Sentences with phrase «developing science curriculum»

• To obtain a Middle School Science Teacher position with St. Peter's High School using well - placed insight into developing science curriculum and lesson plans, and imparting education according to specified academic protocols.

If I, as a principal, delegate or accept a teacher's leadership of something and it goes badly — say, staff development or developing the science curriculum — the superintendent isn't going to call that teacher.

The group is developing a science curriculum for use in Malagasy high schools in which students learn about biology by exploring the rich environment right outside their school houses.

For young students in grades four to eight, Scenic Caves Nature Adventures has developed a Science Curriculum which includes background information and lesson plans that will further enhance field trips to our attraction, both prior to and following their visit.

The Common Core Standards have not yet developed a Science Curriculum.

She said she allowed students and teachers to develop the science curricula and put them in eight - to 12 - week segments.

Project PROMISE was a collaborative and integrated model for teaching and learning in the primary grades (K - 3) to enhance instructional flexibility, develop science curriculum, and improve the identification of students from economically disadvantaged backgrounds for gifted education services.

Eberle explained that the process for developing science curricula can take five years.

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.

Thanks to funding from the National Science Foundation and the National Fish and Wildlife Foundation, we have developed extensive on - line curriculum materials for teachers.

Its curriculum aims at developing certain areas such as language, music, art, math, and science.

According to the U.S. Department of Education, STEM is a curriculum developed by the Obama administration to encourage kids to explore the math and science fields.

In 2013, Lysa and Barbara co-authored a book entitled «Attached at the Heart» that further developed the principles» root in multi-disciplinary science and that created a curriculum to train parents and professionals to understand attachment parenting strategies.

Thanks to funding from the National Science Foundation and the National Fish and Wildlife Foundation, Endicott Wildlife Sanctuary Staff have developed extensive online curriculum materials for teachers.

Toward High School Biology — Developed with support from the U.S. Department of Education's Institute of Education Sciences and in partnership with BSCS, AAAS Project 2061 has developed and tested an innovative eight - week curriculum unit designed to integrate physical and life science concepts to help middle school students understand chemical reactions and their role in the growth and repair of living oDeveloped with support from the U.S. Department of Education's Institute of Education Sciences and in partnership with BSCS, AAAS Project 2061 has developed and tested an innovative eight - week curriculum unit designed to integrate physical and life science concepts to help middle school students understand chemical reactions and their role in the growth and repair of living odeveloped and tested an innovative eight - week curriculum unit designed to integrate physical and life science concepts to help middle school students understand chemical reactions and their role in the growth and repair of living organisms.

In this exploratory study funded by the National Science Foundation, Project 2061 has developed an outline for a Green Schools Energy Curriculum and gathered feedback from the field on the feasibility of such an approach and what it would take to implement it.

The preparatory curriculum began development in 2010, when Project 2061 and the Biological Sciences Curriculum Study, a non-profit organization that develops science and technology curriculum materials, received a grant from the Education Department's Institute of Educationcurriculum began development in 2010, when Project 2061 and the Biological Sciences Curriculum Study, a non-profit organization that develops science and technology curriculum materials, received a grant from the Education Department's Institute of EducationCurriculum Study, a non-profit organization that develops science and technology curriculum materials, received a grant from the Education Department's Institute of Educationcurriculum materials, received a grant from the Education Department's Institute of Education Sciences.

The curriculum outline, developed with a two - year National Science Foundation planning grant to explore the transformation of STEM learning, brings together all elements of STEM — science, technology, engineering, and mathematics — around a theme of environmental stewaScience Foundation planning grant to explore the transformation of STEM learning, brings together all elements of STEM — science, technology, engineering, and mathematics — around a theme of environmental stewascience, technology, engineering, and mathematics — around a theme of environmental stewardship.

Repository: American Association for the Advancement of Science Archives, 1200 New York Avenue, NW, Washington, DC 20005, [email protected] Creator: AAAS Commission on Science Education Title: AAAS Science: A Process Approach Records Dates: 1963 - 1983 Extent: 37.5 linear feet (30 boxes) Abstract: This collection contains the records of Science: A Process Approach (SAPA) a curriculum project developed by the AAAS Commission on Science Education in response to the post-Sputnik crisis in science eduScience Archives, 1200 New York Avenue, NW, Washington, DC 20005, [email protected] Creator: AAAS Commission on Science Education Title: AAAS Science: A Process Approach Records Dates: 1963 - 1983 Extent: 37.5 linear feet (30 boxes) Abstract: This collection contains the records of Science: A Process Approach (SAPA) a curriculum project developed by the AAAS Commission on Science Education in response to the post-Sputnik crisis in science eduScience Education Title: AAAS Science: A Process Approach Records Dates: 1963 - 1983 Extent: 37.5 linear feet (30 boxes) Abstract: This collection contains the records of Science: A Process Approach (SAPA) a curriculum project developed by the AAAS Commission on Science Education in response to the post-Sputnik crisis in science eduScience: A Process Approach Records Dates: 1963 - 1983 Extent: 37.5 linear feet (30 boxes) Abstract: This collection contains the records of Science: A Process Approach (SAPA) a curriculum project developed by the AAAS Commission on Science Education in response to the post-Sputnik crisis in science eduScience: A Process Approach (SAPA) a curriculum project developed by the AAAS Commission on Science Education in response to the post-Sputnik crisis in science eduScience Education in response to the post-Sputnik crisis in science eduscience education.

In the mid-1960s, David was instrumental in developing a high - school engineering literacy curriculum under the auspices of the National Science Foundation and in collaboration with colleagues from both academia and industry, according to the family statement.

To this end we (1) partner with precollege science teachers to develop and produce innovative Internet - based curriculum supplement materials focused on genetics, biotechnology, and bioethics; (2) update and expand teachers» knowledge in these areas through professional development programs; and (3) engage precollege students in science enrichment experiences.

In addition to being an organizer and consultant for the Jumpstart Core Curriculum Institute (JCCI), a program founded by Leslie Brown that develops strategies for improving literacy, science, math, technology, and social - science skills among disadvantaged minority students in grades K - 12, I teach chemistry to high school students at the University of South Carolina?s Experimental Program to Stimulate Competitive Research (EPSCoR) Summer Program.

First, the rigor of the science curriculum in medical schools has not kept pace with advances in the biological sciences; M.D. graduates lacking a rigorous science background find it difficult to develop research programs that can equal those of well - trained basic scientists.

The researchers hope that educators can use the findings to develop science, technology, engineering and mathematics curriculum that take advantage of young children's ability to learn through observation using less - than - perfect causal relationships.

Developing robotic materials requires interdisciplinary knowledge that currently isn't provided by materials science, computer science or robotics curricula alone.

My responsibilities include developing and revising science curricula for DCP outreach programs for teachers and students in the Boston public school system, facilitating the implementation and evaluation of these programs, and helping to secure funding to make them possible.

Your project would fit nicely into the Instructional Materials for Students component, which «supports the creation and substantial revision of comprehensive curricula and supplemental instructional materials that are research - based; enhance classroom instruction pre-K-12; and reflect standards for science, mathematics, and technology education developed by national professional organizations.»

-- The Under Secretary shall submit to Congress a biennial report on the activities conducted under this subsection, including the number of participants and the new curricula developed in atmospheric and climate sciences.

To fight this, they hope to develop curriculum «modules» to insert doubt into climate science lessons:

The Silencing Genomes site is part of a National Science Foundation project to develop an integrated experiment - and bioinformatics - based curriculum on RNAi in C. elegans.

Developed over 15 years, and proven with nearly 100,000 clients and patients, the Level 1 curriculum stands alone as the authority on the science of nutrition and the art of coaching.

Anne Reed, Yorkshire Water's Education Manager, said: «We're delighted to offer schools in East Yorkshire and Humberside the opportunity to take part in our education programme, It's been developed with school teachers to cover the core elements of the Key Stage Two National Curriculum, including numeracy, literacy, geography, science and, of course, water.»

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).

That work informs a set of widely used science curricula she developed, which can be downloaded at Causal Patterns in Sscience curricula she developed, which can be downloaded at Causal Patterns in ScienceScience.

Our students study North Carolina history and geography in accord with the eighth grade social studies curriculum, review math skills and science concepts with paper airplanes (it's a Wright brothers centennial year), and develop personal narratives in a travel journal they create on the trip.

My work has focused on developing engaging math and science curriculum, team teaching, supporting teachers as they grow in their expertise and area of interests and most importantly, cultivating a culture of curiosity where my students see themselves as authors of their own learning.»

In the Australian Curriculum, Digital Technologies and the ICT capability explicitly define the minimum expectation that every Australian child has the opportunity to not only develop digital literacy, but also discover the fundamental ideas and skills of computer science and information systems.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

In Canada, for example, several provincial education ministries have voluntarily joined together to develop «pan-Canadian» curricula, starting with science.

She now feels prepared to enter the classroom and is currently seeking a teaching position in the Boston area where she will be able to incorporate lessons of social justice into the science curriculum and work with students in developing skills to advocate for positive change in their communities.

The Great Plant Hunt develops children's understanding of the natural world and is an ideal free resource to help you teach the primary science curriculum.

The Needham, Mass. - based JASON Foundation for Education develops science and math curricula and other programs.

Chief among our core elements are: our college - prep curriculum in the liberal arts and sciences that fosters in students the desire and capacity to learn independently, think critically, and communicate proficiently; our supportive school culture in which students are given tools to develop character, gain confidence in their ability to learn, take responsibility for their own learning, and both support and feel supported by the entire community; and a strong co-curricular program in athletics, performing arts, and a host of after - school clubs that pique and develop students» interests.

Some of the gems here include a resource guide for environmental and marine science teachers, wetland activities, a resource guide for oceanography, and coastal processes: developed for elementary, middle, and high school teachers, The «marinated» classroom: a sourcebook of aquatic activities for the elementary classroom and another for the secondary classroom, water on the web: integrating real - time data into educational curricula over the internet and coastal capers: a marine education primer.

has become an indispensable figure in American education, and that the curriculum he has developed over the past 20 years — the Core Knowledge curriculum — restores the essential ingredients of a solid education, including history, literature, science, mathematics, art, and music.

To meet this shortfall in current, largely textbook - based curricula, with Institute of Education Sciences (IES) funding we have developed and are studying EcoMUVE (www.ecomuve.org): a multi-user virtual environment (MUVE)- based ecosystems science curriculum centered on grades 6 through 8 life science National Science Education Standards science curriculum centered on grades 6 through 8 life science National Science Education Standards science National Science Education Standards Science Education Standards (NSES).

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.

The «Strategic Plan for Agricultural Education» calls for, among other goals, developing a more science - based agricultural curriculum; increasing the nation's agricultural «literacy;» attracting more women and minorities to the agriculture field; and including the subject and its teachers in the educational mainstream.

Winners such as Brian Schiller (2014) who creatively incorporates science across the curriculum (even to Japanese) and Cheryl Capra (2007) who developed an astronomy program at her local school and became a NASA partner school.

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 London.