Search
Search Funnelback University
- Refined by:
- Date: Past week
1 -
50 of
82
search results for Economics Curriculum
where 8
match all words and 74
match some words.
Fully-matching results
-
May 2021 Understanding the drivers of numeracy assessment scores ...
https://www.educ.cam.ac.uk/centres/real/publications/Understanding%20the%20drivers%20of%20numeracy%20assessment%20scores%20in%20Secondary%203%20classes%20in%2014%20districts%20in%20Rwanda.pdf24 Sep 2021: We then discuss effects related to age and the socio-economic background of students. ... The economic situation of households is a strong determinant of access to boarding school education. -
May 2021 Teaching quality in secondary education in Rwanda: ...
https://www.educ.cam.ac.uk/centres/real/publications/Teaching%20quality%20in%20secondary%20education%20in%20Rwanda-%20Evidence%20from%20STEM%20teachers.pdf24 Sep 2021: Training URCE University of Rwanda College of. Education. 4. The context Teaching quality is one of Rwanda’s strategic priorities to enhance economic development. ... An example of an item is “I have difficulty keeping up with all the changes in the -
May 2021 Leadership development in secondary school teachers in ...
https://www.educ.cam.ac.uk/centres/real/publications/Leadership%20development%20in%20secondary%20school%20teachers%20in%20Rwanda-Evidence%20from%20a%20census%20of%20Rwandan%20secondary%20schools.pdf24 Sep 2021: During interviews with STEM teachers in these schools, around 41% of all teachers interviewed claimed that inadequate electricity was a problem for them in delivering the curriculum in an effective manner; ... MINEDUC, 2013) 2 We disaggregate our -
May 2021 Continuous professional development of secondary school…
https://www.educ.cam.ac.uk/centres/real/publications/Continuous%20professional%20development%20of%20secondary%20school%20teachers%20in%20Rwanda%20-%20%20Evidence%20from%20a%20census%20of%20Rwandan%20secondary%20schools.pdf24 Sep 2021: instruction’ would hinder curriculum delivery, inclusion, and ultimately negatively impact student learning outcomes.’ Under the objective to strengthen teachers’ CPD, the policy focuses on ensuring that teachers are trained to deliver -
What does the sector say? | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/sector24 Sep 2021: Representation in the curriculum: a lack of role models, and of material relevant to them in the curriculum, and a lack of opportunity to bring their perspectives to their education, were ... It is increasingly recognised that the issues and challenges -
Glossary of Terms: Awarding Gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/glossary23 Sep 2021: Traditionally the language of attainment gaps has focused on students’ underachievement or lack of attainment, whereas it should focus on the institutional culture, curriculum and pedagogy” (Degree Attainment Gaps, 2020).. ... UDL purposefully -
Frequently-Asked Questions | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/faqs23 Sep 2021: Can awarding gaps be fixed simply by diversifying the curriculum or changing assessment? ... inclusive curriculum design. inclusive assessment. inclusive teaching. inclusive learning environments. inclusive staff and student engagement. -
46 formatted Bill
https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p257_bill.pdf21 Sep 2021: As such, the early curriculum was geared towards that purpose. Later he would turn his attention to the knowledge gap surrounding the Corps’ peacetime duties. ... Whenever conflict for space within the curriculum arose, aspect focusing on civil works Results that match 1 of 2 words
-
Public Education Manager
https://www.woolf.cam.ac.uk/assets/file-downloads/Public-Education-Manager.pdf27 Sep 2021: audience. Application process for this role. Candidates should send their curriculum vitae and a covering letter to Emma Heyn, explaining how they meet the role criteria, to arrive no later than -
Application details Name of institution University of Cambridge Name…
https://www.vet.cam.ac.uk/files/uoc_dept_vet_med_latest_athena_swan_submission1.pdf27 Sep 2021: Application details. Name of institution University of Cambridge. Name of department Department of Veterinary Medicine. Date of current application November 2020. Level of previous award Bronze. Date of previous award June 2017. Contact details for -
August Newsletter 2021 - Trinity College Cambridge
https://www.trin.cam.ac.uk/newsletters/august-newsletter-2021/20 Sep 2021: Congratulations to Puzhong Yao (2004), economics teacher at St Paul’s School London, who has been recognised by the University of Chicago in their Outstanding Educator Awards. ... ALUMNI BOOKSHELF. James Morrison (2002) – England’s Cross of Gold: -
Great Court Run - Trinity College Cambridge
https://www.trin.cam.ac.uk/about/great-court-run/22 Sep 2021: Neither runner, however, beat the clock, which took 44.4 seconds. On October 20th, 2007, Sam Dobin, a second year undergraduate reading Economics, made it round within the sound of the -
Open Days | Murray Edwards College - University of Cambridge
https://www.murrayedwards.cam.ac.uk/outreach-and-events/outreach-events/open-days22 Sep 2021: We are delighted to welcome prospective applicants to the College, including as part of the University's Open Days and Events programme. If you would like to visit the College at -
School entry: The science behind desensitization in doctors | Murray …
https://www.murrayedwards.cam.ac.uk/news/our-blogs/she-talks-science/school-entry-the-science-behind-desensitization-in-doctors23 Sep 2021: As doctors are constantly on the front lines of death and illness, they face a conflict between clinical empathy versus the need for efficiency.  Whether it be removing tissue samples from dead b -
If you have anything you would like to be ...
https://www.maths.cam.ac.uk/internal/files/faculty-bulletins/23%20September%202021.pdf24 Sep 2021: curriculum vitae for the nominee, and publication list for the nominee. -
RECORD OF PROBATION FOR NON-CLINICAL ACADEMIC STAFF PD/PROB/R1
https://www.hr.admin.cam.ac.uk/files/hr65b_-_final_probation_assessment_form_-_academic_staff_g9_teaching_and_scholarship_acp_rtf.rtf22 Sep 2021: An effective contribution to curriculum development and enhancement; where appropriate, informed by scholarship. -
RECORD OF PROBATION FOR NON-CLINICAL ACADEMIC STAFF PD/PROB/R1
https://www.hr.admin.cam.ac.uk/files/hr65a_-_formal_probation_assessment_form_-_academic_staff_g9_teaching_and_scholarship_acp_1_rtf.rtf22 Sep 2021: An effective contribution to curriculum development and enhancement, where appropriate informed by scholarship. -
RECORD OF PROBATION FOR NON-CLINICAL ACADEMIC STAFF PD/PROB/R1
https://www.hr.admin.cam.ac.uk/files/hr64b_-_final_probation_assessment_form_-_academic_staff_g6-8_teaching_and_scholarship_acp_rtf.rtf22 Sep 2021: Contribution to curriculum development. Scholarly engagement. Contribution to strategic or developmental initiatives. -
RECORD OF PROBATION FOR NON-CLINICAL ACADEMIC STAFF PD/PROB/R1
https://www.hr.admin.cam.ac.uk/files/hr64a_-_formal_probation_assessment_form_-_academic_staff_g6-8_teaching_and_scholarship_acp_rtf.rtf22 Sep 2021: Contribution to curriculum development. Scholarly engagement. Contribution to strategic or developmental initiatives. -
Paper 5 Miért védjük a környezetet? Sir John Houghton ...
https://www.faraday.cam.ac.uk/wp-content/uploads/2021/10/HU_Faraday_papers_5.pdf20 Sep 2021: és az Amerikai Tudományokért Társaság egykori elnöke. Említett cikke: The Economics of the Coming Spaceship. ... M., és Gable F. (1989) alapján: Environ-. mental and Economic Implications of Rising Sea Level. -
Sustainability is top of the agenda with Head of Sustainable…
https://www.environment.admin.cam.ac.uk/news/sustainability-top-agenda-head-sustainable-procurement-appointment24 Sep 2021: societal and economic impact for every Cambridge pound spent. -
Situating equity in the context of secondary teaching and ...
https://www.educ.cam.ac.uk/centres/real/publications/Situating%20equity%20in%20the%20context%20of%20secondary%20teaching%20and%20learning%20in%20Rwand_%20Summary%20of%20November%202020%20learning%20webinar.pdf24 Sep 2021: UR-CE has noted that secondary teachers have limited skills in relation to teaching competency-based curriculum (CBC) pedagogies, so it is integrating the CBC into teaching and learning processes. -
May 2021 School leadership and school quality in secondary ...
https://www.educ.cam.ac.uk/centres/real/publications/School%20leadership%20and%20school%20quality%20in%20secondary%20education%20in%20Rwanda.pdf24 Sep 2021: Share of time spent on curriculum- and teaching-related tasks, and share of time spent interacting with students;. ... Leading learning also includes regularly assessing teaching methods and their alignment with the national curriculum. -
Improving teaching quality in Rwanda in the context of ...
https://www.educ.cam.ac.uk/centres/real/publications/Improving%20teaching%20quality%20in%20Rwanda%20in%20the%20context%20of%20COVID-19%20-%20Challenges%20and%20opportunities_%20Summary%20of%20July%202020%20learning%20webinar.pdf24 Sep 2021: Interacting with material is an important pathway for learning, which is recognised by the move to a competence-based curriculum in Rwanda. ... The competence-based curriculum has a strong emphasis on group work rather than teacher-led approaches. -
Creating an equitable future through education A conference…
https://www.educ.cam.ac.uk/centres/real/events/FullProgramme7Oct2021.pdf24 Sep 2021: Alicia holds a degree in economics and a postgraduate degree in social policy and planning in developing countries. ... Her work revolves around social innovation and intergenerational dialogue on sustainability as well as socio-economic issues. -
WELCOMEAS LIFE RETURNS to normal, we can look forward ...
https://www.dow.cam.ac.uk/sites/default/files/dc_alumni_magazine_2021_web_redacted.pdf24 Sep 2021: Governing Body was replenished too with new Fellows in Biology, Law, Economics, Clinical Medicine and History of Art. ... Department of Sociology research seminar series at the London School of Economics: -
TradeHub webinar: Biodiversity and International Trade Policy:…
https://www.conservation.cam.ac.uk/events/tradehub-webinar-biodiversity-and-international-trade-policy-issues-opportunities-and20 Sep 2021: Centre, Associate Fellow of Chatham House, and Senior Research Associate at the University of Oxford’s Global Economic Governance Programme. ... James Vause, Lead Economist at UNEP-WCMC. He recently co-authored the Trade and the Biosphere chapter for -
Community Health Enquiry A working paper by the Cambridge ...
https://www.cisl.cam.ac.uk/files/community_health_enquiry_working_paper.pdf23 Sep 2021: commitment; lack of understanding and recognition; an unfavourable socio-economic and policy context. ... but access and use remain uneven among different geographical and socio-economic groups; social. -
Expressions of interest sought from Faculties & Departments…
https://www.cctl.cam.ac.uk/news/expressions-interest-sought-faculties-departments-seeking-support-addressing-awarding-gaps20 Sep 2021: curriculum design, feedback and assessment, and expand your knowledge and practice through introductions to higher education research. -
What is needed? | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/needed27 Sep 2021: Review curriculum, teaching and learning practices. Assess the extent to which the curriculum and teaching practices impact on racially minoritised and disabled students’ achievement and whether there is sufficient acknowledgement and -
Inclusive teaching practices | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples/teaching27 Sep 2021: Student engagement and belonging through their learning are integral to student success. In order to ensure that all students are engaged and feel like they belong, an inclusive learning approach can be employed to improve the experience and -
Inclusive learning environments | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples/environment27 Sep 2021: Inclusive approaches are important both inside and outside the classroom environment, where both physical and psychological factors can impact students’ sense of belonging and academic performance. -
Inclusive staff & student engagement | Cambridge Centre for…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples/engagement27 Sep 2021: While students are commonly engaged in course evaluations and in departmental committees, it is becoming more common for institutions to go beyond these opportunities to engage with the student voice and recruit students as partners in projects to -
Inclusive curriculum design | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples/curriculum27 Sep 2021: To help with our curriculum re-design process, we hired an education lead. ... Office for Students (2020) Inclusive curriculum: BME attainment gap, Closing the Attainment Gap Project. -
Inclusive assessment & feedback | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples/assessment27 Sep 2021: By being clear about expectations, many issues related to the ‘hidden curriculum’ will be bypassed. -
Examples of effective practice | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples27 Sep 2021: We will add more examples as we identify them. If you have, or are aware of, examples of effective practice to address awarding gaps through inclusive curriculum design, teaching, learning or -
What are we doing? | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/doing27 Sep 2021: Over the last few years the University has worked on several initiatives hoped to reduce our existing awarding gaps, such as: Pursuing participatory action research into the experiences of students Exploring the impact of assessment design and -
3. What works to close awarding gaps? | Cambridge Centre for Teaching …
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works24 Sep 2021: The previous sections provided guidance on relevant and available data to identify whether awarding gaps exist, and possible explanations for them. This third and final section presents some ideas about what might work to address awarding gaps. -
Self-Evaluation Tools | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/self-evaluation-tools23 Sep 2021: These tools have been designed to prompt reflection by course teams and individual teaching staff on good practice and inclusion in curriculum design, assessment, teaching practices, learning environment and staff engagement. -
What do Cambridge students say? | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/cambridge-students24 Sep 2021: The APP Participatory Action Research Project has worked with students from the groups most impacted by awarding gaps at Cambridge, in order to more fully understand the barriers that arise in relation to teaching and learning. -
Assessment and awarding gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/assessment24 Sep 2021: The principle underpinning an inclusive curriculum, including assessment, is that it provides an accessible, engaging and relevant learning experience for all students, maximising retention and progression, while reflecting the needs of -
2. What are the reasons for your awarding gaps? | Cambridge Centre…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons24 Sep 2021: The previous section provided an overview of what we know about awarding gaps from available statistical data: we have identified that these gaps exist, across the sector and within Cambridge, although the reason for these gaps has been unclear. -
Readings & Resources | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/readings23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across -
Sources of useful data | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/sources23 Sep 2021: The following tables summarise the data sources that are available to help course coordinators, Departments and/or relevant committees or working group identify the awarding gaps in their particular contexts. -
Quantitative research findings | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/quantitative23 Sep 2021: What are Cambridge's awarding gaps? The attainment measure used by the Office for Students (OfS) is the proportion of students achieving good honours (1st or 2:I degree class) compared to lower degree classes. -
Qualitative research findings | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/qualitative23 Sep 2021: Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred. -
Limitations of data | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/limitations23 Sep 2021: Course / Tripos data Given the current focus on the awarding gaps by ethnicity and disability groups, it is understandable that individual courses might want to examine their performance in those areas and assess their contribution to the overall -
Impact of Covid-19 on awarding gaps | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/impact-covid23 Sep 2021: The awarding gaps for both of Cambridge's target student groups decreased between 2018-19 and 2019-20; in the case of Black students it nearly halved within just one year of the pandemic. -
1. How do you know if you have an awarding gap? | Cambridge Centre…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information. -
Mind the Gap Toolkit | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit23 Sep 2021: This new toolkit is intended to act as a briefing for all those interested in understanding the awarding gaps experienced by some cohorts of students and the University's commitment to eliminating these awarding gaps.
Search history
Recently clicked results
Recently clicked results
Your click history is empty.
Recent searches
Recent searches
Your search history is empty.