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J Black

Publications: SRN LEADS - 0 views

  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • ...4 more annotations...
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
nathanielcowan54

Buy Google 5 Star Reviews - 100% Non-Drop,Safe,Real 5 Star Reviews.... - 0 views

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    How do you get 5 star reviews on google? 5 star reviews on Google are a must-have for any business. It's important to know how to get them and what the best places are to buy them from. The first step is finding a reputable seller of high-quality 5 star reviews on Google. Most of these companies will offer you either a list of people who have previously purchased their service or want to purchase it again in the future, or they can provide testimonials from satisfied customers who gave glowing feedback about their experience with the company. Buy Google 5 Star Reviews Once you've found one that interests you, contact them and ask if they're willing to write an honest review about your company (and mention why). They'll likely respond positively since this is something they'd like too-it helps boost their own online presence while also helping yours! Once everything has been agreed upon between both parties involved (you), send out payment via PayPal or other secure payment method so there won't be any issues later down road when trying sell things online through sites like eBay etc… Can you buy a 5 star rating on google your business? Can you buy a 5 star rating on google your business? The answer is yes, but it's not easy. There are many services out there that will help you get the best possible result from Google in terms of reviews. Buy Google 5 Star Reviews The problem is they all cost money and they can't guarantee that they'll deliver 100% satisfaction! Where can you buy google 5 star reviews in the usa? If you work in the US, there are many ways to get Google 5 star reviews on your website or blog. You can also buy Google 5 star reviews through our partner agencies. We have a team of experts who will help you with this process and ensure that all of your requirements are met by us at no charge. Why does your business need to buy 5 star google reviews? Google is the most important search engine in the world, so it's no surprise t
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    Buy Google 5 Star Reviews Introduction If you have a business and need to get more customers, the Google 5 Star Reviews service is an excellent way to do it. This will help your business get more customers on the internet and grow its brand. Google 5-Star Reviews Service The Google reviews service is a way to get 5-star reviews from your customers. It's a very simple process and can be completed in just a few minutes, which makes it ideal for businesses that want to improve their online reputation but don't have time or money for traditional marketing techniques. Buy Google 5 Star Reviews Google Reviews Service Costs: There are three different ways you can use this service: You can pay $3 per review submitted through the Google site; You can pay $10 per month (or $99 annually), which includes an integrated email address where they will send out all customer emails sent by you; Or you can pay $25 per month (or $250 annually), which includes access to all other features of our platform as well as automated scheduling capabilities so that we know when exactly each company should post its latest review! Can you pay for 5 star google reviews? Yes, you can buy Google 5 Star Reviews. You can pay for verified Google 5 Star Reviews and reviews from people that have been working in the service industry for years. You can get a lot of information about a business or individual on Google by searching their name or title and seeing what comes up in the search results. If this person has written reviews on Google then they are probably telling you the truth about their experience with that company or individual. Buy Google 5 Star Reviews We're not just talking about content either-we mean real time human interaction that actually takes place between two living, breathing humans who happen to be talking face-to-face right now! Why should you buy google 5 star reviews from online? We are the best platform for you to get your business listed in Google. We have an exper
Greg O'Connor

Online learning: pedagogy, technology and opening up higher education | Higher Education Network | guardian.co.uk - 0 views

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    Higher education has always been fond of its acronyms and they don't get much more prolific than the current four letters doing the rounds. From the December 2011 launch of MITx Stateside to the University of Edinburgh's decision to join the Coursera platform, MOOCs (or Massive Open Online Courses) have barely been off the education news menu. Nor was the Observer alone in recently asking: "Do online courses spell the end for the traditional university?"
Messi karol

Truth about European Diploma - 0 views

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    Posts Jan Felton's PostsEdit 1 Post Views Log Settings * Write Post If you're planning on pursuing your higher education in Europe, you may want to give it another thought. Even if you call one of the countries which are a part of the EU home, you too need to rethink your decision to study on a European campus. Unless the degree you want is a degree that's related to the culinary arts, the performance arts, fas
Greg O'Connor

Why bother with #BYOD? « Learning Activist - 0 views

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    Have you wondered how to develop digital literacy in students? Have you wondered how to encourage self-directed learners? How to develop deep research skills? Of course this is all possible without technology, but why would you teach students skills without using the tools that they will need as soon as they leave school? (and which they are In simple terms a BYOD program is any policy within a school which allows students to bring in their own devices and connect to any combination of the school network or the internet. Schools might make a BYOD program voluntary or compulsory, but the key policy decision is to allow students to choose the device which suits them best. Some students prefer Windows machines, other prefer Apple, some students like the fast response of a tablet. Many school which implement a BYOD program soon find that students are working on not one device but many.
anonymous

Empowering the 21st Century Superintendent - About This Initiative - 0 views

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    CoSN has long recognized that superintendents can make or break technology initiatives. For example, in a 2004 nationwide survey of 455 technology decision makers, CoSN found that visionary technology leadership - and the community support fostered by district leaders - made the difference in districts that were able to bolster their technology plans, budgets and implementation.
Jeff Johnson

Professional Learning Community - 0 views

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    The term professional learning community describes a collegial group of administrators and school staff who are united in their commitment to student learning. They share a vision, work and learn collaboratively, visit and review other classrooms, and participate in decision making (Hord, 1997b). The benefits to the staff and students include a reduced isolation of teachers, better informed and committed teachers, and academic gains for students. Hord (1997b) notes, "As an organizational arrangement, the professional learning community is seen as a powerful staff-development approach and a potent strategy for school change and improvement."
Fred Delventhal

Vidizmo - video technology innovation to maximize your success - 0 views

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    Vidizmo - a video technology innovation that maximizes your success Despite being the most effective means of offline communication, videos remain a one-way medium. Vidizmo adds interactivity to videos, makes them more engaging, capture responses and allows you to measure results... and make informed decisions Vidizmo is completely web-based... no software required!
Rick Beach

s i x t h s e n s e - a wearable gestural interface (MIT Media Lab) - 17 views

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    Sixth sense virtual reality software for enhanced decision-making
Annalisa Manca

JISC Sustaining and Embedding Innovations / Welcome - 0 views

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    This resource is intended to distil lessons learned from various JISC innovation programmes into a "Good Practice Guide for Sustaining and Embedding Innovations". It is intended to support project steering groups and management teams in further and higher education in decision-making in this area.
Darcy Goshorn

Copyright for Teachers and School Librarians - 25 views

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    "We are here to help you deal with copyright issues in your school. North Carolina educator John Brim will share his knowledge of copyright and how it applies to teachers, media technology professionals and students. As educators, we have special 'fair use' privileges. Be sure you know what the limitations are and you will be able to make the right decisions. To use this website, click on the Video Chapters on the left side of this page and you will see and hear John Brim on different topics. All videos will open in your default media player. "
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techmigi

Techmigi - Your Tech Expert - 0 views

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    Techmigi is a growing technology website provides helpful technical information to people. we have an aim to be the number one technology website in the World. With Techmigi we provide helpful information and news about the mobile, gadgets and help our audience with our experienced reviews to guide them in taking proper decision. Techmigi is a new website with young and goal oriented people and we are trying to be one of your favorite technical website we just need your support.
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Tania Sheko

What Schools are Really Blocking When They Block Social Media | DMLcentral - 13 views

  • The real issue, of course, is not social media but learning.  Specifically, the fact that our schools are disconnected from young learners and how their learning practices are evolving.  The decision to block social media is inconsistent with how students use social media as a powerful node in their learning network.  Can social media be a distraction in the classroom?  Absolutely.  Will some students access questionable content if given the opportunity?  Yes.  But many students use social media to enhance their learning, expand the reach of the classroom, find the things they ‘need to know,’ and fashion their own personal learning networks.
  • Because social media is such a big part of many students social lives, cultural identities, and informal learning networks schools actually find themselves grappling with social media everyday but often from a defensive posture—reacting to student disputes that play out over social media or policing rather than engaging student’s social media behaviors.
  • Education administrators block social media because they believe it threatens the personal and emotional safety of their students.  Or they believe social media is a distraction that diminishes student engagement and the quality of the learning experience.
  • ...8 more annotations...
  •   Schools also block social media to prevent students from accessing inappropriate content. 
  • I have often wondered what are schools really blocking when they block social media.
  • We structured the learning to be autonomous, self-directed, creative, collaborative, and networked.
  • The teacher and I had overlooked the fact that YouTube was blocked
  • The teacher believes network literacy is also crucial. 
  • network literacy, that is, “using online sources to network, knowledge-outreach, publicize content, collaborate and innovate.” 
  • By blocking social media schools are also blocking the opportunity:
  • 1)    to teach students about the inventive and powerful ways communities around the world are using social media 2)    for students and teachers to experience the educational potential of social media together 3)    for students to distribute their work with the larger world 4)    for students to reimagine their creative and civic identities in the age of networked media
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Eric Swanstrom

Prolexic DDoS Services Offer Mitigation Network to Deny Largest Attacks - 0 views

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Bruce Vigneault

New ban imposed on regulating global warming gases - Yahoo! News - 0 views

  • The White House has repeatedly said that the Clean Air Act should not be used to regulate carbon dioxide or other greenhouse gases, even though an April 2007 Supreme Court decision determined that the EPA could do so under the law. But that hasn't stopped environmentalists from trying
    • Bruce Vigneault
       
      Yet another example that this administration doesn't think that our constitution applies to them!
Paul McKenzie

ExperiencePoint || Business Simulations - 0 views

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    Can you see where this technology is going...  Training and mentoring can be simulated itself.  Imagine applications like this applied to education.
Melissa Smith

The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

  • Evident
  • Easy to Use
    • Rob Jacklin
       
      And make sure it works the first time :-)
  • Technology threatens to reorder those behavior patterns
  • ...4 more annotations...
  • The first instinct is thus to graft technology onto preexisting modes of behavior. Hence PowerPoint slides replace the overhead projector, and the learning or course management system attempts to simulate an in-person classroom
  • As technologists, however, we have to realize that incremental change is the best we can hope for in many cases
  • That pace is dictated in large measure by their response to the Three E’s. We have to make them aware of the benefits realized through the effective use of technology. We have to make sure that the platforms they are forced to use are relatively easy to manipulate and conform in some way to the reality in which they exist
  • Technology of the Week” posters. We actually advertise some of the useful and interesting things that faculty can do with a particular technology. They can then go to the Curriculum Innovation Center or attend a workshop to learn how to use that technology.
    • Melissa Smith
       
      That is a great idea! Advertise then set up mtgs to teach others.
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    This is a MUST read for all technology decision makers in Lutheran Schools! The Three-E Strategy for Overcoming Resistance to Technological Change If you just build it, they won't come-you need to shape users' behavior by acknowledging their world view rather than your own as a technology implementer
J Black

Building the 21st-Century Mind: Scientific American - 0 views

  • Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.
  • To summarize, they push the mind in three ways: disciplined (depth), synthesizing (breadth) and creative (stretch). There may be some division of labor across individuals, but everyone should have at least some experience with each kind of mind, otherwise we wouldn’t be able to work productively with others.
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    Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.
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