41. Curriculum Development will offer up to four curriculum development Grants each supporting Foreign LanguageAcross the curriculum (FLAC) courses first time, who will teach the course http://www.indiana.edu/~global/curriculumdevelop.htm

International Studies Minor Curriculum Development Grants Library and Internet Resources Multidisciplinary Seminar ... Other Links Global Center Search ACADEMIC PROGRAMS CURRICULUM DEVELOPMENT GRANTS Nearly 150 international studies courses are offered at the undergraduate and graduate level in twenty academic departments and six professional schools. Coverage ranges from one or two courses in such departments as Criminal Justice, English, Geological Sciences, Psychology, and in the School of Health, Physical Education and Recreation, to approximately a dozen or more courses in Anthropology, Comparative Literature, Economics, and Political Science and in the Schools of Business and Law. In addition, Geography, Folklore, History, Telecommunication and the Schools of Education, Journalism, and Public Environmental Affairs offer up to six international courses each. Notwithstanding the great variety and depth of course offerings, there are some disciplinary gaps in the comprehensiveness and interdisciplinary nature of course coverage. Over the past three years, the Center has provided Curriculum Development Grants to IU faculty members in both the College of Arts and Sciences (International Studies and Political Science); the School of Education; the School of Health, Physical Education, and Recreation; and the School of Music. The Center has also made awards for primary and secondary education including grants to the Indiana University International Resource Center and the Indiana Department of Education for the Indiana in the World project and to the School of Music to support the Multicultural Music Education Project. For more information about previous grant awards, please visit the Center's web site at www.indiana.edu/~global/curriculumdevelopment.htm.

42. FASCD FOR SUPERVISION AND curriculum development Providing educational direction for allwho teach and learn. Recipient of the 2002 ASCD Affiliate Excellence Award. http://www.fascd.org/fascdconstitutionbylaws.asp

FLORIDA ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT "Providing educational direction for all who teach and learn." Recipient of the 2002 ASCD Affiliate Excellence Award Home Contact Us About Benefits ... Committees and Activities CONSTITUTION AND BY - LAWS OF THE FLORIDA ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT ARTICLE I NAME Section 1. The name of this organization shall be the Florida Association for Supervision and Curriculum Development. ARTICLE II AFFILIATION Section 1. This association shall be affiliated with the Association for Supervision and Curriculum Development. ARTICLE III PURPOSE Section 1. Mission Statement Providing educational direction to all who teach and learn. Section 2. The purpose of the Association shall be for the improvement of curriculum and supervision and the support of varied programs designed to promote educational change and the professional growth of its members and others concerned with education in the state of Florida Section This organization fully supports a policy of equal opportunity and will not discriminate in membership eligibility on the basis of race, color, religion, national origin, or sex. This organization will neither accept invitations from nor participate in any activity or organization that does not support an equal opportunity or nondiscrimination policy.

43. PEG Curriculum Development Currently the group has two major curriculum development projects. designed to helpprepare prospective and practicing teachers (K12) to teach science as a http://www.phys.washington.edu/groups/peg/curric.html

UW Department of Physics Research serves as the basis for all instructional materials developed by the Physics Education Group. Currently the group has two major curriculum development projects. Physics by Inquiry - Volumes I and II L.C. McDermott and the Physics Education Group Physics by Inquiry is a set of laboratory-based modules that are specifically designed to help prepare prospective and practicing teachers (K-12) to teach science as a process of inquiry. The modules are also suitable for liberal arts students and for underprepared students who aspire to science-related careers but whose background in science and mathematics is weak. Physics by Inquiry emphasizes the process of science rather than the presentation and explanation of facts. Teaching is not by telling but by guiding students through carefully sequenced experiments and exercises designed to help them develop a functional understanding of the material. Volume III, currently in preparation, extends the same approach to other topics. Tutorials in Introductory Physics - First Edition L.C. McDermott, P.S. Shaffer, and the Physics Education Group

44. PEG Publications curriculum development An illustration in the context of the Atwood's machine, Am. J. Phys.62 (1) 4655 (1994). LC McDermott, Guest Comment How we teach http://www.phys.washington.edu/groups/peg/pubs.html

UW Department of Physics PHYSICS EDUCATION GROUP PUBLICATIONS R.E. Scherr, P.S. Shaffer, and S. Vokos, "The challenge of changing deeply held student beliefs about the relativity of simultaneity," Am. J. Phys. M.E. Loverude, C.H. Kautz, and P.R.L. Heron, "Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas," Am.J. Phys. L.C. McDermott, Oersted Medal Lecture 2001: "Physics education research: The key to student learning," Am.J. Phys. R.E. Scherr, P.S. Shaffer, and S. Vokos, "Student understanding of time in special relativity: simultaneity and reference frames," Phys. Educ. Res., Am.J. Phys. Suppl. L.C. McDermott, P.S. Shaffer, and C.P. Constantinou, "Preparing teachers to teach physics and physical science by inquiry," Physics Education (6) 411 (November 2000) S. Vokos, B.S. Ambrose, P.S. Shaffer, and L.C. McDermott, "Student understanding of the wave nature of matter: Diffraction and interference of particles," Phys. Educ. Res., Am. J. Phys L.C. McDermott and E.F. Redish, "Resource letter on Physics Education Research

45. Children's Education: Tips For Parent, Tutors, Home Schooling How to teach children to read; Preschool development reading readiness skills; Freehome school curriculum; Are you capable of home schooling your children? http://www.essortment.com/in/Children.Education/

Children: Education about this site Back to main site Find A Site Games/toys Lesson Plans Education Parents/tutors ... Teaching Others Games/toys Kids learning games Educational toys for toddlers Ten cheap educational activities for children Educational bath toys ... Computer as a learning tool for children Lesson Plans For children: all about butterflies! For kids: information about rockets! Classroom activities to promote career planning and development A fun way to learn multiplication tables ... Emergency lesson plan Education The changing face of multicultural education High school reform Educational leadership article Gifted children education ... Gifted child behavior? Parents/tutors How to find the best tutor Parent Teacher relationship How to ease the parent child separation anxiety A great parent-school relationship ... Don't dread the next parent and teacher conference Teaching math/science Teach multiplication tables Teaching your child letters and numbers How to teach your child beginning math Teaching your kid math ... Helping your child learn science in school Teaching language skills Help you child in improving their writing skills Phonics education vs. whole language; a war of words

46. Instructor Led Training - Curriculum Development MindIQ's curriculum design team has a tested and proven Our development process beginswith a thorough analysis of goals, and the audience you wish to teach. http://www.mindiq.com/ilt/ilt_cirriculum_dev.html

Instructor-Led Training Curriculum Development MindIQ's curriculum design team has a tested and proven development process for the creation of instructor-led training. Our talented team of instructional designers, graphic artists, subject-matter experts and project managers will work closely with you to see that your training materials are designed to your exact specifications. Our development process begins with a thorough analysis of your educational needs, your instructional goals, and the audience you wish to teach. We then assess any existing course material you may have available for its usability to the course under development. The results of this analysis enable us to reach a clear understanding of the materials you need developed and the best methods for their instructional delivery. At this point our writers, instructional designers, and subject-matter experts take over, researching your topic and producing the course material with constant feedback and input from you. Depending on your goals and specifications, your course can be designed and delivered in a variety of mediums and educational formats including classroom training manuals and assessment items, instructor's manuals, hands-on labs, quick reference cards, PowerPoint presentations, and so on. In addition, our design team can convert your instructional materials into interactive online course modules and student skill assessments which can be delivered and tracked on the Web by MindIQ.

47. Education World ® : Curriculum: Want To See The World? Teach Overseas! curriculum ARTICLE. Although she originally planned to teach abroad for only a shortwhile of Minnesota College of Education and Human development sponsored site http://www.educationworld.com/a_curr/curr292.shtml

Related Reviews U.S. Department of Education Department for Education and Employment Related Categories Teacher Resources : Education Employment Opportunities Related Articles Related Resources Featured Articles This Week ... Teacher's Lounge Curriculum Article C U R R I C U L U M A R T I C L E Want to See the World? Teach Overseas! Want to get away from the daily grind? Can you imagine living in an exotic place you've read about in books? For recent graduates and seasoned educators teaching abroad can be the adventure of a lifetime. A myriad of jobs in a myriad of places are as close as a mouse click away. Included: Web resources to help you locate that perfect overseas job! Have you ever fantasized about teaching in another country taking a total break from routine to experience a new culture? If you are a recent graduate, does the idea of traveling before you settle down have appeal? Every year, thousands of teachers and recent graduates leave home for adventure in places they might know about only secondhand. Why is now is the perfect time to take off on such an adventure?

48. International Institutions Networks Methods of engagement (writing across curriculum, notetaking). Resource development(alternative texts five characteristics of the student populations we teach. http://www.hawaii.edu/movingcultures/network_palau.htm

HAWAI‘I FIJI JAPAN NEW ZEALAND ... SINGAPORE Palau Institution Palau Community College The Moving Cultures project began with collaborative work with the Palau Community College (PCC) in the northwestern Pacific Ocean nation of Palau (see below ). Two workshops have been held dealing with curriculum development, faculty development and student interaction. Two workshop, one in Palau and one in Guam, have been held to discuss issues of "Pacific Teaching." An agreement between PCC and Kapi‘olani Community College should lead to greater collaboration and development of interactive curriculum in the future. Remarks by Vice-President (now President) Tommy E. Remengesau, Jr. at the Palau Community College - "Moving Cultures Meeting," November 5, 1997 Click here for information about A Collaborative Workshop for Regional Community College Instructors held in July 2000. WORKING PLAN (Drafted: January 31 – Feb. 1, 2000) Participants met at the Palau Community College to discuss the project and decided upon three foci: Curriculum development Faculty development , and Student interaction Participants in the discussion included: Meridith Randall, Marvin Will, Julie Anastacio, Joe Chilton, Howard Charles, Greg Ngirmang, Edolem Ikerdeu, Sarah Clayton, Alvina Timarong, Terence Wesley-Smith, Gerard Finin, John Cole, and Willa Tanabe.

49. Teach More Love More - Best Trends & Practices administrators and teachers wanted the curriculum administered and Regarding LearningAbout Brain development home to their parents and teach them what to do. http://www.teachmorelovemore.org/BestTrendsDetails.asp?faqid=204

50. Teach More Love More - Best Trends & Practices Middle School curriculum on Brain development, Child development and theImportance of a Nurturing, Safe and Interactive Home Environment; http://www.teachmorelovemore.org/BestTrends.asp

S M T W T F S Early Development and Education A Good Beginning: Social and Emotional Competence for School Readiness Babies and Toddlers in Child Care Developing and Supporting Literacy-Rich Environments for Children ... Rampage Interactive Information in this site is intended for educational purposes only.If you have any concerns about your own health or the health of your child, you should always consult with a physician or other health care professional.

51. HGSE News: Research Shows New Teachers Lack Curriculum For State Standards between experienced and new teachers around curriculum development would orient newteachers to their curriculum and help them figure out what to teach and how http://www.gse.harvard.edu/news/features/johnson03132002.html

Urban Education and Equity Cognitive Development Educational Reform Classroom Practice ... Home FOR IMMEDIATE RELEASE: March 13, 2002 CONTACTS: Susan Moore Johnson, 617-495-4677 David Kauffman, 617-496-4812 Margaret R. Haas, 617-496-1884 Research Shows New Teachers Lack Curriculum for State Standards Harvard Graduate School of Education Send this page to a friend Subscribe to e-Updates A new study of Massachusetts teachers from researchers at the Harvard Graduate School of Education (HGSE) showed that even in a state with a highly developed system of standards and accountability, new teachers were not provided with the curricula they needed to teach to standards. In their article, “Lost at Sea: New Teachers’ Experiences with Curriculum and Assessment,” which appears in the current issue of Teachers College Record , researchers from HGSE’s Project on the Next Generation of Teachers reported that few of the 50 first- and second-year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state standards. Susan Moore Johnson , director of the Project on the Next Generation of Teachers. “The absence of a coherent curriculum has implications for student achievement and teacher retention. Students may learn less than they otherwise might while many new teachers who could have succeeded with more support may leave teaching prematurely because of the overwhelming nature of the work and the pain of failing in the classroom.”

52. Selection Process Guidelines For Faculty Awards - UTSC Teaching Awards describe the parameters to which curriculum development entails because it is sucha long and detailed process. The curriculum developer may not teach all or http://tls.utsc.utoronto.ca/teaching_awards/page3.html

Teaching Award Home FACULTY TEACHING AWARD - SELECTION PROCESS DUE DATE: Friday, April 12, 2002 Individuals may be nominated for the University of Toronto at Scarborough Teaching Award on the basis of outstanding performance in any of the following areas of teaching: 1. classroom instruction, including lecturing, small-group teaching, and laboratory instruction 2. consultation with students outside the class, including individual tutoring and advising 3. thesis supervision 4. course design 5. curriculum development 6. production of education materials, including textbooks, films, and study guides 7. development of programs to improve teaching 8. research on university teaching 9. development of innovative teaching methods 10. educational planning and policy making Evidence of outstanding performance in one or more of the above categories may be derived from a number of different sources, including the following: 1. formal questionnaires for student evaluation of teaching

53. University Development of advances in the subjects they teach, particularly in a field such as computerscience which changes so rapidly. The curriculum development project (II/1/3 http://www.iist.unu.edu/newrh/II/1/4/page.html

University Development II/1/4 University Development According to UNU/IIST's Programme ( I/2/7 ), one of our main tasks should be to help universities in developing countries attain the highest quality education (including course curricula) in computing science and software engineering. Many of these universities suffer not only from a serious lack of resources, including basic text books and teaching materials, but also from isolation from the international academic community: not only do they tend to have very little money available for international travel, but electronic connections via the internet are often prohibitively expensive and unreliable, even when they exist at all. This makes it very difficult for them to keep abreast of advances in the subjects they teach, particularly in a field such as computer science which changes so rapidly. The Curriculum Development project ( II/1/3 ) addresses part of this need, though it is limited to training university teachers in formal methods. The University Development project complements this by providing training for university teachers in all areas of computer science. It thus strengthens computer science teaching across the board in universities in developing countries. Under this project, computer science lecturers from universities in developing countries are selected as UNU/IIST fellows, but instead of coming to study at UNU/IIST in Macau they study at partner universities in developed countries. Generally, these fellowships cover one semester at one of these partner universities, during which time the fellow will be expected to study at least four courses offered by the partner university. These courses may be at either undergraduate or postgraduate level, depending on the specific needs of their own university (which are normally determined by discussion between the university and a member of UNU/IIST's staff).

54. Curriculum Vitae - Clyde F. Herreid - National Center For Case Study Teaching In Science Literacy and the Science curriculum at Buffalo Sciences. ; Vanderbilt University,1992, Faculty development Workshop, How to teach Large Classes. . http://ublib.buffalo.edu/libraries/projects/cases/cv.html

Clyde F. Herreid Distinguished Teaching Professor herreid@acsu.buffalo.edu 214 Talbert Hall, University at Buffalo, Buffalo, NY 14260 Education B.A. Colorado College, 1956 (Zoology) M.S. The Johns Hopkins University, 1959 (Ecology and Comparative Behavior) Ph.D. The Pennsylvania State University, 1961 (Zoology and Entomology) Professional Positions Academic Director of the University Honors Program, 1988-present Distinguished Teaching Professor, State University of New York at Buffalo, 1988-present Visiting Professor, University of Nairobi, Kenya, 1987-88 Professor of Biological Sciences, State University of New York at Buffalo, 1982-1988 Visiting Professor, Smithsonian Tropical Research Institute - Panama, 1981 Associate Professor of Biology, State University of New York at Buffalo, 1968-1982 Visiting Assistant Professor of Zoology, Duke University, 1965-1967 Assistant Professor of Zoology, The University of Alaska, 1962-1965 Honors and/or Awards American Physiological Society - 2000 Claude Bernard Lecturer Award The Pew Charitable Trusts, Higher Education Reform Grant, 2000-2002

55. Fathom The Source For Online Learning » Login Or Register Our and foreign teachers who wish to teach English in their native countries, andprogram administrators involved with the development of an ESL curriculum. http://www.fathom.com/certificates/ucla/teacher.jhtml

Login or Register Media Index Helpful Information Frequently asked questions ... Email us with questions All courses on Fathom are reviewed for quality, and we guarantee a full refund if you're not completely satisfied. Learn more UCLA Extension Certificate Programs in Teaching Update your skills. UCLA Extension's certificate programs in teaching will enable you to apply for CEU credits, branch out into new areas, and become a twenty-first century teacher. The coursework for the programs below can be taken entirely online. Teaching English as a Foreign Language (TEFL) Learn to teach English abroad. This program is designed for individuals who wish to teach English outside the United States and non-native English speakers who wish to teach English in their native language. Six online courses comprise the program, providing you with the major competencies necessary to specialize in TEFL. More... Certificate Program in College Counseling School counselors as well as teachers need more information and training regarding the student's transition from high school to college. This comprehensive program, the first of its kind in the country, is a preparation for effectively counseling high school students and helping them to identify their postsecondary options. The program consists of six core online courses and a 65-hour practicum that is completed at a school venue convenient to the certificate candidate. More...

56. 02116-Faculty Position In Engineering/Computer Science 12. Demonstrate the ability to teach engineering/computer science courses. 13. asneeded to assist in policy development, curriculum development, procedures or http://www.slcc.edu/hr/02116.htm

POSITION ANNOUNCEMENT POSTED: January 22, 2003 JOB #: CLOSES: February 20, 2003 REVISED: January 27, 2003 CLOSES: February 24, 2003 (Second posting) POSITION TITLE: FACULTY POSITION IN ENGINEERING/COMPUTER SCIENCE REPORTS TO: Division Chair, Computational Sciences, Engineering and Related Technologies STARTING SALARY: $28,640 to $36,270 depending on experience and qualifications for a nine-month letter of appointment. May be supplemented by additional teaching and other developmental activities. New salary schedule pending July 1, 2003. Initial employment to begin Fall Semester, August 2003. Tenure Track. Excellent Benefits. MAJOR FUNCTION: Under general supervision, prepare and teach engineering/computer science courses. Faculty member may be assigned to any SLCC location and may be assigned alternative work schedule. ESSENTIAL RESPONSIBILITIES AND DUTIES: Effectively prepare and teach any course in engineering/computer science offered by the Department to facilitate student learning. Integrate technology into engineering/computer science courses. Assess and maintain student performance records.

57. Curriculum Development Grants head, indicating approval of the applicant's plan to teach the course in CurriculumDevelopment grant proposals should be written in clear, concise and jargon http://philosophy.la.psu.edu/ethics/grant_info_forms/curriculum_development_gran

58. Intel Education: Intel® Teach To The Future: Program Supporters Intel® teach to the Future is the largest private industry effort to millions ofdollars in the form of cash, equipment, curriculum development and program http://www97.intel.com/education/teach/supporters.htm

var w_thisPageId = 55; instantiateArr(100); United States Home Select a Location Site Map Contact Us ... About Intel Home Computing Business Computing Developer Reseller / Solutions Advanced Search drawNav(w_thisPageId) Professional Development Professional Development Program Overview Program Supporters US Program Availability It's a Wild Ride Professional Development Teaching with Standards Articles Professional Organizations ... New to Technology United States Brazil Canada France Germany Ireland Israel Italy Japan Malaysia Mexico Russia United Kingdom Legal Information

59. Intel Education: Intel® Teach To The Future: Pre-Service curriculum Overview Developed by educators for educators, Intel teach to the FuturePreService curriculum is designed to support the development of technology http://www97.intel.com/education/teach/pre-service.htm

var w_thisPageId = 52; instantiateArr(100); United States Home Select a Location Site Map Contact Us ... About Intel Home Computing Business Computing Developer Reseller / Solutions Advanced Search drawNav(w_thisPageId) Professional Development Professional Development Program Overview Program Supporters US Program Availability It's a Wild Ride Professional Development Teaching with Standards Articles Professional Organizations ... New to Technology United States Brazil Canada France Germany Ireland Israel Italy Japan Malaysia Mexico Russia United Kingdom The Intel® Teach to the Future Pre-Service program is a faculty development opportunity for teacher educators seeking new ways to equip future teachers with technology integration strategies. Many higher education teacher development programs have not yet taken advantage of the rapid increase of technology infrastructure in schools. Most pre-service students find that the routine use of technology in their coursework is not required, nor is it integrated into the subjects they plan to teach, yet state standards require teachers to perform technology integration functions. Find out when Pre-Service trainings will be held and sign up.

60. Curriculum Innovations portion of the math and science curricula, and helped to reform the methods of thefaculty who teach these classes by funding curriculum development grants in http://www.lacteonline.org/Curriculum/Committee/curr_reform.htm

LACTE Curriculum Reform Philosophy Curricular development was one of the primary strategies adopted by the Los Angeles Collaborative for Teacher Excellence to strengthen the training of pre-service teachers. This report articulates LACTE's rationale for taking this approach. All LACTE's efforts were set against the backdrop of the teacher training structure in California, which requires prospective teachers to obtain a subject matter Bachelors degree, and then complete a 5th year of schooling to meet the education requirements for being a teacher. Complicating this picture is the fact that many new teachers do not complete this 5th year of training before beginning to teach, but instead enter teaching directly from their undergraduate schooling on an emergency teaching permit. The absence of an undergraduate education major and the enormous increase in teachers entering teaching without their 5th year education program (and thus, in many cases with very little or no teacher training), means that effective efforts to reach and impact pre-service teachers must take place

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