The pressures of test preparation, standards, and
curriculum frameworks often reduce the study of nature and the environment to a set of facts and general concepts.
Not exact matches
How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education System in the World says teachers are supported with ongoing professional development which is
often collaborative in nature and focused on improving instruction, and a
framework of clear learning standards, regular student assessment and well - aligned
curriculum.
When new teachers did have materials such as textbooks to accompany the
curriculum frameworks, they
often said that the two were not aligned; the books and other materials did not cover the same content as the state's
frameworks.
This article presents a pedagogical
framework encompassing the necessary critical mindset in which teachers of the English language arts can begin to conceive their own «best practices» with technology — a
framework that is based upon their needs, goals, students, and classrooms, rather than the external pressure to fit random and
often decontexualized technology applications into an already complex and full
curriculum.
Together, we, the authors, present a pedagogical
framework encompassing a critical mindset, in which teachers of the English language arts can begin to conceive their own «best practices» with technology — a
framework based upon their own needs, goals, students, and classrooms, rather than the external pressure to fit random and
often decontexualized technology applications into an already complex and full
curriculum.
In this report, the authors, members of the Teachers Learning Collaborative, present the results of a three - year collaborative effort to create an innovative literacy
curriculum framework that would support teachers» dual — and
often competing — commitments in literacy instruction: (a) to make sure that all students have the opportunity to learn literacy skills and strategies with texts that are at their instructional level, and (b) to make sure that all students have access to, and instruction with, texts that are appropriate to their age level, even if the students are unable to read such materials without support.