Only 39 %
of social studies teachers reported that their schools allowed social media for students and teachers.
Not exact matches
Yet in a 2010 survey, 70 %
of high - school
social -
studies teachers reported that civics has been marginalized by the focus on reading and math assessments.
In survey responses, some
teachers and principals
reported that they spent less time on other subjects as a result
of the promotion policy — some 40 percent said that they were spending less time on
social studies and science — although 57 percent said they did not spend less time on those subjects because
of the new policy.
The 55 - year - old former high school
social studies teacher captured the presidency
of United
Teachers Los Angeles with 50.5 percent
of the vote, nudging out former elementary
teacher Becki Robinson, who won 49.5 percent, union officials
reported.
«I had students stand up in the middle
of class and directly address their peers with racial slurs,» the
report quoted an Ohio
social studies teacher as saying.
«I've never been in a school year where I've had so many kids, kind
of on edge,» the
report quoted a Utah
social studies teacher as saying.
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During middle school, for example, students from elementary schools that had implemented the Developmental
Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores),
teacher ratings
of behavior (better academic engagement, respectful behavior, and
social skills), and self -
reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).
Additionally, while the benefits
of instructional technology in the
social studies classroom have been
reported by many researchers in the field (e.g., Berson, 1996; Bolick, 2006; Friedman & Hicks, 2006; Manfra & Lee, 2012; Swan & Hofer, 2013; Waring, 2014; Waring & Bentley, 2012) and the need for
teacher preparation is critical,
teachers often refer back to more familiar instructional practices (Lortie, 1975).
Hicks, Doolittle, and Lee (2004)
reported on a national survey
of high school
social studies teachers conducted in 2002 that «just over 50 %
of teachers indicated they rarely (less than once a month) or never use digital historical resources» (p. 2).
This paper includes a
report of specific pedagogy and user interface design principles
of web - based ECMs explicitly created to help
social studies teachers develop their professional teaching knowledge.
Although several
studies in other disciplines
report that
teachers planning with print - based ECMs tend to develop a better understanding
of instructional strategies and their impact on student thinking (Collopy, 2003; Grossman & Thompson, 2004; Lloyd, 1999; Remillard, 2000, 2005; Schneider, Krajcik, & Marx, 2000), little is known about the effects
of technology - enhanced ECMs or those designed for teaching in the
social studies.
A middle school
social studies teacher notes that the quality
of her students» research
reports has markedly improved since he began using the writing process approach
of brainstorming, drafting, reviewing feedback, and revising.
Our analysis
of 2014
teacher survey data,... showed that 50 percent
of eighth grade
teachers reported spending 3 to 5 hours per week
of classroom instruction time on
social studies....
Project E.L.I.T.E.: A case
study report of teachers» perspectives on a
social studies computer pilot project.
At least three - quarters
of mathematics, science, and
social studies teachers report that they are expected to address ELA standards in their instruction, although most are unfamiliar with the standards and feel ill - prepared to help students achieve them.
Last week, I sat down with one
of the
report's authors: sixth grade English and
Social Studies teacher Menya Cole.
Evidence shows that chronic
social isolation predicts poor prognosis, and repeated assessment
of children's peer experiences is therefore recommended for research purposes.47 As previously described, 37 2 items
of the Rutter Child Scale that measure
social isolation («tends to do things on his / her own; is rather solitary» and «not much liked by other children») were
reported about each
study member at ages 5, 7, 9, and 11 years by their parents and
teachers.
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 impulsi
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 impulsi
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 impulsi
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 impulsi
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).
As Education Week recently
reported, a new
study by the Center for Benefit - Cost
Studies of Education at Columbia University's
Teachers College, «The Economic Value
of Social and Emotional Learning,» found that high - quality, research - validated social and emotional learning programs bring a return of $ 11 for every $ 1 inv
Social and Emotional Learning,» found that high - quality, research - validated
social and emotional learning programs bring a return of $ 11 for every $ 1 inv
social and emotional learning programs bring a return
of $ 11 for every $ 1 invested.
Abstract: The current
study investigated developmental trajectories
of teacher -
reported aggressive behavior and whether these trajectories are associated with
social - cognitive development (i.e., aggressive problem - solving) across the first three elementary grades in a large sample from Switzerland (N = 1,146).
The current
study investigated developmental trajectories
of teacher -
reported aggressive behavior and whether these trajectories are associated with
social - cognitive development (i.e., aggressive problem - solving) across the first three elementary grades in a large sample from Switzerland (N = 1,146
Safety Center Safe Routes to School Salary Allocation Schedule for K - 12
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of Biliteracy Second Grade Assessment Second Grade Reading Secondary Education Senior Project Sexuality Education SMARTER Balanced Assessment Consortium (SBAC)
Social and Emotional Learning (SEL)
Social Studies Assessment
Social Studies Curriculum
Social Studies Graduation Requirements
Reports from parents and teachers about peer functioning, as well as self reports, are often collected in the form of rating scales, for example, the Social Skills Rating System (SSRS) 21 or the Self - Perception Profile for Children.22 Recent studies examining self - reports of competence in children with ADHD, however, indicate overly inflated reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence infor
Reports from parents and
teachers about peer functioning, as well as self
reports, are often collected in the form of rating scales, for example, the Social Skills Rating System (SSRS) 21 or the Self - Perception Profile for Children.22 Recent studies examining self - reports of competence in children with ADHD, however, indicate overly inflated reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence infor
reports, are often collected in the form
of rating scales, for example, the
Social Skills Rating System (SSRS) 21 or the Self - Perception Profile for Children.22 Recent
studies examining self -
reports of competence in children with ADHD, however, indicate overly inflated reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence infor
reports of competence in children with ADHD, however, indicate overly inflated
reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence infor
reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These
studies question the utility
of self -
report measures for children with ADHD when the goal
of assessment is to obtain accurate competence information.
This
study examined the mediating role
of loneliness (assessed by self -
report at Time 2; Grade 6) in the relation between early
social preference (assessed by peer
report at Time 1; kindergarten through Grade 3) and adolescent anxious / depressed symptoms (assessed by mother,
teacher, and self -
reports at Time 3; Grades 7 — 9).