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Source criticism (or information evaluation) is the process of evaluating an information source, i.e.: a document, a person, a speech, a fingerprint, a photo, an observation, or anything used in order to obtain knowledge. In relation to a given purpose, a given information source may be more or less valid, reliable or relevant.
Research papers, particularly the one research paper students write in their eleventh grade, have always been an integral part of high school education [4].They stress the need to verify information and teach students how to evaluate sources critically, and as a result, teachers have developed various criteria to help students identify credible sources, an especially important skill in the ...
Sources of information are commonly categorized as primary, secondary, or tertiary sources.In brief, a primary source is one close to the event with firsthand knowledge (for example, an eyewitness); a secondary source is at least one step removed (for example, a book about an event written by someone not involved in it); and a tertiary source is an encyclopaedia or textbook that provides a ...
The term highly qualified teachers (HQT) comes from the original language of Title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the No Child Left Behind Act. Title II of NCLB designates federal funds to educational agencies for the purpose of improving the student achievement through the professional ...
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. [1] [2] Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
Haney, James Parton, ed. (1908), Art Education in the Public Schools of the United States, New York: American Art Annual, hdl:2027/wu.89054187554; Efland, Arthur (1990). History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts. New York: Teachers College Press. ISBN 978-0-8077-7003-0.