Sentences with phrase «of academic content as»

Complementary essays by Hirsch (1996, 2006) addressed the cumulative learning of academic content as a major systemic deficiency in U.S. elementary schools.

Not exact matches

My reflections arose, as I have indicated, in part from formative books and teachers, but they also grew out of grappling with Scripture (one of the lightning bolts here was the simple but profound insight of realizing once again the ineradicable connection of form and content — for instance, what is said in a parable can not be said in any other way), and with the complex business, endemic to academic theologians, of, as Kierkegaard would put it, becoming a Christian (not in general or for someone else but in particular and for me).

One of the fundamental beliefs of deeper - learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands - on experimentation — develop not just students» content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call academic perseverance and what others might call grit or resilience.

As documented in Free to Think: Report of the Scholars at Risk Academic Freedom Monitoring Project, which tracked and analyzed attacks between January 2011 and May 2015, scholars and students may be persecuted for the content of their research or teaching or for exercising fundamental rights such as the freedom to express their opinions, whether on academic or unrelated matterAs documented in Free to Think: Report of the Scholars at Risk Academic Freedom Monitoring Project, which tracked and analyzed attacks between January 2011 and May 2015, scholars and students may be persecuted for the content of their research or teaching or for exercising fundamental rights such as the freedom to express their opinions, whether on academic or unrelated Academic Freedom Monitoring Project, which tracked and analyzed attacks between January 2011 and May 2015, scholars and students may be persecuted for the content of their research or teaching or for exercising fundamental rights such as the freedom to express their opinions, whether on academic or unrelated matteras the freedom to express their opinions, whether on academic or unrelated academic or unrelated matters.

The network also contains a good deal of content, such as academic websites and email services.

Materials and modules can be maintained and updated according to new discoveries, innovations, or industry developments; there is no need for modules to be redesigned in their entirety as any of the relevant academic content can be written by an expert in the field and updated as necessary.

They must show, for instance, that as of this school year, they are giving state assessments that are aligned with state academic - content standards and that all students are included in the...

The mental hygiene perspective nonetheless held sway throughout the 1950s, and the concept of personality became as important in teacher education as academic and technical preparation for the classroom — as important as content knowledge and skills.

Thanks also to the many pre-service teachers who wrote to tell us how they're using the articles to support their practice on teaching placements and as a source of information for university assessments, and academics who are recommending Teacher content to their pre-service students.

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).

Graduates of these schools supposedly come away with the ability to seek out whatever content is needed to address academic questions as they arise.

«I think as middle school and secondary educators we can get caught up in the pressures of covering academic content and skills, and it sometimes feels we don't have enough time for rituals like this and that students will feel that they're being babied anyway,» she observed.

But importantly, all three of these are leveraging technology not merely to deliver academic content, as the majority of the academic software market aims to do.

With new platforms like these, we are witnessing a particularly exciting breed of edtech that focuses on relationships and networks, as much as academic content and assessment.

Of course, as with teaching, much of a tutor's training takes place on the job, and once on the job, Match Corps members receive academic content support from the teachers at the school, who design the content, along with constant feedback from administrators on how that it is being delivereOf course, as with teaching, much of a tutor's training takes place on the job, and once on the job, Match Corps members receive academic content support from the teachers at the school, who design the content, along with constant feedback from administrators on how that it is being delivereof a tutor's training takes place on the job, and once on the job, Match Corps members receive academic content support from the teachers at the school, who design the content, along with constant feedback from administrators on how that it is being delivered.

On one end of the spectrum are schools that use PBL as a vehicle to teach all academic content areas, including literacy and math.

Educational change must go beyond standards for academic content and performance and include equity as a «defining characteristic» of systemic reform, the report argues.

This insight is no surprise to those of us who have long championed curriculum and rich academic content as ed reform's great un-pulled lever — or who support Common Core simply because it puts curriculum onto the reform agenda.

One of my main research questions is whether adults and educators can support the kind of learning dynamics that I'm observing when kids are engaging in peer - based knowledge exchange, such as that found on online fan sites.This should work for academic content as well as popular culture.

In the latest go - round of revisions of academic content standards in a state where the task is often rife with controversy, the board told writers not to delete Christmas and Rosh Hashana, as had been proposed in a draft.

Its academic standards for all four core subject areas at every grade span have been rated as clear, specific, and grounded in content by the American Federation of Teachers.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

At Indiana University, researchers work on repositioning academic content in a number of multimedia contexts, including three - dimensional multiuser games, online communities, and a range of commonly used digital tools such as cell phones.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

When teachers provide constant, controlling behavioral feedback, as Arpino and Walmsley were being taught to do, they waste precious time they could be spending giving feedback related to the academic content of the lesson, which is far more powerful in terms of raising student achievement.

Originally enacted by the California Legislature in 1971, the Stull Act requires school districts to evaluate the performance of teachers and other certificated employees using multiple measures of performance, including student progress toward district and state academic content standards, as measured by standardized tests.

Many of the nation's top education researchers have launched new studies into topics such as how best to teach reading in the academic content areas, how best to teach writing at the high - school level, and how best to support the literacy development of adolescent English language learners.

However, some complaints include the variety of the content found there as well as the need for schools to register on YouTube under the academic section in order to show their videos, leaving out many academics, professionals and students not formally associated with mainstream schools which contribute with great videos.

Does the school employ effective strategies such as providing all teachers with professional development about the unique needs and strengths of LM students, implements strategies that provide students with access to multi or bilingual support as needed in core content classes, and including LM students in all aspects of the academic and social life of the school?

Teachers face a dizzying array of content standards that they are expected to meet during the academic year as they prepare students for standardized assessments.

Risk simply assumed that gaining an academic skill, such as reading, is independent of the curricular content through which the skill is taught.

For example, as we monitor the academic progress of students in teacher preparation programs we find that their average GPA is higher than that of non-teacher candidates in the same content classes.

As a vast body of research now makes clear, young people's success in school, college, the workplace, and the rest of life depends not just on their mastery of core academic content and skills but also — and often to a greater degree — on their beliefs and attitudes, personal dispositions, relationships, emotional intelligence, creativity, nutrition, mental health, knowledge about college and work opportunities, financial resources, willingness to engage with new people and cultures, openness to new experiences, and more.

Individuals With Disabilities Act (IDEA) Encourages districts to increase academic achievement of special education students as measured by state assessments linked to state content standards.

In 1999, the state legislature amended the law, named after the late Republican state senator John Stull, to require that «the governing board of each school district shall evaluate and assess certificated employee performance as it reasonably relates to: the progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted academic content standards as measured by state adopted criterion referenced assessments.»

They will share observation rubrics that will be used as teacher reflection tools and measure academic rigor of content in the arts and the integrated subjects.

Evidence of effectiveness in teaching the state's academic content standards, including the common core and English language development standards as measured by more than one year of summative and formative assessment data.

Teachers and students reported improved academic, social, and personal outcomes associated with the initiative, such as improved student comprehension, retention of content, ability to think critically and creatively about the material, and enjoyment of the arts.

The survey examined the basic structure of the standards, as well as basic content features such as references to, and support for, the acquisition of academic English and knowledge in the content areas.

The purpose of this course is to prepare licensure candidates with the knowledge and skills to effectively shelter their content instruction, so that the growing population of English Language Learners (ELLs) in schools across the country can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

Overview The goal of this study tour is to learn how schools are integrating more robust academic content, higher - order skills, and academic mindsets practices with career education as they prepare students for postsecondary success.

I propose that a broad - based group — made up of educators, elected officials, community leaders, and experts in pedagogy and particular content — come together to take the best academic standards and make them available as a national model.

«44662 (b) The governing board of each school district shall evaluate and assess certificated employee performance as it reasonably relates to: (1): The progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted academic content standards as measured by state adopted criterion referenced assessments.»

The primary purpose of Title III is to «help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet» (Title III, Part A, Sec. 3102).

Selection of content words to teach in - depth: identifying a smaller set of essential academic and content vocabulary to teach in - depth using instructional strategies such as Frayer cards, Concept Definition Map, Two - Column templates.

REQUIRED QUALIFICATIONS: A bachelor's degree or higher with at least 24 credit hours in content area Valid IndianaTeaching License for Grades K - 5 or 6 Demonstrates strong writing skills as evidenced by a written response included with Application, answering the following questions: o Describe one experience where you made a significant difference in a student's academic achievement.o Describe a time in which you have used student data to drive greater levels of student achievement.o Describe one way you have successfully integrated technology into your classroom.

Most teachers understand their role in teaching academic content as the central mission of their jobs.

Two sections currently mention the use of the tests in teacher evaluations: «44662 (b) The governing board of each school district shall evaluate and assess certificated employee performance as it reasonably relates to: (1): The progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted academic content standards as measured by state adopted criterion referenced assessments.»

«And since Achieve3000's solutions are customized to meet each state's academic standards and build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.»