Increase your chances of scoring higher on the Praxis II Elementary Education test Contrary to popular belief, the Praxis II Elementary Education test isn't a measure of academic performance, which is why many test-takers who achieve perfect grades in college don't always pass it. Studying such a broad range of topics and enduring such a long testing processing can be challenging, so what's the best way to prepare for it? Turn to Praxis II Elementary Education For Dummies with Online Practice! It offers easy-to-follow subject reviews, test-taking strategies and advice for multiple choice and essay questions, sample practice questions, two full-length practice tests with detailed answers and explanations, and more. If you're one of the more than 600,000 aspiring teachers who take this test each year, this hands-on, friendly test prep guide gets you up to speed on everything you need to know to pass the Praxis II Elementary Education text with flying colors. This helpful guide covers Reading and Language Arts, Mathematics, Social Studies, Science, Art, Music, and Physical Education. It leaves no stone unturned by offering tips on registering for the exam, as well as a detailed overview of the test and how it's administered. Practice with hundreds of authentic Praxis II questions Hone the skills needed to ace the exam and start your career as a licensed teacher Boost your confidence and do your best on test day Get one year of online access to five Praxis II exams to sharpen your test-taking skills If you're a future educator gearing up to take the Praxis II Elementary Education test, this is your ultimate guide to one of the most important tests you'll ever take.
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This book is about praxis intervention. Praxis Intervention is a form of participatory action research.the praxis intervention model emphasizes working on the Praxis potential. It introduces a model for phronetic social science investigation. The praxis intervention method prioritizes unsettling the settled mentalities, especially where the settled mindsets prevalent in the social world or individuals is suspected to have sustained or contributed to their suffering or marginality.
This study involves identifying the value added to student achievement by a teachers’ certification pathway. States have control in critical aspects of teacher education including licensing, accreditation, advanced certification, and on-the-job evaluation, all which play into making substantial differences in the policies and practices employed by the states. In reviewing the research on teacher knowledge from the elementary education certification avenue, there have been some conflicting results pertaining to the level of content knowledge required to maximize student achievement. The elementary pathway to obtain a license to teach middle school mathematics involves a distinctly different amount and level of content coursework than a secondary pathway. This book provides insight into understanding how to support middle school mathematics teachers in the preparation for the certification process so they have the competence and skill to deliver quality instruction to their students. The analysis should help inform hiring practices, preparation programs, and teacher licensing requirements in an effort to maximize achievement potential for all students preparing for algebra.
We are living in a time when you can believe anything, as long as you do not experience it to be practical. Our postmodern culture embraces everything from western education system to eastern educational practices but Toyanath Sharma represents his educational journey from School to University as a transformative Mathematics student/teacher. This book shows how one traditional mathematics student/teacher became postmodern mathematics student/teacher. In this book author shares his personal journey from despair and meaningless to this discovery that postmodern education demands.
The two research questions that frame the research in this book are (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience? and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching? Six female elementary (K-8) teacher candidates were the participants in this research. The six teacher candidates all completed their field experiences in the same K-8 school, St. Joseph, in Lockport, Illinois. Three of the teacher candidates had elementary placements (grades K, 1, and 4) and three of the teacher candidates had middle school placements (5, 6, and 7). Each of the teacher candidates completed pre-test and post-test DTAMS assessments. All candidates taught three consecutive mathematics lessons. After each lesson was taught, a debriefing interview was conducted. Each teacher candidate submitted a Math Teaching Portfolio. Results illustrated the growth of mathematical knowledge for teaching that occurred for each participant. Implications for the field of mathematics education, future research, and teacher preparation programs are also discussed.
This book discusses about the steps of test construction and standardization process of Reasoning Ability Test in Mathematics [RATM] with detail. This book is depending upon the work of doctoral research on RATM standardization. It is divided in to different eight chapters. This book is useful for new test developers, researchers and teachers. The RATM is also useful tool for teachers, parents and researchers. RATM is developed for Gujarati medium school students to measure their reasoning ability in mathematics.
Джозеф Файнс ("Влюбленный Шекспир"), Мирослав Бака ("Заказ на киллера"), Клэр Хиггинс ("Мечта Кассандры") в драме Ури Барбаша "Весна 1941". 1971 год. Знаменитая виолончелистка Клара Планк приезжает на родину, в Польшу - впервые за 30 лет. Знакомые места и звуки виолончели вызывают в памяти события тридцатилетней давности, когда она потеряла все, что было ей дорого. 1941 год. Доктор Артур Планк с женой Кларой и двумя дочерьми пытаются найти убежище в оккупированной нацистами - Польше. Их принимает в своем доме зеленщица Эмили, недавно потерявшая на войне мужа. И, вопреки доводам рассудка, страстно влюбляется в доктора. Среди ужасов войны и постоянного страха быть обнаруженными, с молчаливого согласия Клары, возникает странный любовный треугольник. Но что, на самом деле, заставило Эмили толкнуть мужа в объятия другой женщины - любовь, способная все понять и простить, или всепоглощающий страх перед неизвестным будущим?
This book discusses teachers’ interaction styles and their influence on secondary school students’ attitude and achievement in mathematics. It discusses how interaction styles, the school support structure, family, and students’ attitude towards school affect the attitudes towards mathematics. Drawing from Bauerfeld's interactive theory of learning, the author: establishes the type of teacher interaction styles used in teaching mathematics in secondary schools; discusses the effects of employing direct and indirect teacher interaction styles; and determines the role of gender and students’ attitudes towards mathematics and teachers in relation to performance. She posits that although both direct and indirect teacher interaction styles are used in teaching mathematics in secondary schools, indirect interaction styles result in; greater student achievement, positive attitude towards the subject and the teacher. She recommends that indirect interaction styles should be employed in the teaching and learning of mathematics for better performance. The book is recommended to educationists, education planners and quality assurance officers in the education sector.
The study intends to create a model for development education based on quality standards and hermeneutics of education. In order to generate such model, the book aims to engage in a discourse on extramural measures towards a criteriology of quality standards in higher education and to employ a discourse on hermeneutics of education towards a criteriology of educational praxis. The book argues that there is a need to have an (alternative) model for development education, a holistic conception of education that is not confined in instruction, classroom, and educational system. Such model encompasses the impact of development education to community, democracy, and citizenship in the framework of educational praxis.
One goal of Mathematics teaching and learning is that students should develop a positive attitude towards the subject and participate actively in it. Students' perception of Mathematics teacher teaching practices impacts on their attitudes, beliefs,participation and performance. This book is an account of students' perspective on secondary school Mathematics teacher teaching practices in Kenya and how it impacted on their attitudes towards the subject. Curriculum developers,practicing teachers of mathematics,Mathematics Education students at the university as well as lecturers of mathematics education will benefit from the book as it will form a good reference point. Thank you
The present study investigates the new roles of the spatial praxis, as formed in the contemporary context of urbanism. The challenges and possibilities of re-orientating the spatial praxis are investigated in conjunction with the unresolved discords regarding the issue of (re)presentation that has dominated philosophy, cosmology, mathematics, cartography, software engineering, animation, network visualisation, art, architecture and numerous other fields. New ways of ‘designing’ the emergent hybrid spaces of urban interaction through mapping the untamed ‘waves’ of the datascape are discussed through the study of the changing urban condition and in particular, of the site as a field of interactive urban flows, the urban neo-nomads and their trajectories. Giving a physical form to those hybrid spaces, poses as an important possibility and challenge not only for contemporary architecture, but also, for the spatial praxis across a number of related fields including site-specific and media art, drawing, interaction design, urban and social studies, e-communication and many others.
Despite the commitment to promote equity and excellence in education, significant gaps remain in understanding the numeracy development of students with special needs. How these students become competent with fraction ideas, essential skills needed to become numerate and learn higher mathematics, is unclear. Most studies rely on an experimental design to teach basic skills through drill and practice, very few focus on conceptual understanding, learning more complex mathematics, or researching teacher professional development. This book reports the learning journey of three middle school teachers and their students with special needs. Using design based research method, a range of activities and instructional games were designed to teach for conceptual understanding. Analysis of classroom interactions helped identify the connection between teacher knowledge, learning activities, and student learning, and in turn, contribute to our understanding of how to help these students to become numerate.
The researcher has passed a decade long experience as a mathematics teacher at secondary level in Nepal. Triggered by the recurrent failure of students in Mathematics achievement in the upper school level, this research was carried out to find the role of parents' involvement in their children's performance. In the context of developing countries' education system, this book helps to assess the mathematics achievement of high school level students under selected involvements of guardians such as monitoring television viewing, interaction with the teachers, creating learning environment at home and monitoring in home assignment. This book will be useful to promote the awareness in the parents involvement in order to enhance their children’s mathematics performance and it also helps the researchers, teachers, academic institutes and policy makers to acknowledge the significance of the parents' contribution in their children’s mathematics achievement.