Sentences with phrase «social studies education promotes»

Not exact matches

Some barriers include the negative attitudes of women and their partners and family members, as well as health care professionals, toward breastfeeding, whereas the main reasons that women do not start or give up breastfeeding are reported to be poor family and social support, perceived milk insufficiency, breast problems, maternal or infant illness, and return to outside employment.2 Several strategies have been used to promote breastfeeding, such as setting standards for maternity services3, 4 (eg, the joint World Health Organization — United Nations Children's Fund [WHO - UNICEF] Baby Friendly Initiative), public education through media campaigns, and health professionals and peer - led initiatives to support individual mothers.5 — 9 Support from the infant's father through active participation in the breastfeeding decision, together with a positive attitude and knowledge about the benefits of breastfeeding, has been shown to have a strong influence on the initiation and duration of breastfeeding in observational studies, 2,10 but scientific evidence is not available as to whether training fathers to manage the most common lactation difficulties can enhance breastfeeding rates.

According to a 2013 study released by the Sutton Trust, a charity in the United Kingdom that promotes social mobility through education, the disparity is particularly acute at top universities.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

The report findings suggest that opportunity to study different religious faiths and traditions help promote understanding among students of different religious groups, that «carrier» subjects such as history, second or foreign languages and the social sciences, as well as physical education and art are also critical to the fostering of LTLT competencies in these countries.

They will address many kinds of achievement in areas such as arts, social studies and outdoor education rather than just literacy and math and that also promote safe, healthy and zestful well - being for all our students.

With expertise in Differentiation, Standards - Based Teaching Activities, Creative and Critical Thinking, Assessment, Underachievement, and Gifted and Talented Education, we publish supplemental Activity Books to improve student thinking and questioning skills, encourage creativity in the language arts, promote critical thinking in math and science, explore character education, present research skills and provide enrichment in socialEducation, we publish supplemental Activity Books to improve student thinking and questioning skills, encourage creativity in the language arts, promote critical thinking in math and science, explore character education, present research skills and provide enrichment in socialeducation, present research skills and provide enrichment in social studies.

In addition to promoting citizenship and character education, the activities reinforce language arts (speaking, listening, reading, and writing) and social studies curricular standards.

Using electronic technologies to promote equity and cultural diversity in social studies education.

Meanwhile, U.S. Secretary of Education Arne Duncan posed a central question in his speech at the National Council for Social Studies Annual Conference: «How can we promote both a well - rounded education with rich offerings across all subjects — civics, geography, economics and history, the arts, foreign languages, physical education, the sciences, et cetera — and simultaneously create a system of real and meaningful accountability that doesn't lead to narrowing of the curriculuEducation Arne Duncan posed a central question in his speech at the National Council for Social Studies Annual Conference: «How can we promote both a well - rounded education with rich offerings across all subjects — civics, geography, economics and history, the arts, foreign languages, physical education, the sciences, et cetera — and simultaneously create a system of real and meaningful accountability that doesn't lead to narrowing of the curriculueducation with rich offerings across all subjects — civics, geography, economics and history, the arts, foreign languages, physical education, the sciences, et cetera — and simultaneously create a system of real and meaningful accountability that doesn't lead to narrowing of the curriculueducation, the sciences, et cetera — and simultaneously create a system of real and meaningful accountability that doesn't lead to narrowing of the curriculum?»

The strategies employed to promote TPCK with our preservice teachers have been shaped by both successful strategies with in - service social studies teachers to promote pedagogical change (Saye & Brush, 2006) and strategies employed to integrate technology more fully into our preservice teacher education programs (Brush et al., 2003; Brush, 1998).

They will address many kinds of achievement in areas such as arts, social studies and outdoor education rather than just literacy and math and that also promote safe, healthy and zestful wellbeing for all our students.

Because pediatricians have nearly universal, relatively frequent and recurring contact with young children and their families, they are uniquely well positioned to have an impact on developmental outcomes through anticipatory guidance at well - child visits, early developmental screening, practice - based developmental interventions, community linkage and referral programs, and advocacy for broader social change to support child development.40 — 44 This study reinforces the potential benefits of practice - based programs that support parenting and the home learning environment, such as «Reach Out and Read» and «Healthy Steps for Young Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 — 52

Hall works in partnership with the Massachusetts and Minnesota Departments of Education and the American Institutes for Research to study how high - quality out - of - school time programs can promote participants» literacy development and the role social and emotional learning may play in supporting the development of literacy - related skills.

In partnership with the Massachusetts Department of Elementary and Secondary Education (ESE), and the Minnesota Department of Education (MDE), researchers at American Institutes for Research and the National Institute on Out - of - School Time at the Wellesley Centers for Women are undertaking a study that explores how high - quality out - of - school time (OST) programs can promote participants» literacy development and the role social and emotional learning (SEL) may play in supporting the development of literacy - related skills.