Sentences with phrase «perspectives on the curriculum»

It is a call to each reader to new perspectives on the curriculum, to the end that the high calling of education in democracy may be better served.

Districts can gauge their readiness through metrics including how much professional development teachers received, the year that the district transitioned to a Common Core - aligned curriculum, and surveys of teacher perspectives on curriculum, professional development and scheduling.

The aim of the paper was to blur the boundaries between the knower and the known by mapping experiences from the site visit onto a typography that illustrates explicit, implicit, and null perspectives on curriculum (See Eisner, 1994; Gadotti 1994).

Not exact matches

I welcome your thoughts and perspective on same, since I am actively developing course curriculum to address this content strategy focus.

The learning model is centered on a global perspective, an integrated approach to management, teamwork, and technology in the curriculum and classroom.

The teaching of non-fiction texts, especially at Key Stage 3 (age 11 -14), is often a rather haphazard affair and so, if Catholic teachers are not careful, Catholic perspectives on the world can easily be written out of the curriculum here too.

Specific limits within the district's current sex education program, student exclusion, and delays in updating the curriculum, prompted the ACLUNV to create an opportunity for students to express themselves freely about their perspectives on sex education.

Oak Meadow offers a complete curriculum for preschool through high school, from a Christian perspective and a distance learning program.This Oak Meadow review has information on Oak Meadows philosophy, subjects, curriculum, accreditation, and cost.

The primary reason for this perspective is that governments, when they function well, are oriented towards equality and will therefore seek to impose uniform standards on all schools as well as to prescribe curriculum requirements

The ATM perspective on assessing mathematics in the new curriculum exemplifies how to use rich tasks to assess both content and process skills.

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).

It can offer students a different perspective on content as it creates a more well - rounded and interesting curriculum and develops in students a lifelong love of reading all kinds of literature for a wide variety of purposes.

Pam: We talk a lot about curriculum and instruction, so hearing the secondary perspective on things probably has an impact on the way I think and respond to these issues at the elementary level.

Based on comparative study of curriculum innovations, I can point out six «beyonds,» where educators are venturing beyond the traditional disciplines, in brief: beyond content, infusing 21st century skills, competences, etc.; beyond local, embracing global perspectives, problems, and studies; beyond topics, transforming topics into tools of broad understanding; beyond the traditional disciplines, renewing and extending those disciplines; beyond discrete disciplines, embracing interdisciplinary topics and problems; beyond academic engagement, fostering personal significance, commitment, and passion.

Key themes include showcasing sessions from emerging edtech startups, effects of developing technologies on student - teacher relationships; stepping back to «re-imagine» the curriculum; and working together to tackle online safety challenges: parent, teacher and student perspectives

Patricia has designed and delivered presentations at statewide conferences on topics ranging from integrating global perspectives into CTE curriculum to project - based learning.

Assessing the Common Core Standards: Opportunities for Improving Measures of Instruction Educational Researcher, May 2011 Responding to comments on their «Common Core Standards: The New U.S. Intended Curriculum,» the authors suggest additional perspective that should be considered when addressing quality and change, stating additional conceptualizations of mathematics and English language arts content as well as how to define and measure alignment among content standards, materials, assessments, and instruction should be explored.

The few studies from a measurement perspective that are available on new statewide assessments (e.g., Maryland, Kentucky, Arizona) do not distinguish among reading, language arts, and mathematics in design or analyses, making it difficult for literacy educators to interpret the implications for curriculum, instruction, or research.

In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards - dominated era and ensuring academic success for the full spectrum of learners.

I'm also interested in educators» perspectives on how the integration of technology help in curriculum development that incorporate activities that enhance student - teacher interaction, thereby improving student - centered learning and academic achievements.

As a part of the International Visitor Leadership Program, the delegates sought to explore a range of perspectives on public, private, and mixed educational models, through discussions with American curriculum specialists, educators, students, school administrators, and school board representatives like Mrs. Carter.

The program focuses on world languages, international perspectives, technology, and an integrated curriculum.

Our innovative teachers collaborate to create engaging hands - on curricula that affirm the unique qualities and diverse perspectives of each learner.

She facilitates professional development for K - 12 teachers on classroom strategies that promote student academic success, infuse multiple perspectives into regular curriculum, and establish classroom management systems that promote autonomy, positive well - being, and resiliency.

I want teachers to be aware of how different perspectives on the purpose of education influence curriculum, the role of teachers in classrooms, and how teaching and learning are assessed.

An overview of standards vs. curriculum and a perspective from teachers on how CCSS gives them more flexibility to meet the needs of their students.

While students have coursework, a service learning project, as well as a capstone project centered on global competency, it is their teachers who develop the curriculum from this perspective.

RFA's research focused on teachers» and administrators» experiences with and perspectives on the key components of the Talent Development model such as the Ninth Grade Success Academy, the Talent Development curricula and related instructional support provided by Johns Hopkins University and PEF.

A sociocultural perspective highlights the way in which language mediates these interactions, whether the language focuses on text comprehension and interpretation or the literacy curriculum itself.

The study was not the most scientific or sound from a research perspective, but it did give me some insight on the subject of specialization in the J.D. curricula.

If, as many have argued, exposure to international principles and the law of other legal cultures provides an important perspective on the development and operation of domestic law, then training in basic skills needed to acquire further knowledge of foreign and international law surely facilitates development of that perspective.41 This normative interest attains particular force in institutions where other topics in the legal curriculum (especially those taught in the first year) now include a global legal component.

Rather, they accept the presumptive validity of the existing curriculum's primary focus on domestic legal doctrines and institutions, which the proponents seek to enrich by incorporating a global perspective.

[1] Since September 2008, as part of the mandatory core curriculum in schools across Quebec, the Minister of Education, Recreation and Sports has required a Program on Ethics and Religious Culture (ERC), which teaches about the beliefs and ethics of different world religions from a neutral and objective perspective.

Loyola High School v. Quebec (Attorney General) 2015 SCC 12 Administrative Law — Civil Rights Summary: As part of the mandatory core curriculum in schools across Quebec, the Minister of Education, Recreation and Sports required a Program on Ethics and Religious Culture (ERC), which taught about the beliefs and ethics of different world religions from a neutral and objective perspective.

Topics related to SRH are integrated into core and elective subjects, and as co-curricular activities.23 Although a range of these topics is included in primary, junior high and senior high school curricula in Ghana, the topics are limited in scope — there is a major focus on abstinence and, in some cases, a fear - based or negative perspective on sexuality.

The Building Emotional Understanding curriculum helps parents and those who work with children get a new perspective on children's emotional needs and how to set limits in a way that builds strong relationships.