Writing is also important for the development of reading skills (Graham & Hebert, 2010) and can improve learning in
other academic content areas (Bangert - Drowns, Hurley, & Wilkinson, 2004).
Writing is also important for the development of reading skills and can improve learning in
other academic content areas.
Not exact matches
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).
Most educators and parents agree that the main goals in educating students with a native language
other than English are mastery of English and of
content in
academic areas.
A child who can't speak English may have
academic knowledge in
other content areas, and may have strong speaking, reading, and writing skills in their first language.
The Office of
Academics is responsible for the development and leadership of the district's
academic goals and policies, directing the instructional program pre-K to grade 12 across all
content areas and special programs, and it engages constituent groups, teachers, principals,
other staff, parents, and community in the ongoing process of educational reform, curriculum planning and implementation, and program development.
Visiting teams include specialists or university faculty with expertise in the
content or focus
area,
Academic - Year Governor's Schools directors and teachers, local gifted education coordinators, and
other professionals directly involved in the specific fields.
A school - based teacher preparation program in which a prospective teacher, for not less than one
academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the
content area in which the teacher will become certified or licensed; and acquires effective teaching skills, as demonstrated through completion of a residency program, or
other measure determined by the state, which may include a teacher performance assessment.»
For information on these
academic standards and
other content areas, please visit the NH College and Career Ready Standards homepage.
The vocabulary instruction that does exist is fragmented among
content areas, and (perhaps as a result), middle school students often find textbooks and
other academic materials unengaging.
The one
area where one might imagine learning to be most impacted by technology students acquiring information, analyzing ideas, and demonstrating and communicating
content understanding in secondary school science, social studies, mathematics, and
other academic work involves computers significantly in only a small minority of secondary school
academic classes.
The skills taught in these programs are in alignment with
academic content standards, including civics and life skills, among
other subject
areas.