in Technology and Teacher Education‚ 7(3)‚ 217-226. Driscoll‚ M. P. (2000). Psychology of learning for instruction (2nd ed.). Boston: Allyn and Bacon. Guskey‚ T.R. (2000). Evaluating professional development. Thousand Oaks‚ CA: Corwin Press‚ Inc. Marzano‚ R.J.‚ Pickering‚ D.J.‚ & Pollock‚ J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria‚ VA: Association for Supervision and Curriculum Development. Rowland‚ G.‚ Fixl‚ A.‚ & Yung‚
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Improvement Model. Retrieved: https://www.floridaschoolleaders.org/focus.aspx International Reading Association Marzano‚ J. R.‚ McNulty‚ A. B.‚ & Waters‚ T. (2005). School Leadership that Works. Alexandria‚ VA: Library of Congress Cataloging-in-Publication Data Connecticut State Board of Education‚ (2011). Retrieved: http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28 Marzano‚ J.R.‚ (2003) What Works in Schools-Translating Research into Actions‚ ASCD Date Completed: November 13
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included (1) democratic ideals‚ (2) opportunities for initiative‚ (3) understanding human limitations‚ (4) shared decision making‚ and (5) delegation of responsibility” (Marzano‚ Frontier‚ & Livingston‚ 2011‚ Chapter 2). The 1960’s saw the beginning of the Clinical Supervision era. It was during this era that Robert
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effective teaching strategies outlined in Classroom Instruction That Works. Identifying Similarities and Differences Source: http://manila.esu4.org/instructionalstrategies/stories/storyReader$7 from Classroom Instruction that Works Robert J. Marzano‚ Debra‚ J . Pickering‚ Jane E. Pollock‚ MCREL‚ 2001. Summary of Research on Identifying Similarities and Differences • Guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.
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those who are involved in the teaching-learning process”. There are three general factors which have direct impacts upon the process of learning. This factors namely: (1) school-level factors‚ (2) teacher-level factors‚ and (3) student-level factors (Marzano‚ 2003). The school-level factors are “primarily a function of school policy and schoolwide decisions and initiative.”: (1) a guaranteed and viable curriculum‚ (2) challenging goals and effective feedback‚ (3) safe and orderly environment‚ and (5)
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despite social economic status or race. According to Marzano (2000a) a school principal controls many aspects in a school such as hiring teachers‚ insuring quality of instruction‚ and insuring time for the opportunity for student to learn. The principal can also affect students attitude and motivation about attending school by setting the appropriate school climate. Providing motivated students with a guaranteed and viable curriculum (Marzano‚ 2003) is one step towards
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Teachers‟ Perceptions of the Impact of Online Grading Systems _____________________ A dissertation presented to the faculty of the Department of Educational Leadership Policy and Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership _____________________ by PR EV Brenda Mize August 2011 _____________________ Dr. Eric Glover‚ Chair Dr. Don Good Dr. Virginia Foley Dr. Elizabeth Ralston Keywords:
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examples of plagiarism after I clearly understood what plagiarism entailed from various works of life which were not related to pharmacy and this paper was properly referenced. Furthermore‚ I met with Ms. Lisa Marzano in the writing center on the main campus of the University‚ Ms. Marzano and her team were of great assistance by aiding me to recognize how my assignment was plagiarized and showed me how to avert such
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opportunity: promoting equality and diversity‚ UK: Mindset 2000 Ltd. Available from: http://readingroom.lsc.gov.uk/lsc/National/nat-equalityofopportunity-pu.pdf [Accessed on 08 February 2011] • Petty‚ G.(2004). Teaching Today‚ UK: Nelson Thornes • Marzano‚ R.‚ Pickering‚ D.‚ & Pollock‚ J. (2001). Research-based strategies for increasing student achievement. Classroom instruction that works. Alexandria‚ VA: Association for Supervision and Curriculum Development.
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! Response Cards in Classrooms Response Cards (RC) have boomed as a teaching resource with classrooms throughout Australia and internationally. Their aim is to limit the amount of avoidable disruption that occurs in the learning environment by helping to keep students engaged and on-task. Supporters of RC implementation in classrooms report heightened student participation‚ in turn‚ leading to improved academic achievement of students. Heward (1994) proclaims that ‘response cards are cards
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