PPT-Developing subject knowledge and

practice in fractions To identify some of the difficulties and misconceptions which children have amp implications for teaching To consider different models of fractions To consider implications in the new 2014 curriculum for the teaching of fractions. Professor Martin Fautley. Centre for Research in Education. Birmingham City University. Caveats. Curriculum: “…is a term…with several meanings” Kelly 2010:7 . “Assessment is not an exact science, and we must stop presenting it as such” (. divide. Enhancing Access to Information and Knowledge Production for the Developing World. .. Brian Wafawarowa, Geneva November 2009. Proposition. While . the developing world needs greater access to information and knowledge . Mike Martin. Liverpool John . Moores. University. m.c.martin@ljmu.ac.uk. Background. Uncomfortable with subject knowledge competencies – what students can’t do. Critique of competence model (Martin 2008). Department of Information Studies. Curtin University, Australia. Assessing the relative value of domain knowledge for civil society's libraries: the role of core collections. Relationship between the subject /domain / disciplinary knowledge- core collections- subjectivity relating to selection & evaluation- local needs. Rod Ward. , Senior Lecturer, University of the West of England, Bristol. Dr Peter Murphy. , Consultant Anaesthetist, Bristol Royal Hospital for Children. Introduction. Project Partners: UWE, Bristol children’s hospital, NHS faculty for HI. Department of Information Studies. Curtin University, Australia. Assessing the relative value of domain knowledge for civil society's libraries: the role of core collections. Relationship between the subject /domain / disciplinary knowledge- core collections- subjectivity relating to selection & evaluation- local needs. Professor Martin Fautley. Centre for Research in Education. Birmingham City University. Caveats. Curriculum: “…is a term…with several meanings” Kelly 2010:7 . “Assessment is not an exact science, and we must stop presenting it as such” (. Why does it matter?. What does it offer?. How can we manage to provide it?. Dr. Katharine Burn. Associate Professor of History Education. Director Oxford Education Deanery. National Network for History Teaching & Learning. outstanding . practice . as . a primary . classteacher. :. lessons . from the literature on teacher expertise. Dr . Tony . Eaude. Department of Education. University of Oxford. tony.eaude@education.ox.ac.uk. Christine . Counsell. What does SLT need to know?. What does SLT need to know?. 1. The . indirect. manifestation of knowledge. 2. . Is this subject issue disciplinary . or . substantive?. 3. . Is this subject’s structure cumulative . Oporto British School. Portugal. January 29. th. 2014. Roz Trudgon. IB Educator & Consultant. Who Am I?. Roz Trudgon . Co-Author of. . IB Theory of Knowledge: Skills and Practice. For the IB diploma. Cognitive & Non Cog Abilities. Personality. Criteria. Chap 3 Developing Predictive Hypotheses. 1. Conceptual & Operational Definitions. Predictors & Criteria. F. Kerlinger’s definitions. Cognitive & Non Cog Abilities. Personality. Criteria. Chap 3 Developing Predictive Hypotheses. 1. Conceptual & Operational Definitions. Predictors & Criteria. F. Kerlinger’s definitions. divide. Enhancing Access to Information and Knowledge Production for the Developing World. .. Brian Wafawarowa, Geneva November 2009. Proposition. While . the developing world needs greater access to information and knowledge .