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| pennsylvania department of education act 48: Teaching Adults Amanda Hayes, 2006-10-19 This is a survival guide to teaching adults in FE. Amanda Hayes places students at the heart of teaching and learning and provides readers with practical strategies to help them create a stimulating and effective learning environment in college, workplace and community venues. A wide range of issues are covered including: catering for different learning styles, managing learner's expectations, promoting diversity and social inclusion, learning in the workplace and dealing with punctuality and retention. A variety of approaches are presented from which the reader can develop effective teaching and support strategies for their own situation and ensure that their adult students successfully gain academic and vocational skills, as well as self confidence. |
| pennsylvania department of education act 48: Shifting the Mindset Kathy L. Guthrie, Vivechkanand S. Chunoo, 2021-08-01 Calling others in to lead for social justice has never been more important. In a world plagued by multiple and overlapping pandemics and other crises, the cost of leadership failures is constantly rising. Leadership education is responding to these challenges by centering cultural relevance, critical pedagogies, and important issues of identity, capacity, and efficacy in the preparation of emerging learners. Meeting the global demand for social justice requires thoughtful, innovative, and engaged praxes by all leadership educators. Alongside a cadre of diverse authors, we intend to shift the mindset of leadership education toward forward-thinking and holistic solutions, empowering our students to build a fairer and more equitable world for themselves and others. Shifting the Mindset: Socially Just Leadership Education widens and deepens the discourse begun in Changing the Narrative: Socially Just Leadership Education. Our contributors’ ideas occur into two parts: the first examines student social identities otherwise underrepresented in existing leadership education literature. The second portion illuminates key factors of leadership learning contexts frequently under– or unattended in both leadership education and social justice education. Every chapter includes critical considerations and practical guidance for educators striving to meet the leadership demands of an increasingly unjust world. Taken together, these thinking, planning, and acting tools augment the potential of educators who are preparing leaders under uncertain conditions. We envision this book as an essential element of the leadership learning toolkit of socially just leadership ducators at all levels, between contexts, and across varying amounts of education, influence, and experience. You are needed now more than ever before. We, once again, invite you to our ongoing fight for fairness, freedom, and a brighter future for all. |
| pennsylvania department of education act 48: Congressional Record United States. Congress, 1977 The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873) |
| pennsylvania department of education act 48: Professionalism and the Public Good David L. Angus, 2001 As the 20th cent. drew to a close, the issue of the quality and qualifications of the nation's teaching corps has loomed large. This report discusses teacher certification and training in the 19th cent.; teacher certification and the educational trust; the War and Post-War years, when classroom teachers made a bid to become major players in the determination of policy for teacher educ. and certification; and an epilogue on discussions in the last decade of the 20th cent. about reforming the preparing of teachers. Another report is also included which makes recommendations to the Pres.- elect and Congress about how to fix the schools by taking immediate action. |
| pennsylvania department of education act 48: Community Impact Assessment , 1996 This guide was written as a quick primer for transportation professionals and analysts who assess the impacts of proposed transportation actions on communities. It outlines the community impact assessment process, highlights critical areas that must be examined, identifies basic tools and information sources, and stimulates the thought-process related to individual projects. In the past, the consequences of transportation investments on communities have often been ignored or introduced near the end of a planning process, reducing them to reactive considerations at best. The goals of this primer are to increase awareness of the effects of transportation actions on the human environment and emphasize that community impacts deserve serious attention in project planning and development-attention comparable to that given the natural environment. Finally, this guide is intended to provide some tips for facilitating public involvement in the decision making process. |
| pennsylvania department of education act 48: Most Likely to Succeed Tony Wagner, Ted Dintersmith, 2015-08-18 An urgent call for the radical re-imagining of American education so that we better equip students for the realities of the twenty-first century. |
| pennsylvania department of education act 48: Asbog Exam Secrets Study Guide: Asbog Test Review for the National Association of State Boards of Geology Examination Asbog Exam Secrets Test Prep, 2018-04-12 ASBOG Exam Secrets helps you ace the National Association of State Boards of Geology Examination, without weeks and months of endless studying. Our comprehensive ASBOG Exam Secrets study guide is written by our exam experts, who painstakingly researched every topic and concept that you need to know to ace your test. Our original research reveals specific weaknesses that you can exploit to increase your exam score more than you've ever imagined. ASBOG Exam Secrets includes: The 5 Secret Keys to ASBOG Exam Success: Time is Your Greatest Enemy, Guessing is Not Guesswork, Practice Smarter, Not Harder, Prepare, Don't Procrastinate, Test Yourself; A comprehensive General Strategy review including: Make Predictions, Answer the Question, Benchmark, Valid Information, Avoid Fact Traps, Milk the Question, The Trap of Familiarity, Eliminate Answers, Tough Questions, Brainstorm, Read Carefully, Face Value, Prefixes, Hedge Phrases, Switchback Words, New Information, Time Management, Contextual Clues, Don't Panic, Pace Yourself, Answer Selection, Check Your Work, Beware of Directly Quoted Answers, Slang, Extreme Statements, Answer Choice Families; Comprehensive sections including: Field Methods/Geophysics/Modeling, Types of Faults, Law of Initial Horizontality, Radiometric Methods, Rule of V's, Geomorphic Characteristics of a Fault, Orogenic Events, Field Investigations, Ground Penetrating Radar (GPR), Snell's Law, Spontaneous Potential (SP), Gamma Radiation, Side-Looking Airborne Radar (SLAR), Hydrogeology/Environmental Geochemistry, Porosity and Permeability, Containment of Water in Underground Structures, Hydrogeological Investigation, Hydrologic Budget Equation, Ground-water Inventory Equation, Bernoulli Equation, Aquifers, Porosity, Values of Specific Yield, Storativity or Storage coefficient, Transmissivity, Bailer Test, The Theis Equation and Method, Dupuit Equation, Ground Water Studies, and much more... |
| pennsylvania department of education act 48: A History of Education in Pennsylvania James Pyle Wickersham, 1886 |
| pennsylvania department of education act 48: The Ethics of Teaching Michael A. Boylan, 2017-05-15 Education is at a crossroads. While bureaucrats and teachers fight over the best way to structure and deliver education to students, much of the friction generated relates to the different conceptions of what education is about in the first place. The crisis in education is therefore of key importance and demands careful attention in order to formulate the best possible response. But before policies can be formulated, there needs to be a clear agreement on what education should be about. To this end, this collection of previously published essays facilitates just such discussion. The anthology is designed to give a snapshot of the seminal work in the philosophy of education and the input of ethical issues upon that work. It provides an authoritative tour of the profession and pivotal issues that confront it, written from a variety of international and critical perspectives. |
| pennsylvania department of education act 48: In a Different Voice Carol Gilligan, 1993-07 This is the little book that started a revolution, making women's voices heard, in their own right and with their own integrity, for virtually the first time in social scientific theorizing about women. Its impact was immediate and continues to this day, in the academic world and beyond. Translated into sixteen languages, with more than 700,000 copies sold around the world, In a Different Voice has inspired new research, new educational initiatives, and political debate—and helped many women and men to see themselves and each other in a different light.Carol Gilligan believes that psychology has persistently and systematically misunderstood women—their motives, their moral commitments, the course of their psychological growth, and their special view of what is important in life. Here she sets out to correct psychology's misperceptions and refocus its view of female personality. The result is truly a tour de force, which may well reshape much of what psychology now has to say about female experience. |
| pennsylvania department of education act 48: Last Lecture Perfection Learning Corporation, 2019 |
| pennsylvania department of education act 48: Student Voice in School Reform Dana L. Mitra, 2014-03-14 High schools continue to be places that isolate, alienate, and disengage students. But what would happen if students were viewed as part of the solution in schools rather than part of the problem? This book examines the emergence of student voice at one high school in the San Francisco Bay area where educators went straight to the source and asked the students to help. Struggling, like many high schools, with how to improve student outcomes, educators at Whitman High School decided to invite students to participate in the reform process. Dana L. Mitra describes the evolution of student voice at Whitman, showing that the students enthusiastically created partnerships with teachers and administrators, engaged in meaningful discussion about why so many failed or dropped out, and partnered with teachers and principals to improve learning for themselves and their peers. In documenting the difference that student voice made, this book helps expand ideas of distributed leadership, professional learning communities, and collaboration. The book also contributes much needed research on what student voice initiatives look like in practice and provides powerful evidence of ways in which young people can increase their sense of agency and their sense of belonging in school. |
| pennsylvania department of education act 48: From Me to We Jason Griffith, 2016-08-19 With this practical book, you’ll learn effective ways to engage students in reading and writing by teaching them narrative nonfiction. By engaging adolescents in narrative, literary, or creative nonfiction, they can cultivate a greater understanding of themselves, the world around them, and what it means to feel empathy for others. This book will guide you to first structure a reading unit around a narrative nonfiction text, and then develop lessons and activities for students to craft their own personal essays. Topics include: Engaging your students in the reading of a nonfiction narrative with collaborative chapter notes, empathy check-ins, and a mini-research paper to deepen students’ understanding; Helping your students identify meaningful life events, recount their experiences creatively, and construct effective opening and closing lines for their personal essays; Encouraging your students to use dialogue, outside research, and a clear plot structure to make their narrative nonfiction more compelling and polished. The strategies in this book are supplemented by examples of student work and snapshots from the author’s own classroom. The book also includes interviews with narrative nonfiction writers MK Asante and Johanna Bear. The appendices offer additional tips for using narrative nonfiction in English class, text and online resources for teaching narrative nonfiction, and a correlation chart between the activities in this book and the Common Core Standards. |
| pennsylvania department of education act 48: Mindsets in the Classroom Mary Cay Ricci, 2021-09-03 When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students. Inspired by the popular mindset idea that hard work and effort can lead to success, this updated edition of Mindsets in the Classroom provides educators with ideas for ways to build a growth mindset school culture, wherein students are challenged to change their thinking about their abilities and potential. The book includes a planning template, a step-by-step description of a growth mindset culture, and Look Fors for adopting a differentiated, responsive instruction model teachers can use immediately in their classrooms. It also highlights the importance of critical thinking and teaching students to learn from failure. The four most important components of a growth mindset learning environment are also presented. The book includes a sample professional development plan and ideas for communicating the mindset concept to parents. This updated edition also presents ways to build the concept of “grit” and includes application to Makerspaces, instructional coaching, grading, and more! With this book's easy-to-follow advice, tasks, and strategies, teachers can grow a love of learning in their students. |
| pennsylvania department of education act 48: Information Legislative Service , 2001 |
| pennsylvania department of education act 48: Response to Intervention in Math Paul J. Riccomini, Bradley S. Witzel, 2010 Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities. |
| pennsylvania department of education act 48: State Aid to Libraries Michigan. State board of library commissioner, 1905 |
| pennsylvania department of education act 48: Accreditation on the Edge Susan D. Phillips, Kevin Kinser, 2018-06 In the book the editors bring together the expertise of different stakeholders to illustrate the complexities of the accreditation system and to map the critical issues that must be navigated goind forward |
| pennsylvania department of education act 48: Letter from Birmingham Jail MARTIN LUTHER KING JR., Martin Luther King, 2018 This landmark missive from one of the greatest activists in history calls for direct, non-violent resistance in the fight against racism, and reflects on the healing power of love. |
| pennsylvania department of education act 48: State Comparisons of Education Statistics Thomas D. Snyder, 1998 |
| pennsylvania department of education act 48: Pennsylvania Educational Leadership , 2007 |
| pennsylvania department of education act 48: Critical Care Transport American Academy of Orthopaedic Surgeons (AAOS),, American College of Emergency Physicians (ACEP),, 2009-11-09 Welcome to the new gold standard in critical care transport training. Published in conjunction with the American Academy of Orthopaedic Surgeons (AAOS) and the American College of Emergency Physicians (ACEP), Critical Care Transport offers cutting edge content relevant to any healthcare provider training in critical care transport. Like no other textbook in this market, Critical Care Transport thoroughly prepares medical professionals to function as competent members of a critical care team by covering the material that everyone—paramedics, nurses, physicians, and specialty crew—needs to know to operate effectively in the prehospital critical care environment. This book meets the curricula of major critical care training programs, including University of Maryland, Baltimore County (UMBC). It covers both ground and flight transport, and meets the objectives of critical care transport certification exams such as the Certified Flight Paramedic (FP-C) exam administered by the Board for Critical Care Transport Paramedic Certification. Content includes information specific to prehospital critical care transport, such as flight physiology, lab analysis, hemodynamic monitoring, and specialized devices such as the intra-aortic balloon pump. Standard topics such as airway management, trauma, and pharmacology are covered in the context of critical care. Chapters have been authored by leading critical care professionals across the country and represent the most current, state-of-the-art information on management of critical care patients. |
| pennsylvania department of education act 48: The Ethical Teacher Ivan Snook, 2006 |
| pennsylvania department of education act 48: Professional Development Schools Linda Darling-Hammond, 1994 This classic book, edited by Linda Darling-Hammond, explains the function, structure, and philosophy of the professional development school. The text includes case studies, taken from urban and suburban settings, that illustrate the accomplishments of these schools as well as the challenges they face as they strive to create a new and viable vision for the improvement of the American educational system. |
| pennsylvania department of education act 48: Annual Report of the Pennsylvania Department of Agriculture Pennsylvania. Department of Agriculture, 1914 Report of Pennsylvania Forestry Commission, published in 1896: 1895, pt. 2. |
| pennsylvania department of education act 48: Radiography Exam , 2011 A study aid to prepare for the radiography exam, providing two full-length practice tests with explained answers, a comprehensive review on all exam content areas, and information on the profession, exam, training, educational requirements, work environment, salary, and related topics. |
| pennsylvania department of education act 48: The Class Size Debate Lawrence R. Mishel, Richard Rothstein, Alan B. Krueger, Eric Alan Hanushek, Jennifer King Rice, 2002 |
| pennsylvania department of education act 48: The Courts and Standards Based Reform Benjamin Michael Superfine, 2008-07-29 Since the desegregation of public schools in the 1950s, the concept of standards-based reform has become a central topic within educational policy. Every American state is now required to enact standards-based reform policies while shifting responsibility away from the government and holding schools more accountable for their students performance. The Courts and Standards-Based Education Reform positions itself at the center of the long standing dispute between law, education, and public policy and analyzes the court's growing role in educational policy. Benjamin Superfine contends that the courts are a strong force in determining education policy, and have been placed in the position to decide some of the most contentious and important issues facing education law as the standards-based reform movement has grown. Such major cases addressed by the courts, in light of standards-based reforms, include the No Child Left Behind Act of 2001, and school finance reform litigation. As the courts continue to rule in cases that challenge fundamental aspects of U.S. educational policy, Superfine provides a new approach that can be used in the application and rulings of standards-based reforms. |
| pennsylvania department of education act 48: Pedagogy of the Oppressed Paulo Freire, 1972 |
| pennsylvania department of education act 48: The Philosophy of Moral Development Lawrence Kohlberg, 1981 Examines the theories of Socrates, Kant, Dewey, Piaget, and others to explore the implications of Socrates' question what is a virtuous man, and what is a virtuous school and society which educates virtuous men. |
| pennsylvania department of education act 48: Cookie Table, The Alice Crosetto, 2023 All you need is love and cookies. Everyone loves cookies, but the people of the Steel Valley take this love to another level. Nowhere else in America will you behold hundreds--or even thousands--of cookies piled high for events of all kinds. This is the regionally famous cookie table. But how did this tradition start? Why do residents of the Pittsburgh and Youngstown areas always create them not just for weddings but for birthdays, graduations, fundraisers, community events, and so much more? How did this once quaint local custom become a social media phenomenon? How are the cookies made, and how is a cookie table organized? Join author and cookie table enthusiast Alice Crosetto on a delectable journey through this beloved Steel Valley tradition. |
| pennsylvania department of education act 48: To Extend the Drug Abuse Education Act United States. Congress. House. Education and Labor, 1973 |
| pennsylvania department of education act 48: Statistical Summary ... and Pennsylvania Department of Agriculture Annual Report , 1995 |
| pennsylvania department of education act 48: Hearings on Reauthorization of the Vocational Education Act of 1963 United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education, 1982 |
| pennsylvania department of education act 48: Live to See the Day Nikhil Goyal, 2023-08-22 An indelible portrait of three children struggling to survive in the poorest neighborhood of the poorest large city in America Kensington, Philadelphia, is distinguished only by its poverty. It is home to Ryan, Giancarlos, and Emmanuel, three Puerto Rican children who live among the most marginalized families in the United States. This is the story of their coming-of-age, which is beset by violence—the violence of homelessness, hunger, incarceration, stray bullets, sexual and physical assault, the hypermasculine logic of the streets, and the drug trade. In Kensington, eighteenth birthdays are not rites of passage but statistical miracles. One mistake drives Ryan out of middle school and into the juvenile justice pipeline. For Emmanuel, his queerness means his mother’s rejection and sleeping in shelters. School closures and budget cuts inspire Giancarlos to lead walkouts, which get him kicked out of the system. Although all three are high school dropouts, they are on a quest to defy their fate and their neighborhood and get high school diplomas. In a triumph of empathy and drawing on nearly a decade of reporting, sociologist and policymaker Nikhil Goyal follows Ryan, Giancarlos, and Emmanuel on their mission, plunging deep into their lives as they strive to resist their designated place in the social hierarchy. In the process, Live to See the Day confronts a new age of American poverty, after the end of “welfare as we know it,” after “zero tolerance” in schools criminalized a generation of students, after the odds of making it out are ever slighter. |
| pennsylvania department of education act 48: Circular - Office of Education United States. Office of Education, 1936 |
| pennsylvania department of education act 48: Vocational and Adult Education Consolidation Act United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities, 1983 |
| pennsylvania department of education act 48: Annual Report of the Pennsylvania Department of Agriculture Pennsylvania. Dept. of Agriculture, 1897 |
| pennsylvania department of education act 48: Financing Public Schools Kern Alexander, Richard G. Salmon, F. King Alexander, 2014-09-15 Financing Public Schools moves beyond the basics of financing public elementary and secondary education to explore the historical, philosophical, and legal underpinnings of a viable public school system. Coverage includes the operational aspects of school finance, including issues regarding teacher salaries and pensions, budgeting for instructional programs, school transportation, and risk management. Diving deeper than other school finance books, the authors explore the political framework within which schools must function, discuss the privatization of education and its effects on public schools, offer perspectives regarding education as an investment in human capital, and expertly explain complex financial and economic issues. This comprehensive text provides the tools to apply the many and varied fiscal concepts and practices that are essential for aspiring public school administrators who aim to provide responsible stewardship for their students. Special Features: Definitional Boxes and Key Terms throughout chapters enhance understanding of difficult concepts. Coverage of legal, political, and historical issues provides a broader context and more complex understanding of school finance. Offers in-depth exploration of business management of financial resources, including fiscal accounting, school facilities, school transportation, financing with debt, and the nuances of school budgeting techniques. |
| pennsylvania department of education act 48: Bioshelter Market Garden Darrell Frey, 2011-02-01 Explores the novel, environmentally friendly organic-gardening system of the Three Sisters Farm, which centers around a bioshelter--a solar greenhouse that integrates growing facilities, poultry housing, a potting room, storage, kitchen facilities, compost bins, a reference library and classroom area. Original. |
Act 48 and PERMS | Department of Education
Act 48 of 1999 requires all Pennsylvania educators holding Pennsylvania public school certification (including Instructional I and II, Educational …
Public Access - pa
For more information go to Act 48 and PERMS and refer to the Act 48 Approved Provider Guidelines, the Professional Education Plan …
ACT 48 - PFT
All educators holding Pennsylvania public school certification must earn 180 Act 48 hours (approved professional development hours) …
Pennsylvania - edWeb
Can I use edWeb for PD in Pennsylvania? Yes, edWeb is approved by the Pennsylvania Department of Education for Act 48 hours as of …
All About Act 48 - The Teachers Academy
Jun 5, 2020 · For the past two decades, Act 48 of 1999 has required all public school educators in Pennsylvania to complete certain continuing …
Act 48 and PERMS | Department of Education | Commonwealth of Pennsylvania
Act 48 of 1999 requires all Pennsylvania educators holding Pennsylvania public school certification (including Instructional I and II, Educational Specialist I and II, Administrative, …
Public Access - pa
For more information go to Act 48 and PERMS and refer to the Act 48 Approved Provider Guidelines, the Professional Education Plan Guidelines, or the Educator Induction Plan …
ACT 48 - PFT
All educators holding Pennsylvania public school certification must earn 180 Act 48 hours (approved professional development hours) every five years to remain in active status. The …
Pennsylvania - edWeb
Can I use edWeb for PD in Pennsylvania? Yes, edWeb is approved by the Pennsylvania Department of Education for Act 48 hours as of September 1, 2018. View our status as an …
All About Act 48 - The Teachers Academy
Jun 5, 2020 · For the past two decades, Act 48 of 1999 has required all public school educators in Pennsylvania to complete certain continuing education requirements every five years in order …
Act 48 Academy - Community College of Allegheny County
The state of Pennsylvania accepts successful completion of one credit of coursework as 30 hours of Act 48 training. The Act 48 Academy at CCAC offers courses designed for teachers in a …
Act 48 FAQ - Continuing Professional Education Requirements
Beginning July 1, 2000, Act 48 of 1999 requires persons holding Pennsylvania professional educator certification to complete continuing education requirements every five years in order …
Act 48 Continuing Education | Temple University
Combine college credits and professional development education (Act 48-approved non-credit workshops, courses, conferences and other educational activities) equivalent to 180 hours. For …
PA Department of Education Act 48 FAQ - wasd.org
PA Department of Education Act 48 FAQ Beginning July 1, 2000, Act 48 of 1999 requires persons holding Pennsylvania professional educator certification to complete continuing education …
Act 48 Approved Provider Guidelines | Department of Education ...
Act 48 of 1999 established the requirement that all certificate holders must earn 180 hours of professional development every five years from an Act 48 Approved Provider.
