Sentences with phrase «core academic skill»

As your child grows and learns during the school year, we want to determine what he or she knows, is able to do, and how well he or she can perform in core academic skill areas.

The partnership's research builds on educator Howard Gardner's seminal theory of multiple intelligences to indicate that arts education — including the visual arts, dance, music, and drama — enhances a student's ability to acquire core academic skills.

In developing the Common Core State Standards in English language arts and math, CCSSO and its partners (including some extraordinarily astute standards - writers) achieved a praiseworthy melding of those cognitive elements of 21st century skills with core academic skills and a fair amount of vital content knowledge.

These programs motivate students to engage in learning, not only because the programs are fun but also because they cultivate and celebrate the broad array of talents beyond core academic skills that students possess.

Finally, by integrating academic skills into a «real world» context, advocates claim that CTE can motivate students to attend school more frequently and be more engaged, and therefore improve core academic skills.

Required Exams: Core Academic Skills Assessment (or qualify for exemption via an approved alternative)

Focus on the core academic skills that students need the most.

How can Brown's work reduce the tension between emphasizing core academic skills and preparing students for their future careers?

We do need to demand high academic standards from as many lessons as possible, and I think it's the kind of core academic skills in literacy and numeracy, which actually are the truly vocational qualifications.

Each lesson uses core academic skills to engage learners in a careful study of the text as an entry point to an exploration of a key event or theme in the history of the Holocaust.

Major goals of newcomer programs are to acquire beginning English language skills along with core academic skills and to acculturate to the U.S. school system.

The Tennessee Department of Education requires that all teaching applicants successfully complete the Praxis Core Academic Skills for Educators tests and all of the relevant Praxis tests for their Specific Licensure Areas.

To qualify for initial teaching certification in New Hampshire, you will need to demonstrate basic academic skills by passing the Praxis Core Academic Skills for Educators test, as well as subject area competence by passing the Praxis II Subject Assessment Test for your specific licensure area.

Some educational institutions require that students pass the Praxis Core Academic Skills for Educators exam before being accepted into a teacher preparation program.

In Vermont, teachers are required to pass the relevant Praxis Core Academic Skills for Educators tests and Praxis II content tests.

Teaching candidates are required to take the Praxis Core Academic Skills for Educators (CORE) tests before being accepted into a teaching program.

Passing scores on the Praxis Core Academic Skills for Educators and Praxis Subject Assessments.

Nevada requires the Praxis Core Academic Skills for Educators tests for basic skills, the Praxis II: Subject Tests in your specialty area, and the Praxis II PLT (Principles of Learning and Teaching) Grades K — 6 or 7 — 12 for teaching those grade levels.

To qualify for a Regular I license, prospective teachers must earn passing scores on the Praxis Core Academic Skills for Educators exam and the Praxis Subject Assessments in the area (s) to be taught.

To become a certified teacher in Tennessee, you must successfully complete the Praxis Core Academic Skills for Educators tests, in addition to any relevant Praxis tests for Specific Licensure Areas.

You must also pass the Praxis Core Academic Skills for Educators and Praxis Subject Assessments for elementary education.

The State of Hawaii's Hawaii Teacher Standards Board (HTSB) mandates that all teaching candidates complete and pass the Core Academic Skills for Educators (CORE Assessment).

Passing scores on the Praxis Core Academic Skills for Educators and Praxis II content area assessments;

Praxis Core Academic Skills for Educators — must be passed prior to the Residency year.

Many teachers assign daily homework seeing it as a way to further develop and reinforce core academic skills, while also teaching students responsibility.

Instead of extending basic skills instruction out to 7 - 9 hours per day, schools will increasingly try to thread - the - needle between core academic skills and amazing educational experiences that families and students value.

Not exact matches

Harvey Mudd describes its core curriculum as «an academic boot camp in the STEM disciplines — math, physics, chemistry, biology, computer science, and engineering — as well as classes in writing and critical inquiry» that it says «gives students a broad scientific foundation and the skills to think and to solve problems across disciplines.»

Common Core is a new set of academic standards adopted by New York's Board of Regents in 2010, outlining which math and English skills students should be able to demonstrate at each grade level.

In a CGS survey, which produced answers from 857 deans, directors, and chairs representing 226 institutions, 62 % of respondents «indicated that their institutions and / or graduate programs offer some type of formal professional development program for graduate students in research degree programs to obtain skills beyond core academic research skills,» the report states.

Brain Balance establishes a unique plan for each child that includes sensory motor work, eye tracking, core exercises, academic skill training, healthy nutrition, confidence building and many other activities that work to bolster a child's developmental deficits.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

CORE's School Quality Improvement System attempts to provide a balanced view of quality across academics, social - emotional skills, and school climate.

This grant enables BCRC to extend its core data collection, analysis, and collaboration activities through a fourth and fifth academic year (2017 - 18 and 2018 - 19), sustaining our partnership and enhancing our ability to learn about the factors shaping the development of student skills over time.

Standardising practice in core academic areas also creates more space to systematically innovate where the evidence isn't strong, including how to help young Australians develop broader skills for a changing world.

Beside focusing on developing communication and reading skills, Marilee Sprenger — an expert in brain - based instructional strategies and author of Teaching the Critical Vocabulary of the Common Core — recommends that ELLs learn high - frequency academic language terms that are embedded in the Common Core State Standards.

This webinar examines how teachers can develop and support literacy and academic language skills of ELLs in the common - core era.

Over time, students will build the necessary skills to analyze more complex documents, text, and academic vocabulary, raising performance with the Common Core ELA standards.

This includes recommendations suggesting that: primary schools should bring in outside experts to teach coding; all primaries should have 3D printers and design software; secondary schools should be able to teach Computer Science, Design and Technology or another technical / practical subject in place of a foreign language GCSE; the Computer Science GCSE should be taken by at least half of all 16 year olds; young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands - on learning; all students should learn how businesses work, with schools linked to local employers; schools should be encouraged to develop a technical stream from 14 - 18 for some students, covering enterprise, health, design and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours degrees.

Unfortunately, as Donna Pearson argues in the March 2015 issue of Phi Delta Kappan, our Common Core implementation efforts have not yet broken down the silos that traditionally separate the academic subjects from the knowledge and skills of CTE.

With the right kind of framing, these simple games can become powerful tools for teaching core social - emotional skills that improve children's academic performance and behavior and lead to success throughout the school day.

While the core academic subjects are still very important, themes of global awareness, economic and civic literacy, and life skills need to be incorporated into curricula.

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

The ChalleNGe Program addresses the needs of the whole adolescent, as evidenced by its eight core components: leadership / followership; academic excellence (i.e., high school diplomas or GED certificates); responsible citizenship; service to the community; life coping skills; physical fitness; health and hygiene; and job skills.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

The school is known for teaching alternatives to aggression through training in social skills, anger control, and moral reasoning, but the curriculum also includes core academic subjects, including arts.

All young people should study the core academic subjects that give them the skills to succeed but it is a myth to suggest this must come at the expense of the arts.

To investigate the claim that course requirements and basic - skills tests may dampen the efforts of high - ability students, I analyzed whether higher graduation standards did indeed encourage students to take more courses in the core academic areas.

It covers the influence the common - core academic standards are likely to have on building the online curricula of the future, the growing emphasis on teaching social skills to virtual school students, how schools are building courses that blend face - to - face and online learning, and the evolving role of e-assessments.

Core Academic Language Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review of the literature in order to design a construct of academic language skill that could inform assessment and instAcademic Language Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review of the literature in order to design a construct of academic language skill that could inform assessment and instacademic language skill that could inform assessment and instruction.

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.