WorldCat Identities

Alberta Alberta Education

Overview
Works: 5,295 works in 10,216 publications in 2 languages and 17,936 library holdings
Genres: Periodicals  Examinations  Handbooks and manuals 
Roles: Editor
Classifications: LC3993, 428
Publication Timeline
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Most widely held works about Alberta
 
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Most widely held works by Alberta
Grade 12 diploma examination( )

in English and held by 279 WorldCat member libraries worldwide

Setting the direction framework by Alberta( )

8 editions published between 2009 and 2011 in English and held by 101 WorldCat member libraries worldwide

At the request of school jurisdictions, Alberta Education conducted a comprehensive review of school jurisdictional practices with respect to students with severe disabilities in the fall of 2007. The review confirmed the need for a broader examination of how the education system can best meet the educational needs of students with disabilities and those who are gifted and talented. Setting the Direction for Special Education in Alberta was launched in early 2008 with a mandate to create a new framework for special education in grades 1 to 12. The framework recommends that the current special education system be replaced by an inclusive education system supported by effective policy, funding and accountability. This document outlines the Government of Alberta's response to the Setting the Direction Steering Committee's proposed vision, mission, principle statements and strategic directions
Grade 12 diploma examination( )

in English and held by 80 WorldCat member libraries worldwide

Grade 12 diploma examination( )

in English and held by 79 WorldCat member libraries worldwide

Grade 12 diploma examination( )

in English and held by 79 WorldCat member libraries worldwide

Grade 12 diploma examination( )

in English and held by 76 WorldCat member libraries worldwide

Grade 12 diploma examination( )

in English and held by 73 WorldCat member libraries worldwide

Educating the gifted by M. T Sillito( Book )

13 editions published between 1983 and 1986 in English and held by 72 WorldCat member libraries worldwide

Guidebook is designed for use in evaluating bothprograms and student growth in the field of education for the gifted
High school flexibility enhancement : a literature review by Alberta( )

9 editions published in 2009 in English and held by 67 WorldCat member libraries worldwide

This literature review is intended to help inform the development and implementation of innovative, educationally sound high school redesigns in Alberta. It is provided as a support resource for school administrators involved in Alberta Education's High School Flexibility Enhancement Project. This review presents research summaries and case studies related to high school redesign efforts based on similar underlying themes: mastery learning; rigorous and relevant curriculum; personalization; flexible learning environments; educator roles and professional development; meaningful relationships; and home and community involvement.--Includes text from document
Inspiring education : a dialogue with Albertans by Alberta( )

4 editions published in 2010 in English and held by 61 WorldCat member libraries worldwide

In 2008 Premier Ed Stelmach mandated the Education Minister to lead an initiative that would create a long-term vision for education in Alberta. The aim of this initiative was: to heighten appreciation of the importance of education in the life of Albertans and its increasing contribution to a prosperous society and economy; to develop a clear understanding of what it will mean to be a successfully educated Albertan in twenty years: and to create the basis for a broad policy framework describing the overall direction, principles, and long-term goals for education in Alberta. This report is the result of the efforts of the "Inspriing Education" steering committee.--Document
High school completion longitudinal study by Alberta( )

4 editions published in 2009 in English and held by 59 WorldCat member libraries worldwide

"The purpose of this study is to contribute to the Alberta High School Completion Initiative by conducting a concurrent, comprehensive large-scale analysis of presently available provincial data (e.g., Corporate Data Warehouse) and other data sources (e.g., Statistics Canada), in order to better understand the local contexts and factors pertinent to high school completion and inform policies directed at helping students complete high school."--Document
Bridging program for foreign-prepared teachers : Calgary model( )

4 editions published in 2012 in English and held by 57 WorldCat member libraries worldwide

In order to provide proactive solutions to emerging demands in the education sector workforce, a six-month bridging-to-employment program for foreign-prepared teachers was piloted in Calgary, Alberta in September 2010 through a partnership between the Calgary Board of Education, the Calgary Separate School District and the University of Calgary. The program was based on an existing course for foreign-prepared teachers offered in Calgary since February 2008 entitled Transitions to Alberta Classrooms program (TAC). The pilot course was supported by a grant from Alberta Education and Citizenship and Immigration Canada (CIC). This bridging program aimed to assist foreign-prepared teachers, living in Alberta, in achieving two goals: teacher certification and employment
IPads, what are we learning? : summary report of provincial data gathering day, October 3, 2011 by Alberta( )

4 editions published in 2012 in English and held by 56 WorldCat member libraries worldwide

Alberta Education's School Technology Sector is to monitor emerging technologies and to support students and the department as a whole in understanding how technology can enable learning and teaching. Following Apple Inc.'s April 2010 introduction of the iPad, School Technology began to hear about these devices being used in Alberta classrooms - not in one and twos but in large numbers. As part of the sector's continuing efforts to monitor emerging technologies in schools, school authorities implementing iPads were invited to send representatives to a one-day event to discuss the opportunities, emerging lessons learned and challenges presented by implementation of iPads into Alberta classrooms
Objective measures of physical activity levels of Alberta children and youth by Canadian Fitness & Lifestyle Research Institute( )

4 editions published in 2007 in English and held by 55 WorldCat member libraries worldwide

In September 2005, Alberta Education implemented a requirement for 30 minutes of Daily Physical Activity (DPA) for all students in grades 1 to 9. The Canadian Fitness and Lifestyle Research Institute (CFLRI) was contracted by Alberta Education to assist in the measurement of its DPA initiative. The project involved expert interviews, a literature review and the collection of step data to gather information regarding: promising practices; types of research and evaluation studies performed to date; types of measurement tools that may be useful; expert opinion of what should be measured both from an evaluation standpoint and a research standpoint; and a baseline measurement of the number of steps Alberta children take on average. This report provides findings from the pedometer data collection conducted in Alberta from April 1, 2005, to November 1, 2006 (including the oversample collected in the summer of 2006), as part of the CFLRI's Canadian Physical Activity Levels Among Youth (CANPLAY) study.--Document
Cognitive Education Project by R. F Mulcahy( Book )

6 editions published in 1993 in English and held by 55 WorldCat member libraries worldwide

The numerous reasons for teaching thinking have been tied to the perceived needs of the present and future technological society. Expectations are placed on individuals to be self-sufficient, responsible citizens, and part of an efficient work force, oriented toward an information age. The purpose of this project was to undertake a three-year longitudinal evaluation of the two cognitive education programs, Instrumental Enrichment (I.E.) and Strategies Program for Effective Learning/Thinking (S.P.E.L.T.). I.E. was taught out of curricular content, while S.P.E.L.T. was taught directly within curricular content. Specifically, the effectiveness of I.E. and S.P.E.L.T. cognitive education programs was compared with traditional instruction at two initial grade levels, 4 and 7, for three diagnostic groups, gifted, learning disabled and normal achievers
Le cadre de tracer la voie by Alberta( )

4 editions published between 2009 and 2011 in French and held by 52 WorldCat member libraries worldwide

L'initiative Tracer la voie est née de l'évaluation des profils des besoins sévères à l'automne de 2007. Alberta Education a pris la décision audacieuse de se pencher attentivement sur la manière dont le système de l'adaptation scolaire fonctionne en Alberta. Ce document contient des recommandations au gouvernement pour des changements dans l'approche et la mise en oeuvre des services aux élèves ayant des déficiences et divers besoins.--Document
Daily physical activity for children and youth : a review and synthesis of the literature by Heidi Bates( )

3 editions published in 2006 in English and held by 51 WorldCat member libraries worldwide

A Daily Physical Activity (DPA) Initiative was implemented in all schools in Alberta starting in September 2005. The expected outcome of the DPA Initiative is to increase the activity levels and healthy habits of students and, in part, address related issues such as chronic disease. As part of the first tier of the DPA Initiative evaluation study, this literature review is designed to identify data collection tools that are appropriate for use with children and youth in a school setting and are capable of reliably measuring the short-term, intermediate and long-term impacts of the DPA Initiative, and to identify promising practices in school-based physical activity interventions with outcomes similar to those of the DPA Initiative that could be used in Alberta schools. Based on this comprehensive synthesis of relevant literature, the following recommendations have emerged: (1) Some type of self-reporting instrument should be used to assess physical activity as a component of the DPA data collection. These types of instruments represent a straightforward, cost effective means of gathering reliable and valid information on the physical activity levels of children and youth in school and, depending on the instrument, outside of school as well. Self-report instruments most appropriate for use include the Self-Administered Physical Activity Checklist (SAPAC) and the Physical Activity Questionnaire for Children (PAQ-C); (2) Pedometers should be used to objectively measure physical activity levels in children and youth involved in DPA. The relatively low cost and ease of use of these devices, coupled with their high reliability and validity in measuring physical activity in children, make pedometers well suited to the DPA's data collection; (3) Self-report and objective measures should be used in combination to optimize and enrich the quality of the data collected from participants in DPA; and (4) Strategies should be developed to better evaluate and disseminate promisingpractices in school-based physical activity interventions developed both in Alberta and elsewhere. Appendices include: (1) Summary of Physical Activity Guidelines for Children and Youth; (2) Reliability and Validity of Self-Report Instruments for Assessing Physical Activity in Children and Youth; (3) Reliability and Validity of Accelerometers, Pedometers and Heart Rate Monitors for Assessing Physical Activity in Children and Youth; and (4) examples of School-Based Physical Activity Intervention Programs. (Contains 147 endnotes.) [This document was published by Alberta Education, Learning and Teaching Resources Branch.]
Ce que mon enfant apprend à l'école, 2009-2010( Book )

10 editions published in 2009 in French and held by 50 WorldCat member libraries worldwide

Une série de manuels de la maternelle à la 12e année, Ce que mon enfant apprend à l'école présente un survol des principaux objectifs identifiés pour chaque matière. Ce manuel explique le programme de la maternelle et comprend ce qui suit : des attentes d'apprentissage choisies pour chaque matière, tirées des programmes d'études provinciaux; des liens au site Web d'Alberta Education, permettant d'obtenir davantage de renseignements; et une fiche de commentaires.--Comprend un extrait de texte du document ainsi un extrait de texte provenant du site Web de l'editeur
Alberta education : our children, our future: getting it right : final report on public engagement by Alberta( )

2 editions published in 2012 in English and held by 50 WorldCat member libraries worldwide

Over the past three years, government has undertaken several province-wide engagement initiatives--Inspiring Education, Inspiring Action, Speak Out and Setting the Direction, to help shape Alberta's vision for education. Each of these initiatives has contributed to the ongoing renewal of Alberta's education system and influenced the proposed new education legislation. The proposed Act is designed to enable the transformation of Alberta's education system by providing a foundation and expectations for educational excellence. This report is a synthesis of all the comments and suggestions expressed by Albertans during the public engagement process
Literacy first : a plan for action 2010 by Alberta( )

3 editions published between 2010 and 2012 in English and held by 50 WorldCat member libraries worldwide

Literacy First: A Plan for Action outlines the strategies and priority actions that Alberta Education will undertake to support the 2009 Living Literacy: A Literacy Framework for Alberta's Next Generation Economy and the 2007 CMEC Literacy Action Plan. Literacy First is Alberta Education's response to six key literacy themes: "What is Literacy?"--Creating a definition of literacy to reflect its complex nature; the importance of building literacy skills in curriculum for all subjects and grades; literacy as a factor in high school completion rates; diversity of the kindergarten to grade 12 student population and the need for more literacy support for all learners; the need for literacy professional learning for all K-12 teachers; and literacy as a shared responsibility.--Document
 
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Audience level: 0.65 (from 0.41 for Alberta ed ... to 0.84 for Grade 12 d ...)