Sentences with phrase «of middle school science teachers»

The vast majority of middle school science teachers do not have a degree in the science discipline they teach.

In addition, he shares an example of a middle school science teacher, Alfonso Gonzalez, and his digital badging techniques he uses for his students.

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.

Oneida County Executive Anthony J. Picente Jr. today announced that a two - day teacher training program has begun to provide middle and high - school educators training and information on the high - growth career fields of science and technology.

A North Carolina State University study of middle school science classes explored whether teachers» beliefs about climate change influenced students» perceptions.

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.

Previously, he's worked with science and art teachers to help a group of middle school girls reconstruct a life - sized jaw from the prehistoric shark megaladon, based on CT scans of its teeth.

That silence could cause trouble for Missouri teachers, says Susan German, president of the Science Teachers of Missouri (STOM) and a middle school teachers, says Susan German, president of the Science Teachers of Missouri (STOM) and a middle school Teachers of Missouri (STOM) and a middle school teacher.

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 subject.

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.

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

Diekmans Endow Fellowship for Science Teachers Chairman of TSRI Board of Directors John Diekman and his wife Susan Diekman have given the institute $ 100,000 to endow a Science Outreach Program summer fellowship for high school or middle school tTeachers Chairman of TSRI Board of Directors John Diekman and his wife Susan Diekman have given the institute $ 100,000 to endow a Science Outreach Program summer fellowship for high school or middle school teachersteachers.

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.

A New York City middle school teacher gives students a close - up look at the art and science of television weather reporting.

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.

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.

Middle school science teacher Laurie Guest finds a way to make art a key part of nearly every science lesson.

Some of the gems here include a resource guide for environmental and marine science teachers, wetland activities, a resource guide for oceanography, and coastal processes: developed for elementary, middle, and high school teachers, The «marinated» classroom: a sourcebook of aquatic activities for the elementary classroom and another for the secondary classroom, water on the web: integrating real - time data into educational curricula over the internet and coastal capers: a marine education primer.

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.

So little of what I find for middle school science teachers incorporates labs, experiences, or link - ups with scientists for those of us who teach earth science.

A Boston transplant by way of Seattle, Wilkinson came to HGSE to further her own knowledge as a middle school science teacher.

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.

At Craig Middle School, science teacher Wayne Naylor and language arts teacher Jennifer Smitley have jointly given their seventh and eighth graders the daunting assignment of creating and executing a project that addresses a community need.

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.

24 — Science and mathematics: «Integrating Math and Science at the Middle Level,» seminar, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Topsfield, Middle Level,» seminar, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Topsfield, Middle Schools, for middle school teachers and administrators, to be held in Topsfield, middle school teachers and administrators, to be held in Topsfield, Mass..

It retains NCLB's federal framework for testing reading and math in grades 3 - 8 and again in high school, in addition to science in elementary, middle, and high school, while getting the federal government out of the business of trying to judge teacher or school quality or how to «fix» schools.

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.

Working with their teacher, middle school science students identify the parts of a fish before painting it to make a Japanese - style gyotaku print.

When it came time to study ecology as part of the science and technology standard, King Middle School teachers agreed that a compelling topic seemed to flow naturally from their local environment.

I have heard from his teachers and principal at Annapolis, Maryland's Wiley H. Bates Middle School about the academic benefits of arts integration, how various forms of artistic expression (PDF) are employed to learn math and science as well as language arts.

«Our research suggests that many senior and middle leaders have a long way to go in terms of setting goals and solving the problems that frequently occur in implementing any strategy,» Bendikson tells RD. «School improvement science suggests that when school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.&School improvement science suggests that when school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.&school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.»

A middle school science teacher with 31 years of classroom experience, Pringle has distinguished herself as a thoughtful, passionate advocate for educators and students, focusing on issues of educator empowerment and student success, diversity, and developing future leaders.

We tackle this underexplored area by investigating the relative effects of two teacher practices — lecture - style presentations and in - class problem solving — on the achievement of middle - school students in math and science.

Dance and science - Science teacher Stacey Burke integrates dance into her curriculum at Bates Middle school through task cards that direct students to demonstrate the concepts of revolution and rotation with their science - Science teacher Stacey Burke integrates dance into her curriculum at Bates Middle school through task cards that direct students to demonstrate the concepts of revolution and rotation with their Science teacher Stacey Burke integrates dance into her curriculum at Bates Middle school through task cards that direct students to demonstrate the concepts of revolution and rotation with their bodies.

Dr. Pam Moran, superintendent of Albemarle County Public Schools in Virginia, has been a middle school science teacher, elementary principal, and assistant superintendent.

Brenda Lofton, 2006 Louisiana Teacher of the Year and a middle school math and science teacher recommends coming prepared to take notes: «If the teacher says you can contact me and these are my conference hours, you need to write down that inforTeacher of the Year and a middle school math and science teacher recommends coming prepared to take notes: «If the teacher says you can contact me and these are my conference hours, you need to write down that inforteacher recommends coming prepared to take notes: «If the teacher says you can contact me and these are my conference hours, you need to write down that inforteacher says you can contact me and these are my conference hours, you need to write down that information.

In a surprise move that disappointed California's top educator but relieved some teachers, the State Board of Education on Wednesday backed away from a proposal that would have radically changed the way middle school students learn science.

The program will train them to become middle - and high - school teachers of math, science, social studies, and English.

But only middle school teachers of math and science must pass exams in the subjects they plan to teach.