We subscribe to a number of high quality databases, as well as having a print and eBook collection targeted
at middle school readers.
Not exact matches
Blanchett is
at her best with the characters who are erudite,
middle or upper class: a CEO, a TV news
reader, a primary -
school teacher.
by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making
school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school choice and admissions work for all by Rebecca Allen,
reader in the economics of education
at the Institute of Education, University of London;
School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
School accountability, performance and pupil attainment by Simon Burgess, professor of economics
at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor
at the Institute of Education, University of London; Reducing within -
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school variation and the role of
middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of
schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education
at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school gates: Developing children's zones for England by Alan Dyson, professor of education
at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education
at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After
school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation
at the Institute of Education, University of London.
Jennifer Johns, who teaches sixth - grade English and science
at Crestview
Middle School in Huntington, Indiana, provides Education World
readers with several additional activities to use with A Christmas Carol.
At S&S
Middle School in Sadler, Texas, principal Lee Yeager is installing LCD projectors and digital document
readers in each classroom.
On Jan. 24,
readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher
at Salem
Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develo
School in Apex, N.C.; Linda Emm, an educational specialist with
Schools of Choice in Miami, and a consultant with the National
School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develo
School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C.,
school district — about their work with teacher - directed professional develo
school district — about their work with teacher - directed professional development.
She walks
readers through the workweek of Romain Bertrand, a multi-classroom leader
at Ranson
middle school in Charlotte who incorporates blended learning into his math team, to help understand how Bertrand extends his reach to many, many more students than the one - teacher - one - classroom mode.
It was a wakeup call when teachers
at Urban Assembly Academy of Arts & Letters
middle school in Brooklyn jointly realized that their most struggling
readers were the least engaged learners in all classrooms, not just language arts.
At the start of the 2013 - 14
school year, we began collaborating with the New York City Department of Education's Middle School Quality Initiative, NYC City Council, Robin Hood and Harvard EdLabs to bring struggling readers up to grade level through Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle sc
school year, we began collaborating with the New York City Department of Education's
Middle School Quality Initiative, NYC City Council, Robin Hood and Harvard EdLabs to bring struggling readers up to grade level through Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle sc
Middle School Quality Initiative, NYC City Council, Robin Hood and Harvard EdLabs to bring struggling readers up to grade level through Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle sc
School Quality Initiative, NYC City Council, Robin Hood and Harvard EdLabs to bring struggling
readers up to grade level through
Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle sc
Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle sc
School ExTRA —
Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle sc
Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle sc
School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the
school day in 20 New York City middle sc
school day in 20 New York City
middle sc
middle schools.
For the 21
schools in 7 districts that are part of a 5 year Striving
Readers Research Project, efforts to sustain the use of the
school wide PD model, CTL's Adolescent Literacy Model (ALM), and the infrastructure support of the
school literacy coach and literacy leadership team will be crucial in continuing to ensure that students have sufficient literacy skills to master content
at the
middle and high
school levels.
Constance Steinkuehler, a games researcher
at the University of Wisconsin - Madison, asked
middle and high
school students who were struggling
readers to choose a game topic they were interested in, and then she picked texts from game sites for them to read — some as difficult as first - year - college language.
The therapy dog and her owner started a reading program called «Tail Wagging Tales» that helps students
at two North Carolina
schools — Vaughan Elementary in Macon and Chaloner
Middle School in Roanoke Rapids — become stronger
readers.
We Are the Weather Makers: The History of Climate Change, by Tim Flannery, is aimed
at middle schoolers and high
school students, and makes an excellent introduction to the topic for young
readers.