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KIMEDE is a pioneering think-tank in the Republic of Cyprus. It is rapidly developing into an important voice for European principles and values in the Eastern Mediterranean. KIMEDE, as a member of the Brussels-based Trans-European Policy Studies Association (TEPSA), is in close collaboration with numerous leading institutes in Europe. Thus, inter alia, KIMEDE has participated in the life of FORNET, a network of research and teaching on European Foreign Policy. Through its Members, KIMEDE is presently associated with EU-CONSENT, a Network of Excellence for joint research and teaching on the European Union. In addition, we are pursuing the whole range of activities suggested by our name, including research, seminars, publications, etc.

Free online teacher resources, including a rubric generator.

Great site in development to help teachers teach the American Civil War using technology to enhance instruction.

Great site to enhance the teaching of history

PSBA Administrative and Teaching Jobs in PA

PA Teaching Jobs

In the spirit of Geocaching, Educaching is a curriculum that uses GPS technology to create an innovative learning atmosphere. Exciting lesson plans, unique ideas, and helpful strategies that incorporate the national teaching standards provide a road map to make education challenging, rewarding, and fun.

The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was

Blog with thought on using cell phones in the classroom.

provides over 20,000 learning materials categorised into seven main areas: Arts, Business, Education, Humanities, Mathematics and Statistics, Science and Technology\n, Social Sciences.

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