Google_EDU_Report_FULL.pdf - 1 views
Phillips Exeter Academy | Hands On Math - 0 views
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The Exeter Mathematics Institute courses are tailored and designed for the needs of each school district. These sample course descriptions are examples of courses that have been offered in various school districts over the years. In most of these courses, we use the same Exeter Mathematics Problem Sets that are used during the Exeter school year. In the Geometer's Sketchpad course and in all of the hands-on courses, we use materials that have been specifically developed by Exeter Math Institute instructors. All of these materials are available using the links below
Policy Analysis for California Education (PACE) - 0 views
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Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of California - Berkeley, and the University of Southern California. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California's education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California's leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.
K20alt - 2 views
Educator Resources - Google in Education - 1 views
Homework: An unnecessary evil? … Surprising findings from new research - The ... - 0 views
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A brand-new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study — and a reminder of the importance of doing just that: reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves.
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First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school. In fact, there isn’t even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement. If we’re making 12-year-olds, much less five-year-olds, do homework, it’s either because we’re misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says.
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Second, even at the high school level, the research supporting homework hasn’t been particularly persuasive.
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Glogpedia - the best of Glogs | Glogster - 0 views
Smithsonian Wild - 0 views
City Experience - tag - 0 views
iLearn - iPod touch and iPad Apps - 0 views
FHU Blogs | 2011 ACU Connected Summit - 0 views
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