education

LOOKING AT CONTEXT THROUGH BIOECOLOGICAL THEORY The history and foundations of family-centered care and education go way back. Something I learned as a student in an early childhood class in 1967 stuck in my mind. “Your client is not the child, but the family.” The teacher of that class, Lilian Katz, University of Illinois professor […]

Child, Family, and Community Family-Centered Early Care and Education Seventh Edition Janet Gonzalez-Mena Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Vice President and Editorial Director: Jeffery W. Johnston Executive

Student Teaching Evaluation of Performance (STEP) Template Table of Contents Student Teaching Evaluation of Performance (STEP) Template 1 Table of Contents 2 STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal 5 STEP Standard 3 – Assessment and Data Literacy 6

Developmental Analysis: Part 1 Instructions Childhood – Adolescence You will use developmental theories and concepts to analyze your own developmental processes focusing on childhood and adolescence. Use a variety in your sentence structure and wording. You should not use direct quotes, but rather summarize and paraphrase insight from your sources. You will use your textbook

Field Experience A: Special Education Teacher and General Education Teacher Interviews The role of the special education teacher is collaborative and requires a specific skill set and understanding of the laws and regulations related to the Individuals with Disabilities Education Act (IDEA), the IEP process, and implementation of the IEP. Additionally, special education teachers frequently

Formal Adaptive Behavior Assessments Assessments are used for many different purposes in the K‐12 educational setting. For example, assessments are used during classroom instruction to measure students’ learning related to the academic content, and different assessments are used to measure students’ overall cognitive, physical, or social‐emotional abilities. Regardless of the assessment type, there are specific

Virtues and Moral Reasoning: Virtue ethics Virtues and Moral Reasoning Virtue ethics does not involve the straightforward process of applying an independent prin- ciple to determine the right action in a given circumstance, as we might find in utilitarianism or deontology. Rather, it emphasizes the qualities of character that we need in order to make

Virtues and Moral Reasoning What does this have to do with ethics? If ethics is concerned with how one should live, the conception of what it means to live well will be concerned with more than simply the kind of world I should strive to bring about or the actions I should or should not

What Is Virtue Ethics? 5.2 What Is Virtue Ethics? Let’s review the way that we distinguished ethical theories in Chapter 1. We can regard human actions as consisting of three parts: 1. The nature and character of the person performing the action. 2. The nature of the action itself 3. The consequences of the action The

5 Virtue Ethics: Being a Good Person Hero Images Inc./Hero Images/SuperStock Learning Objectives After reading this chapter, you should be able to: • Explain the core features of a virtue-based moral theory. • Describe the notion of a telos and how that informs how people should act in particular situations. • Explain the Aristotelian concept