Sentences with phrase «on urban teaching»

The teacher residency is a one - year program during which students will earn initial teaching licensure and a master's degree in teaching with an emphasis on urban teaching.

Not exact matches

After teaching for years in urban schools, I decided to go to graduate school to become an even better teacher counting on #PSLF.

I was able to talk Mike into taking a class with me on «Cooking with Whole Grains» taught by Urban Relish.

For great resources on baby sleep, I highly recommend The No - Cry Sleep Solution for Infants, The Baby Whisperer and Susan Urban's Hold with Love technique featured in her book, How to Teach a Baby to Fall Asleep Alone.

I saw people talking good things here on Parenting From The Heart Blog and generaly in the internet about Susan Urban and her «How to teach a baby to fall asleep alone» guide (http://www.parental-love.com).

Dr. Karen Sokal - Gutierrez, a pediatrician I know who teaches in the UCSF - Berkeley Joint Medical Program, is involved in a health program in El Salvador that among other things focuses on the dental health of urban and rural kids.

He previously taught and conducted research on water conservation in irrigated urban landscapes and the water use behaviors of woody and herbaceous plants.

Joe Macchia, a science teacher at the Urban Science Academy in Bronx, NY, uses BTI teaching kits and educational resources to engage his students in hands - on science.

Enjoy shopping — you're an urban hunter - gatherer I like to get my groceries on a day that I have time to putter around the grocery store... This is actually the story behind why I started teaching cooking classes at Whole Foods...

Bent On Learning's training shares the knowledge and skills developed over 15 years teaching yoga in public schools and prepares participants to deliver an age - appropriate yoga program for the urban classroom.

She is a lead instructor in Urban Breath Yoga's 200 and 300 - hour Yoga Teacher Training programs, offering unique and valuable teachings on physical and subtle body anatomy, energy systems, and infusing meditation and traditional yogic texts in the practice and teaching of yoga.

The past decade has seen a relative surge in research conducted in urban, underperforming schools focused on doing exactly this — providing students with deep, language - and content - based instruction, with a focus on teaching both specialized vocabulary and the specialized structures of language in academic speech and text.

BOB isn't the only garden bus driving around: The Green Urban Lunch Box in Salt Lake City hosts summer camps on a bus to teach K — 3 students about plant biology and healthy eating, in partnership with the University of Utah and the local YMCA.

In light of last spring's passage of the historic Student Aid and Fiscal Responsibility Act — which enhances student loan forgiveness programs for those who enter public service, similar to what is already done for new doctors willing to work in urban hospitals — the recent study of California's teaching fellowship program could cast considerable light on the value - added benefits of utilizing bonus pay to attract new talent to troubled schools.

While it's easy for those focused on the urban agenda to dismiss suburban reform as a distraction or a novelty, it may be more useful to think of high - performing communities as terrific laboratories for bold solutions and as the place where high - functioning systems working in advantageous circumstances may have much to teach about how to help schools go from good to great.

«Tom is unique in that he understands the theoretical, research, and policy perspectives on urban education, yet is masterful in designing and executing practices that result in improved teaching and learning in the classroom, at the school and at the district level.

I have also taught in the university setting focusing on secondary education and urban education.

He writes and speaks extensively on education and education - reform issues, with an emphasis on literacy, curriculum, teaching, and urban education.

«Many of the teachers — who worked at all grade levels in both public and charter schools, in urban and suburban settings — did their best to cobble together lessons on their own, while also managing the intense demands of the first years of teaching,» says Pforzheimer Professor Susan Moore Johnson, director of the Project on the Next Generation of Teachers.

I believe my ongoing efforts through teaching high school history as well as leading a nonprofit focused on college access reflect my deep commitment to the complexities of urban education and to helping students through obstacles and hardships.

Throughout the duration of the urban district's failed career, we've focused incessantly on the classroom — giving its teachers more money, reducing the number of kids sitting inside its four walls, adjusting what's taught, how it's taught, how we assess what's taught, and on and on and on.

«The project has the potential to impact all teachers,» he says, «from a novice teacher in a rural setting looking for advice on how to set up classroom routines, to a veteran teacher in an urban school looking for a new spin to teach a concept.»

Soon he was in an urban Atlanta middle school, teaching seventh - grade geography students where Atlanta was on a map.

We also know very little about how those needs change depending on students» developmental stages (e.g., pre-K, middle school) and the teaching context (e.g., urban, suburban, rural).

Chris Emdin developed the idea of reality pedagogy for urban classrooms, where «teaching and learning [are] based on the reality of the student's experience.»

What are your thoughts on teaching in an urban school today?

According to a Profile Of Troops To Teachers, on which Willett and Feistritzer collaborated, military personnel are more likely to be willing to teach in urban areas and more likely to specialize in math and science.

The Teacher Education Program at HGSE is an 11 - month immersion experience in the guiding principles and hands - on practices of effective teaching in urban contexts.

For eight years, he directed the School Leadership master's program; prior to that he was the founding director and then faculty senior associate of the Executive Leadership Program for Educators, a five - year collaboration of Harvard Graduate School of Education, Business School, and Kennedy School of Government that focused on bringing high quality teaching and learning to scale in urban and high need districts.

Her widely praised book The Hardest Questions Aren't on the Test, about teaching and leadership in urban schools, was published in 2009 in both English and Spanish.

These organizations include not only many of the leading urban school districts (e.g., Atlanta, Denver, New York City), but also some of the most noted organizations driving change in K - 12 education (including Teach for America, New Leaders for New Schools, KIPP, and the National Center on Education and the Economy).

Not enough college students want to teach in big cities, and few education schools focus on preparing teachers for urban classrooms.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

In order to examine the opportunities and challenges of integrating makerspaces into schools, this article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning.

Second, after two years of work on campus, each student enters a mandatory field placement, at venues ranging from large urban school districts (Atlanta, Boston, Chicago, Denver, New York, etc.) to nonprofit organizations such as the New Teacher Project, the New Schools Venture Fund, and Teach For America.

We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools.

Over the span of three years, dozens of education experts and researchers, 3,000 teacher volunteers in six urban districts, 20,000 videotaped lessons, student surveys, and student performance on state and supplemental higher - order thinking skills tests, have given us a much better understanding of what great teaching looks like.

In urban schools learning is offered in disconnected jolts.The work of the day is unconnected with the work of preceding days or subsequent ones.Life in urban schools is comprised of specific periods and discrete days each of which is forced to stand entirely on its own.If homework is not done, or books not taken home (behaviors which are universal for males and almost so for females by the completion of the upper elementary grades), everything students are taught must be compressed into isolated periods of «stand alone» days.Teachers and principals, as well as students, survive one day at a time.

Some voters will question whether the urban districts deserve anything more than the funding that is due to them based on the number of students they teach.

By redefining urban teaching, at least on a two - year basis, as prestigious and cool, Kopp helped solve the teacher shortage problem; today, in many cities, there is actually a surplus of certified teachers for most subjects and grades.

The question the initiative seeks to answer is: «If an urban district and its principal training programs provide large numbers of talented, aspiring principals with the right training and on - the - job evaluation and support, will the result be a pipeline of principals who can improve teaching and student achievement district - wide, especially in schools with the greatest needs?»

Three urban teaching academies that focus on building strong partnerships with local schools and reducing teacher - dropout rates were recognized last week by the National Commission on Teaching and America'steaching academies that focus on building strong partnerships with local schools and reducing teacher - dropout rates were recognized last week by the National Commission on Teaching and America'sTeaching and America's Future.

High - needs urban and rural schools, on the other hand, offer their teachers extremely challenging students, unusually poor working conditions, and compensation unresponsive to market conditions even within the teaching profession.

Curtis works with school systems, foundations, higher education and education policy organizations on a variety of topics including urban district improvement strategy, superintendent and principal leadership development, and how to make teaching a compelling and rewarding career.

She will continue to work on developing UrbanEdX, a HarvardX version of her Foundations of Urban Education course, and looks forward to supporting HGSE initiatives across Harvard to improve both teaching and learning.

A: Both authors were engaged in the MIST study, where we partnered with several large urban districts between 2007 and 2015 to investigate what it takes to improve the quality of mathematics teaching and student learning on a large scale.

Looking back on the years that I spent teaching in a large and diverse urban district, I can clearly remember instances in which I taught a whole group lesson to my students and initially felt like the lesson had been a great success.

Paedagogica Historica: International Journal of the History of Education Parenting for High Potential PASAA: Journal of Language Teaching and Learning in Thailand Pastoral Care in Education Peabody Journal of Education Pedagogical Research Pedagogies: An International Journal Pedagogy, Culture and Society Penn GSE Perspectives on Urban Education Perspectives in Education Perspectives in Peer Programs Perspectives: Policy and Practice in Higher Education Phi Delta Kappan Philosophical Inquiry in Education Philosophical Studies in Education Philosophy of Music Education Review Physical Disabilities: Education and Related Services Physical Education and Sport Pedagogy Physical Educator Physical Review Physics Education Research Physics Education Physics Teacher Planning and Changing Policy Futures in Education portal: Libraries and the Academy Practical Assessment, Research & Evaluation Practice and Theory in Systems of Education Practitioner Research in Higher Education Preventing School Failure Primary Science PRIMUS Professional Counselor Professional Development in Education Professional Educator Professional School Counseling PROFILE: Issues in Teachers» Professional Development Prospects: Quarterly Review of Comparative Education Psicol gica: International Journal of Methodology and Experimental Psychology Psychology in the Schools Psychology Learning and Teaching Psychology Teaching Review Public Services Quarterly

Learning from the Experts: Teacher Leaders on Solving America's Education Challenges is the first book written by teachers affiliated with Teach Plus, a non-profit organization devoted to improving urban students» access to effective teachers, and it addresses teacher - led solutions to educational challenges.

A report released in November on a blended learning math program called Teach to One found positive but uneven gains during the first year at seven urban middle schools.