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pdfīrochure: New Haven_Commercial_Industrial_Toolbox_Brochure_06-26-2017 Productsįinal Report: New Haven_Commercial_Industrial_Toolbox Final Report. This Municipal Resilience Grant award was for the amount of $20,000. By identifying a set of best practices to educate commercial property owners about ways to face severe weather-related flooding events, the city’s infrastructure and economy are becoming more resilient.
#Pdf toolbox 2017 whats new manual#
One recommendation of the committee was to create and implement a New Haven Commercial Industrial Toolbox (CIT) with the goal to enhance resilience of the city’s commercial infrastructure by creating a manual to assist commercial property owners before flooding events occur. A committee was comprised of individuals from both inside and outside local government and was charged with making recommendations to help address the City’s flooding issues. In response to more frequent flooding, City officials organized the Program for Public Information in 2014. Flooding events negatively impact and can cause closures in New Haven’s commercial downtown area.
Paris: IIEP-UNESCO.The City of New Haven experiences frequent flooding due to heavy rainfall and increasingly severe storms, which will be compounded in the future with higher sea level rise.
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Teacher professional development: an international review of the literature. Teacher career reforms: Learning from experience. On the road to inclusion: highlights from the UNICEF and IIEP Technical Round Tables on Disability- inclusive Education Sector Planning. Inclusive teaching: preparing all teachers to teach all students. Global Education Monitoring Report Team International Task Force on Teachers for Education 2030. In: Harvard Educational Review, 51, 1-22.
‘Knowledge and Teaching: Foundations of the New Reform’. Preparation, recruitment and retention of teachers. What do teachers know and do? Does it matter? Evidence from primary schools in Africa.
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Pedagogical content knowledge is ‘a conceptual map of how to teach a subject knowledge of instructional strategies and representations knowledge of students’ understanding and potential misunderstandings and knowledge of curriculum and curricular materials’ (Villegas-Reimers, 2003: 39).Ĭontent knowledge and pedagogical content knowledge are complemented by teachers’ general pedagogical knowledge, as well as skills, attitudes, and beliefs.īold, T. In addition to content knowledge, pedagogical content knowledge allows teachers to ‘know how to organize and present the content in a way that makes it accessible for increasingly diverse groups of learners’ (Shulman, 1987, cited by Cooper and Alvarado, 2006:5). The liaison between content and pedagogical knowledge determines teachers’ decisions about materials, instructional approaches, assessment of students’ learning and feedback, among others (Cooper and Alvarado, 2006 Bold et al., 2017). Teachers should have a deep understanding of the subject they teach and corresponding curriculum ( subject content knowledge). Content knowledge refers to the body of knowledge –facts, theories, principles, ideas, vocabulary– which teachers must master to be effective.