Are you looking for ways to incorporate rigorous problem solving in your classroom? Are you struggling with how to include the ""E"" in your STEM instruction? Here is where to start. In this practical introduction to engineering for elementary through high school teachers, you'll learn how to create effective engineering-infused lessons that break down the barriers between science, math, and technology instruction. Veteran teacher Pamela Truesdell highlights engineering's connection to 21st century skills and college and career readiness, addresses the Next Generation Science Standards, and walks you through each step of the simple but powerful engineering design process. This is the essential tool of professional engineers and the key to engaging students in hands-on, collaborative projects that ask them to apply content area knowledge to find solutions for real-world problems. A sample lesson, links to additional resources, and guidelines for assessment ensure you'll have the essentials you need to kick off your students' exploration of engineering.

All teachers know that a robust vocabulary gives students the communication skills they need to do well on tests and shine in the classroom-and the best way to ensure successful vocabulary instruction is to embrace new and engaging strategies that don't take too much time away from other work. To get the clock on their side and do what's best for their students, teachers need to learn how to provide short and effective vocabulary mini-lessons that can be used at any point during class. Marilee Sprenger's Vocab Rehab model offers teachers easy-to-implement 10-minute instructional strategies that can help time-strapped teachers ensure that their students have a sound grasp of both general and content-specific words across grade levels and subject areas.

The institutional arrangements governing skill formation are widely seen as constituting a key element in the institutional constellations that define distinctive 'varieties of capitalism' across the developed democracies. This book explores the origins and evolution of such institutions in four countries - Germany, Britain, the United States and Japan. It traces cross-national differences in contemporary training regimes back to the nineteenth century, and specifically to the character of the political settlement achieved among employers in skill-intensive industries, artisans, and early trade unions. The book also tracks evolution and change in training institutions over a century of development. It uncovers important continuities through putative 'break points' in history, but also - more importantly perhaps - provides insights into modes of institutional change that are incremental but cumulatively transformative. The study underscores the limits of the most prominent approaches to institutional change, and identifies the political processes through which the form and functions of institutions can be radically reconfigured over time.

The institutional arrangements governing skill formation are widely seen as a key element in the institutional constellations defining 'varieties of capitalism' across the developed democracies. This book explores the origins and evolution of such institutions in four countries - Germany, Britain, the United States and Japan. It traces cross-national differences in contemporary training regimes back to the nineteenth century, and specifically to the character of the political settlement achieved among employers in skill-intensive industries, artisans, and early trade unions. The book also tracks evolution and change in training institutions over a century of development, uncovering important continuities through putative 'break points' in history. Crucially, it also provides insights into modes of institutional change that are incremental but cumulatively transformative. The study underscores the limits of the most prominent approaches to institutional change, and identifies the political processes through which the form and functions of institutions can be radically reconfigured over time.

REA's "Paramedic Flashcard Book with Online Practice Test"
Second Edition
Hundreds of must-know questions cover the topics tested on the exam
REA's "Paramedic Flashcard Book" is the perfect companion for anyone studying for the NREMT Paramedic Exam. It contains the information you need to pass the exam and start your EMS career.
Written by a nationally recognized EMS instructor with 30 years of experience, our flashcards give you 350 questions based on actual exam content, including: airway and breathing, cardiology, legal, medical, obstetrics and pediatrics, scene size-up, and trauma. Subject icons for each card help you review specific exam topics.
After reviewing the flashcards in the book, go online and take a 100-question practice test. This test features automatic scoring, timed testing conditions, and diagnostic feedback to help you assess your knowledge and target the areas where you should spend more time studying.
Also included online are seven medical reference charts that you can return to time and again:
- Anatomy I
- Anatomy II
- Medical Abbreviations
- Medical Terms: The Basics
- Medical Terms: The Body
- Muscular System
- Skeletal System
These charts provide quick, easy access to important facts you need to know and are great for last minute review.
REA's "Paramedic Flashcard Book with Online Practice Test" helps you pass the Paramedic exam and start your EMS career

In this volume, the authors treat flexibility as a system characteristic of Vocational Education and Training (VET), in analyzing key conditions for flexibility:
-economic context of VET and the organizational and institutional design of VET;
-educational tools and resources for the flexibility of delivery and pathways at national level;
-VET professionals as promoters of flexibility, mobility, and transferability.

This book provides a comprehensive examination of instructional supervision and introduces the Task-Centered Model for Educational Supervision (TCS). It begins by reviewing the history of educational supervision in social work and principles of effective teaching practices in the field. While theories about the principles and purposes of educational supervision abound, it has proven difficult to translate these ideas into a coherent model of supervisory practice. "Educational Supervision in Social Work" answers that need, presenting in detail TCS, an ordered series of discrete activities that supervisors and supervisees follow during and between supervision meetings. Designed to promote the continuous attainment of learning and practice objectives, TCS accommodates new models of field instruction, addresses common accountability concerns in social work supervision, and teaches practitioners how to be self-initiating and evaluative. Focusing on the practical implementation of TCS, Caspi and Reed have included detailed case vignettes throughout the book that provide concrete examples of putting theory into practice. Both supervisors of interns and staff as well as supervisees will find TCS a helpful tool in the supervisory process.

This book explores the realities of adult education practice in the current political and economic climate. With a particular focus on examining the effect of the multitude of changes in policy and philosophy over the past 30 years, the book explores how the values and career expectations of adult educators have been affected, and considers the implications for adult education as a field of professional practice. As well as exploring the broader international picture, the book draws on the findings of recent research into adult and community education practitioners' perspectives in two case study countries - England and Aotearoa/New Zealand - to illustrate how local contexts and cultures, as well as global trends, impact on the structure and organisation of adult education. By presenting the perspectives of adult educators, whose voices have been relatively absent from the recent literature, this book gives a unique insight into how their work has been adversely affected by funding and policy pressures in an increasingly insecure educational environment, and analyses their responses to the contradictions between their professional values and the expectations placed upon them by policy and funding changes. It will be of great interest to students and researchers working in Education and Sociology, and will also make compelling reading for policy-makers.

It is widely accepted that the success of higher education institutions is dependent on effective competent leaders and leadership. There is also growing evidence to support the proposition that emotional intelligence is strongly linked to effective leadership in the higher education setting. Additionally, the premise that emotional intelligence can influence an individual's job satisfaction is well supported. This book details the findings from an explicit examination of the relevance and interrelationships between emotional intelligence, leadership practice and job satisfaction in a higher education context. A mixed mode case study approach comprising eleven cases was used to investigate four research questions. Qualitative and quantitative data was collected through interviews, surveys and a parametric test designed to assess individuals' emotional intelligence. Twelve emotional intelligence capabilities articulating the relevance of emotional intelligence for effective leadership in higher education is presented as is a model illustrating the specific elements and interelationships between job satisfaction, emotional intelligence and effective leadership. Finally, a framework for developing emotionally intelligent leadership capacity in higher education is outlined.

The achievement gap is a persistent and perplexing challenge for educators. While school- and system-level reforms continue to be discussed in statehouses and district offices, individual teachers are challenged to do something now to help students who are falling short of standards, including students who are English language learners and receiving special education services. A companion to the ASCD best-seller Improving Student Learning One Teacher at a Time, this book identifies small, specific adjustments to planning, teaching, and assessment practices that will support more effective learning in every student, every day, and help close the achievement gap on a classroom-by-classroom basis. Here, you'll learn how to: Use readily available tools--curriculum documents, a plan book, and a grade book--to improve all students' access to, interaction with, and mastery of lesson content. Design daily lessons that clarify learning goals and require students to use high-yield learning strategies, seek feedback, and reflect on their progress. Promote the progress of English language learners through coordinated pursuit of content and language goals, and synchronize instruction to improve the performance of special education students in both co-teaching and resource environments. This book also features the voices of working educators who share how ""minding the gap"" has helped them engage academically at-risk students, ELLs, and special education students; improve students' test scores; and sustain these gains over time. If you are a classroom teacher or specialist committed to helping all your students become more successful learners and unwilling to wait for high-level solutions or even the results of another ""data retreat,"" then this is just the resource you need.

After unification large amounts of money were spent to retrain the East Germany labour force in order to ease the transition to the new market economy. This book uses microeconometric methods and individual data to evaluate the impact of these training programmes on the participants' labour market situation. It discusses the appropriate evaluation methodology as well as the effectiveness of the actual programmes for the individual participants. The empirical results suggest that the public sector sponsored training programmes were fairly ineffective. In contrast, the training organized and paid by the enterprises caused considerable earnings growings.

Despite the impressive growth of inclusive education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of inclusive education by analyzing equity concerns that have emerged from the implementation of inclusive education models in nine nations on five continents. The authors examine how disparate approaches to inclusive education are mediated by the official and implicit goals of public education; by access to intellectual, human, and material resources; and by collective understanding of and educational responses to sociocultural differences. Inclusive Education provides critical reviews of research on this important education reform movement, as well as a refined theoretical understanding of the ways equity is addressed. It also offers lessons for future policy and research that are mindful of equity.

This book answers a simple question: How would one redesign the American education system if the aim was to take advantage of everything that has been learned by countries with the world's best education systems? With a growing number of countries outperforming the United States on the most respected comparisons of student achievement-and spending less on education per student-this question is critical. Surpassing Shanghai looks in depth at the education systems that are leading the world in student performance to find out what strategies are working and how they might apply to the United States. Developed from the work of the National Center on Education and the Economy, which has been researching the education systems of countries with the highest student performance for more than twenty years, this book provides a series of answers to the question of how the United States can compete with the world's best.

Communication Skills Training for Health Professionals provides the sound theoretical basis and practical approach needed to implement a higher standard of care through improved communication. This fully revised and extended second edition has several new perspectives, including the use of interactive video as a training medium; facilitating the transfer of training to work contexts; the communication audit and its role in quality assurance in health; working with groups as a communication strategy; refined and expanded practical exercises for trainers.

"A classic in the field, this text takes an integrated approach to science without watering it down, and emphasizes understanding and addressing children's affective nature. It remains a forward-thinking, innovative resource for teaching science to young learners, and a best-selling resource for the field. " Clearly organized, the text provides a research-based rationale for early science education in Part I chapters. Emphasizing that meaningful science for young children builds on the emotional underpinnings of their curiosity and concerns about the everyday world, and their pleasure in exploring it, this resource encourages new teachers to help children live appreciatively and thoughtfully on Earth. The topical chapters in Part II offer solid, accessible, concept-based activities and are concurrent with the vision of the new "Framework for K-12 Science Education," being developed by the Board on Science Education of the National Academy of Science. For each unit presented, students are provided with all the comprehensive integrating and connecting elements to strengthen children's learning of science. Early educators' own content and pedagogical knowledge will be expanded as they practice using the units in class and in field placements.

In Value-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policy makers understand this innovative approach to assessment. Written in straightforward language and illustrated with actual student achievement data, this essential volume shows how value-added measurement can help schools make better use of their data and discusses the strengths and limitations of this approach.

Technological change, unemployment and industrial restructuring have highlighted training and the acquisition of skills as a policy issue. There is widespread concern that employees are insufficiently skilled, and it is recognised that this deficiency can have serious economic consequences. The situation is likely to become particularly urgent, as the dramatic increase in the share of temporary and part-time employment in the OECD leads to a decline in the incentives to train. This 1996 book, from the Centre for Economic Policy Research, provides a systematic account of the causes, consequences, and policy implications of failure in training provision and skills acquisition in the industrial world. It explains why the market mechanism leads people to under-invest in skills and examines the empirical outcome of these problems using a portfolio of examples for European countries.

An ageing workforce and skilled labour shortage has created the need for workplace learning well beyond middle adulthood. With only a minority of older workers participating in training and development programmes, participation rates of older employees clearly need to increase. This book presents a competence perspective that treats workplace learning as a trainable skill, rather than as a cognitive function. Consistent with this view, competence should be accessible to interventions from human resource development professionals. By the same token, successful workplace learning across the lifespan depends on appropriate incentive structures and work conditions that in turn require specific institutional support and a policy context that fosters lifelong learning.

Higher standards of schooling and of vocational training are now widely recognized as essential in Britain if benefits are to be gained from advanced technology, and if unemployment rates are to be reduced. The continuing development of automated production methods, combined with increasing competition from low-wage developing economies, is likely to reduce even further the scope for the employment of low skilled and inexperienced personnel in advanced economies. This book provides a realistic analysis of what needs to be done, based on visits over the past ten years by expert teams to matched samples of manufacturing plants in Britain and the European Continent, as well as to schools and vocational colleges. It explains why government policies need to move even further, and in which directions those policies should move.

Brings together interrelated essays on aspects of oral production and reception in Western European medieval contexts from modern and post-structuralist perspectives. The contributors discusss the physical, social and semiotic qualities of medieval oralism, exploring a range of issues.

"Scenario-Based Learning" offers a wealth of ideas for improving critical thinking skills, problem solving, and includes suggestions for promoting opportunities for practicing scenario-based learning on the job. The book contains a wealth of kick-off alternative research-based examples and describes various types of case data. The book also includes tutorials, action templates, and online references. This must-have resource also includes information on intrinsic versus instructional feedback, rubrics for virtual worlds, as well as technique for refining thinking skills.

Research in Vocational Education is an international book series, dealing with challenges in VET, workplace learning, and professional learning from different perspectives. The authors of this volume take an intense look at the economic competence of young adults in European countries, especially of those who start an apprenticeship or who take up their studies at a university. Economic competence is of special interest within this group, because these young people are - mostly for the first time in their lives - responsible for autonomously managing their own financial affairs. And after completing their qualification, they must find their way in the working environment and a constantly changing labour market, thereby needing economic competences as well. Contributions dealing with theoretical approaches as well as papers presenting empirical findings will be represented. The Editors: Prof. Dr. Eveline Wuttke, Professor of economic education, Goethe University Frankfurt, Germany Prof. Dr. Jurgen Seifried, Chair of economic education II, University of Mannheim, German