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| director of special education interview questions: My Awesome Autism Nikki Saunders, 2019-09 WE ARE ALL DIFFERENT! THAT'S WONDERFUL, SOME DIFFERENCES ARE EASY TO SEE... A wonderful and uplifting children's book about autism and diversity! This book is the first step to providing a communicational gateway for your child to learn about their autism in a positive and nurturing way. Whilst delivering such love and reassurance, your child can enjoy the stimulating, colourful illustrations with you, and later revisit upon the child's experiences thereafter. |
| director of special education interview questions: Resources in Education , 1998 |
| director of special education interview questions: Improvement Science Deborah S. Peterson, Susan P. Carlile, 2021-09-08 A 2022 SPE Outstanding Book Honorable Mention Improvement Science: Promoting Equity in Schools is intended for classroom teachers, school leaders, and district leaders charged with leading improvement efforts in schools. From questions such as “how do I develop a love of reading in my classroom?” to “how can I better manage student behavior during independent learning time?” to “what should we do to make sure kids of all races read at grade level by 3rd grade” to “how could we include families of all backgrounds as partners in learning” or “how do we increase our graduation rate among underserved students, this book shares real-life examples from those who are currently leading equity-focused improvement in our classrooms and schools. If you are curious about how Improvement Science has been used, or how others have succeeded—or failed—at equity-focused improvement efforts in our classrooms and in our schools, or if you’re wondering how to spur discussions in school districts, universities, and communities about leading equity-focused improvement, this book is for you. Teachers, students, family members, community members, principals and superintendents will be inspired to embrace Improvement Science as a method to improve equity in their schools. The book helps people new to Improvement Science to understand the basic steps to implement the process. If you’re a beginner, it provides some basic steps and a resource (https://www.carnegiefoundation.org/our-ideas/six-core-principles-improvement/) to help you understand the process better; for those with some experience, the book will be an excellent refresher and tool with functional suggestions to take your practice further. 1. Form a Team. 2. Examine Data. 3. Ask Why. 4. Read Research. 5. Get Perspective of Those Closest to the Problem. 6. Plan the Change. After you’ve done the above, then it’s time to test one idea, using short Plan Do Study Act cycles. These are short improvement cycles. Students are only in our classrooms generally for one year, so the cycles need to be short, perhaps even as short as one week, to ensure that every instructional move we are making truly does improve the experience of the students. Readers of Improvement Science: Promoting Equity in Schools will be taking an important step toward achieving the goal of producing socially just classrooms and schools. WATCH: Meet the Authors (ZOOM recording from #CPED21 Virtual Convening, 10/20/21). To learn more about Improvement Science and see our full list of books in this area, please click through to the Myers Education Press Improvement Science website. Perfect for courses such as: Culturally Responsive Learning Environments; Educating For Equity And Social Justice; Cultivating Culturally Responsive Classrooms; Integrating Methods And Curriculum Design; Inquiry, Assessment, And Instructional Design; Foundations Of Culturally And Linguistically Responsive Practice; Math Literacy; Physical Education; Professional Collaboration In Education; Language And Literacy Development Of Diverse Learners; Equal Opportunity: Racism; Diversity And Equity In Schools; Cultural Proficiency In Schools; Language And Power In Education; Teaching For Equity In Literacy; Supportive Classroom Communities; Cultural Diversity In Literature; Engaging Students In Writing; Introduction To School Leadership; Introduction To School Improvement; Teacher Leadership And School Improvement |
| director of special education interview questions: Cultivating and Keeping Committed Special Education Teachers Bonnie S. Billingsley, 2005-03-10 Improve teacher retention by understanding and supporting the work of special education teachers! Are you concerned about special education teacher attrition? Do you wonder about how to meet the demand for highly qualified special educators? This book highlights the problems that drive many special educators out of teaching and outlines practical recommendations that leaders can use to increase retention. Drawing on field experience as well as research findings, Billingsley provides a comprehensive framework for supporting special educators. Cultivating and Keeping Committed Special Education Teachers provides effective ways to: Recruit and hire qualified special educators Provide responsive induction programs for new teachers Design effective professional development opportunities Create inclusive and collaborative schools Provide reasonable work assignments and reduce paperwork Promote wellness by reducing stress This book emphasizes the important role that principals play in supporting special educators and how they can make a difference in what special educators accomplish in their schools. Numerous assessments, tools, and resources are included to help leaders, mentors, and teachers improve the conditions of special education teaching. |
| director of special education interview questions: Neuropsychological Rehabilitation Barbara Wilson, 1993 |
| director of special education interview questions: Schools as a Lens for Understanding the Opioid Epidemic Kathryn A. Welby, 2024-07-02 This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools. Sharing research from multiple case studies in elementary schools located in Northeast opioid-crisis regions, the book explores the ripple effects of students' adverse childhood experiences, community and household opioid exposure, transiency, homelessness, attendance, as well as the profound struggles of educators dealing with secondary trauma. Shedding light on the untold stories of young children contending with the consequences of opioid exposure, it foregrounds these voices and stories through the unique perspectives of educators. Additionally, the book examines the developing landscape of initiatives to mitigate the crises' effects on students, emphasizing the need for comprehensive approaches. Finally, the book explores potential interventions and strategies to address the complex issues arising from the opioid epidemic in schools, advocating for a comprehensive, multi-tiered approach involving collaboration among various stakeholders. Through a synthesis of historical context, multiple case studies, qualitative follow-up investigations, and analysis, this book provides a comprehensive understanding of the interconnected challenges posed by the overwhelming impact of the opioid epidemic on education in the United States. It will appeal to scholars, researchers, educational leaders, school administrators, teachers, and post-graduate students with interests in crises education, educational psychology, trauma studies, public health policy, sociology of education, and addiction and substance abuse. |
| director of special education interview questions: Caring for Children With Neurodevelopmental Disabilities and Their Families Claudia Maria Vargas, Patricia Ann Prelock, 2004-09-10 Children with neurodevelopmental disabilities such as mental retardation or autism present multiple challenges to their families, health care providers, and teachers. Professionals consulted by desperate parents often see the problems from their own angle only and diagnosis and intervention efforts wind up fragmented and ineffective. This book presents a model multidisciplinary approach to care--family-centered and collaborative--that has proven effective in practice. A pillar of the approach is recognition of the importance of performing culturally competent assessment and adjusting service delivery so that is responsive to cultural differences. Detailed case stories illuminate the ways in which the approach can help children with different backgrounds and different disabilities. Most chapters include study questions, lists of resources, and glossaries to facilitate easy comprehension by professionals with different backgrounds--in special education, communication sciences, and disorders, clinical and counseling psychology, neuropsychology and psychiatry, social work, pediatrics--and program administrators as well as students, trainees and educated parents. Caring for Children With Neurodevelopmental Disabilities and Their Families constitutes a crucial new resource for all those professionally and personally concerned with these children. |
| director of special education interview questions: 10 Steps for Hiring Effective Teachers Mary C. Clement, 2015-01-08 The quick-read, step-by-step guide to hiring outstanding teachers! Whether you are new to teacher hiring or ready for a fresh approach, this invaluable guide helps you select the best possible candidates. Mary Clement, a nationally-awarded expert on teacher hiring, presents proven strategies for identifying high-performing teachers. Readers will learn: Ten best practices that address every stage of hiring, from recruitment through interviewing to final negotiations Key techniques and sample questions for Behavior-Based Interviewing—the interviewing approach that predicts on-the-job performance Guidance on legally-sensitive interview questions How to involve teacher peers in interviewing and mentoring new hires |
| director of special education interview questions: Journal of Research in Rural Education , 1991 |
| director of special education interview questions: Inclusive Phygital Learning Approaches and Strategies for Students With Special Needs Efthymiou, Efthymia, 2023-07-24 For “A School for All” to be a reality, changes need to be made to the education system regarding culture, policies, and practices within schools. Inclusive education requires more than just a standard educational provision. Teaching and education have been extensively researched during the COVID-19 pandemic, and yet there is little research that has addressed the practices that can improve phygital teaching effectiveness in inclusive environments. Following the move to online teaching programs in the pandemic, children with special needs faced even greater challenges, including digital exclusion and the threat of being left behind, as well as the inability of teachers to teach them appropriately due to an absence of appropriate assistive equipment, internet access, accessible materials, and poor preparation. Inclusive Phygital Learning Approaches and Strategies for Students With Special Needs provides current, relevant information concerning inclusive classroom teaching approaches during COVID-19, which are still implemented post COVID-19. Covering topics such as inclusive classroom teaching, phygital teaching, and the digital divide, this book is essential for pre-service and in-service teachers, inclusive educational leaders, academics, curriculum development specialists, and those who are interested in inclusive phygital practices for students in special education. |
| director of special education interview questions: Clinical Interviews for Children and Adolescents Stephanie H. McConaughy, Sara A. Whitcomb, 2022-01-20 Widely recognized as an authoritative resource, this book has been revised and updated with the latest research and techniques, including new material on telehealth services. Guidelines are provided for conducting thorough, developmentally informed interviews with K–12 students--and their parents and teachers--for multimethod assessment and intervention planning. Extensive case examples illustrate how to elicit information about school functioning, peer relations, emotional and behavioral difficulties, family situations, and adolescent concerns. Two guest authors have contributed chapters on suicide and violence risk assessments. In a convenient large-size format, the book includes over a dozen reproducible interviewing tools; purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition *Incorporates the latest information on bullying, cyberbullying, and victimization; sexual- and gender-minority youth; social media and smartphone use; and adolescent substance use. *Discusses strategies, tips, and caveats for conducting virtual interviews. *Expanded coverage of cultural and linguistic biases in assessment and how practitioners can build multicultural competence. *Revised and expanded reproducible tool: Semistructured Student Interview--Second Edition. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. |
| director of special education interview questions: Leadership for Special Education Administration Mark B. Goor, 1995 Using a case-study approach, this basic text for administration and supervision of special education programs presents principles and examples of leadership and administration in field-based contexts. |
| director of special education interview questions: Storied Inquiries in International Landscapes Tonya Huber, 2010-06-01 Storied Lives: Emancipatory Educational Inquiry—Experience, Narrative, & Pedagogy in the International Landscape of Diversity contains exemplary research practices, strategies, and findings gleaned from the contributions to the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI). Founding Editor Tonya Huber initiated the JCI~>CI in 1997, as a refereed journal committed to publishing educational scholarship and research of professionals in graduate study. The journal was distinguished by its requirement that the scholarship be the result of the first author’s graduate research—according to Cabell’s Directory, the first journal to do so. Equally important, the third issue of each volume targeted wide representation of cultures and world regions. “Current thinking on ...” written by members of the JCI~>CI Editorial Advisory Board explores state-of-the-art topics related to curriculum inquiry. Illustrations, photography (e.g., Sebastião Salgado’s Workers in vol. 2), collage, student-generated art/artifacts, and full-color art enhance cutting-edge methodologies extending educational research through Aboriginal and Native oral traditions, arts-based analysis, found poetry, data poetry, narrative, and case study foci on liberatory pedagogy and social justice action research. |
| director of special education interview questions: Networking the Learner Deryn M. Watson, Jane Andersen, 2013-11-11 Deryn Watson and Jane Andersen Editors INTRODUCTION The role of a Preface is to introduce the nature of the publication. The book that emerges from an IFIP Technical Committee World Conference on Computers in Education is complex, and this complexity lies in the nature of the event from which it emerges. Unlike a number of other major international conferences, those organised within the IFIP education community are active events. A WCCE is unique among major international conferences for the structure that deliberately ensures that all attendees are active participants in the development of the debate. In addition to the major paper presentations and discussion, from international authors, there are panel sessions and professional working groups who debate particular themes throughout the event. There is no doubt that this was not a dry academic conference - teachers, lecturers and experts, policy makers and researchers, leamers and manufacturers mingled and worked together to explore, reflect, discuss and plan for the future. The added value of this event was that we know that it will have an impact on future practice; networks will be formed, both virtual and real -ideas will change and new ones will emerge. Capturing the essence of this event is a challenge - this post-conference book has three parts. The first is the substantial number of theme papers. |
| director of special education interview questions: The Contemporary Superintendent Meredith Mountford, Leigh E. Wallace, 2019-06-01 What is (R)Evolutionary Leadership? Why Does it Matter? How can contemporary school district administrators, specifically superintendents, contend with so many difficult, and almost impossible competing commitments? Building on the definitions of revolution, revolutionary, evolution, and evolutionary, the notion of (R)Evolutionary Leadership emerged while discussing the need for school district leaders to push back against the status quo while improving teacher and leadership practices, improving student learning outcomes, engaging with the community, and ensuring decision making processes that include check and balance systems that are just, fair, and equitable for all. The chapters in this book introduce superintendents or research on superintendents in which these tenants were practiced; both in their ability to enact radical change by “overthrowing” the status quo – as well as evolutionary in their deliberate approach to viewing change as a process they can control over time. These leaders were willing to confront and defy practices and policies that were counter to student well-being and achievement while concurrently knowing how to reach their desired results. The chapters chosen for inclusion in this volume are those that offered a glimpse of these revolutionary tenants in practice. We ask that you consider this emerging concept as you explore the chapters of our book. You will find the (R)evolutionary Leaders you meet in the chapters know how to evolve, not just to stay alive, but to ensure the organization (school) remains relevant and vital to society. These leaders use their positional power, social capital, and expertise to advocate for policies and practices that are in the best interest of the school community and they innovate in ways that challenge the status quo. You will also find practices that are (R)Evolutionary and provide ways for leaders to innovate, collaborate, and simply take care of themselves and those around them. Our description does not seek to support or define or delineate the characteristics of a (R)Evolutionary Leader or how one might enact (R)Evolutionary Leadership–but serves as a way to (re)think the way we view the vastly complex work of school district administrators, specifically the superintendent. (R)Evolutionary leadership may change our ways of thinking about the significant advocacy role a superintendent can play in influencing both practice and policy to enact the change necessary to move forward issues of justice, equity, and quality in PK-12 schools and further to improve educational and social outcomes for those served. |
| director of special education interview questions: International Review of Research in Mental Retardation , 1977-02-02 International Review of Research in Mental Retardation |
| director of special education interview questions: Equity Expansive Technical Assistance for Schools Kathleen A. King Thorius, 2023 Based on the author’s experience leading equity-focused technical assistance centers, this book details approaches to partnering with educators and other stakeholders to eliminate racial disproportionality in special education. Because of its historical and current relevance as an indicator of systemic oppression, Thorius centers disproportionality as a crucial issue to be addressed through technical assistance partnerships. For these partnerships to be successful, technical assistance providers must: (1) support partners in engaging with systemic and individual oppressions that contribute to inequities at the intersections of racism and ableism, and (2) introduce their partners to resources that mediate learning about and developing locally relevant solutions that abolish racism and ableism in tandem. Equity Expansive Technical Assistance for Schools provides a research-based framework for conducting technical assistance, including vignettes and facilitation guides that educational leaders can use to address disproportionality in special education within their local contexts. Book Features: Detailed protocols for professional dialogue toward eliminating racial disproportionality in special education.Expanded definitions and descriptions of disproportionality as an issue of ableism, as well as racism.Real-life examples of technical assistance and professional development partnership activities that improve conditions leading to, and outcomes of, disproportionality. |
| director of special education interview questions: Gender and Domestic Violence Brenda Russell, Professor of Psychology Brenda Russell, John Hamel, 2022 Physical, psychological, and sexual abuse among intimate partners, commonly known as domestic violence, but more recently as intimate partner violence or IPV, is a significant social and public health problem in the United States and worldwide. IPV had long been considered private by law enforcement, rarely investigated by social science researchers, and poorly understood by mental health professionals. In the 1980s, a series of well-publicized court cases, such as Thurman v. City of Torrington (1985), brought to light the grossly inadequate law enforcement response at the time, which allowed repeat offenders to avoid prosecution while their partners continued to be victimized, often fatally. In response, a grassroots victim advocacy movement established shelter and other services for victims while lobbying state legislatures across the United States, and subsequently to Canada, the U.K., and other nations, to enact new laws that would hold offenders accountable (Buzawa & Buzawa, 2002; Russell, 2010)-- |
| director of special education interview questions: Exceptional Child Education Resources , 1997 |
| director of special education interview questions: Dissertation Abstracts International , 2009-11 |
| director of special education interview questions: Competing for Kids Kelly E. Middleton, 2018-07-05 When was the last time you reflected on the quality of customer service your school gives to your students? As alternate forms of education become more prominent, public education faces the challenge of losing its best and brightest students to the competition. Competing for Kids is a full-service manual for giving great customer service throughout your school district. By implementing the concepts in this book, public schools can become more appealing and more successful in retaining and attracting students. Competing for Kids teaches: How the best companies use customer service to compete at the highest levelHow these twenty-one business concepts can help public schools better compete with other forms of educationHow to develop a district-wide customer service plan for all staff members working in the public school arena |
| director of special education interview questions: They Created Us Denise Mercado, 2006-11 Click this link to read a review of They Created Us. They Created Us is a family's journey through the disability world that begins with their second son's encounter with Hflu meningitis at six months of age. Through their journey, you will learn the complexities of the bureaucracy along with strategies to maneuver through a sometimes unresponsive system. Special Education, Medicaid Waivers, EPSDT, and Independent Case Management are all part of a family's world when their child experiences disabilities. This family's journey uncovers injustices and allows opportunity for basic rights to be realized throughout the systems that were put in place to help children with disabilities. |
| director of special education interview questions: International Journal of Educational Reform , 2004 |
| director of special education interview questions: Official Decisions, Opinions and Related Matters New York (State). Public Employment Relations Board, 1994 |
| director of special education interview questions: Handbook for Evaluation of Special Education Effectiveness , 1982 |
| director of special education interview questions: Action Research in Special Education Susan Bruce, Gerald J. Pine, 2010-06-27 This is the first book about action research devoted to the complex issues faced by children with special needs and their teachers. The authors begin by providing the historical and philosophical underpinnings of action research and then present a framework for conducting action research in special education. In addition, they feature four examples of actual teacher-researcher studies, as well as a “how-to” chapter that outlines the basic principles needed for conducting action research. This book is essential reading for anyone interested in using action research to enhance student achievement and to address issues of social justice faced by children with special needs. Book Features: Details of the origins and practice of action research in special education. Demonstration of how action research is a dedicated component of preservice teacher preparation. Examples of action research performed by students in the field. |
| director of special education interview questions: Research Methods for the Self-Study of Practice Deborah Tidwell, Melissa Heston, Linda Fitzgerald, 2009-06-12 This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice. |
| director of special education interview questions: The Micropolitics of Special Education in Three Minnesota School Districts Loren William Gratz, 1998 |
| director of special education interview questions: School Programs in Speech-Language Pathology Jean L. Blosser, 2024-02-01 The seventh edition of School Programs in Speech-Language Pathology: Organization and Service Delivery is an insightful, innovative, and practical resource for university faculty and students, experienced speech-language pathologists (SLPs), program leaders, school administrators, and education partners. The organization and content of the book are structured to stimulate creative thinking about how to improve the quality and effectiveness of speech-language services in schools so students with communication disorders reach their highest potential. Challenges due to the complex and ever-changing education landscape are thoughtfully explored. A fresh perspective on establishing service delivery practices and processes is offered. The concept of service delivery is broadened by aligning classroom instruction and intervention goals and preparing educators and families to support student success. School Programs encourages SLPs to embrace their roles and responsibilities and describes their participation in the MTSS process utilizing an innovative six-stage collaborative approach that results in evidence-based, effective, coordinated, and efficient services. Guidelines are recommended for SLPs to actively participate on school teams to gain and exchange pertinent knowledge; identify school demands and expectations; and collaborate with fellow education partners to ensure that instruction, intervention, and services are educationally relevant and coordinated. Key Features * Authentic examples and strategies to reinforce the key concepts * Service delivery approaches versus specific assessment and treatment methods for specific disorders as is often presented in other books * Chapter Learning Objectives at the beginning of each chapter establish the theme and goals for the chapter * Chapter summary questions and projects reinforce concepts and facilitate practical application New to This Edition * Notable advances in the evolution of school speech-language pathology service delivery * Six-stage framework for effective collaboration with education partners * Strategies to ensure educationally relevant intervention and services that contribute to students’ success in home, school, work, and community * Additional practical resources such as replicable worksheets and forms to promote meaningful interactions with educators and parents to improve the quality of referrals, intervention, and progress monitoring * Positive examples of advocacy in action * Thought-provoking questions and projects to stimulate personal and professional reflection |
| director of special education interview questions: The First-Year Teacher Karen A. Bosch, Morghan E. Bosch, 2014-10-21 The survival guide for new teachers—now updated! Thousands of new teachers have relied on this practical resource, both early in their careers and during later transitions. Now in its fourth edition, this best-selling title is newly updated with chapters addressing classroom management, special education, inclusive classrooms and more. The First Year Teacher will help you Complete a successful job search and prepare for your new position Start the year strong with a 30-day learning plan that addresses instruction, assessment, and classroom management Co-teach in an inclusive classroom— particularly valuable for special education teachers Build essential skills in planning, managing time, and partnering with families |
| director of special education interview questions: Don't Suspend Me! Jessica Djabrayan Hannigan, John E. Hannigan, 2016-06-17 Learn how alternative discipline methods can create long-term change Suspensions don’t work. They don’t improve behavior and they don’t address the social-emotional needs of students. There are better, alternative discipline methods that can create positive, meaningful long-term changes in the behavior of challenging students. Aligned with educational law, Don’t Suspend Me! gives educators the tools they need to apply these alternative methods. Readers will find A toolkit with alternative strategies to use for the most common behavior challenges Case study examples and testimonials from educators in the field Worksheets and exercises for the major discipline incidents that occur in schools Answers to commonly asked questions |
| director of special education interview questions: Recruiting and Selecting Principals in an Era of Accountability Melissa T. M. Thompson, 2008 |
| director of special education interview questions: Clinical Interviews for Children and Adolescents, Second Edition Stephanie H. McConaughy, 2013-02-25 This authoritative work offers guidelines for interviewing children of different ages--as well as their parents and teachers--and for weaving the resulting data into multimethod assessment and intervention planning. K–12 school psychologists and other practitioners learn specific strategies for assessing school issues, peer relations, emotional difficulties, family situations, and problem behavior. Stephanie H. McConaughy is joined by two other leading experts who have contributed chapters on assessing suicide and violence risks. In-depth case illustrations are woven throughout. In a large-size format for easy photocopying, the book includes over a dozen reproducible interviewing tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. New to This Edition *Incorporates the latest research on child and adolescent problems and clinical interviewing procedures. *Updated for DSM-5 *Additional interviewing tool: Semistructured Student Interview, which focuses on the topics most relevant to academic and social functioning. *Guidelines for interviewing culturally and linguistically diverse children and parents. *Up-to-date information and assessment strategies related to bullying and victimization, inappropriate uses of technology (such as cyberbullying and sexting), and challenges facing gay, lesbian, and bisexual youth. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. |
| director of special education interview questions: Instructional Planning for Exceptional Children Edward L. Meyen, Glenn A. Vergason, Richard J. Whelan, 1979 |
| director of special education interview questions: Problem-Based Learning in Elementary School Samantha S. Reed, Carol A. Mullen, Emily T. Boyles, 2021-03-13 This book addresses Problem-based Learning (PBL) in elementary schools and reveals how this can promote elementary students’ development in critical thinking, creativity, communication, collaboration, and citizenship, also known as the 5 Cs. Through teachers’ interviews, the book explores which PBL strategies promote skills and knowledge gains when students collaboratively investigate authentic open-ended problems. It also uncovers peer-to-peer relational learning and other strategies used in PBL classrooms, and it examines their importance to public education. The book paints a lively picture of student-centered learning, drawing upon frameworks, best practices, experiences, processes, strategies, and research results. Firsthand accounts of best practices in PBL instruction connect this pedagogy to theory, research, practice, and policy. It explores teacher instruction in the early years of schooling that purposefully fosters student-centered learning, real-world relevance, and collaboration in accordance with capacities expected of successful 21st century graduates. This book supports the implementation of PBL in elementary schools and promotes increased student engagement and achievement, as well as college and career readiness. This book is of interest to practitioners seeking information about PBL pedagogies for elementary grades, such as teachers, teacher mentors and trainers, (school) leaders, and policymakers, as well as anyone interested in pedagogic strategies that advance critical thinking, creativity, communication, collaboration, and citizenship capacities. |
| director of special education interview questions: Evaluation of Educable Mentally Retarded Programs in California United States Commission on Civil Rights. California Advisory Committee, 1977 |
| director of special education interview questions: Technical and Symbolic Leadership in the Work of Multi-school Elementary Principals Myra Misles-Krhin, 2003 |
| director of special education interview questions: At the Verge of Inclusiveness Chris Hewitson, 2018-12-13 Published in 1998, this book provides an analysis of the development of learning support for students with special needs from the 1970s to the present. Based on case study research the book examines the complexities of defining special needs and considers ways in which marginalization of students is created and maintained. |
| director of special education interview questions: Online Courses and ICT in Education: Emerging Practices and Applications Tomei, Lawrence A., 2010-11-30 This book offers a critical review of current research in technology-supported education, focusing on the development and design of successful education programs, student success factors, and the creation and use of online courses--Provided by publisher. |
| director of special education interview questions: Exceptional Children Herbert Goldstein, 1978 |
外企中Managing Director和General Manager有什么区别？
外企特别是金融类外企经常有vice president，director, managing director之类，头衔很大，其实很多只是 …
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