Excellence in Cities: Learning Mentor Strand – Survey Findings
This DfES publication is part of the Excellence in Cities Evaluation and it focuses on the introduction of Learning Mentors into Secondary schools, by looking at the experiences of teachers and pupils.
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Educational Thinkers: Basil Bernstein
A re-evaluation of the implications of Basil Bernstein for initial teacher education by Andrew Lambirth
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Parental Involvement in raising the Achievement of Primary School Pupils: why bother?
This is a digest, on the DCSF Standards website, of an evaluation of research concerning parental involvement in raising literacy and numeracy standards in Primary schools. The original research study, sponsored by the Joseph Rowntree Foundation, was carried out at Oxford University between 1992 and 1997. Researchers Edwards and Warin evaluated some of the findings and published a paper in 1999.
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Evaluation of Skills for Work pilot courses: Final Report
This is a final report on the evaluation of Skills for Work Pilot courses in Scotland. The aim of the resource is to report on the findings from research carried out by the National Foundation for Educational Research examining the piloting of Skills for Work (SfW) courses over two years. Skills for Work (SfW) courses were introduced via a two year pilot to help young people to develop skills and knowledge in a broad vocational area, core skills, an understanding of the workplace, positive attit
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Checklist - Language Assistantship
This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University.
Author(s): Mara Fuertes-Gutiérrez,Juan Muñoz López,Janet P

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Sex, Money, Happiness and Death: The Quest for Authenticity
Manfred Kets de Vries, Raoul de Vitry d’Avaucourt Clinical Professor of Leadership Development and Director of the INSEAD Global Leadership Centre, takes readers out of their comfort zone in his latest book, which has grown out of his conviction that many business academics have lost touch with the people they should be trying to help. His aim is twofold: to persuade executives to take time out to reflect on what really counts in their lives and to shake academics down from their ivory to
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21eTeacher: Elaborate video
A video about the fourth E in Nortel LearniT's 6ES lesson plan model. In this section of the lesson plan the students are expected to work directly on the given assignment. It is their opportunity to demonstrate their application of new information and to present their findings or conclusions to others. It is a good time for submitting materials for evaluation, doing presentations and completing the project or assignment.  Run time 01:35.
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Sintaxis Grafica de la Multimedia (Graphical Syntax of Multimedia)
The multimedia offers an integration that must be made by the subject with the stimuli given, in their majority visual. For that reason it is interesting to know how effective may be the use of images and to propose some basic norms for designing multimedia software based on a graphic syntax
Author(s): Araya, N., Alvarado, R.G. and Gallador, N.A.

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How to Test Homeschooling Students
In this clip a home school teacher talks about evaluations and standardized tests.  She explains that home school students typically perform standardized tests administered by a non-biased third party to evaluate their performance at the end of the year.  She discusses various methods of evaluation for home school students. 

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Educational Software
MAIN AIMS OF THE MODULE: To achieve an understanding and practical experience of key principles, methods and theories in the area of educational software. LEARNING OUTCOMES FOR THE MODULE: The module provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: 1. Obtain understand of major learning principles, theories, and approaches 2. Identify key factors of successful educational software design a
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The Arts in Every Classroom: Responding to the Arts
Learner Team members and students compare two multi-arts performance pieces from different eras, Quidam (1996) and Parade (1917). They discover how our perception of a work of art is influenced by what we know about the time and place it was created. They also explore how music can establish a mood, create their own vaudeville acts, and learn a process of critical evaluation.
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Organise personal work priorities and development
This unit covers the knowledge and skills required to organise your own work schedules, monitor and obtain feedback on your work performance, and maintain required levels of competence. Topics include goal-setting, organisation, self-evaluation and professional development.
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5.2.2 Key accessibility principles
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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4.4.6 Do – seek additional funding for expensive adjustments
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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3.13.5 Simulations
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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1.2.2 Usability
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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Introduction
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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3.5 Feedback

A further component of the transformation model in Figure 1 is the feedback loop. Feedback information is used to control the operations system, by adjusting the inputs and transformation processes that are used to achieve desired outputs. For example, a chef relies on a flow of information from the customer, through the waiter, about the quality of the food. Adverse feedback might lead the chef to change the inputs (for example by buying better quality potatoes) or the transformation process
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

8 Drawing up the implementation plan

Once the detailed planning and risk assessments have been carried out, you are ready to assemble your implementation plan. A typical implementation plan, including diagrams and charts where appropriate, will contain:

  • a description of the background to the project;

  • its goals and objectives in terms of intended outputs and/or outcomes;

  • the resource implications (budget, personnel – including any training requirements
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References
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2