Components: Candidate Selection Criteria Pre-Assignment Instruction Induction Post-Assignment The first phase will consist of approximately 140 clock hours of classroom instruction in pedagogical skills that are integrated with the teaching content field. As an example, instruction will focus on curriculum planning and strategies for teaching science, math, etc. Field experiences will be integrated into the preparation training. Classroom observations of experienced teachers providing instructional assistance to individual students, and mini-lesson presentations during the summer "pre-assignment institute," will be required by placing and supervising candidates in summer school situations.

55. CORE Knowledge And Skills Academy offers educators fundamental knowledge in effective English Learners areboth essential issues for Materials The CORE teaching Reading Sourcebook http://www.corelearn.com/expertise.htm

www.corelearn.com CORE Reading Essential One: Expertise Build the knowledge and skills required for reading results that last. CORE Reading Academy CORE Universal Access CORE Refresher Workshop Back to Reading Essentials Model The CORE Reading Academy Primary (K-3) Middle (6-8) Intermediate (4-6) Combined (K-8) The CORE Reading Academy offers educators fundamental knowledge in effective research-based reading instructional practices. The content of this program reflects the key findings reported in the National Reading Panel Report. Get a clear view of the current state of reading education and key literacy concepts. Understand the elements of an effective reading program: the sound-print connection, decoding, spelling, vocabulary development, comprehension, reading and responding, and differentiated instruction. Learn about classroom-tested models of good instruction. Essential Follow-Up: Apply research-based strategies in the classroom with the help of CORE Educational Consultant's onsite observations and demonstrations. Studies by Joyce and Showers studies show high success rates with on-the-job support.

56. American School Board Journal: April 2002 Certification does not ensure mastery of essential skills or knowledge. andineffective way to bolster popular respect for teachers or teaching. http://www.asbj.com/2002/04/0402coverstory3.html

Sign up for our weekly e-mail newsletter April 2002: Vol. 189, No. 4 Cover Story Research School Law Your Turn ... In Our Print Edition School systems across the nation are struggling to find competent teachers, and projections suggest that matters will only get worse in the coming decade. Why, then, do state licensure systems erect barriers in the path of potential applicants? The bottom line is that our current system of licensure rests on three assumptions, each of which is fundamentally flawed. Certification does not ensure mastery of essential skills or knowledge. It does little to weed out unsuitable applicants. And it is an unconvincing and ineffective way to bolster popular respect for teachers or teaching. Current certification dissuades potentially effective teachers. Energetic, talented individuals will have many attractive alternatives and may be the least willing to endure the hoops and hurdles of certification.

57. Instructions And Template For Creating A Position Description essential knowledge and experience in one or more subareas of the discipline.Demonstrated teaching skills at undergraduate and postgraduate levels. http://www.admin.uq.edu.au/ps/jobs/13070840401.htm

POSITION DESCRIPTION Job Title: Lecturer/Senior Lecturer in Astrophysics Organisation Unit: Department of Physics, School of Physical Sciences Reference Number: Type of Employment: Continuing Classification: Academic Level B/C Remuneration: $60,890 to $72,307 (Level B); $74,591 to $86,007 (Level C) including 17 % employer superannuation contribution Closing Date: 17 August 2001 Further Information: Professor Halina Rubinsztein-Dunlop, telephone (07) 3365 3405 BACKGROUND Organisational Environment The Department of Physics in the School of Physical Sciences teaches a full undergraduate curriculum in physics for physics majors and conducts extensive service teaching to Engineering, Life Sciences and Health Sciences. There is an active postgraduate research program based around the major research strengths of: laser physics and quantum optics, quantum computation and quantum information, soft condensed matter physics, theoretical condensed matter physics and astrophysics. The Department hosts two world-class research centres: the Centre for Laser Science, and a node of the Australian Research Council Centre for Quantum Computer Technology. Details of the research interests of academic staff may be accessed on the Physics web site at Http://www.physics.uq.edu.au/

58. MEDIA ADVISORY DECEPTIVE ADVERTISEMENT FOR NEISD BOND ISSUE CHALLENGED the newly adopted Technology Applications Texas essential knowledge and skills (TEKS)by the possible the computer equipment for teaching the Technology http://www.tppf.org/pr/1998/pr080698.html

Press Release MEDIA ADVISORY DECEPTIVE ADVERTISEMENT FOR NEISD BOND ISSUE CHALLENGED Press Conference August 6, 1998, 1:30 p.m. Texas Public Policy Foundation 8122 Datapoint Drive, Suite 816 For Immediate Release August 6, 1998 Contact: Melinda Wheatley, Vice President San Antonio - The advertising insert in yesterday's San Antonio Express News paid for by the Northeast Independent School District erroneously asserts that the District must spend over $26 million on computer and technology upgrades as a result of "state mandates." "No such state mandate exists and any claims by NEISD officials to such effect should be corrected and retracted," said Texas Public Policy Foundation President Jeff Judson. In its 6-page advertisement, a section on page 4J is headlined "State mandates computer technology skills taught beginning in kindergarten classes." The article which follows states that "[t]he newly adopted Technology Applications Texas Essential Knowledge and Skills (TEKS) by the state legislature provides technology curriculum for the first time in the state of Texas. With the Technology Applications in mind, the district needs to provide - to the degree possible - the computer equipment for teaching the Technology Applications curriculum, as well as to provide the necessary infrastructure to support technology growth. The Technology portion of the bond package is basically a result of state mandates (emphasis added)." NEISD Proposition #3, which would cost local taxpayers over $26 million plus interest, calls for adding extra data ports, microwave links for secondary schools, upgrades to network connections, telephone system upgrades, additional student computers/printers, and computer cables. Such computer installations often require costly upgrades to air conditioning equipment and electrical systems.

59. Student Programs teaching materials are sent with confirmation of your visit. DMA visits andteaching materials are aligned with Texas essential knowledge and skills. http://www.dm-art.org/Education/Students&Teachers/ststudents.htm

Programs for Students Important notice: All docent-guided Museum visits and all Go van Gogh outreach programs are booked for the spring 2002 semester. We will begin booking school programs for the 2002–2003 school year on August 1, 2002. Watch your students' minds expand as they experience the world of art. Visual encounters with works from many cultures and time periods prepare students for a lifetime of meaningful experiences. Take time for art by signing up for programs and visits through the Dallas Museum of Art Eye School. Museum Visits Scheduling Your School Programs Guided Visits Self-Guided Visits ... Go van Gogh® * All docent-guided K-3 tours and Go van Gogh® outreach presentations are booked through the Spring 2003 semester. Museum Visits Scheduling your school programs All programs may be booked by mail using the appropriate request form. Due to demand for school programs, no phone or fax requests may be accepted. Photocopy completed request forms for your records.

60. Internationalizing Teaching/Learning international and multicultural society is essential to our STRATEGIES FOR INTERNATIONALIZINGTEACHING AND LEARNING. the subject area, what knowledge and skills http://www.bccie.bc.ca/FSA/internationalizing_curriculum.asp

Introduction Importance of Internationalization Description of Internationalization Internationalization in BC ... Members Only (password) breadCrumbs("www.bccie.bc.ca","»","index.asp","NavBar","NavBarBold","NavBarSeparator","0"); Internationalizing Teaching/Learning Jump to... International Competencies Internationalizing Learning Through Linked Assignments BCCIE Internationalizing the Curriculum/Learning Initiative The realities of globalization and growing international interdependence are prompting educational changes in terms of what is being taught and how it is being taught. Higher education institutions are increasingly needing to commit themselves to developing the international dimension of their campuses, curriculum and communities. An education system that prepares students to live and work in an international and multicultural society is essential to our future. Curriculum is identified as an important vehicle for accomplishing internationalization. The transformation of curriculum through an infusion of the international dimension across all curriculum is viewed as the most effective and sustainable approach to internationalizing learning. Internationalization of the curriculum must encompass not only a reformulation of the content of the curriculum but also the method of instruction (McKellin, 1996; Maidstone 1995; Francis, 1993).

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