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This Support Document was produced by the authors based on their research for the report, "Investigating Learning through Work: The Development of the 'Provider Learning Environment Scale'" (ED503392). It provides readers with a complete copy of the "Provider Learning Environment Scale" (version 2.0); and an accompanying user guide containing the logic and rationale for the scale. The guide provides the user with information about the instrument itself and advice on how to collect, analyse and interpret the results. (Contains 5 tables and 1 figure.) [This work has been produced with the assistance of funding provided by the Department of Education, Employment and Workplace Relations (DEEWR). For the full report, see ED503392. For an additional Support Document, "Investigating Learning through Work: What the Literature Says," see ED503391.]

CraftPlus[R] is an integrated learning package that consists of a K-8 spiraling, core writing curriculum based on explicit Target-Skills instruction; professional books; grade-level Curriculum Guides; sixteen workshop and classroom demonstration DVDs; and a CD with student samples and other classroom support materials. The grade-level Curriculum Guides, designed for one-teacher use, detail and organize specific composing, organizational, convention, and writing-process Target Skills for the explicit instruction of nine commonly assessed expository genres, plus general descriptive writing, fictional narrative, and poetry Target Skills within a regularly scheduled, 45-minute writing-workshop setting. Each of the guides includes general and grade-specific templates for planning, instruction, record-keeping, and assessment; quarterly instructional guides; end-of-year expectations; three instructional tiers that differentiate writing instruction for each genre; lesson plans; video study guide discussion points; and a CD with more than 200 student writing samples. Writing workshop techniques such as how to use literature, student writing, and picture-prompts as models and peer conferencing are explained in context.

CraftPlus[R] is an integrated learning package that consists of a K-8 spiraling, core writing curriculum based on explicit Target Skills instruction; professional books; grade-level Curriculum Guides; sixteen workshop and classroom demonstration DVDs; and a CD with student samples and other classroom support materials. The grade-level Curriculum Guides, designed for one-teacher use, detail and organize specific composing, organizational, convention, and writing-process Target Skills for the explicit instruction of nine commonly assessed expository genres, plus general descriptive-writing, fictional-narrative, and poetry Target Skills within a regularly scheduled, 45-minute writing-workshop setting. Each of the guides includes general and grade-specific templates for planning, instruction, record-keeping, and assessment; quarterly instructional guides; end-of-year expectations; three instructional tiers that differentiate writing instruction for each genre; lesson plans; video study guide discussion points; and a CD with more than 200 student writing samples. Writing-workshop techniques such as how to use literature, student writing, and picture-prompts as models and peer conferencing are explained in context.

CraftPlus[R] is an integrated learning package that consists of a K-8 spiraling, core writing curriculum based on explicit Target Skills instruction; professional books; grade-level Curriculum Guides; sixteen workshop and classroom demonstration DVDs; and a CD with student samples and other classroom support materials. The grade-level Curriculum Guides, designed for one-teacher use, detail and organize specific composing, organizational, convention, and writing-process Target Skills for the explicit instruction of nine commonly assessed expository genres, plus general descriptive-writing, fictional-narrative, and poetry Target Skills within a regularly scheduled, 45-minute writing-workshop setting. Each of the guides includes general and grade-specific templates for planning, instruction, record-keeping, and assessment; quarterly instructional guides; end-of-year expectations; three instructional tiers that differentiate writing instruction for each genre; lesson plans; video study guide discussion points; and a CD with more than 200 student writing samples. Writing-workshop techniques such as how to use literature, student writing, and picture-prompts as models and peer conferencing are explained in context.

CraftPlus is an integrated learning package that consists of a K-8 spiraling, core writing curriculum based on explicit Target Skills instruction; professional books; grade-level Curriculum Guides; sixteen workshop and classroom demonstration DVDs; and a CD with student samples and other classroom support materials. The grade-level Curriculum Guides, designed for one-teacher use, detail and organize specific composing, organizational, convention, and writing-process Target Skills for the explicit instruction of nine commonly assessed expository genres, plus general descriptive-writing, fictional-narrative, and poetry Target Skills within a regularly scheduled, 45-minute writing-workshop setting. Each of the guides includes general and grade-specific templates for planning, instruction, record-keeping, and assessment; quarterly instructional guides; end-of-year expectations; three instructional tiers that differentiate writing instruction for each genre; lesson plans; video study guide discussion points; and a CD with more than 200 student writing samples. Writing-workshop techniques such as how to use literature, student writing, and picture-prompts as models and peer conferencing are explained in context.

CraftPlus[R] is an integrated learning package that consists of a K-8 spiraling, core writing curriculum based on explicit Target Skills instruction; professional books; grade-level Curriculum Guides; sixteen workshop and classroom demonstration DVDs; and a CD with student samples and other classroom support materials. The grade-level Curriculum Guides, designed for one-teacher use, detail and organize specific composing, organizational, convention, and writing-process Target Skills for the explicit instruction of nine commonly assessed expository genres, plus general descriptive-writing, fictional-narrative, and poetry Target Skills within a regularly scheduled, 45-minute writing-workshop setting. Each of the guides includes general and grade-specific templates for planning, instruction, record-keeping, and assessment; quarterly instructional guides; end-of-year expectations; three instructional tiers that differentiate writing instruction for each genre; lesson plans; video study guide discussion points; and a CD with more than 200 student writing samples. Writing-workshop techniques such as how to use literature, student writing, and picture-prompts as models and peer conferencing are explained in context.

This KIDS COUNT report examines statewide trends in the well-being of Tennessee's children. The statistical portrait is based on 34 indicators of children's well-being in 5 broad areas: (1) infant, child, and teen health, including enrollment in the TennCare (replacement for Tennessee's Medicaid Program) insurance program, prenatal, low birthweight infants, immunizations, enrollment in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), and teen pregnancy and birth; (2) child and teen well-being, including child abuse and neglect, child death, teen violent death, juvenile justice, alcohol and substance abuse, mental health, domestic violence, and state custody; (3) education, including child care, Head Start, dropout rate, school safety, and school nutrition; and (4) economic security, including poverty, food stamps recipients, and unemployment; and (5) demographics. Following the narrative highlighting major findings, the report provides statewide data, followed by findings, by county, for each of the indicators. Among the findings are the following: (1) in 2001, Tennessee reached its highest immunization completion rate for 24-month-olds; (2) the teen birth rate declined as did the rate for sexually transmitted diseases; (3) the number of substantiated child abuse and neglect cases decreased; (4) in 2001, 12 percent of all students attending Tennessee schools received special education services; (5) the percentage of children younger than age five living in poverty in Tennessee grew by 7 percent between 1990 and 2000; (6) during 2000, nearly one fourth of all Tennessee households were headed by a single parent; and (7) Tennessee's minority youth population grew by more than 11 percent in 2001, one of the fastest growing segments of the population. The report concludes with a section of maps, tables, and sources, and a section of data definitions and sources. (HTH)

Philosophical traditions have a pedagogical impact on how educators willingly or unwittingly conduct themselves. This paper presents an analytic review of two contrasting educational philosophies and their corresponding learning outcomes. Questions are raised concerning the schism that exists between teacher-centered and learner-centered educational orientations, and their implications to concepts central to education such as ownership of understanding and responsibility. An argument is presented as to how a rationale policy of homework may be able to bring about goals consistent with current reform initiatives without radically altering curriculum or pedagogy. (Contains 47 references.) (Author/NB)

40.1 43.4 22.4 38.1 0 10 20 30 40 50 60 70 NHW NHB NHW NHB Squamous Cell Carcinoma Adenocarcinoma 42.7 43.6 25.2 43.7 0 10 20 30 40 50 60 70 NHW NHB NHW NHB Squamous Cell Carcinoma Adenocarcinoma Percent with Stage III or IV Disease Percent with A. B. High Grade Disease Survival Disparities between Non-Hispanic Blacks and Whites with Cervical Cancer are Largely Dominated by Adenocarcinoma Histology and Explained by Modifiable Factors RESULTS METHODS CONCLUSIONS OBJECTIVE Investigate the factors contributing to racial disparities in survival between non- Hispanic Blacks (NHBs) and non-Hispanic Whites (NHWs) with squamous cell carcinoma vs. adenocarcinoma of the cervix. • NHBs and NHWs in the National Cancer Database diagnosed with SCC or AC of the cervix from 2004-2017 were eligible. • Racial differences in clinical factors were compared. Propensity score weighting was applied sequentially to balance age, comorbidity score, neighborhood income, insurance status (private, Medicaid, Medicare or no insurance), histologic subtype, tumor grade, and treatment (Surgery, Radiation, Chemotherapy). • Overall survival was evaluated before and during sequential propensity score balancing using conventional and weighted Kaplan-Meier method, log-rank test, and Cox modeling, respectively. • The contribution of each factor to the survival difference between NHB and NHW patients was estimated and stratified by histology using excess relative risk. • Survival disparities between NHBs vs. NHWs are significantly greater for cervical cancer patients with adenocarcinoma vs. squamous cell carcinoma. • The modifiable factors that largely explain the survival disparities in cervical cancer, include age, neighborhood income, insurance and stage. • The racial disparities in survival were no longer significant in adenocarcinoma or squamous cell carcinoma after propensity score balancing. • The modifiable factors (age, neighborhood income, insurance and stage) accounted for nearly 80% of the exc, RITM0033333, Investigate the factors contributing to racial disparities in survival between non- Hispanic Blacks (NHBs) and non-Hispanic Whites (NHWs) with squamous cell carcinoma vs. adenocarcinoma of the cervix.

Uses concrete models to teach conventional algebraic topics with emphasis on connections to other mathematical concepts such as notion of variable, number properties, and geometry. (Contains 10 references.) (YDS)

Presents a framework to gather information about student interests then create problem-solving situations based on those interests. This activity can help give equal access to mathematics for all students, including those who have historically had difficulty with mathematics as presented in schools. (KHR)

Describes a project incorporating movies, literature, games, and other resources into mathematics instruction. Focuses on cultural differences. (Contains 10 references.) (YDS)

Illustrates how open-ended items offer teachers knowledge of students' understanding on which to base instructional decisions. Presents some items teachers might use to assess their students' understanding of decimals. (ASK)

Suggests that weekly participation in an e-mail discussion group by students in a tutor-training class led to productive dialogue concerning intersections between composition theory/research and writing center pedagogy. Argues for the value of asynchronous conferencing as a writing-to-learn methodology particularly relevant to the collaborative processes at the heart of writing centers. (RS)

This module is the fifth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module, a parts/equipment list, and a cross-reference table of instructional materials. Sixteen instructional units cover: semiconductor materials; diodes; diode applications and rectification; unregulated power supplies; power-supply filters; special diodes; zener-regulated power supply; bipolar junction transistor (BJT); multistage amplifiers; linear integrated circuits; thyristors; three-terminal regulator; oscillators; servicing BJT amplifiers; servicing field-effect transistor (FET) amplifiers; and servicing op-amp circuits. Each unit includes some or all of the following components: performance objectives; information sheets; transparency masters; handouts; assignment sheets; job sheets; and unit test with answer key. Special instructions are included in the notes to the instructor section near the beginning of each unit. (YLB)