ILTS LBS II Bilingual Special Education Specialist (157) Exam Secrets Study Guide

ILTS LBS II Bilingual Special Education Specialist (157) Exam Secrets Study Guide

Author: Mometrix Media

Publisher:

Published: 2013-02-14

Total Pages: 148

ISBN-13: 9781627330718

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***Includes Practice Test Questions***ILTS LBS II: Bilingual Special Education Specialist (157) Exam Secrets helps you ace the Illinois Licensure Testing System, without weeks and months of endless studying. Our comprehensive ILTS LBS II: Bilingual Special Education Specialist (157) 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. ILTS LBS II: Bilingual Special Education Specialist (157) Exam Secrets includes: The 5 Secret Keys to ILTS 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; Along with a complete, in-depth study guide for your specific ILTS exam, and much more...


Adult Literacy Perspectives

Adult Literacy Perspectives

Author: Maurice Charles Taylor

Publisher:

Published: 1989

Total Pages: 508

ISBN-13:

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Abstract: Discusses adult education and literacy programs in Canada and worldwide. Emphasizes two broad viewpoints: the quantitative, accountable, and technological approach to teaching literacy and basic skills education, i.e. "teacher-centered approach," and the qualitative, learner-evaluated humanistic approach, "learner-centered approach."


The Learning Industry

The Learning Industry

Author: Nell P. Eurich

Publisher:

Published: 1990

Total Pages: 328

ISBN-13:

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This study focuses on the connection between education and the world of work and the urgency of the endeavor to educate the work force. Part I considers the resources for adult learning in the United States, with a focus on the major providers outside the traditional education system. Technological resources that can extend educational opportunities and reach more workers are then analyzed. Examples of each medium's use are given, and its limitations and effectiveness for instruction are charted. One new development is given special attention: artificial intelligence as an aid in training and education. Part II describes workers' training opportunities. It looks first at the skilled trades and technical fields: construction workers, office workers, administrative assistants, information systems technicians, and factory workers encountering computer-integrated manufacturing systems. Next, the education of managers is considered. Finally, updating knowledge of advanced professionals is examined. Examples from various providers show contributions toward available opportunities. Part III deals with those whom training programs fail to reach or serve adequately: dislocated workers, unemployed youth, immigrants and refugees, and welfare recipients. The report concludes that the issues call for public responsibility and action. Federal, state, and private initiatives are urged. Endnotes for each chapter and an index are appended. (YLB)


Basic Skills

Basic Skills

Author: Further Education Curriculum Review and Development Unit

Publisher:

Published: 1982

Total Pages: 136

ISBN-13:

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This document describes basic skills, their place in programs of vocational preparation, and their potential for progression into more advanced programs. Section 1 reviews the present situation and concepts regarding the provision and acquisition of skills. The need for progression is described, and the possibility of creating programs for progression of skill acquisition is promoted. Section 2 lists the important skills needed in employment as identified by research and briefly considers the significance of application of the data to the curriculum. Section 3 describes a progressive structure of education and training based on the skills, concepts, and research described earlier in the document. Section 4, in tackling some of the staff development problems associated with basic skills teaching, describes a proactive and a reactive approach to staff development arising out of the curriculum demands of vocational preparation. Section 5 is a summary. Appendixes, amounting to approximately three-fourths of the document, include a review of research in the area of skills, a common core of skills for vocational preparation, research data, an assessment of basic skills, models of progression, a staff development program, and a glossary. (YLB)


Evaluating Educational Technology

Evaluating Educational Technology

Author: Geneva D. Haertel

Publisher: Teachers College Press

Published: 2003-09-26

Total Pages: 304

ISBN-13: 9780807743300

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Features chapters by today's leading authorities who outline research designs, methodologies, and types of assessments that can be used to more effectively evaluate educational technologies.


Corn is Our Blood

Corn is Our Blood

Author: Alan R. Sandstrom

Publisher:

Published: 1991

Total Pages: 420

ISBN-13: 9780806124032

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Almost a million Nahua Indians, many of them descendants of Mexico's ancient Aztecs, continue to speak their native language, grow corn, and practice religious traditions that trace back to pre-Hispanic days. This ethnographic sketch, written with a minimum of anthropological jargon and illustrated with color photographs, explores the effects of Hispanic domination on the people of Amatlan, a pseudonymous remote village of about six hundred conservative Nahuas in the tropical forests of northern Veracruz. Several key questions inspired anthropologist Alan R. Sandstrom to live among the Nahuas in the early 1970s and again in the 1980s. How have the Nahuas managed to survive as a group after nearly five hundred years of conquest and domination by Europeans? How are villages like Amatlan organized to resist intrusion, and what distortions in village life are caused by the marginal status of Mexican Indian communities? What concrete advantages does being a Nahua confer on citizens of such a community? Sandstrom describes how Nahua culture is a coherent system of meanings and at the same time a subtle and dynamic strategy for survival. In the 1980s, however, the villagers presented themselves as less Indian because increased urban wage imigration[sic] and profound changes in local economic conditions diminished the value of the Indian identity. Long-term participant-observation research has yielded new information about village-level Nahua society, culture change, magico-religious beliefs and practices, Protestantism among Mesoamerican Indians, and the role of ethnicity in maintaining and transforming traditional culture. Where possible, the villagers' own words are used in telling their history and culture.