Sentences with phrase «middle school science teachers in»

Using a multiple - baseline design, we tested the efficacy of a multimedia, multicomponent professional development package in which middle school science teachers in inclusive classrooms promoted science vocabulary knowledge.

Middle school science teacher in NYC.

A few years ago, I heard a wonderful presentation from a middle school science teacher in Massachusetts.

«We want them to think critically and be able to solve problems,» said Camelia Cherry, middle school science teacher in the Atlantic City schools who ran a summer program in science, technology, engineering and math, or STEM, for 25 students in grades six through eight.

Rebecca Newburn is a middle school science teacher in Marin County, California, who, with a group of elementary and middle school students, successfully lobbied the Larkspur - Corte Madera School District to adopt a resolution making October «Zero Waste Month.»

Middle school science teacher in NYC.

Middle school science teacher in NYC.

Not exact matches

upstatetoday.com, March 4, 2009 Seneca High has top consumer science teacher by Greg Oliver «Zandra P. Overstreet, a former Walhalla Middle School teacher who has been a member of the Seneca High School teaching staff since 2005, has been named the state's top teacher in the area of family and consumer science.

In partnership with the Museum Institute for Teaching Science (MITS) and other institutions, Mass Audubon may offer teacher workshops at different times of year for elementary, middle, and high school educators.

It collated results from a five - year study and a two - year study of 159 middle schools in Texas and found no statistically significant improvement in scores for English, maths, science or social studies, despite a # 3,000 bonus being offered to successful teachers.

He emphasized that he was a public school teacher in the South Bronx teaching bilingual math and science to middle school students and that he founded a community development credit union in Washington Heights.

One innovative program to address these concerns is the «mentoring ladder» used at Louisiana State University (LSU) in Baton Rouge, where postdocs mentor grad students, grad students mentor undergrads, undergrads mentor high school and middle school students, and everyone is mentored by (secondary and college) science teachers.

We are recruiting elementary, middle, and high school science teachers willing to field test our multiple - choice test items with their students in...

Educators involved in the assessment of student learning in science, including middle and high school science teachers, science specialists, assessment directors and coordinators in states and school districts, assessment and curriculum developers, university science education faculty, education researchers, and informal science educators.

The assessment materials, used to measure students» understanding of the sciences in middle and early high school, will be amplified by Naiku, a Minnesota - based company whose assessment platform reaches teachers around the country, and a Canadian consortium that includes McGill University in Montreal.

Science teachers in middle and high school nurtured her interest in science, and witnessing the ravages of cancer in her own family — her father died of the disease — cemented her careerScience teachers in middle and high school nurtured her interest in science, and witnessing the ravages of cancer in her own family — her father died of the disease — cemented her careerscience, and witnessing the ravages of cancer in her own family — her father died of the disease — cemented her career plans.

First to support herself — and then because she had a knack for it — she became a substitute teacher in the Los Angeles Unified School District, teaching mathematics, English, computer science, and American history, primarily at a middle school in «a very rough neighborhood.&School District, teaching mathematics, English, computer science, and American history, primarily at a middle school in «a very rough neighborhood.&school in «a very rough neighborhood.»

Stellar teachers nurtured my love for science and engineering in middle school.

Speaking today at a White House event honoring the nation's top elementary school teachers and scientist - mentors, President Barack Obama gave a stump - like speech about the need «to move from the middle to the top of the pack in science and math education over the next decade.»

It turns out that for most major scientific concepts, kids come into the classroom — even in middle school — with a whole set of beliefs that are commonly at odds with what scientists, and their science teachers, know to be true.»

As part of an unusual study, Philip Sadler, the Frances W. Wright Senior Lecturer in the Department of Astronomy, and colleagues tested 181 middle school physical science teachers and nearly 10,000 of their students, and showed that while most of the teachers were well - versed in their subject, those better able to predict their students» wrong answers on standardized tests helped students learn the most.

The findings are described in a paper published last month in the American Educational Research Journal titled «The Influence of Teachers» Knowledge on Student Learning in Middle - School Physical Science Classrooms.»

As part of an unusual study, Sadler and colleagues tested 181 middle school physical science teachers and nearly 10,000 of their students, and showed that while most of the teachers were well - versed in their subject, those better able to predict their students» wrong answers on standardized tests helped students learn the most.

The staggering number of teachers with STEM class assignments outside their field of expertise certainly doesn't help: In middle schools, 51.5 percent of math teachers and 40 percent of science teachers lack a major or minor in the subjecIn middle schools, 51.5 percent of math teachers and 40 percent of science teachers lack a major or minor in the subjecin the subject.

Researchers introduced four interactive online science units, which students and teachers accessed with computers or tablets, into 13 middle school in two US states.

We are recruiting elementary, middle, and high school science teachers willing to field test our multiple - choice test items with their students in April, May, or June of the 2014 school year.

And Project 2061, the AAAS science literacy initiative, is working with teachers in Colorado, Maryland, Boston, and Washington, D.C., on a module that prepares middle - school students for high school biology — by teaching them chemistry.

The course, Geology of the Moon (ERTH 580 - 50), offers MSU graduate credits in earth science for middle school teachers.

About Blog A young middle school teacher in Little Rock shares her thoughts on classroom management, technology, literature and science, with the occasional dash of Christian perspective.

As Pam Van Walleghen, a teacher at Urbana Middle School in Urbana, Illinois, testified, «Giving students the opportunity to do «real science» using state - of - the - art technology is about as exciting as education can get.»

I was there because of an invitation from my friend, Gretchen, a wonderful middle school science teacher just finishing a year as teacher in residence in the education department at Bates.

Barry Guillot, Christian's science teacher at Harry M. Hurst Middle School, in Destrehan, Louisiana, is as enthusiastic as his young student.

Content: Steve Spangler is one of the more famous names in elementary and middle - school science, and his site is home to experiment ideas, teacher training tips and tons of other science - based fun.

Barry Guillot is a seventh grade science teacher at the Harry M. Hurst Middle School in Destrehan, Louisiana.

After being a classroom teacher and a content - area teacher (math and science) at the early childhood, elementary, middle, and high school levels for over 10 years, I wanted to specialize and gain expertise in an area that I was passionate about: literacy.

«Kids want to do a project that's real and engaging,» says Donna Cole, a middle school science teacher at Edison Elementary School, in Bow, Washington, who uses a CIESE curriculum about earthquakes and plate tectonics called Musical Pschool science teacher at Edison Elementary School, in Bow, Washington, who uses a CIESE curriculum about earthquakes and plate tectonics called Musical PSchool, in Bow, Washington, who uses a CIESE curriculum about earthquakes and plate tectonics called Musical Plates.

The authors suggest that instruction in science may require especially qualified teachers with access to excellent science facilities, something that may be more available in G&T programs than in regular middle schools.

I spent 11 years as a middle school science teacher and three years as a professional developer for small and rural districts in Florida, and have been a middle school assistant principal for the past three years.

The teacher was hired in 1977 to teach science at the high - school level but was transferred to a middle school in 1980.

If funded, the program will train Harvard College seniors to become middle and high school teachers in targeted areas: math, science, history, and English.

With funding from the U.S. Department of Education, the Harvard Graduate School of Education, in collaboration with the Boston Plan for Excellence and the Boston Public Schools, has developed the Transition to Teaching Math and Science (T2MS) Program to address the shortage of qualified math and science teachers in Boston's middle and high sSchools, has developed the Transition to Teaching Math and Science (T2MS) Program to address the shortage of qualified math and science teachers in Boston's middle and high sScience (T2MS) Program to address the shortage of qualified math and science teachers in Boston's middle and high sscience teachers in Boston's middle and high schoolsschools.

He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs.

I simply used the electronic newspaper, The Ratzel Room 66 Daily, that Marsha Ratzel, a science and social studies teacher at Leawood Middle School in Kansas produces daily for her students.

Molly Potter taught for 11 years in middle schools as a class teacher, science and PSHE co-ordinator.

Matt Whaley, a science teacher at Cape Elizabeth Middle School, says he has never seen students so «hooked in,» especially when concepts such as mitosis become moving, visual processes on the Internet as opposed to static pictures in textbooks.

Researchers at Georgia Institute of Technology studied 240 middle school students who learned science in groups of four via Learning by Design (LBD) or traditional methods with matched teachers.

«I think that by building in an element of fun you sneak learning in through the back door,» agrees Ann Brown, a science teacher at Helen King Middle School in Portland.

In Catalina Foothills School District in Arizona, over 200 teachers participate every summer in improving inquiry - based learning units in subjects such as middle school sciencIn Catalina Foothills School District in Arizona, over 200 teachers participate every summer in improving inquiry - based learning units in subjects such as middle school scSchool District in Arizona, over 200 teachers participate every summer in improving inquiry - based learning units in subjects such as middle school sciencin Arizona, over 200 teachers participate every summer in improving inquiry - based learning units in subjects such as middle school sciencin improving inquiry - based learning units in subjects such as middle school sciencin subjects such as middle school scschool science.

Even the smallest concepts become big enough to grasp in this middle school science class, where teacher Rob Olazagasti gives students opportunities to learn by creating, remember by experiencing, and show what they know by teaching.

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.