Sentences with phrase «content as a social studies teacher»

Not exact matches

Whereas Australia has made Asia an important focus of its national curriculum, Canada, where education is a provincial matter, could follow the model practiced in the US, where a network of universities across the country acts as hubs for teachers to deepen their understanding of Asian geography, history, social studies and arts, so they can introduce that content into their classrooms.

But there is room for improvement on its standards, which have not been rated by the American Federation of Teachers as clear, specific, and grounded in content for English above the elementary level or for social studies at any grade span.

The teachers of the subjects with high - stakes tests want as much time as possible to work with students on those skills while social studies teachers want the same respect for their content and the time to teach it well.

The study, led by Jerome Johnston of the Institute for Social Research at the University of Michigan, found that high school students at «exemplary» Channel One schools — defined as schools where teachers make good use of the 12 - minute daily show's content — scored 5 percent better on current - events tests than students at control high schools, where the program was not used.

Teachers can use the slim paperbacks (under 150 pages) in the social studies classroom because of the content and / or in the language arts classroom as a new form in the genre of memoir.

The TESOL (Teaching English to Speakers of other Languages) Program offers a six - course, 26 - credit add - on license pathway that allows MAT students in content - specific areas (e.g., English Education, Social Studies Education, Mathematics Education, and Science Education to meet requirements for a Massachusetts licensure endorsement as Teacher of English Language Learners (ESL).

A disconnect appeared between the teachers» knowledge of what the board can do, as seen in other content areas, and their ability to translate that knowledge to the social studies.

As a social studies teacher, I was relieved I never had a specific state test focused on my content.

As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160as well as] teacher as curricular gatekeeper» (p. 160as] teacher as curricular gatekeeper» (p. 160as curricular gatekeeper» (p. 160).

Designed to facilitate more authentic and deeper learning, teachers will brainstorm ways to integrate the Essential Skills in Economics to also develop students» mastery of other K - 12 English / language arts and social studies skills such as analyzing and synthesizing primary and secondary sources; using evidence to draw conclusions and make generalizations; articulating and defending positions using content vocabulary; comparing and contrasting historical, cultural, and political perspectives; explaining cause - and - effect relationships; and practicing good citizenship skills while collaborating and compromising.

If we want to play a role as teachers in helping students define the common good, we need to insist that staff development for social studies teachers contain a significant exposure to the content we are teaching.

Using the Framework as a guide, teachers of social studies can begin the conversation with colleagues and administrators about how to ensure that the content facilitated by the teacher is rigorous and fosters civic engagement.

Teachers may use the summer months for reading education articles from Education Week or from educational publications in their content area such as English Journal, Mathematics Teacher or Social Studies Teaching with Documents.

We have also integrated digital video into our teacher education courses as a tool for students to demonstrate knowledge and understanding of social studies content.

From the perspective of teacher development, a practical question is how to guide teachers to systematically incorporate students» academic language growth while teaching the specific academic content such as math, science, and social studies.

Teachers make sure to include content - area and thematic words by connecting with the science, math, and social studies curricula as well as to cross-curricular themes.

My earliest and most enduring research efforts have revolved around improving the social side of schools — perhaps because, during my days as a social studies teacher, I was so much more interested in the adolescents I taught than the content that I taught them.

However, as stated above, Washington can not guarantee content knowledge in each specific subject for secondary teachers who add general science or general social studies endorsements.

However, as stated above, Idaho can not guarantee content knowledge in each specific subject for those secondary teachers who add general science or general social studies endorsements.

To ensure that secondary students are capable of accessing varied information about the world around them, Washington should also — either through testing frameworks or teacher standards — include literacy skills and using text as a means to build content knowledge in history / social studies, science, technical subjects and the arts.

Last year, Amanda lent her expertise in DC history as a content expert for BLISS: Building Literacy in the Social Studies, where she supported the work of a BLISS Teacher Leader who was developing a module for use throughout DC Public Schools (DCPS).

The preservice teachers entered the elementary social studies methods course with 12 or more years of conditioning to accept social studies as an uninteresting content area, mainly requiring the memorization of names, events, places, and dates.

Is it possible, then, for a teaching methods course to play a significant role in changing the many misconceptions preservice teachers have regarding social studies as a content area, methods of teaching social studies, and strategies for effectively integrating technology into social studies teaching?

At the beginning of the course only two preservice teachers listed social studies as the content area that they most looked forward to teaching.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiSocial Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsisocial desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).