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Designing Effective Instruction, 7th Edition
  • Language: en
  • Pages: 528

Designing Effective Instruction, 7th Edition

This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educational materials. Updated and revised, the Seventh Edition focuses on a consistent approach to instructional design by reflecting the trends both in practice and in research. The basics of instructional design are covered, helping students develop a solid foundation in the design process so that they can use the skills in the content of multi-media, classroom, and distance-education settings. Designing Effective Instruction, 7th Edition incorporates both behavioral and cognitive approaches into the design model that reflects design decisions based on research.

Designing Effective Instruction
  • Language: en
  • Pages: 491

Designing Effective Instruction

Updated and revised, the sixth edition equips educators with practical skills for successful instructional design. Two new chapters have been added to offer the most current information in the field. One addresses the unique design challenges and opportunities when working with different technologies. It also illustrates how to apply and adapt the design model when working with these technologies. The other presents a combination of information on the ID proposal and project management. A new section also discusses the alternatives to the traditional design process. In addition, educators will find more information about the role of the designer, which they’ll be able to apply in the classroom.

Designing Effective Instruction
  • Language: en
  • Pages: 301

Designing Effective Instruction

Our purpose in writing this text was to present an instructional design model and related information that is practical, applicable to a number of situations, and can mature with the instructional designer. The model presented in this book is eclectic in that it borrows ideas from many different disciplines and approaches to instructional design. We believe that there is never one perfect approach to solving an instructional problem. As a result, we have incorporated both behavioral and cognitive approaches into the model so that we can reap the benefits of each.

Behavioral Group Therapy
  • Language: en
  • Pages: 364

Behavioral Group Therapy

  • Type: Book
  • -
  • Published: 1979
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  • Publisher: Unknown

None

Study Guide
  • Language: en
  • Pages: 213

Study Guide

  • Type: Book
  • -
  • Published: 1988
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  • Publisher: Unknown

None

Second Year Evaluation of Tennessee Charter Schools, 2004-2005
  • Language: en
  • Pages: 95

Second Year Evaluation of Tennessee Charter Schools, 2004-2005

  • Type: Book
  • -
  • Published: 2005
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  • Publisher: Unknown

The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by the seven charter schools. A "mixed-methods" design, encompassing both qualitative and quantitative data, was employed. The questions upon which the evaluation methods are based relate to the progress of individual schools and the overall group in implementing desired strategies for curriculum, instruction, and organization, and in attaining the goals of No Child Left Behind by bringing every child to proficiency in reading and mathematics on the Tennessee Comprehensive Assessment Program TCAP by 2014. It should be noted that student achievement will be more fully examined in a supplemental report when student-level data become available. School Observation Measure (SOM) Data Summary is appended. (Contains 10 tables.).

Third Year Evaluation of Tennessee Charter Schools, 2005-2006
  • Language: en
  • Pages: 112

Third Year Evaluation of Tennessee Charter Schools, 2005-2006

  • Type: Book
  • -
  • Published: 2006
  • -
  • Publisher: Unknown

The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by Tennessee charter schools. Six evaluation questions guided the methodology for this study. Student achievement results are addressed in a separate report. The following evaluation questions are addressed in this report: (1) What is the frequency of usage of various traditional and alternative instructional strategies in the charter schools and compared to national norms? (2) What is the school climate at the charter schools and how does the climate compare to national norms? (3) To what degree and levels of quality are the goals and strategies of ...

School Observation Measure Reliability Study
  • Language: en
  • Pages: 36

School Observation Measure Reliability Study

  • Type: Book
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  • Published: 2003
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  • Publisher: Unknown

The No Child Left Behind (NCLB) stimulates school-wide reform by covering virtually all aspects of school operations including instruction, assessment, classroom management, professional development, parental involvement, school management, and curriculum. Since whole-school reforms typically change practices in the classroom, educators need a reliable classroom observation instrument that measures a wide variety of classroom practices. Historically, classroom observation instruments were designed for individual students, teachers, or classrooms, not the whole school. Additionally, the reliability of those instruments was shown to be context specific (e.g. length of observation, number of ob...

Test Bank for Slavin, Educational Psychology, Theory and Practice, Fourth Edition
  • Language: en
  • Pages: 288