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Books on the topic 'Standard critial education'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

Using standards and high-stakes testing for students: Exploiting power with critical pedagogy. New York: PETER LANG, 2012.

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2

Standaert, Roger. Inspectorats of education in Europe: A critical analysis. Leuven: Acco, 2001.

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3

Standaert, Roger. Inspectorates of education in Europe: A critical analysis. Leuven: Acco, 2001.

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4

Standaert, Roger. Inspectorates of education in Europe: A critical analysis. Leuven: Acco, 2001.

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5

Rubric nation: Critical inquiries on the impact of rubrics in education. Charlotte, NC: Information Age Publishing, 2015.

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6

Leneave, Ladd Pam, ed. Teaching idea development: A standards-based critical-thinking approach to writing. Thousand Oaks, Calif: Corwin Press, 2002.

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7

L, Kinkade Sherry, ed. Competency-based orientation for critical care nursing. St. Louis: Mosby Year Book, 1992.

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8

Dinah, Chancellor, ed. Mathematics in focus, K-6: How to help students understand big ideas and make critical connections. Portsmouth, NH: Heinemann, 2010.

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9

Schielack, Jane F. Mathematics in focus, K-6: How to help students understand big ideas and make critical connections. Portsmouth, NH: Heinemann, 2010.

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10

Schielack, Jane F. Mathematics in focus, K-6: How to help students understand big ideas and make critical connections. Portsmouth, NH: Heinemann, 2010.

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11

Cepunov, Boris, Konstanciya Gozhenko, and Evgeniy Zhilyaev. Surgery. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1048569.

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The tutorial consists of two sections. The section "General surgery" covers the issues of prevention of surgical infection, issues of anesthesia, organization of preoperative and postoperative periods and other issues of general surgery (blood transfusion, transfusion, open and closed injuries, types of operative and non-operative surgical techniques, surgical infection, tumors). Attention is paid to general disorders of the vital activity of the body, as well as resuscitation, emergency care in case of accidents. The section "Specific types of surgical pathology" describes injuries and diseases of the head and neck, chest, abdominal cavity, spine and pelvis, limbs, peripheral vessels and nerves. Much attention is paid to the care of surgical patients at all stages of treatment. The principles and methods of providing first medical and pre-medical care in critical conditions of the patient are described in detail. The final chapter is devoted to the technique of surgical manipulations. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for students of paramedic, obstetric and nursing departments of medical colleges and colleges.
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12

Preparing instructional objectives: A critical tool in the development of effective instruction. 3rd ed. Atlanta, GA: Center for Effective Performance, 1997.

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13

How to plan rigorous instruction. Alexandria, Va: ASCD, 2011.

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14

Office, General Accounting. Medicare: Modest eligibility expansion for critical access hospital program should be considered : report to congressional committees. Washington, D.C: United States General Accounting Office, 2003.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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19

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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20

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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21

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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22

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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23

American Association of Critical-Care Nurses., ed. Education standards for critical-care nursing. St. Louis: Mosby, 1986.

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24

Education Standards for Critical Care Nursing. Mosby, 1986.

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25

Education Standards for Acute and Critical Care Nursing. American Association of Critical Care Nurses, 2001.

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26

Kurup, Viji. Quality in Medical Education. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199366149.003.0012.

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Staying current with latest developments in the field of patient care is now universally considered to be a standard of care. The same standards have not been adopted in medical education, however, and many educational techniques used to train physicians are now outdated. This chapter reviews the evidence in medical education with respect to quality of three critical elements: the teacher, the process, and the learner. Students and faculty have different perceptions regarding the characteristics of effective teachers. Modern teaching methods no longer stress lecture-based sessions, but include techniques such as interactive learning and blended learning. Simulation is also an effective tool for learning technical skills, and for crisis and team training. When technological tools are used, they should be designed to enhance the learning experience. A number of studies show that learner engagement is the key factor in the learning process.
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27

Power, Teaching, and Teacher Education: Confronting Injustice with Critical Research and Action. Lang Publishing, Incorporated, Peter, 2013.

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28

Boswell, Cecelia, Christine L. Weber, and Wendy Behrens. Exploring Critical Issues in Gifted Education: A Case Studies Approach. Prufrock Press, 2013.

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29

Hatton, Sharon Crawford, and Pam Leneave Ladd. Teaching Idea Development: A Standards-Based Critical-Thinking Approach to Writing. Corwin Press, 2001.

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30

Hatton, Sharon Crawford, and Pam Leneave Ladd. Teaching Idea Development: A Standards-Based Critical-Thinking Approach to Writing. Corwin Press, 2001.

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31

(Editor), Margaret A. Gallego, and Sandra Hollingsworth (Editor), eds. What Counts As Literacy: Challenging the School Standard (Language and Literacy Series (Teachers College Pr)). Teachers College Press, 2000.

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32

Critical Care in the Nursing Curriculum Linking Education and Practice. Amer Assn of Critical-Care Nurses, 1990.

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33

It's Not What You Teach but How: 7 Insights to Making the CCSS Work for You. Taylor & Francis Group, 2015.

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34

Sulla, Nancy. It's Not What You Teach but How: 7 Insights to Making the CCSS Work for You. Taylor & Francis Group, 2015.

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35

1945-, Andrzejewski Julie, Baltodano Marta, and Symcox Linda, eds. Social justice, peace, and environmental education standards: A transformative framework for educators. Milton Park, Abingdon, Oxon, New York: Routledge, 2009.

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36

Common Core, Unit by Unit: 5 Critical Moves for Implementing the Reading Standards Across the Curriculum. Heinemann, 2013.

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37

Teaching the Critical Vocabulary of the Common Core: 55 Words That Make or Break Student Understanding. Association for Supervision & Curriculum Development, 2013.

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38

Clark, Hope. Linking Education and Employment. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0011.

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This chapter presents an overview of various frameworks for organizing and measuring foundational academic and workplace competencies that are needed for broad career success and expands on research on work readiness standards and benchmarks. Foundational competencies and career success are thoroughly defined, with discussion about blending and assessing the combination of knowledge, cognitive and noncognitive skills, and behaviors important for success. Examples of how foundational competencies are used in the workplace and in educational settings are highlighted with recommendations on building a common language between educators and employers. To support this common language, linking foundational competency assessments and credentials to labor market outcomes is critical. These frameworks can be used by education-to-career continuum stakeholders to develop authentic learning experiences that incorporate work-based foundational competencies into kindergarten through 12th grade and postsecondary education programs.
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39

Competency-based orientation for critical care nursing. St. Louis: Mosby Year Book, 1992.

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40

Social Justice, Peace, and Eco-Justice Standards: A Transformative Framework for Educators. Routledge, 2008.

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41

Social Justice, Peace, and Eco-Justice Standards: A Transformative Framework for Educators. Routledge, 2008.

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42

Hickey, Sam, and Naomi Hossain, eds. The Politics of Education in Developing Countries. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835684.001.0001.

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This book examines the politics of the learning crisis in the global South, where learning outcomes have stagnated or worsened, despite progress towards Universal Primary Education since the 1990s. Comparative analysis of education reform in Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda highlights systemic failure on the frontline of education service delivery, driven by deeper crises of policymaking and implementation: few governments try to raise educational standards with any conviction, and education bureaucracies are unable to deliver even those learning reforms that get through the policy process. Introductory chapters develop a theoretical framework within which to examine the critical features of the politics of education. Case study chapters demonstrate that political settlements, or the balance of power between contending social groups, shape the extent to which elites commit to adopting and implementing reforms aimed at improving learning outcomes, and the nature this influence takes. Informal politics and power relations can generate incentives that undermine rather than support elite commitment to development, politicizing the provision of education. Tracing reform processes from their policy origins down to the frontline, it seems that successful schools emerged as localized solutions to specific solutions, often against the grain of dysfunctional sectoral arrangements and the national-level political settlement, but with local political backing. The book concludes with discussion of the need for more politically attuned approaches that focus on building coalitions for change and supporting ‘best-fit’ types of problem-solving fixes, rather than calling for systemic change.
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43

Golubovich, Juliya, Rong Su, and Steven B. Robbins. Establishing an International Standards Framework and Action Research Agenda for Workplace Readiness and Success. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0013.

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Employers both in the United States and internationally are facing difficulties hiring workers who meet the skill requirements of 21st century jobs. This chapter focuses on the skill requirements of middle-skill jobs and argues for building a talent supply chain with standards that workforce entrants need to meet. The chapter provides a framework summarizing these skill requirements. By establishing a framework of critical skills for workplace readiness, identifying valid assessments of these skills, and defining expected skill levels for a targeted subset of jobs, expectations of what it means to be ready for the workplace can be articulated and education and business systems can communicate using a common set of standards. These activities will help link a “broken” talent supply chain by bridging education and work systems and by encouraging individuals to seek out transferable skills as they seek livable wage jobs and meaningful employment.
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44

Erickson, H. Lynn, and Lois A. Lanning. Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together. Corwin, 2013.

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45

Lam, W. Hiu, and J. Robert Sneyd. Teaching in anaesthesia. Edited by Philip M. Hopkins. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0037.

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Anaesthesia education is uniquely placed to allow safe and supervised workplace teaching and training delivered in a personalized, contextual one-to-one basis. Trainers and trainees need to manage their expectations in training, enabling flexible and opportunistic capturing of these learning episodes, as well as structured learning. Structured planning of individualized training is imperative to facilitate learning in trainees with different learning styles. Role modelling of trainers in the workplace is an essential component of both clinical and professional teaching. Critical reflection and high-quality trainee feedback enhances this experiential learning. A robust framework of education governance is fundamental in maintaining a high standard of training; this includes trainer accreditation, recognizing the importance of trainer development, and an appropriate infrastructure to support training and education in the clinical workplace.
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46

(Editor), Marianne N. Bloch, Devorah Kennedy (Editor), Theodora Lightfoot (Editor), and Dar Weyenberg (Editor), eds. The Child in the World/The World in the Child: Education and the Configuration of a Universal, Modern, and Globalized Childhood (Critical Cultural Studies of Childhood). Palgrave Macmillan, 2006.

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47

Critical Literacies and Young Learners: Connecting Classroom Practice to the Common Core. Taylor & Francis Group, 2014.

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48

Winograd, Ken. Critical Literacies and Young Learners: Connecting Classroom Practice to the Common Core. Taylor & Francis Group, 2014.

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49

(Editor), Marianne N. Bloch, Devorah Kennedy (Editor), Theodora Lightfoot (Editor), and Dar Weyenberg (Editor), eds. The Child in the World/The World in the Child: Education and the Configuration of a Universal, Modern, and Globalized Childhood (Critical Cultural Studies of Childhood). Palgrave Macmillan, 2006.

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50

Glavin, Ronnie, Sven Staender, and Andrew Smith. Human factors and simulation in anaesthetic practice. Edited by Philip M. Hopkins. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0035.

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Human factors is the study of how interactions between organizations, tasks, and the individual worker impact human behaviour and affect systems performance. The importance of human factors in anaesthesia and critical care has been increasingly recognized, leading to its inclusion in the European-wide standards for patient safety in anaesthesiology within the Helsinki Declaration for Patient Safety in Anaesthesiology. ‘Person’ factors include permanent characteristics such as an individual’s personality and temporary influences such as physical condition, stress, morale, and workload. ‘Task’ factors include task complexity, preparation and checking, timing, equipment, and working environment. ‘Organization’ factors include communication, leadership, staffing levels, and organizational (safety) culture. While some of these features rely on the technical domain of anaesthetic/critical care practice, most are in the domain of ‘non-technical’ skills. This chapter reviews a number of these influences in detail and describes how non-technical aspects of practice can be encouraged and promoted. Simulation has been used as an educational tool in healthcare for some years, often with anaesthetists closely involved in establishing and running simulation centres and programmes. However, recent changes in medical education, coupled with public demands for increased patient safety, have brought simulation to the fore. This chapter reviews the classification of simulation systems and outlines the use of scenario-based and in situ simulation, before examining the evidence for its effectiveness. The authors emphasize that simulation provides a means for achieving an educational aim rather than being a technological end in its own right.
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