Download or read book Twenty five Years of Developing Distributing and Supporting Hydrologic Engineering Computer Programs written by Darryl W. Davis and published by . This book was released on 1990 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Men Still at Work written by Elizabeth F. Fideler and published by Rowman & Littlefield. This book was released on 2014-02-18 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Men Still at Work explores the reasons why many men are continuing to work well beyond the traditional retirement age. In today’s challenging economy, they are the second-fastest growing group of workers (just behind older women). Filled with profiles of older working men, as well as dynamic interview quotes, Men Still at Work explores thorny issues such as masculinity and the “need to provide,” as well as economic issues, job satisfaction, and more.

Download or read book Sessional Papers written by Great Britain. Parliament. House of Commons and published by . This book was released on 1909 with total page 930 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book Growing as a Teacher written by Clive Beck and published by Springer. This book was released on 2014-05-12 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher learning doesn’t end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning. A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning. Teachers can benefit significantly from external input, but their everyday learning makes them key “experts” in teaching. Accordingly, PD providers should work with teachers, utilizing their existing knowledge. This book is written for consideration by teachers, student teachers, teacher educators, PD providers, policy developers, and others interested in facilitating teacher learning. Some of us have been writing – somewhat desperately – on these ideas for years. Beck and Kosnik have given us strong evidence that the ideas are effective in practice. I hope this persuasive and beautifully written book will be widely read.Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University This book makes a powerful case for taking teachers’ professional development seriously. It brings us the voices of beginning teachers as they deepen their professional knowledge over time and makes clear the depth of commitment they bring to the job. Professor Gemma Moss, Institute of Education, University of London

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