Sentences with phrase «featuring social studies content»

Not exact matches

Content: C - SPAN Classroom is a Web site that features video clips for teachers to show classes in the course of teaching social studies, civics and U.S. history.

Content: For classes in English, social studies, health, science and the arts, this site provides lesson plans and learning guides based on feature films and movies (both full length and clips).

It features chapters on the interplay among content, pedagogy, and technology in mathematics, science, social studies, and language arts, among other areas.

Study Island combines rigorous content that is highly customized to specific state standards in math, reading, writing, science, and social studies with interactive features and games that engage students and reinforce and reward learning achievement.

Inspired Teaching is pleased to feature Amanda Huron, assistant professor of interdisciplinary social sciences at the University of the District of Columbia and a content expert for BLISS: Building Literacy in the Social Stsocial sciences at the University of the District of Columbia and a content expert for BLISS: Building Literacy in the Social StSocial Studies.

Tags for this Online Resume: Computer Aided Software Engineering, Social Media, Voice, White Papers, Communications, Dec, Management, Microsoft PowerPoint, Networking, Planning, marketing, sales, seo, advertising, html, digital, social media, print, copywriting, case studies, long form content, blogging, feature articles, research, editing, coaching, proofreading, InBound Marketing, keyword research, Longform Content, Press Releases, Web Content, Digital CommunicSocial Media, Voice, White Papers, Communications, Dec, Management, Microsoft PowerPoint, Networking, Planning, marketing, sales, seo, advertising, html, digital, social media, print, copywriting, case studies, long form content, blogging, feature articles, research, editing, coaching, proofreading, InBound Marketing, keyword research, Longform Content, Press Releases, Web Content, Digital Communicsocial media, print, copywriting, case studies, long form content, blogging, feature articles, research, editing, coaching, proofreading, InBound Marketing, keyword research, Longform Content, Press Releases, Web Content, Digital Communicontent, blogging, feature articles, research, editing, coaching, proofreading, InBound Marketing, keyword research, Longform Content, Press Releases, Web Content, Digital CommuniContent, Press Releases, Web Content, Digital CommuniContent, Digital Communications

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiSocial Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsisocial desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).