Sentences with phrase «school content knowledge»

Not exact matches

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

The first is exceptional content knowledge in the school subject the KSTF Fellow intends to teach.

Shaping the future Can this mutually threatening scenario change the content of school curriculums to equip those who do not bear responsibility, but who will suffer the consequences, with the knowledge and commitment to help to shape a low carbon clean energy and technology future?

Some teachers do hear what the students are saying, Constantine says, and even at the high school level, where some teachers believe that their job is strictly to teach the content and that's it, they are doing icebreaker activities in class that have nothing to do with subject - matter knowledge.

Integrated studies is a great way to get students more involved in school; it enhances motivation, problem - solving skills, content knowledge, and deeper understanding of connections across subjects.

You typically will not see teachers lecturing students about content knowledge at Summit schools.

The job of elementary schools, then, should be to systematically build students» content knowledge in important areas like history, geography, civics, science, art, music, and literature.

As schools engage in conversations and planning around Next Generation Learning, it is essential to begin designing opportunities for students to develop transdisciplinarity — but not at the expense of deep content knowledge.

Another widespread problem is that most middle schools do not put forth common expectations for the content knowledge and skills needed by all students to be ready for high school work.

For example, the content knowledge and problem - solving skills measured by the PARCC and MCAS tests are not identical, and the tests might differ in the extent to which they align with specific high - school curricular reform goals or teaching standards.

The authors offer thin evidence of whether their schools are in fact teaching and assessing content knowledge and skills in the ways they promise.

The accountability program measures students» content knowledge and skills using an Internet - enabled testing system developed by the Northwest Evaluation Association (NWEA), a national nonprofit organization that provides assessment products and related services to school districts.

[content block] As a staff member of the family involvement program at Phalen Lake Hmong Studies and Core Knowledge Magnet, Sellers helps to orchestrate the annual event for parents and students of the St. Paul (Minnesota) school.

By this I mean the shift to a content - rich, sequenced curriculum, such as Core Knowledge, Wit and Wisdom, or the recently released curriculum built by the Success Academy Charter Schools.

To do this, we need to think about schools as places that teach students themselves to take on the civil rights struggle, not just as academies that prepare students passively to receive the benefits — equal educational opportunities, equal content knowledge and skills — that the struggle confers.

The IL curriculum includes courses in curriculum and instruction, school organization, and adult development, as well as one course at the Graduate School of Arts & Sciences, HGSE, or another Harvard graduate school that enriches students» content - area knowschool organization, and adult development, as well as one course at the Graduate School of Arts & Sciences, HGSE, or another Harvard graduate school that enriches students» content - area knowSchool of Arts & Sciences, HGSE, or another Harvard graduate school that enriches students» content - area knowschool that enriches students» content - area knowledge.

Additionally, many primary school teachers admit to having limited content knowledge themselves, especially in the fields of physics and chemistry, which makes curriculum decisions even more difficult.

We are failing to leverage the immense knowledge of our content experts in schools, districts and state initiatives, and at the same time, failing to continuously develop those content experts so they may move into meaningful leadership roles in which they expand the scope of their impact by supporting and developing others.

(New York's second - highest performing charter network, the seven Icahn schools in the Bronx, uses the content - rich Core Knowledge ELA curriculum, which is well aligned with the Common Core — further evidence that curriculum counts.)

Research conducted in New York City's traditional schools indicates that balanced literacy doesn't build the knowledge and vocabulary that children — especially those from disadvantaged backgrounds — need to move beyond basic literacy, but Success adds tons of content to it.

At BASIS, teachers are first reviewed for their content knowledge; PhDs are not uncommon (see «High Scores at BASIS Charter Schools,» features, Winter 2014).

If you don't help kids develop broad content knowledge, especially in elementary school, they will eventually hit a plateau with their reading ability.

And our practice of holding schools (and now teachers) accountable for year - to - year gains on reading tests only encourages them to focus on things that might get a short term bump (skills and strategies) and ignore the things that will make an impact over the long - term (such as content knowledge).

It is encouraging news, from Sol Stern of the Manhattan Institute, that New York City's three - year - old pilot project testing the content - rich Core Knowledge Language Arts curriculum in ten low - income schools has proved so far, as the Daily News headline has it, «a brilliant experiment in reading.»

For example, many of the middle - school teachers who hold only elementary multiple - subject licenses do not have sufficient depth of knowledge in the content areas they teach.

In schools, Afghanistan demonstrates some reliance on national examinations as a means to test knowledge of content from textbooks and memorization, which may not necessarily reflect their level of knowledge and understanding of relevant LTLT concepts.

Different states, and different funded schools within those states, would frame the content knowledge according to their distinctive ethos and deliver it according to their preferred pedagogy.

Our point here is straightforward: if a curriculum simply marches through lists of content knowledge and skills without attending to the concomitant goal of cultivating independent performance, high - schoolers will remain as dependent on teacher directions and step - by - step guidance as fourth graders currently are.

Wexler goes on to explain why reading comprehension tests are really «knowledge tests in disguise,» why the new Common Core - aligned tests are shining a brighter light on gaps in knowledge, and why we may see continued growth in schools embracing «content - rich» curricula like E.D. Hirsch's Core Kknowledge tests in disguise,» why the new Common Core - aligned tests are shining a brighter light on gaps in knowledge, and why we may see continued growth in schools embracing «content - rich» curricula like E.D. Hirsch's Core Kknowledge, and why we may see continued growth in schools embracing «content - rich» curricula like E.D. Hirsch's Core KnowledgeKnowledge.

The first category, Transfer Goals, identifies the effective uses of content understanding, knowledge, and skill that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges — both in and outside of school.

HTH — with its emphasis on integrating academic and technical education through project - based learning — attracts a number of people like Duffy with «deep content knowledge who had very successful academic careers and wanted to work in an urban school at a time of profound teacher shortage,» says founding principal Larry Rosenstock.

Highly effective teaching entails not only the application of research - based methods, but also leadership, content knowledge, life experience, organization, commitment, wisdom, enthusiasm, and applied knowledge (including a practical sense of how schooling can be put to use).

By assessing both deep content knowledge and skills as well as critical thinking and problem solving, communication skills, collaboration and effective project management, Envision Schools teaches our students success — success for college, career and life.

We are also making content more relevant to real life and giving students opportunities to apply knowledge and skills learned in school in authentic work settings.

Ann and Jeanette's colleague Jeffrey Bernadt (@JeffreyBernadt) elaborated on the concept and shared how he leveraged blended learning to provide his high school social studies students with multiple options for acquiring content knowledge — video, digital text, paper or e-books, or face - to - face conversation.

Finally, this research showed that despite doubts regarding learning «school» content through games, participants developed their knowledge in core economics concepts as well as skills with technology.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

Read about our approach to knowledge - based schooling through a cumulative, coherent, content - specific curriculum.

A single tutor would be paired with two students for a full - period tutorial session during each school day, and the content of the tutorial would be customized to the students» level of knowledge and learning style — allowing students to work back up to grade level and begin benefitting again from regular classroom instruction.

emphasizing skills rather than content, schools are responsible for «startling gaps in knowledge» among students, many of whom can not say when the Civil War took place or identify authors such as Nathaniel Hawthorne and Jane Austen, according to a new

Rather than administering separate social studies and English tests at the end of the year, Louisiana schools participating in the pilot will teach short social studies and English curriculum units in tandem over the course of the year, pausing briefly after each unit to assess students» reading, writing and content knowledge.

If our schools understood and acted upon the clear evidence that domain - specific content knowledge is foundational to literacy, reading instruction might look very different in our children's classrooms.

What are the skills, content knowledge, habits, and beliefs that contribute to students» graduating high school ready for college, careers, and civic participation?

Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research - based learning and teaching programs.

Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.

Knowledge - rich schools deepen students» understanding on a wide range of topics, pairing the skills students need to be successful in school with the content knowledge that will prepare them for a lifetime of engaged Knowledge - rich schools deepen students» understanding on a wide range of topics, pairing the skills students need to be successful in school with the content knowledge that will prepare them for a lifetime of engaged knowledge that will prepare them for a lifetime of engaged learning.

Much of American education policy focuses on the need for students to develop deeper content knowledge and an ability to apply their knowledge and skills to tasks and situations inside and outside of school.

We develop content - rich resources to support knowledge - based schooling in preschool through grade eight.

(We'd also love to see schools adopt a content - rich curriculum like Core Knowledge.)

Second, the school's principal must submit a satisfactory self audit describing such items as the course's outline, some lesson plans, available support materials, and the teacher's experience, content knowledge, and opportunities for professional development.