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A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).

van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p

Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).

The new law signed today by the Governor ensures that parents and the general public can assess how schools across New York are performing. The law requires school districts and BOCES to fully disclose their evaluation results to the public and require requires the State Education Department to post and make widely available important data that will allow the public to analyze and compare how schools are performing. School districts and BOCES will also be required to notify and fully disclose to parents and legal guardians the final specific ratings and composite evaluation scores of the teachers and principals to which their student is assigned.

while less than a third (28.3 percent) rep

ed wired/Ethernet upgrades as a priority for the coming year.

"The shift from wired networks to a more mobile-centric network architecture is a focused initiative across higher education today,"

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Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.

When compared to traditionally taught classes, students in mastery learning classes consistently have been shown to learn better, reach higher levels of achievement, and develop greater confidence in their ability to learn and in themselves as learners

Harvard’s annual cost for journals from these providers now approaches $3.75M. In 2010, the comparable amount accounted for more than 20% of all periodical subscription costs and just under 10% of all collection costs for everything the Library acquires. Some journals cost as much as $40,000 per year, others in the tens of thousands.

ibrary, representing university faculty in all schools and in consultation with the Harvard Library leadership,  reached this conclusion: major periodical subscriptions, especially to electronic journals published by historically key providers, cannot be sustained: continuing these subscriptions on their current footing is financially untenable. Doing so would seriously erode collection efforts in many other areas, already compromised.

The Faculty Advisory Council to th

“It’s going to raise some eyebrows,

blending liberal-arts teaching with online learning.

explore how online courseware could fit into the close-knit liberal-arts experience

A closer look might provide insight into how this experience will assist in Rachel's development: Positive emotions are created from the established lap reading routine that generates an intimate closeness and feeling of security. Interactive social dialogues between Rachel and her mother build on prior knowledge and provide immediate feedback as they discuss each animal as the story progresses. The language they use to label, compare, explain, and classify creates a supportive context for structuring the processes of thinking and concept formation. Each of the domains of development—linguistic, cognitive, social, and emotional—is affected during Rachel's experience, and all play an important role in her development

As Rachel began to internalize the actions and language of her mother, she began to use these tools to guide and monitor her own processing behavior until she is now able to take over much of the responsibility for reading the book (Dorn, French, & Jones, 1998)

A framework for understanding the interrelated nature of the cognitive, social, emotional, linguistic, and literacy development of children; social interaction; and literature selection in grades K-4 is provided in the appendix. The purpose of the framework is to provide a general guide for teachers, parents, and other caregivers in the appropriate selection of books that takes into consideration the importance of child development.