Grades: 6 - 8 The Pioneer Virtual Zoo is a site that was
developed by middle school students at Pioneer Middle School in Hanford, California.
Not exact matches
This curriculum for
middle and high
school students includes classroom activities, identification sheets and a dichotomous key for identifying salt marsh plants, and data sheets for salt marsh field trips utilizing lessons
developed by Kristen Grant and the salt marsh science protocols
developed by Dr. Robert Buchsbaum and Dr. David Burdick.
program that lets kids and their adult caregivers learn about the park first hand
by using fun, self - guided worksheets; the NewYork Historical Society, where she
developed curriculum guides to help classroom teachers incorporate primary sources into their instruction; the American Museum of Natural History, where she
developed a series of teacher guides for the Moveable Museum exhibits and several temporary museum exhibits; and MOUSE, a New York City based non-profit organization that works to train
middle and high
school students to initiate and manage technology help desks, where she
developed curriculum and educational support materials for students, faculty advisors, and MOUSE trainers.
Students at the Jamesville - Dewitt
Middle School in central New York are learning computer coding through a program
developed by a local nonprofit.
Building on its work at the
middle school level, Project 2061 has been funded
by the U.S. Department of Education's Institute of Education Sciences to
develop a six - week curriculum unit for high
school biology students.
Source: from «
Middle Schoolers Develop App to Help Visually Impaired,»
by Mónica I. Feliú - Mójer's on Voices Credit: Image courtesy of Maggie Bolado From the Department of Inspiring Teenagers, meet the all - female team of six that invented an app to help visually impaired students navigate their
schools.
The study draws on examples from Toward High
School Biology (THSB), an innovative middle school curriculum unit developed by Project 2061 and its partners at
School Biology (THSB), an innovative
middle school curriculum unit developed by Project 2061 and its partners at
school curriculum unit
developed by Project 2061 and its partners at BSCS.
Bigger Than Life (Criterion) Ostensibly a drama about prescription drug misuse and abuse and drawn from an article in The New Yorker, this portrait of a grade -
school teacher and
middle class father (played
by James Mason, who also produced and helped
develop the project) is as much about adult male masculinity and responsibility as a husband and father, and the pressure on him to live up to the ideal, as Rebel Without a Cause is about the emotional realities of being an American teenager.
Gen i Revolution was
developed for
middle school and high
school students and is managed
by the Council for Economic Education.
Currently I am a Principal Investigator of Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) a five year grant funded
by the Office of Special education Programs (OSEP) to
develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for
middle school students with learning disabilities.
The report
by the Reston, Va. - based association —
developed in collaboration with the Education Alliance at Brown University and a commission of
middle school experts — is a follow - up to a 2004 NASSP report, «Breaking Ranks II,» which focused on student achievement in high
school.
The standards,
developed by individuals and representatives of seven education groups, cover the
middle school years.
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.
At Lanier
Middle School, students can continue
developing their 21st - century skills
by applying to be part of an interdisciplinary program called TWIST, or Teamwork With Innovative Skills and Technology.
While presenting her story to students in the early elementary grades, Hawkins was asked
by a principal to
develop an etiquette program that would help sixth graders prepare for
middle school.
9 —
Middle schools: «Advisor / Advisee: An Integral Part of Effective Education,» and «Developing Effective Middle - Level Teams,» seminars, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
Middle schools: «Advisor / Advisee: An Integral Part of Effective Education,» and «Developing Effective Middle - Level Teams,» seminars, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 88
schools: «Advisor / Advisee: An Integral Part of Effective Education,» and «
Developing Effective
Middle - Level Teams,» seminars, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
Middle - Level Teams,» seminars, sponsored
by the New England League of
Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 88
Schools, for
middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887-6504.
The grant would have trained teachers to use a
middle -
school program called Connected Math, one of several, Hoven learned, that was funded
by the Education and Human Resources Division of the NSF and based on standards
developed by the National Council of Teachers of Mathematics (NCTM).
26 —
Middle schools: «Developing a Middle School,» conference, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
Middle schools: «Developing a Middle School,» conference, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 88
schools: «
Developing a
Middle School,» conference, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
Middle School,» conference, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
School,» conference, sponsored
by the New England League of
Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 88
Schools, for
middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887
school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; (508) 887-6263; fax: (508) 887-6504.
When students do not learn to read
by third grade or
develop reading difficulties after third grade, as is disproportionately the case for students living in poverty (Kieffer, 2010), it is critically important that an emphasis on learning to read remain an instructional priority in upper - elementary classrooms as well as in
middle and high
schools.
But a curriculum
developed by a former
middle school math teacher that combines math with Fantasy Football is scoring big with students.
Here, users can find items such as professional development courses for
middle -
school science teachers
developed by The Fairchild Tropical Botanic Garden.
Obama has proposed a «Success in the
Middle Act,» which would provide federal support to improve the education of middle school students in low - performing schools by requiring states to develop detailed plans to improve student achievement, develop and utilize early identification data systems to identify those students most at - risk of dropping out, and invest in proven strategies that reduce the number of drop
Middle Act,» which would provide federal support to improve the education of
middle school students in low - performing schools by requiring states to develop detailed plans to improve student achievement, develop and utilize early identification data systems to identify those students most at - risk of dropping out, and invest in proven strategies that reduce the number of drop
middle school students in low - performing
schools by requiring states to
develop detailed plans to improve student achievement,
develop and utilize early identification data systems to identify those students most at - risk of dropping out, and invest in proven strategies that reduce the number of drop outs.
The «CER - Water Cycle Labs» contains five labs for
middle school students, this laboratory activities are aligned with the NGSS (MS - ESS2 - 4
Develop a model to describe the cycling of water through Earth's Systems driven
by energy from the sun and the force of gravity), ready to use.
In a unique proposal that builds on the Local
School Choice model embraced
by UTLA and LAUSD, E4E - LA members recommend a rational
middle ground: 20 % of student growth data results based on state - approved tests and 20 % from Local
School Choice Assessments that
schools would select or
develop and the district would approve.
It was
developed by education experts to help children acquire essential social - emotional skills, from preschool through
middle school, using active learning techniques such as games, stories, songs, and videos.
The
school states its mission is «to
develop innovative leaders
by providing a diverse student body a world - class
middle and high
school education with a science focus within the core academic courses through emphasizing science, technology, engineering and mathematics (STEM)».
These typically included promoting distributed leadership among all staff (where the task of leading a particular aspect is undertaken
by a range of members of staff across a
school's workforce),
developing middle leaders, and holding strategic - level discussions to diagnose issues and plan improvements.
Middle School staff began their journey over 2 years ago,
by self - rating on the STW rubric, across all 4 domains, then
developing an action plan based on this baseline data.
Four teachers at Huntingdon
Middle School (PA) have
developed a turnkey rotation model to teach students how to apply STEM to real - world situations
by completing cross-curricular, multifaceted projects.
Developed by GradNation, this tool provides a sample survey that could be used with
middle or high
school students to find out why they are not coming to
school, cutting one class, or are simply tardy.
The bank, comprised of over 600 items
developed by the American Association for the Advancement of Science (AAAS), covers
middle and early high
school science subjects and is freely available to science educators using Naiku in partnership with the AAAS.
Merryl H. Tisch, chancellor of the state's Board of Regents, said she believed that early gains would continue to evaporate
by middle school until the state raised standards and put in place a curriculum that emphasized reading for context and
developing thinking skills.
Viewers can see how reading programs
developed by an inner - city high
school, a suburban high
school, and an urban
middle school enhance student achievement in reading and in the content areas (Stock No. 402033; members, $ 195; nonmembers, $ 234; includes one tape and a Facilitator's Guide).
Madison
middle school students could soon have an extra class period and smaller class sizes without adding minutes to the school day under a plan being developed by the Madison School Dis
school students could soon have an extra class period and smaller class sizes without adding minutes to the
school day under a plan being developed by the Madison School Dis
school day under a plan being
developed by the Madison
School Dis
School District.
Still, if a district uses the program to parallel the main curricular materials, it has the potential to bring mildly disabled students to a parallel place with typically
developing students
by middle school.
Droessler said she and the other drafters did the best they could in
developing the budget and were told
by district officials to use as a guide the budgets of the district's three other charter
schools: Badger Rock
Middle School, Nuestro Mundo Community
School and Wright
Middle School.
LAWRENCE, Kan. — The Achievement and Assessment Institute (AAI) at the University of Kansas has received a $ 212,000 award from the Bill & Melinda Gates Foundation to
develop a prototype web interface that would allow students, parents, teachers and researchers to understand the relationships among mathematics topics
by exploring the KU -
developed Dynamic Learning Maps ™ (DLM ®) tool for mathematics taught in
middle - and high -
school grades.
Developed by Catherine Snow and Claire White, Word Generation is a research - based vocabulary program for
middle school students that teaches words through language arts, mathematics, science, and social studies classes.
This video,
developed by the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin as part of the Texas Adolescent Literacy Academies, demonstrates students
developing Levels 1, 2 & 3 questions in a
middle school class to increase students» understanding of text comprehensions.
Richmond
Middle School & High School After five years of a successful proficiency - based learning system, the school is furthering personalized learning by developing extended learning opportunities and community - based learning to build experiences around students» aspira
School & High
School After five years of a successful proficiency - based learning system, the school is furthering personalized learning by developing extended learning opportunities and community - based learning to build experiences around students» aspira
School After five years of a successful proficiency - based learning system, the
school is furthering personalized learning by developing extended learning opportunities and community - based learning to build experiences around students» aspira
school is furthering personalized learning
by developing extended learning opportunities and community - based learning to build experiences around students» aspirations.
We need to optimize the time we have with students in
middle and high
school by providing them with learning experiences that help them to
develop their really ready skills.
Like the
Middle School, we use SpringBoard, a college - ready, Common Core - aligned curriculum
developed by the College Board (creators of the PSAT and SAT) to support instruction in math and English.
The Early Warning System (EWS)
Middle Grades Tool was
developed by the National High
School Center at the American Institutes for Research, in collaboration with Matrix Knowledge Group, to allow users to identify students showing early warning signs of risk for dropping out of high s
School Center at the American Institutes for Research, in collaboration with Matrix Knowledge Group, to allow users to identify students showing early warning signs of risk for dropping out of high
schoolschool.
Here you'll find materials that have been
developed for preschool through
middle school classrooms
by our Second Step team of experts.
Carpe Diem Innovative
Schools will
develop a new $ 7.25 million charter
school campus in San Antonio that will accommodate as many as 400
middle and high
school students
by the fall 2015 - 2016
school year.
Directed
by Christy Murray, MSMI
develops and disseminates resources that increase access to research on and proven practical strategies for
middle school improvement.
Charged
by the governor of Michigan to transform the lowest five percent of the persistently lowest achieving
schools in the state while simultaneously
developing a new approach to educating students, the Education Achievement Authority is recreating Nolan Elementary -
Middle School in Detroit.
Researcher M.J. Adams (2006)
developed a data breakdown that illustrates how ten minutes of daily book reading in
middle school will increase a student's exposure to print
by about 700,000 words each year.
SALT LAKE CITY — Over the past three years, Northwest
Middle School has seen a culture of learning
develop, accompanied
by rising test scores, improved reading comprehension and increased student engagement.
Develop the capability for high speed Internet connectivity at high
schools followed
by middle schools and then in elementary
schools; and