Sentences with phrase «building academic knowledge»

So far, I see them seeming to test content that would be common knowledge if one had the benefit of a rigorous education focused on building academic knowledge and skill.

Not exact matches

If one means, for instance, an epistemological privilege of the oppressed, in the sense that the poor, the suffering and the dispossessed have some intuitive knowledge of God, righteousness and social reality not available to others; if one means that victims know best how to overcome their condition and build new institutions; and if one means that knowledge based on «experience» makes academic excellence unnecessary, then liberation thought and the Social Gospel diverge.

She works directly with stakeholders to build models that foster adaptive learning about the dynamics of coupled human - natural systems and to integrate stakeholder knowledge with academic knowledge.

In particular, «small customers» (those from academic and small company labs, as opposed to big multinationals) often love to talk to you about their research, which makes the job very interesting, and you build up the customer's trust based on your knowledge.

Instead of encouraging the brain drain, top world academics, funders, and researchers should collaborate to build scientific infrastructure in the less resilient regions not only to improve their self - ability to conduct, access, and use the best science but also to ensure that they can contribute to global scientific debates while developing local solutions with cost - effective, participatory, and sustainable strategies (including the reconnaissance and use of indigenous knowledge in some cases).

National Center for Medical Information and Knowledge (NCMIK) Support easier utilization of health and medical information by establishing a data sharing system built upon the professional and academic information that covers medical science fields and the government's research outcomes.

The students represented diverse backgrounds and academic disciplines, but they all shared a common interest in neural engineering and the desire to put their knowledge to use building something new, something that perhaps has never been attempted or seen before.

For academically at - risk students who have been enrolled in U.S. schools since kindergarten and who have experienced educational opportunities that are basically similar in design and practice, research suggests that a classroom - wide, universal approach focused on building up academic vocabulary and conceptual knowledge would be appropriate.

On Thursday morning, the Fordham Institute and the Knowledge Alliance are bringing together policy wonks and academics to discuss whether and how we can build better bridges across the research - to - policy divide.

Building a culture of health starts with developing children's social and academic aptitude from a young age with self - knowledge, empathy, communication skills, collaboration, and growth mindset.

There are several policies (proposed, underway, or in place) by the Obama administration that broaden the focus on reading and academic development, increasing attention to knowledge building and language growth, from early childhood through adolescence — and those expansive policies may be especially beneficial for EL learners.

Additional research by Deborah Short and Jana Echevarria with English language learners (ELLs) finds that activating and building prior knowledge plays a big role in improving their academic literacy.

But while today's high - achieving schools for low - income students (Knowledge Is Power Program [KIPP], for instance) are passionate about cultivating both character and traditional academic skills, schools built around the 7 Habits are focused on training confident kids who are good at planning, goal setting, and decisionmaking.

The Transforming Teaching Project's next steps include widely disseminating the 12 Design Challenges to the field, continuing to collaborate with education, academic, and political leaders on the creation of the proposed system, and building capacity to share information and knowledge about excellence teaching.

Now in its 14th year, the PZC, offered in collaboration with HGSE's Project Zero and Programs in Professional Education, is an intensive summer institute designed to help pre-K-12 educators create classrooms, instructional materials, and out - of - school learning environments that address a range of learning styles and promote a culture of deep thinking to build complex knowledge in the arts and other academic areas.

Children's formal learning opportunities between preschool and third grade have a strong influence on the building of knowledge and skills critical to students» academic trajectories throughout their schooling years.

Developing our students» academic literacy skills and building their cultural knowledge are critical keys to these understandings.

This can boost their confidence as they prepare to participate in class discussions, and build their background knowledge to aid in academic success.

In this interactive webinar, David Liben of Student Achievement Partners and Rachel Stack of Great Minds highlight how book - based lessons engage all learners, build knowledge, and set students up for academic achievement.

In this interactive webinar, Lynne Munson and Rachel Stack of Great Minds discuss and model art instruction with an 8th grade teacher, highlighting how the study of visual art builds cultural knowledge and fosters academic achievement for the widest range of learners.

It is a guide to content from grade to grade, designed to encourage steady academic growth and progress as children build knowledge and develop skills year after year.

«College and Career Readiness: The Importance of Early Learning» by Chrys Dougherty This short but powerful report by an ACT principal research scientist shows the importance of a knowledge - rich, well - rounded curriculum through which all students master basic skills while also building an academic foundation in the early grades.

Some children build lots of academic knowledge at home, but others rely on their schools.

The OECD challenges governments, academics and practitioners to adopt new ways of sharing and building knowledge.

The 72 titles, including topics in science, math, social studies, and fiction, build knowledge and academic vocabulary and introduce children to literary genres.

Students can and should engage in expert - like experiences and scenarios but they must have explicit opportunities and direct interventions in academic domains to build the knowledge and skills experts possess to solve real life problems.

Imagine Andrews PCS has selected the Core Knowledge Sequence to provide content standards that will guide coherent content instruction from grade to grade, encouraging steady academic progress as children build their knowledge and skills from one year to Knowledge Sequence to provide content standards that will guide coherent content instruction from grade to grade, encouraging steady academic progress as children build their knowledge and skills from one year to knowledge and skills from one year to the next.

This framework provides ample time for students to be immersed in the topic, exapanding their academic knowledge and vocabulary as they build literacy and language skills.

Both the guide and the toolkit materials are designed to give afterschool instructors the resources they need to build fun, innovative, and academically enriching activities that not only engage students, but extend their knowledge in new ways and increase academic achievement.

As students work through these standards - aligned lessons, they develop reading strategies while also building content - area knowledge and academic vocabulary.

Our curriculum uses projects, built around students» interests, to teach academic skills and knowledge.

They can also consult lists of words relevant to important content areas: for example, in E. D. Hirsch's Cultural Literacy: What Every American Needs to Know (Vintage Press, 1988) and Robert Marzano's Building Background Knowledge for Academic Achievement (ASCD, 2004).

Recent ASCD titles include Building Background Knowledge for Academic Achievement: Research on What Works in Schools (2004); Classroom Management That Works: Research Based Strategies for Every Teacher (Marzano, Marzano, & Pickering, 2003); What Works in Schools: Translating Research into Action (2003); A Handbook for Classroom Instruction That Works (Marzano, Paynter, Pickering, & Gaddy, 2001); and Classroom Instruction That Works: Research - Based Strategies for Increasing Student Achievement (Marzano, Pickering, & Pollack, 2001).

Building Academic Vocabulary: Teacher's Manual puts into practice the research and ideas outlined in Marzano's previous book Building Background Knowledge for Academic Achievement.

When all the teachers in your school focus on the same academic vocabulary and teach it in the same way, your school has a powerful comprehensive approach for building student knowledge and understanding in the content areas.

Her particular area of interest is working across the academic content areas, helping teacher develop focusing questions, selecting and using complex texts, developing strategies for building knowledge and oral processing, writing structures, and providing formative feedback.

It also describes two successful CREATE interventions that build academic and discipline - specific vocabulary and science knowledge in English language learners.

This in turn requires instructional changes, or «shifts», at all grade levels, among them: building content knowledge through content - rich nonfiction; reading, writing and speaking grounded in evidence from text; and regular practice with complex text and its academic language.

Students build knowledge while using complex text and academic language in their regular practice.

A variety of strategies for building background knowledge that can be implemented, K - 12, will be explored, modeled, and practiced, with special emphasis on the Six - Step Process for Teaching Academic Vocabulary in each discipline.

For Spanish immersion, dual language, and bilingual classrooms, Español ensures all learners can improve their Spanish - language proficiency while simultaneously building transferrable literacy skills, content - area knowledge and academic vocabulary.

Passages provide an opportunity to learn words in the context of academic text and support knowledge - building in history and social studies content.

This focus on building knowledge of academic language, content, and performance helps prepare English language learners for non-sheltered classes, in which they will be expected to achieve to high academic standards alongside their English - speaking peers, a goal of NCLB.

British government leaders are embracing the ideas of American academics who argue that schools need to focus more on building knowledge to improve outcomes for low - income students.

With hundreds of weekly chats built around topics such as special education, Webb's depth of knowledge, and using technology in the classroom, teachers are bound to find the right learning communities for their unique academic goals.

Visionary leader with high expectations and successful administrative experience Willing and able to be a visible community leader Strong working knowledge of community relations, program evaluation, finance, school law, collective bargaining, personnel recruitment, selection, and retention Desire to build upon a record of continuous academic improvement and success Sensitivity to the total needs of all socio - economic and cultural backgrounds pertaining to students, parents, educators, and support staff Individuals who possess, model, and expect fairness, honesty, and integrity

While no single tool will provide students, particularly English language learners, with all the vocabulary knowledge they need, we hope WordSift can provide teachers and students with new ways of building the rich word knowledge necessary for academic success.

Every 21st century skills implementation requires the development of core academic subject knowledge and understanding among all students.Those who can think critically and communicate effectively must build on a base of core academic subject knowledge.

With an eye toward building the skills, knowledge and behaviors that promote academic success and healthy development of young people, NSLA's experts in Programs and Systems Quality have worked with school districts, summer learning providers and funders across the country to help shape smarter summers, brighter futures for young people.

We then briefly turn to findings from two intervention studies that were effective in building academic and discipline - specific vocabulary and science knowledge in English language learners.