WorldCat Identities

North Central Regional Educational Laboratory (U.S.)

Overview
Works: 440 works in 561 publications in 1 language and 5,212 library holdings
Genres: Handbooks and manuals  Abstracts  Bibliography 
Roles: Other
Classifications: LB1590.3, 370.152
Publication Timeline
.
Most widely held works about North Central Regional Educational Laboratory (U.S.)
  • Product catalog by North Central Regional Educational Laboratory (U.S.)( Book )
 
Most widely held works by North Central Regional Educational Laboratory (U.S.)
Strategic teaching and learning : cognitive instruction in the content areas by Beau Fly Jones( Book )

3 editions published in 1987 in English and held by 711 WorldCat member libraries worldwide

This collection of essays focuses on the "strategic teaching" model of cognitive instruction, a model which makes clear the complex thinking process that teaching is, highlights the importance of the teaching/learning connection, and aims at enabling all types of students to become successful learners. The papers consider the varied levels at which content can be learned and emphasize the choice of appropriate strategies for effective cognitive instruction. The book's first part contains three papers, written by the editors (Beau Fly Jones, Annemarie Sullivan Palincsar, Donna Sederburg Ogle, and Eileen Glynn Carr), respectively entitled "Learning and Thinking,""Strategic Thinking: a Cognitive Focus," and "Planning for Strategic Teaching: An Example." These papers provide generic planning guides that may be used to sequence curriculum and instruction in various content areas for each phase of instruction. Part ii contains four papers: (1) "Strategic Teaching in Science" (Charles W. Anderson); (2) "Strategic Teaching in Social Studies" (Donna Alvermann); (3) "Strategic Teaching in Mathematics" (Mary Montgomery Lindquist); and (4) "Strategic Teaching in Literature" (Richard Beach). Each chapter in Part ii contains guidelines for planning that are adaptations of the generic guides offered in Part I. (Cb)
Educational values and cognitive instruction : implications for reform by Lorna Idol( Book )

9 editions published between 1990 and 1991 in English and held by 321 WorldCat member libraries worldwide

This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in great detail along with a thorough examination of the teaching of thinking skills from the viewpoint of educational values and school culture. The issues of thinking, learning, and cognitive instruction are linked to the educational reform movement from numerous perspectives. Specifically, the reader can better anticipate which aspects of research on thinking will conflict with existing paradigms and which as
Computer-based technology and learning : evolving uses and expectations( Book )

4 editions published between 1999 and 2000 in English and held by 213 WorldCat member libraries worldwide

The status report of the assessment programs in the United States : state student assessment programs database, school year 1994-95 by Linda Ann Bond( Book )

5 editions published in 1996 in English and held by 155 WorldCat member libraries worldwide

Technology connections for school improvement : planner's handbook by Mary L McNabb( Book )

2 editions published in 1999 in English and held by 145 WorldCat member libraries worldwide

The goal of this handbook is to inform technology planning committee members about the dimensions of the technology planning and implementation process and to guide them through the process of aligning their technology plans with schoolwide reform efforts. Sections are included for each of the following dimensions: (1) develop a vision and policy; (2) analyze technology needs; (3) focus on student-centered learning; (4) involve parents and the community; (5) support professional development; (6) build a technology infrastructure; (7) establish multiyear funding; and (8) evaluate processes and outcomes. Tips from research, case scenarios focused on critical technology planning issues, suggested action steps, and Internet resources are included throughout the handbook. A toolkit for creating a technology plan is also provided that contains a worksheet for developing a vision, comprehensive needs assessment chart, student needs assessment worksheet, technology integration planning chart, basic technology terms crossword puzzle, parent technology survey, parent-community needs assessment worksheet, partners in learning with technology agreement, staff needs assessment worksheet, technology proficiency chart, technology resource needs assessment worksheet, technology resource usage policies template, and technology evaluation rubric. (Contains 67 references.) (MES) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show
Plugging in : choosing and using educational technology( Book )

2 editions published in 1995 in English and held by 131 WorldCat member libraries worldwide

This publication is based on work conducted at the North Central Regional Educational Laboratory (ncrel), which serves seven states in the Midwest. Part of the national research and development system administered by the Office of Educational Research and Improvement, U.S. Department of Education, the regional educational laboratories provide schools and communities with the latest information on learning. This planning document is intended for education decision makers to use as they investigate new technologies to support student learning. It explains indicators of effective learning and high technology performance, an analytic framework to help educators ensure that their use of technology complements their goals for student learning, policy issues in the use of technology in learning, and key implementation issues in the use of technology for learning. The publication includes the following sections: "New Times Demand New Ways of Learning"; "The Technology Effectiveness Framework"; "Policy Issues in Using Technology for Engaged Learning"; "Putting Policy into Place"; and "Recommendations for Policymakers and Educators." A section with instructions for using the learning and technology framework includes tables for planners to graphically depict current realities and future goals, and a step-by-step guide to examining technology programs according to features that contribute to engaged learning and high technology performance. (Swc)
Technology connections for school improvement : teacher's guide by Mary L McNabb( Book )

2 editions published in 1999 in English and held by 106 WorldCat member libraries worldwide

This guide is designed as a professional development tool for personal use within the context of a schoolwide improvement planning effort to assist individual K-12 classroom teachers who are beginning to integrate technology into their daily practices. Following an introductory section that addresses reasons for using technology, technology within schoolwide improvement planning, and the role of the technology committee and the individual teacher, the first section discusses developing a personal vision for uses of technology. The second section covers integrating technology into the curriculum, including developing lifelong learning skills, meeting content area standards, and technology in science, English/language arts, mathematics, and social studies instruction. Pursuing professional development is considered in the next section, including taking a learner-centered approach, technology-related proficiencies and levels of use, equitable use of technology resources, school-family-community partnerships, and a technology integration planning chart. The fourth section reflects on the next steps and presents a goal-setting chart. Most sections contain an objective, guiding questions, and relevant Internet resources. Action steps are also included to illustrate the transition a teacher experiences as she begins the process of infusing integrating technology into her daily routine. (Contains 23 references.) (MES) Note:The following two links are not-applicable for text-based browsers or screen-reading software
State policy on professional development : rethinking the linkages to student outcomes by Edward P St. John( Book )

2 editions published in 1999 in English and held by 98 WorldCat member libraries worldwide

State programs for funding teacher professional development by James G Ward( Book )

2 editions published in 1999 in English and held by 93 WorldCat member libraries worldwide

From isolation to collaboration : improving the work environment of teaching by James Joseph Scott( Book )

5 editions published between 1987 and 1990 in English and held by 92 WorldCat member libraries worldwide

This review summarizes the rapidly growing body of findings on the social and organizational environment of teaching and examines one innovation--the collaborative school--that offers promise of an organizational context more conducive to effective teaching. Chapter 1 characterizes the actual conditions under which teachers work, focusing on interactions among teachers and between them and administrators. Chapter 2 examines the formal and informal bonds connecting the classroom, the individual school, the school district, and the state and federal governments. It is concluded that the individual school is the vital unit of school reform and that the workplace conditions of the school play a major role in school effectiveness. Accordingly, chapter 3 sets forth the characteristics of collaborative schools--a set of attitudes and the interactions generated by those attitudes that researchers have found to correlate with improved teaching and learning. Chapter 4 describes formal programs that educators have developed to help administrators introduce norms of collaboration in schools where teachers are accustomed to working in isolation from one another, and practical suggestions are offered about ways in which principals' day-to-day activities can encourage such norms. These suggestions include forming teacher committees to work on specific school problems and providing teachers with time to observe one another. An 82-item, 8-page bibliography is included. (Te)
Readiness for learning : a readiness audit tool for kindergarten classrooms( Book )

1 edition published in 2000 in English and held by 88 WorldCat member libraries worldwide

Comprehensive program planning for the integration of 21st century learning center after-school programs with regular day programs and community partners by Judith G Caplan( Book )

2 editions published in 1999 in English and held by 86 WorldCat member libraries worldwide

Technology and teacher preparation, 1999-2000( Book )

1 edition published in 2000 in English and held by 84 WorldCat member libraries worldwide

The social and organizational context of teaching : annotated bibliography by James Joseph Scott( Book )

4 editions published between 1987 and 1990 in English and held by 79 WorldCat member libraries worldwide

Norm-referenced testing and criterion-referenced testing : the differences in purpose, content, and interpretation of results by Linda Ann Bond( Book )

2 editions published in 1995 in English and held by 76 WorldCat member libraries worldwide

Norm-referenced tests (nrt) help compare the performance of one student with the performances of a large group of students, while criterion-referenced tests (crt) focus on "what test takers can do and what they know, not how they compare to others" (Anastasi, 1988). Both types of test can be standardized so that scores can be interpreted the same way for all students and schools. Test content for an nrt is selected according to how well it ranks students from high achievers to low, while the content of a crt is selected by how well it matches the learning outcomes deemed most important, or on the basis of its importance in the curriculum. NRTs have come under attack recently because they tend to focus on low-level, basic skills. CRTs, on the other hand, give detailed information about how well a student has performed on each of the educational goals or outcomes included in the test. In 1994, 31 states administered NRTs and 33 administered CRTs, and 22 of these states administered both. Only two states rely on NRTs exclusively, and only one relies exclusively on a crt. Most states also administer some other form of assessment. States will have to match their choice of assessment strategies to their intended purposes, the content they wish to assess, and the kinds of interpretation they want to make about student performance. (Contains six references.) (Sld)
Effective rural schools : where are we? where are we going? how do we get there? by Weldon Beckner( Book )

3 editions published between 1987 and 1990 in English and held by 75 WorldCat member libraries worldwide

This paper reviews current educational research and philosophy on effective school characteristics and discusses how to put them into practice. Prevailing beliefs among educators have advanced from "there are good and poor learners" to "there are faster and slower learners" and now to "most students are similar in learning ability, rate, and motivation, when provided with favorable learning conditions." Cognitive and affective entry behaviors account for about 75% of differences in student learning outcomes. Therefore, instructional quality has little chance of overcoming the effects of entry behaviors unless the instruction takes into account cognitive or affective deficiencies. It follows that effective schooling should involve high expectations of students' performance, instructional assignments based on continuous assessment of student learning, consideration of the role of self-concept, sharing by staff and students of responsibility for successful learning outcomes, and varied time for learning according to student needs and task complexity. The paper presents: (1) Cruickshank's listing of leadership, efficacy, and efficiency dimensions of effective schools; (2) Stutz's comparison of the "model" change process concepts of the 1950s with those now found to be more effective; (3) Champlin's critical factors in organizational change, and basic components of a comprehensive plan for change; and (4) necessary changes in instructional process, curriculum organization, intentional school and classroom practices, and organizational structures. Contains 23 references. (Sv)
Incentives that enhance the teaching profession : background paper by Carol A Bartell( Book )

1 edition published in 1987 in English and held by 75 WorldCat member libraries worldwide

Rural education in Iowa : a collection of papers( Book )

3 editions published in 1990 in English and held by 74 WorldCat member libraries worldwide

Learning to find the "niches" : rural education and vitalizing rural communities by Daryl J Hobbs( Book )

3 editions published between 1987 and 1990 in English and held by 74 WorldCat member libraries worldwide

During the past two decades, rural America has undergone substantial restructuring that affects both rural education and prospects for rural economic development. Rural restructuring has made rural America more economically dependent and more economically and socially diverse, has replaced relatively autonomous communities with regional units of social and economic function, and has triggered the incorporation of rural services into national systems. Prospects for growth in natural resource and goods producing industries (those that rural economies are most dependent on) are dim, but service employment will likely continue to grow. New rural development strategies should consider the job-creating potential of small business and entrepreneurship, especially in finding and filling local "niches," the importance of knowledge-based enterprise, and the need to create new networks and partnerships to support avenues of alternative development. To these ends, rural schools must provide sound basic education and train students to be innovative, to have multiple skills, and to work as members of small problem solving teams. There are also needs for continuing education, educational attention to the locality, and educational partnerships to improve both education and community development. School Based Development Enterprises have produced school-community economic development partnerships in rural areas across the country. Contains 117 references. (Author/SV)
Parent involvement 101 : rural school development outreach project by Judith G Caplan( Book )

1 edition published in 1995 in English and held by 74 WorldCat member libraries worldwide

 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.43 (from 0.30 for Strategic ... to 0.68 for Product ca ...)

Educational values and cognitive instruction : implications for reform
Alternative Names
NCREL

North Central Regional Educational Laboratory

Regional Educational Laboratory Midwest

REL Midwest

Languages
English (58)

Covers