Sentences with phrase «example of social studies teachers»

The activities of the Michigan Council for the Social Studies are an example of social studies teachers organizing and bringing their professional expertise to bear on the type, style, and substance of tests that are given to measure the social studies knowledge of students.

Not exact matches

For example, past Specialized Studies candidates have included physicians interested in understanding the education of medical students, a career military officer interested in translating classroom practices into training, social entrepreneurs leading innovative educational ventures in the U.S. and abroad, teachers and administrators interested in implementing cutting edge reform in unique settings, as well as so many others who have benefited from designing their own courses of study.

In an economics course, for example, social studies teacher Michael Flannery doesn't lecture about the impact of industrialization.

For example,» Schlager noted, «I hosted a social - studies teachers listserv that was supported by a Web company — until the Web company decided to discontinue support of listservs.

At the same time, immigrant youth force teachers to develop strategies that employ multiple forms of communication, and to think beyond the United States in the curriculum, from social studies lessons to examples used in math word problems.

For example, a social studies teacher could use the transit dilemma to focus on map - reading and map - making skills and the profound impact of transportation systems on a community.

Additionally, more than half of the assignments reviewed came from science and social studies classes, where teachers might have had learning goals that were not readily apparent to reviewers looking for examples of students grappling with complex texts.

Returning to the example of digital history from the social studies, there is important work to be done beyond just helping experienced teachers and preservice teachers gain awareness about the availability of digital primary sources or tools.

Providing such examples of what is possible when teachers within their social studies classrooms utilize emerging technologies is a vital first step in preparing teachers to fulfill the mission of the social studies.

For example, when the conference information for mathematics is received it is forwarded to three teachers of interest, the science information received and forwarded to the same three teachers OR other teachers with science interest, and the social studies information received and forwarded to the same teachers OR other teachers with social study interest.

Each of the 29 tasks offers one or two variations as well as examples of how teachers can use the task in English language arts, science, and social studies.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Through 2005, there is little research focused on implementing technology in the K - 12 social studies classroom (Swan & Hofer, in press), yet many authors advocate that teachers need to explore this frontier without models of classroom success, examples of «tried and true» curricula, and evidence of increased student learning.

The richest examples of K - 12 students demonstrating digital citizenship skills were seen in the work samples and reflections of elementary and secondary preservice teachers who taught social studies units.

Sometimes, a certain group of teachers are attached to either reading or math scores; social studies teachers, for example, are more often attached to English Language Arts scores, while science teachers are attached to math scores.

Using classroom examples from science, math, social studies, physical education, and English Language Arts, the videos demonstrate how globally - minded teachers foster the dispositions of global competence: openness, respect, empathy, appreciation for diversity, valuing of multiple perspectives, and commitment to equity worldwide.

Although it includes the option for teachers of other content areas to contribute, the archive does not yet contain examples of student writing and teacher commentary from other content areas, like social studies or science.

We saw an example of these dynamics at NYC iSchool, where English teacher Fran Fay teamed up with Christina Jenkins, a social studies teacher with an interest in «design thinking,» on two curriculum modules involving both their classes.

The major cognitive deficits that accompany mild disabilities are problems usually associated with reading and math (for example, reading comprehension, spelling, oral recitation, hand eye coordination, computation, and visual spatial orientation), so special education teachers and administrators may not see the pertinence of addressing these deficits in the social studies curriculum.

For example, one teacher said she was told that her students» test scores in geography did not «count» and two of the geography teachers expressed concern about losing their jobs because geography and social studies courses were likely being removed from the curriculum.

Retaining an explicit emphasis in the new standards on including «opportunities for students to study relationships among science, technology, and society» (Hicks et al., 2014, Table 1) would open the door to consideration of a set of issues that every future teacher ought to be thinking about, for example, the power relationships enacted online as manifest through sexism, racism, anti-Semitism, and homophobia; the quality of the discourse and information that circulates there and the effects of rumor on reputation; notions of public and private in a digital age; cyber bullying and suicide; copyright and plagiarism; ethics and professional responsibilities related to social media; and a host of other topics and questions that a critical media literacy approach could raise regarding technology and citizenship education.

For example, when asked what they liked best about a specific video critique activity, one preservice teacher commented, «This is a great example of good social studies teaching.

Connecticut has emerged as a national leader and example for the empowerment of teachers and students in our social studies classrooms.

Although social studies researchers have gradually shifted their focus to expert teachers in order to describe what makes them effective, he sees the teaching profession as having a unique problem in that most examples of excellent practice remain unknown to anyone outside the classroom.2

The article provides examples of how ATA, using the Paragon social studies curriculum developed by Mosaica and drawing on the commitment of arts teachers at the school, infuses the arts into all classes.

For example, according to an American Humane Association study of over 1,200 teachers who received Pets in the Classroom grants, pets: enhance children's senses of empathy, nurturing and respect for life; support the development of strong social skills; promote better school attendance and academic engagement; reduce tension in the classroom; teach children responsibility and leadership skills; and improve confidence and self - esteem.

Reports from parents and teachers about peer functioning, as well as self reports, are often collected in the form of rating scales, for example, the Social Skills Rating System (SSRS) 21 or the Self - Perception Profile for Children.22 Recent studies examining self - reports of competence in children with ADHD, however, indicate overly inflated reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence information.