However, giving educators greater flexibility enabled schools to more effectively respond to the increased demographic diversity of America and the needs of students. In schools with multicultural populations, including lessons in cultural tolerance, incorporating cultural diversity into the history and literature classes, and even on a very basic level, simplifying some of the language for ESL students in science and math classes when mainstreaming those students made education more responsive and also more student-friendly. Even if students do not meet standards by the end of a particular year, the education of students facing special challenges is often best met by an approach that focuses on educating the student in a long-range fashion, rather than upon annual testing.

Receiving a poor rating can be demoralizing for a school. For a school where simply getting to school on time is an achievement for some students, or schools that have seen remarkable progress but…...

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Works Cited

Mathison, Carla & Cheryl Mason. (1989). "Planning interdisciplinary curriculum: A systematic and cooperative approach. Presentation to: ASCD Annual Conference, Orlando, FL. Retrieved 15 Mar 2008 at http://volcano.und.edu/vwdocs/msh/llc/is/icp.html

Rogers, Bethany, Joe McDonald, & Theodore Sizer. (1993, Oct). "Standards and school reform: Asking the essential questions." Coalition of Essential Schools. Retrieved 15 Mar 2008 at  http://www.essentialschools.org/cs/resources/view/ces_res/106

In addition, students in the same classroom can focus on problems that range in complexity, with some students describing the process for reducing fractions and others designing and explaining binomial equations," (Kluth & Straut 2001). In short, teachers can give students some discretion in demonstrating how they know the concept in a way that is fun and meaningful to the child, such as asking an artistically-minded child to create a drawing to demonstrate a solution to a word problem. Also, some of the more confident and gifted students may strive to take the standards to the 'next level' of learning.
Another is "curriculum compacting," in which "students qualify for compacting when they demonstrate a certain level of mastery of the subject that the teacher is about to commence teaching. This qualification is determined by offering students a pre-test on that content" (Gus 2003). The students who take the pre-test and…...

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Works Cited

Gus, D. (2003, Feb). "Differentiated instruction." Classroom Connect. Retrieved 8 Apr 2008 at  http://www.doctorgus.net/ClassroomDifferentiated.htm 

Kluth, Paula & Straut, Diana (2001). "Standards for diverse learners."

Educational Leadership. 59.1:43-46. Retrieved 8 Apr 2008 at http://www.ascd.org/ed_topics/el200109_kluth.html

Tomlinson, Carol Anne. (2000)." Reconcilable differences? Standards-based teaching and differentiation." Educational Leadership. 58.1:6-11. Retrieved 8 Apr 2008 at http://www.ascd.org/ed_topics/el200009_tomlinson.html

In the most recent study, conducted by Philliber Research Associates for the Hartford Foundation for Public Giving 188 children enrolled in 14 childcare centers were evaluated and findings report significant gains for children in the 'Creative Curriculum' classroom. These children "made statistically significant gains in the cognitive/language profile, motor profile, and self-help profile over what would be expected of children of the same age during the same amount of time." (2007)
It is stated by the Teaching Strategies report that the 'Creative Curriculum' an integrated curriculum for preschools include the following components: (1) review of current research and learning theory; (2) overview of child development knowledge including the ways that children are unique; (3) strategies for setting up the learning environment which is the 'context for teaching'; (4) Content to be taught including knowledge and skills children are expected to learn in literacy, math, science, social studies, arts, and technology…...

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Bibliography

Fat, Silva (2006) Designing the Curriculum - Transmitting Research Based Academic Knowledge. Online available at www.eui-net.org/Project_documents/Tallinn2006.05/lucrari/Lucrare_Fat.doc

Loepp, Franzie L. (2005) Models of Curriculum Integration. The Journal of Technology Studies. Online available at  http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-1999/Loepp.html 

Lake, Kathy (2001) the Integrated Curriculum. School Improvement Research Series (SIRS) NWREL 2001 Close-Up #16. Online available at  http://www.nwrel.org/scpd/sirs/8/c016.html 

The Creative Curriculum for Preschool: A Comprehensive, Integrated Curriculum and Assessment System. Teaching Strategies. Washington, DC. Online available at  http://www.teachingstrategies.com/content/pageDocs/D_CreativeCurriculum_LTR305.pdf

' Musical intelligence can be deployed through the use of teaching 'times tables songs' and visual intelligence can be stimulated through the use of allowing students to create colorful classroom displays, perhaps even drawing upon student's interpersonal intelligence as well by assigning different teams a single 'table,' like six, to illustrate with pictures.
Although I believe that multiple intelligences can be incorporated into any classroom, with the right degree of creativity on the part of the teacher, I also know that having the resources to make use of computers to create webquests, to have adequate access to art and musical materials, to be able to conduct field trips, and to have a diversity of books, pictures, guest speakers, and hands-on materials will enhance my ability to make use of the multiple intelligence philosophy in my curriculum

How does it fit in with my school?

Because of national pressure, schools are forced to comply…...

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Works Cited

Armstrong, Thomas. (2000). "Multiple intelligences." Retrieved 17 Mar 2008 at  http://www.thomasarmstrong.com/multiple_intelligences.htm 

Four Pillars of NCLB." (2008). U.S. Department of Education. Retrieved 20 Mar 2008 at  http://www.ed.gov/nclb/overview/intro/4pillars.html 

Lane, Carla.."Multiple Intelligences." The Distance Learning Technology Resource Guide. Retrieved 20 Mar 2008 at  http://www.tecweb.org/styles/gardner.html

Making principals and school administrators involved in the process along with parents creates additional support and potential for learning reinforcement at home and in creates greater cohesiveness in terms of the school's overall learning environment. hile any number of step-by-step curricular models exists for individual teachers, since the underlining principle of all curriculum design is to impart skills to students that build upon previous units of learning, it is better that there exist some continuity in curriculum planning between teachers. Also, if all teachers take a similar approach there is a greater chance that learning outcomes will build on one another, throughout a student's educational career.
Curriculum design will no doubt be different 10 years from now, as state and perhaps even national standards require learning outcomes to be more measurable and clearly defined within individual units. This may create more homogeneity in terms of basic skills demanded between schools.…...

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Works Cited

Hlynka, Denis. (30 Nov 2005). "Course Syllabus: Theory and Practice of Curriculum

Design and Development." Retrieved 30 Jan 2007 at http://www.umanitoba.ca/centres/ukrainian_canadian/hlynka/courses/132756/syllabus.html

Learning Outcomes." (2004). Learning Development Unit. Retrieved 30 Jan 2007 at  http://www.livjm.ac.uk/lid/ltweb/ldu_12/learning_outcomes.htm 

Ornstein & Hunkins. (1998). Curriculum: Foundations, Principles, and Issues.

The third step is creating which is doing. It is taking action on what you find, what you suspect, what you think will make a difference. The last step is confirming. In this stage, you are evaluating your efforts, learning from feedback, and starting the cycle again.
6. Define "data-driven" decision making.

Data driven decision making uses student assessment data and relevant background information, to inform decisions related to planning and implementing instructional strategies at the district, school, classroom, and individual student levels. Data literacy consists of a person possessing a basic understanding of how data can be used to inform instruction. Studies have often shown that if instructional plans at the state, county, district, school, classroom, and individual student levels are based on assessment information relevant to the desired learning outcomes for students, the probability is increased that they will attain these desired learning outcomes.

Data from a variety of sources…...

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References

Allen, Janet. (2004). Tools for Teaching Content Area Literacy. Stenhouse Publishers: Tyler

Kowalski, T.J., Lasley II, T.J., and Mahoney, J.W. (2008). Data-driven decisions and school leadership: Best practices for school improvement. Pearson: Boston.

Parkay, F.W., Anctil, E. and, Hass, G. (2010). Curriculum leadership: Readings for developing quality educational programs, 9th Edition, Allyn and Bacon: Needham Heights,

Massachusetts.

Teachers will need to look at process models for implementing these two approaches to achieve the benefits of both outcome-based education which emphasizes what students are expected to learn as well as open-ended education which encourages teachers to create a positive learning experience for the student. The former is best served by technical-scientific approaches while the later is best accomplished by nontechnical-nonscientific approaches. Fortunately, the approaches do appear to be complimentary more so than conflicting ideologies as positioned by some.
Therefore, teachers should seek out an integrative approach to their curriculum development approaches that weds process models. Practically speaking, this will mean striking a balance between student-centered and subject-centered curriculum and forming measurable expectations for the general student population as well as the flexibility to aim for highly individualized expectations that are unique to each student and that may be more subjectively assessed. and, of course, a broader community will…...

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Bibliography

Curriculum development. http://72.14.253.104/search?q=cache:JfY-Nw6yUmgJ:people.coe.ilstu.edu/malorber/411/Notes/07%2520curr%2520devel%252010-29-04.doc+Noye%27+%22curriculum+development%22+deliberation&hl=en&ct=clnk&cd=3&gl=us

Ornstein & Hunkins (2003). Curriculum: Foundations, principles, and issues (4th ed). Boston: Allyn and Becon.

Ritz, J. Curriculum development.  http://www.odu.edu/~jritz/oted885/ntg8.shtml

Negative feedbacks and criticisms cannot be avoided at this point, especially upon knowing that it is necessary for them to undergo training on how this program will be implemented, including its advantages for them as teachers.
Educators, especially those who have been practicing the profession for a long time have a greater tendency to abhor going through the learning process once more. As a principal, they should be encouraged to undergo the learning process again and become students, therefore, joining their trainings would promote confidence in learning new ideas once more.

As the teachers become students, the idea of the students becoming teachers at some point upon the implementation of the program would somehow alleviate their fear of integrating the use of technology in their learning process. ithin the 30 minutes math lad, they should be allowed to explore the program and share among their classmates what they have learned and…...

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Works Cited

Franklin, J. (2002) the Importance of Instructional Leadership. The Necessary Principal.

Allen, R. (2002) Honing the Tools of Instruction: How Research Can Improve Teaching for the 21st Century.

Shu-Sheng, L. (2004) Considerations for developing constructivist Web-based learning. International Journal of Instructional Media.

Planning and Reflection
During my student teaching experiences I kept a journal, which greatly helped me to organize my thoughts and clarify the areas in which I most needed to improve. My mentor also pointed out for me the key areas that need improvement. Therefore, as I look forward to a professional career as a teacher, I will be able to draw on these early experiences. I will remember what works and what doesn't and I already feel far more confident and proficient than I did before I undertook the student teaching challenge. In general a few major themes emerged through reviewing my journal entries and the statements written by my mentors. My strengths are my willingness to use a wide variety of teaching materials and teaching styles. An enthusiastic implementation of multimedia materials keeps students actively engaged, and keeps lessons more interesting. Moreover, my lessons are well-planned and incorporate a…...

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Works Cited

Armidale. http://www-personal.une.edu.au/~jmalouff/problem.htm

Ballantyne, R & Packer, J 1995, making connections: gold guide no 2, Hersda, Canberra, pp 4-14

Department of Education and Training. Online at <  http://www.eddept.wa.edu.au/ >.

Lorsbach, Anthony and Tobin, Kenneth. "Teaching"

Students, by seeing that a concept can unite so many different aspects of an idea are better able to draw connections between what is learned in the classroom and subjects that are common to their daily lives.
For example, take the broad curricular concept of 'travel.' The most obvious application of this concept is in a literature class, where students can learn about travel from stories about other lands, or about people traveling over the course of a story. But students can also apply the concept to math class, as they learn to budget for a trip, and calculate the speeds of various modes of transportation. They can learn about the science of how trains and planes are propelled, as well as research the weather conditions and geography of a possible destination. They can learn about the different people, cultures, religions, and wildlife of a land, and even create art…...

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Works Cited

Gail G. Muir & Sally S. Blake. "Foundations of Collaboration." (2006). The Professional

Organizational Development Network in Higher Education. Retrieved 19 Jan 2007 at  http://teaching.uchicago.edu/pod/muir.html .

What is concept-based curriculum?" (18 Jun 1998) District 118 Curriculum Design. Retrieved 19 Jan 2007 at http://www.d118.s-cook.k12.il.us/central/curriculum/what.html#generalization

Ornstein, Alan C. & Francis Hunkins. (1998). Curriculum: Foundations, Principles, and Issues. 3rd Edition, Allyn and Bacon.

(Philpott, Clabough, McConkey, and Turner, 2011).
Handling controversial social studies topics in the classroom setting is often not an easy undertaking. In the words of Philpott, Clabough, McConkey, and Turner (2011), "even though controversial issues are included in the curriculum, teachers face uncertainty on how to best teach the content" (42). As Byford, Lennon, and ussell (as cited in ussell, 2009) observe, teachers avoid controversial subjects in social studies because of lack of the relevant classroom management skills, discomfort when discussing some issues, restrictive district or school policies, and job security. To handle controversial subjects and topics appropriately, teachers can make use of a number of strategies and approaches.

To begin with, it helps to ensure that while at the same time seeking to ensure that one does not veer off the topic, learners are exposed to multiple perspectives with regard to the issue at hand. When there is a need…...

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References

High, J.F. (1962). Teaching Secondary School Social Studies. New York: John Wiley & Sons.

Levstik, L.S. & Tyson, C.A. (Eds.). (2008). Handbook of Research in Social Studies Education. New York, NY: Routledge.

National Council for the Social Studies. (2007, September). Academic Freedom and the Social Studies Teacher: A Position Statement of National Council for the Social Studies. Retrieved from:  http://www.socialstudies.org/positions/academicfreedom 

Philpott, S., Clabough, J., McConkey, L. & Turner, T.N. (2011). Controversial Issues: To Teach or Not to Teach? That is the Question! The Georgia Social Studies Journal, 1(1), 32-44.

Human relations are vital. Teachers must trust each other, there must be norms that support productive criticism, and there must be techniques in place for combining and resolving disputes. Arrangements need to be in place that generates discussion for problem identification and decision making. These arrangements could be things such as normal team meetings amid teachers at the same grade level or department meetings within high schools and middle schools. Frequently useful are school connections to inside and outside sources of knowledge and scrutiny coupled to a readiness to learn from such sources. Also, schools must work to secure the power to proceed with actions that might go against existing policies and practices. By doing this they master the micro-politics of their districts and their communities.
In schools where circumstances to maintain collaborative problem solving are not in place, leaders must expertly manage two plans at the same time. They…...

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References

Adkins, D. (1990). The Relationship between visionary Leadership and instructional leadership behavior of secondary school principals: regression analysis and hermeneutic

Balsamo, M. (2004). Assessing principal practices in a standards-based environment and examining the association between principal practices and student achievement.

Unpublished doctoral dissertation, University of Rochester, Rochester, NY.

Bialystok, E. (2001). Bilingualism in development: language, literacy and cognition. New York: Cambridge University Press.

Introduction
An educational institution’s curriculum comprises every experience encountered by a pupil under the institution’s direction. All academic systems’ curricula are designed based on societal needs. Thus, owing to society’s dynamic nature, curricula are dynamic as well; educational institutions normally alter their curricula every once in a while. In this paper, the process of math and English as a Second Language (ESL) curriculum development will be addressed, with the following curricular development stages highlighted: determining scholastic aims and goals, determining desired pupil learning experiences, organizing and testing the designed curriculum, implementing it and curriculum evaluation. Further, it will deal with a few curriculum development models.

Within the context of modern education, a school curriculum comprises every experience encountered by a pupil under the institution’s direction. Moreover, this modern notion of a school curriculum covers course program, instructional techniques adopted for individual courses, the institution’s guidance program, and extra-curricular activities. Curricular content and…...

Self-Efficacy: A Definition
Social Cognitive Theory

Triangulation Data analysis

Teacher Self-Efficacy

Problems for the researcher

Data Analysis and Related Literature review.

aseline Group

Gender Deviation

Age Deviation

Comparison of data with other literature in the field.

Everyday Integration

Efficacy, Self-esteem, Confidence and Experience

arriers to use

Integration paradigm.

Co-oping and Project design.

Organizational Climate

Teacher Integration Education.

Meta-evaluation of data and related literature.

Data Analysis and Comparison

Recommendation for Further Research

Data Review Report

Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However, in the case of the teaching classroom, and adapting to new technology, andura's belief that the environment and the person's attitude toward / interactions with the environment are reciprocally affective.

andura (1993) identified 4 specific ways that self-efficacy is formed:

Through cognitive experiences

Through motivational experiences

Their affective interactions with environment

Through selectional experiences and choices.

Cognitive Experiences

andura believed that the effects of self-efficacy beliefs on cognitive processes take many directed by individually selected, and personal goal setting is influenced by self-appraisal of capabilities. The stronger…...

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Bibliography of the literature dealing with teacher training in the uses of the computer in education. (ERIC No. ED 260-696)

Bushman, B. And Baumeister, R. (1998, July) Threatened Egotism, Narcissism, Self-Esteem, and Direct and Misplaced Aggression: Does Self-Love or Self-Hate Lead to Violence? Journal of Personality and Social Psychology.

Campus Computing Project. (1999). The continuing challenge of instructional integration and user support. Encino, CA: Retrieved November 21, 2003 from the World Wide Web: http://www.campuscomputing.net/

Christensen, R. (2002, 22 June) Effects of technology integration education on the attitudes of teachers and students.Journal of Research on Technology in Education.

Clifford, M., Kim, A. McDonald, B. (1988 Fall) "Responses to Failure as Influenced by Task Attribution, Outcome Attribution, and Failure Tolerance." The Journal of Experimental Education. Volume 57, Number 1. Pages 19-35.

curriculum books have been written since the turn of the [20th] century; each with a different version of what 'curriculum' means (Ackerman, 1988). I define classroom curriculum design as the sequencing and pacing of content along with the experiences students have with that content. My use of the qualifier classroom is important. By definition, I am considering those decisions regarding sequencing, pacing, and experiences that are the purview of the classroom teacher. Some aspects of curricular design are addressed at the school level if, in fact, a school has a guaranteed and viable curriculum. egardless of the direction provided by the school (or district), individual teachers still need to make decisions regarding curricular design at the classroom level given the unique characteristics of their students. Indeed, in a meta-analysis involving 22 studies, Anderson, (2003) found a strong relationship between a student's knowledge and experience with content and the type…...

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References

Ackerman, P.L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117(3), 288-318.

Anderson, J. (2003). The architecture of cognition. Cambridge, MA: Harvard University Press.

Anderson, J. (2009). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum Associates. Brooks, C. (2000). Knowledge management and the intelligence community. Defense Intelligence Journal, 9(1), 15-24.

Anderson, J.R., & Fincham, J.M. (2004). Acquisition of procedural Skills from Examples. Journal of Experimental Psychology: Learning, Memory and Cognition, 20(6), 1322-1340.

1. In todays rapidly evolving healthcare landscape, the role of nurses has become increasingly crucial in providing high-quality patient care. As a result, nursing education programs, especially at the Bachelor of Science in Nursing (BSN) level, must constantly adapt and innovate to ensure that graduates are equipped with the necessary knowledge and skills to meet the demands of the profession. One key component of a well-rounded nursing education curriculum is the essay introduction, which plays a vital role in setting the stage for the topics that will be discussed throughout the program. By providing a strong foundation and clear direction....

1. Paragraph:

2. Background Information on Nursing Education Curriculum Planning for BSN Programs: