Sentences with phrase «middle school classrooms by»

Here you'll find materials that have been developed for preschool through middle school classrooms by our Second Step team of experts.

Not exact matches

Students in schools populated mostly by middle - class - and - above children were about equally likely to find themselves in a classroom with engaged and interesting instruction (47 percent of students) as in one with basic, repetitive instruction (53 percent of students).

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.

My day started with a delicious grab - n - go breakfast Yogurt Parfait featuring blueberries, strawberries and bananas at Burke County Middle School, followed by a classroom Charlie Cart nutrition - cooking lesson.

She believes many schools have become a mere diversion from the academic agenda of middle - class parents — who want their children trained OUTSIDE the classroom by people better than «just teachers.»

By making small tweaks to the menu to feature student favorites, and moving assembly to the front of the house, participation at the high school has increased by 100 - 125 breakfasts per day; breakfast - in - the - classroom is increasing participation at the elementary and middle school level as well — it's up 55 percent at Lake ElementarBy making small tweaks to the menu to feature student favorites, and moving assembly to the front of the house, participation at the high school has increased by 100 - 125 breakfasts per day; breakfast - in - the - classroom is increasing participation at the elementary and middle school level as well — it's up 55 percent at Lake Elementarby 100 - 125 breakfasts per day; breakfast - in - the - classroom is increasing participation at the elementary and middle school level as well — it's up 55 percent at Lake Elementary!

A $ 3 million bond issue planned by Lake County Community School District 102 to complete a middle school in Buffalo Grove and add six classrooms to a primary school in Prairie View has been called off in the wake of an Illinois Appellate Court rSchool District 102 to complete a middle school in Buffalo Grove and add six classrooms to a primary school in Prairie View has been called off in the wake of an Illinois Appellate Court rschool in Buffalo Grove and add six classrooms to a primary school in Prairie View has been called off in the wake of an Illinois Appellate Court rschool in Prairie View has been called off in the wake of an Illinois Appellate Court ruling.

On topic question topics included the mayor's proposed $ 20 million allocation for arts programs and whether this is all new spending, whether it's typical for elementary schools to have arts teachers, the mayor's proposed $ 4.4 billion capital spending to address classroom overcrowding, how many new classroom seats that spending would produce and where they would be located, whether all trailers used by schools would be eliminated, the definition of «problematic behavior» used in dealing with the Absent Teacher Reserve, what the state funding to be used for middle school after school programs would have otherwise been used for and DoE support for schools that will participate in the program providing increased school autonomy.

Since 1985, Project 2061 has led the way in science education reform by first defining adult science literacy in its influential publication Science for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and climate.

PlantingScience (PS) is an online platform where middle and high school students reflect with scientists on plant - based research projects designed and conducted by the students in their classrooms.

In the typical mathematics classroom, especially in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problems.

TEACH, a new film by Waiting for Superman director Davis Guggenheim, profiles four very different elementary, middle, and high school teachers and their public school classrooms.

The organization cited a 1950 world map at one elementary school, encyclopedias from 1966 in another, light fixtures in one classroom that leak water when it rains, and a 1920s - vintage alto saxophone used by a middle...

Above all, writes middle school drama teacher Kaleroy Zervos, a simple thank - you not only recognizes teachers» day - to - day efforts but also helps them «know their idea of making the world better is at least shared by someone outside the classroom.»

Some schools / districts get their students prepared for the increased workload and stress levels of high school by simply downloading high school workload and stress levels into the middle school classroom.

In these studies (separated by a year and composed of a separate set of students), seventh - grade students at a racially diverse middle school in the northeast United States were randomly assigned to self - affirm or not to self - affirm as part of a brief classroom exercise.

Problem - based learning meets case - based reasoning in the middle - school science classroom: Putting Learning by Design into practice (PDF).

Look at it this way: your teaching every year is like a narrative, and... if the A-story is the standards - based content, then the B - story is the tween - based content, and there is a huge difference between a middle - school classroom run by a teacher who takes on this added curriculum and a middle - school classroom that doesn't.

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 Lschool 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 LSchool 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 Lschool 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 Lschool 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 Lschool: 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.

2 - 3 — Portfolio assessment: «Using Portfolios To Assess Student Learning in Middle and High School Classrooms,» institute, sponsored by the Association for Supervision and Curriculum Development, to be held in Washington, D.C. Contact: A.S.C.D., 1250 North Pitt St., Alexandria, Va. 22314; [phone]; fax: [phone].

According to the three - year study, which is being conducted by the Santa Monica, Calif. - based RAND Corp., majorities of elementary and middle school science and math teachers in all three states report in surveys that they are making positive changes in the classroom by focusing on their states» academic standards or searching for better teaching methods.

More specifically, suggests Snow, «Middle and high school teachers could make their classroom activities more engaging by ensuring that students are focused on an organizing question or purpose for the activities.

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.

These funds also helped reduce class sizes across Kaukauna's elementary, middle, and high schools by two to six students per classroom.

Middle school principal Yesenia Cordova has data from Texas» statewide accountability tests, the district's own system, and the weekly common assessments that are benchmarked to the state tests, as well as marks given by classroom teachers on homework and quizzes.

At Hood River Middle School, place - based learning makes student learning relevant and engaging by turning their local geography, culture, history, and economy into classroom lessons.

As students transition to middle school, they go from the familiarity of a homeroom teacher to changing teachers (and classrooms) by subject, sometimes seeing as many as eight or even ten different teachers weekly.

This case is designed to help teachers, school and district leaders, parents, teacher educators, and middle and high school students have nuanced conversations about the challenges posed by divisive political rhetoric for school classrooms and communities.

By the 6th grade and throughout middle school, let's assume that only half of a student's time was spent in what we now think of as a classroom.

3 — English: Censorship and Selection in Middle and High School Classrooms, sponsored by the University of Wisconsin - Madison, for secondary - level educators, librarians, curriculum developers, and administrators, at the Pyle Center in Madison, Wis..

One of her latest projects tackles the problem of adolescent literacy, not solely through dry survey data or statistical analyses, but also by studying middle school classrooms in the Boston Public Schools.

Examples of the schools students can «choose» include: a Milwaukee school that accepted $ 2.3 million of taxpayer funded vouchers but abruptly closed in the middle of the school year; a school in Florida where classes were held in public parks once the school was declared unfit by the fire marshall; or hundreds of schools that teach creationism in science classrooms.

Agile Mind dramatically improves achievement in middle and high schools by fostering classrooms that embrace engagement, collaboration, and perseverance.

Recently, a teacher fired a gun while barricaded in a classroom, and last week alone there have been several accidental gun discharges at schools, including by a school resource officer at a middle school and by a teacher, the latter resulting in injury to a student.

WinterFest 2013 included 34 teams of middle and high school students who participated in eight dynamic geometry sessions using the VMTwG environment and supervised by their classroom teacher.

Inspired by his stint as a middle school math tutor, Henry shifted his career to the classroom to serve as a «role model and symbol of hope» for other young African - American students and to show all young students that they can excel in math and science.

As contract negotiations plod along between LA Unified and the teachers union, UTLA, the issue of class size reduction has taken on a new urgency for Superintendent Ramon Cortines, who plans to shrink the number of students in middle school and high school classrooms by the end of the year.

With degrees in elementary education and administration, a license in middle school math, and numerous professional development courses given by experts from Madeline Hunter to Bob Marzano (and just about everyone who came in between), I've kept up with the latest techniques to make me a better classroom teacher.

First, acknowledging that middle level students (age 10 - 14) learn differently than their elementary and high school friends and siblings, they began by reviewing the developmental research on young adolescents and taking those unique learning needs as a starting point for planning changes in classroom instruction, increasing electives, providing intervention, reviewing their discipline procedures, and attending to the social and emotional needs, a key to success with middle level student success.

* UPDATED As contract negotiations plod along between LA Unified and the teachers union, UTLA, the issue of class size reduction has taken on a new urgency for Superintendent Ramon Cortines, who plans to shrink the number of students in middle school and high school classrooms by the end of the year.

The author describes a lesson on Shakespeare's Sonnet 65 conducted by a middle school English teacher, who incorporates writing as an important precursor to classroom discussion.

She served as a classroom science, math and social studies teacher, in grades 4 through 8, first at John F. Long Elementary School in Phoenix, Arizona from 2005 to 2007, followed by White Pine Middle School in Saginaw, Michigan from 2007 to 2011.

A middle school science teacher creates a culture of literacy in her classroom by engaging students in reading and writing.

Middle school students (grades 6 to 8) identified by their district as achieving below their peers on state assessments, universal screeners, classroom grades, and / or teacher reports

They were then joined by roughly 50 others at the Salt Lake Center for Science Education, where they spoke against the nationalization of science education and the inclusion of what they consider controversial topics in middle school classrooms.

Using the Iowa Assessments (Iowa Test; ITBS), a nationally - recognized standardized test by the College of Education of the University of Iowa, our Lower School (Primary and Elementary classrooms) and our Middle School (Intermediate and Middle School classrooms) students» results were outstanding.

As the oldest teacher recruitment program in the country, South Carolina's Center for Educator Recruitment, Retention, and Advancement, or CERRA, facilitates a variety of programs that aim to recruit, retain, and support highly qualified teacher candidates.64 CERRA recruits middle and high school students, college students, and career - changers by offering an array of programs across the state.65 For example, the Teacher Cadets Program is a high school recruitment program offered at nearly 160 schools in South Carolina.66 As Teacher Cadets, high - achieving juniors and seniors who express an interest in teaching complete field placements in classrooms and learn about curriculum development.67 The South Carolina Teaching Fellows Program, another one of CERRA's recruitment programs, is one of the most competitive scholarship and loan programs in the state: Through the program, select high school seniors who display a strong desire to pursue teaching receive a forgivable loan to attend college.68

To get such results, each school incorporates longer school days, robust music programs and have co-teachers in select classrooms, all of which provide opportunities low - income students may not have had otherwise and incentives for middle class families to emigrate from high - quality suburban schools, says Mike Magee, CEO of Rhode Island Mayoral Academies, who spoke recently at the South by Southwest EDU conference in Austin, Texas.

One very simple strategy is to support teachers by Focusing on the positive: At Anderson Middle School (Omaha), where I once taught, the principal and the two assistant principals tried to visit every classroom once a week.