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Mr. Gates is tracking the research closely. The use of digital video in particular has caught his attention. In an interview, he cited its potential for evaluating teachers and for helping them learn from talented colleagues.

The meticulous scoring of videotaped lessons for this project is unfolding on a scale never undertaken in educational research, said Catherine A. McClellan, a director for the Educational Testing Service who is overseeing the process. By next June, researchers will have about 24,000 videotaped lessons. Because some must be scored using more than one protocol, the research will eventually involve reviewing some 64,000 hours of classroom video

NBC Learn interviews athletes, coaches, and scientists in this original 16-part series, and unravels the physics, biology, chemistry, and materials engineering behind the Olympic Winter Games.

NBC News Archives on Demand (K-12) is a collection of NBC News videos, primary source documents, images, and resources specifically designed for use in the K-12 classroom.

Thousands of searchable and downloadable videos (1930s to Today) Video content aligned to State Standards Current Events updated regularly Sciences, Social Studies, Language Arts, Health and Business Personalized playlists for teachers and students

nteraction should be frequent

as in human conversation

active environment maintains student interest for a long period of time, even with difficult learning material.

Tinderbox “the tool for notes.”

The power of Tinderbox comes from its ability to display those notes in a number of different and helpful ways, and its array of mechanisms for manipulating those notes.

Tinderbox is a toolbox full of tools that let you play with information. DevonThink Pro is a better tool for research, particularly when linked with Devon Agent, OmniOutliner is a better outliner, Scrivener is a better writing tool, and Omnigraffle does a better job of drawing. All of these tools are great, but while they overlap some, they don’t cover everything Tinderbox does.

In diesem Zusammenhang wäre es auch wichtig, die Ausbildung der Studierenden im Umgang mit den sozialen Medien zu fördern und dies curricular in den Studienablauf einzubinden.

Sehgewohnheiten, die sich gerade in Richtung „Listen“ verschieben, weil das die häufigste Präsentationsform von Information in den sozialen Medien ist.

mehr Forschung über unsere gegenwärtige Internetkultur und eine größere Reflektion über unser Tun im Netz notwendig sind.

Word Walls and The Name Game Each day we have one person who is our helper and we focus onher name. When everyone has had a turn, we start another round.I find it easiest to go in alphabetical order by first names. I write the students names on sentence strips, using one colorfor boys, and another for girls.First round: We reveal one name each day, beginning with a cheer:?Gimme a B (B), Gimme an i (i), Gimme an l (l), Gimme another l(l), Gimme a y (y). What?s that spell? (Billy). One more time!(Billy). Then I ask if anyone ?notices? anything about Billy?s name andwe look for letters in common with other names, or count lettersand look for other names with the same number of letters. Thenwe take a good look at the student, discussing colors ofclothing, so each child can draw a picture of the helper. Iwrite the helper?s name on the board and encourage everyone totry to write that person?s name and then draw a picture of thehelper. The helper gets to take home the pictures drawn byothers, his is put up on the bulletin board with the name cardI?ve made. 2nd Round: The self-portraits are put into a class book and thename cards are transferred to an alphabet word wall. Each day weread the alphabet and names, then take the helper?s name off tocheer and ?notice? letters about this name and others. We formthe helper?s name in magnetic letters, scramble them up and taketurns putting them in the right order. 3rd Round: When we read the alphabet, we say the sounds inaddition to the letters and names. This time we cheer, writethe letters in the helper?s name on the board and then count howmany of those letters are in the names on the word wall. Thenwe talk about which letter has the most, least, etc. We havealso added another name cheer: ?Bryan, Bryan, that?s his name.It starts with B, it ends with n, hooray, Bryan! We stillscramble the name with magnetic letters. At some point we begin to add sight words to the names on thewall, usually starting with go and we. In December, or after wecome back from Christmas, we take the names off the word walland put them in a pocket chart for the kids to use duringcenters. We continue to add sight words the rest of the year,reading the alphabet, and saying the sounds and words each day. Here are additional name ideas; some I?ve tried, some I haven?t.*Count the syllables.*Write the names like a rainbow.*Name poems from the website Korky?s Kool rhyme machine (http://www.literacyhour.co.uk/learning_activities/rhyme/rhyme.html)*Think of words that begin the same as the name.*Make up tongue twisters.*Fill out an interview sheet.*Mystery person (hangman type game where you draw blanks for theletters and the kids guess letters until they know the name.* Use the letters in the name and look for smaller words. *Cut up name puzzles to keep in a literacy center.*Change the initial consonant and play with the word (Sue, Bue,Lue, etc.).*Another name cheer: No matter what I do or say,My name will always be the same,It starts with_____It ends with ____Now count to 3 and say my name,1,2,3,_______.

1997), national symposiums held

According to a yearly national survey of more than 200,000 first-year students conducted by researchers at the University of California at Los Angeles, college freshmen are increasingly "overwhelmed," rating their emotional health at the lowest levels in the 25 years the question has been asked. Such is the latest problem dropped at the offices of higher-education administrators and professors nationwide: Young adults raised with a single-minded focus on gaining admission to college now need help translating that focus into ways to thrive on campus and beyond.

Many young adults weren't taught the basic life skills and coping mechanisms for challenging times.

The consequences for students who lack those skills have become increasingly clear both on campus and after graduation. At Pitt, where I teach, and at other institutions, student-life administrators have noticed a marked decrease in resiliency, particularly among first-year students. That leads to an increase in everything from roommate disagreements to emotional imbalance and crisis. After graduation, employers complain that a lack of coping mechanisms makes for less proficient workers: According to a 2006 report by the Conference Board, a business-research group, three-quarters of surveyed employers said incoming new graduates were deficient in "soft" skills like communication and decision making.

TEENS20/01/2014 Adolescents were interviewed and most obesity problems, causing psychological problems and wanted to be thinner. 

ANOREXIA20/01/2014Anorexia nervosa is a potentially life-threatening condition in which an obsession with thinness leads to severe dieting and excessive weight loss. 

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In a review of educational research published by SAGE Journals in July, Singer and University of Maryland professor Patricia Alexander discovered that readers may not comprehend complex or lengthy material as well when they view it digitally as when they read it on paper. While they concluded with a call for more research, the pair wrote, “It is fair to say that reading digitally is part and parcel of living and learning in the 21st century … No matter how complex the question of reading across mediums may be, teachers and students must understand how and when to employ a digital reading device.”

In an interview with “Inside Digital Learning,” Singer confirmed, “Digital devices aren’t going anywhere. This no longer is a question of, ‘Will the digital device be in your classroom?’ but ‘What do we know about the digital device, and how can we make this equal to print?’”

For example, she said instructors should take the time to show students how to annotate a PDF and make them aware that most people read more quickly on a screen than in print and therefore could lose some comprehension. She also suggested that teachers ask students to answer, in one sentence, what the overall point of the text was every time they read a chapter or an article online.