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bium,please email us at firstname.lastname@example.org.
Contents of Cambium Volume 4 No. 3, “Big Ideas for Curious Minds”
Leading through quiet example, our program embodies core principles we believe are essential elements of teacher education reform. In particular, we emphasize clinical practice via a “co-teaching” model and seek to interweave theories investigated within graduate school courses with the practical concerns of teachers’ day-to-day classroom challenges.
Teach them using a new and innovative approach to learning algebra specifically designed for middle-grades students (5th-9th) of all aptitudes. The Arbor Algebra series employs a unifying narrative thread emphasizing depth of understanding and mastery of algebraic principles, concepts, and formulas through reflection on ordinary human experience.
California Education Code Section 233.5 (a)
233.5 (a) Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice, patriotism, and a true comprehension of the rights, duties, and dignity of American citizenship, and the meaning of equality and human dignity, including the promotion of harmonious relations, kindness toward domestic pets and the humane treatment of living creatures, to teach them to avoid idleness, profanity, and falsehood, and to instruct them in manners and morals and the principles of a free government.
Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically.
Provides training, resources, and technical assistance in the establishment of a school/community environment that is physically and emotionally safe, well disciplined, and conducive to learning.
We all have been in
schools and classrooms that “feel
special,” where student-tostudent and student-teacher
interactions are especially
warm and positive, and there
is evidence everywhere of the
high value placed on students
as individuals. In these places,
a critical connection has been
made between a school’s academic mission and a student’s
need to feel safe, accepted, and valued.
At its foundation, a resilience-based approach to youth development is based upon the principle that all people have the ability to overcome adversity and to succeed in spite of their life circumstances. Resilience is a strengths-based construct, meaning its focus is on providing the developmental supports and opportunities (protective factors) that promote success, rather than on eliminating the factors that promote failure.
Adjusting working conditions. Unless specific
administrative steps are taken to protect them,
beginning teachers often end up with the toughest
assignments. To make life less stressful for them,
administrators can reduce the number of students in
beginners’ classrooms, refrain from assigning them
the most challenging students, and minimize their
extracurricular and committee assignments. At the
elementary school level, in particular, administrators
can avoid assigning combination grades. At the
secondary school level, administrators can make sure
that new teachers’ course schedules
require as few separate preparation
efforts as possible. They can also
avoid assigning schedules that
require new teachers to change
classrooms during the day. In this era
of tight resources, it must also be
said that beginning teachers,
especially, suffer when classrooms
are not adequately stocked with
textbooks, desks, supplementary
materials, and basic supplies.
What is the
The Teaching Pyramid approach provides a systematic framework that promotes social and emotional development, provides support for children’s appropriate behavior, prevents challenging behavior, and addresses problematic behavior. The WestEd Center for Child and Family Studies
All Curriculum Frameworks
Curriculum frameworks provide guidance for implementing the standards adopted by the State Board of Education. Printed publications can be purchased from CDE Press Educational Resources Catalog.
WebWork is an online homework system that will be used extensively in this course. Each homework assignment will have an associated WebWork assignment. To complete a WebWork assignment, follow these simple steps:
Log in to WebWork: Go to WebWork and log in using your NetID as your username and your 9 digit RUID as your initial password. You should change this password once you have logged in.
Open the current assignment: Once you have logged in, you will see a list of the assigned problem sets, along with their due dates. For example the first assignment is called WbWk01. Click on the desired problem set and you will see the list of problems on that assignment. You will also have the option to “download a hardcopy of this homework set.” This option is useful if you want to print the problems out, solve them with pencil and paper, then enter the answers at another time.
Select a problem: Click on one of the problems from the list and WebWork will display the problem and the field you will use to enter your answer(s). If you are worried about the typesetting or format of the answer, you can click “Preview Answers” to see how your answer will be displayed.
Submit your answer for that problem: When you have entered your answer, click “Submit Answers” to submit your answer(s) for this problem only. WebWork will immediately tell you if your answer is correct! On most questions you will have multiple attempts allowed, so if you make a mistake try try again, without being penalized.
Move on to the next problem: Once you have submitted your answer for a problem, and you are satisfied with your score, you can move on by clicking the “Next” or “Previous” buttons at the top of the page. You can also click the “Prob. List” button to return to the problem list. This list will now show the progress you have made in completing the assignment. Keep in mind that you can log out of WebWork at any time and return later to finish the assignment.
You may notice that the problems on your WebWork assignment are different from those of your classmates. This is because WebWork randomizes each student’s problems. The type of problem will be the same for everyone, but the numbers appearing in the problem will be different.
If you are having trouble with WebWork try these help sites: Logging into WeBWorK, Changing your email address or password, Completing homework online.
Credo High School is a tuition-free, college prep public charter school in Rohnert Park, California, inspired by Waldorf Education and serving students in ninth through twelfth grades. T
Their Words and Worlds: English as a Second Language Students in Adult Basic Education Literacy Programs, The CATESOL Journal, 21, 125-147.
From Theory to Practice for Teachers of English Learners.” The CATESOL Journal 21, 18-47.
The CATESOL Journal
Aim and Scope
The CATESOL Journal is the official journal of the California Association of Teachers of English to Speakers of Other Languages (CATESOL).
History of the “Gateways to Mathematics” Video Courses
Our algebra course is designed to combat students’ misconception that a calculator is all they need to solve any arithmetic problem. In fact, our algebra course is based on using the basic rules of arithmetic to paraphrase problems that can’t be solved with a calculator into equivalent problems that can be solved by using the calculator.
Staff OpeningsWe are always looking for talented people to join our team. If you want to help young adults achieve their goals, and you want to enhance the environment, consider one of our open positions: Life Skills Supervising Instructor Part-Time CAHSEE Math Instructor Full-Time Math and Science TeacherCheck back frequently as we always update our job openings.Americans With Disability ACT ADA
The Silicon Valley Mathematics Initiative is a comprehensive effort to improve mathematics instruction and student learning. The Initiative is based on high performance expectations, ongoing professional development, examining student work, and improved math instruction. The Initiative includes a formative and summative performance assessment system, pedagogical content coaching, and leadership training and networks.
The Initiative is currently supported by member districts, the Kabcenell Foundation, and the Silicon Valley Community Foundation in collaboration with the Santa Clara Valley Math Project that serves as both a mathematics professional development provider and fiscal agent for many of the components of the Initiative.
General Requirements Every student must demonstrate sufficient proficiency in Bellarmine’s Algebra 1, Geometry, and Algebra 2 curriculum to be eligible for graduation and enrollment in math elective courses. Earning a grade of C minus or better in each of these three courses is considered demonstrating sufficient proficiency. At the discretion of the math department, alternative methods of assessing sufficient proficiency may be employed.
y greatly improves your odds of getting an out-of-district spot. From the Albany Unified School District web site (http://www.albany.k12.ca.us/):
”If you do not live in Albany and want your child to attend Albany schools, you must obtain an inter-district permit from your district of residence. There is no separate application to fill out the permit from your district serves as an application. If you are seeking a transfer based on employment in Albany, there is a form you must submit with the permit. It is available at the District Office, 904 Talbot. If you are seeking a transfer based on childcare in Albany, please submit a letter stating the name, address and a telephone number of the provider. Submission deadline is May 1. Preference is based on category (work-related, childcare, other), not date of submission. …If you have questions, please call Linda Baker at 558-3765.” R.K.
I’ve been pink-slipped, and it doesn’t look like I’ll be back full-time for at least a year unless California’s budget mess changes.
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