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http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no37.pdf
"This Occasional Paper is designed to identify practices and resources to support the successful development and implementation of team-taught courses. We first identify a range of team teaching models and highlight some of their key features. We then turn to common challenges and key strategies for mitigating these challenges. Finally, we provide two resources for teaching teams: a planning questionnaire in Appendix A and a set of strategies for evaluating the success of team-taught courses..." (p. 2).
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"This toolkit brings suggestions and resources for educators who want to utilize new technology-based resources to help their EL students gain proficiency in English and meet academic goals. The toolkit offers five guiding principles for educators to apply in exploring new ways of working with and supporting EL students through technology" (press release, 2018.10.22, ¶3
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Jackson, C. Kirabo. (2018). What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes. Journal of Political Economy, 126(5).
- The fact that teacher impacts on behavior are much stronger predictors of their impact on longer-run outcomes than test-score impacts, and that teacher impacts on test scores and those on behavior are largely unrelated, means that the lion’s share of truly excellent teachers—those who improve long-run outcomes—will not be identified using test-score value-added alone
- Impact on High-School Success, ¶4
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Sunday, November 04, 2018
Diigo bookmarks (weekly)
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Welcome to pab's potpourri!
This is an experimental, informal blog for learning about blogging, blog development, and blog-related professional development activities.
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