Sentences with phrase «promote science learning»

The achievement of this goal requires that all of our students are served by highly qualified teachers who «have acquired the specialized knowledge of teaching and assessment that enable them to promote science learning (ASTE, n.d., para 2).»

Hands - on activities have been shown to promote science learning at all levels (Bredderman, 1983), and possibly math learning in kindergarten and first grade, when relatively simple objects are used to focus students» attention on math concepts (McNeil and Jarvin, 2009).

Personalized messages that promote science learning in virtual environments.

Participating Subaru retailers were matched with local schools in need and donated award - winning books to help promote science learning and literacy.

Not exact matches

Science, art, math, and drama projects are used to promote different kinds of thinking and fun learning experiences.

Science Sparks includes 40 exciting and hands - on activities as well as extension ideas, learning points and ideas to promote cross curricular learning.

«Gardens can improve the ecological complexity of the schoolyard in ways that promote effective experiential learning in many subject areas, particularly the areas of science, environmental education, and food education.»

In fact, the final Edit - a-Thon at the AAAS Annual Meeting had «Diversity in Science» as its focus, though it's not exclusive to the list of Wiki Edit - a-Thons trying to promote diversity in learning spaces.

«It's the first conclusive evidence that so - called active learning courses, which science educators have promoted for decades as a better way to teach than lectures and cookbook labs, can lower the high attrition rates in STEM (science, technology, engineering, and mathematics) fields at U.S. universities.»

«Giving people messages that encourage learning and motivation may promote more efficient performance,» said Schroder, a doctoral student in clinical psychology whose work is funded by the National Science Foundation.

The center focuses «on promoting a thriving science and technology sector in Maine by facilitating innovation - and entrepreneurial - based learning and by nurturing emerging life science and technology companies,» the lab's website says.

The new center will promote a thriving science and technology sector in Maine by facilitating innovation - and entrepreneurial - based learning and by nurturing emerging life science and technology companies.

We provide in - person and web - based education and resources for teachers, students, and the general public — all designed to improve science teaching and learning, while promoting science skills and literacy, and general understanding of clinical and basic biomedical research.

Currently, Ohio 4 - H has versatile and successful STEM programs already in place, but they are always on the lookout for new ways to promote hands - on science learning across the state.

A great team and strong beliefs to promote quality science goes a long way to ensuring that both the students and teachers enjoy the learning experiences.

Break out sessions cover the following areas — promoting positive behaviour; teaching students with SEND: developing their transferable skills; supporting students with English as an Additional Language; grammar, punctuation and spelling at Key Stage 2; international pedagogy - what we can learn from high performing jurisdictions; keeping it healthy and safe when covering science lessons; assessment and feedback; supporting teachers supporting students; the changing landscape of primary education and what it means for primary school teachers.

All state and territory science teacher associations support and promote inquiry - based learning in science through providing professional learning for teachers and competitions where students» open ended investigations are celebrated and shared.

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).

As demonstrated above, we can promote deep learning by encouraging multiple teachers working together in helping students to understand math in the context of science, coordinating timelines of scientific discovery and literature, and demonstrating how a painter uses light to express meaning.

This program will then link the science to site - and classroom - level strategies that promote effective learning, and to tools that support leaders to examine features and characteristics of instruction at their site (s).

Cognitive science research supports the value of using comparison and contrast to promote general learning: identifying similarities and differences in multiple examples has proven to be a critical and fundamental pathway to flexible, transferable knowledge.

Since the 1980s, teachers and science educators in Australia have promoted the importance of children learning to work and think scientifically including being able to conduct research, compile data, analyse data etc?

In the Prevention Science and Practice (PSP) Program at the Harvard Graduate School of Education, you will explore the many risk and protective influences on child and adolescent development, and learn how to design strengths - based interventions that promote well - being across academic, social - emotional, and health domains.

There are also three lesson plans for middle and high school students that promote active learning and explore the stories of people, technology and science that have contributed to the development of modern forensic techniques.

This poster is designed to promote learning foreign languages in schools, the choice of «language icons» covers many successful people in sport, science, music, film.

NCPI is committed to building a unified science of child development to explain the early roots of lifelong health, learning, and behavior in Brazil; translating and communicating science effectively to inform the public discourse around issues that affect children and families; and preparing leaders to leverage the science of healthy development in the design and implementation of innovative policies and programs that reduce preventable disparities and promote well - being for all Brazilian children.

To this end, the Science of Learning Research Centre (SLRC)-- an Australian Research Council Special Research Initiative — was established in 2013 to investigate ways to promote, understand and measure learning across education, psychology and neuroLearning Research Centre (SLRC)-- an Australian Research Council Special Research Initiative — was established in 2013 to investigate ways to promote, understand and measure learning across education, psychology and neurolearning across education, psychology and neuroscience.

, «where science meets art», which promotes creativity in learning by working with young people to reveal, develop and exercise their capacity for creativity and creative thinking, or the Unlimited Theatre who have also been collaborating with the UK Space Agency ahead of Tim Peake's mission to the International Space Station later this year.

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 London.

Danielle upholds inquiry - based learning as best practice and she aims to promote the discipline of science within her school community.

Nonie Lesaux is the faculty chair of The Opportunity of Bilingualism and faculty co-chair of Promoting Young Children's Language, Literacy, and Social - Emotional Competencies, tthe Certificate of Early Education Leadership (CEEL), and The Science of Early Learning and Adversity.

I am a science educator and teacher researcher at Education Development Center Inc. (EDC) in Waltham MA who aims to promote science and STEM learning in Early Childhood classrooms, programs, and schools.

The DVLA Code Challenge was first launched last year to promote Science, Technology Engineering and Mathematics (STEM) subjects and IT learning in primary schools and community centres in Wales.

Nonie Lesaux is the faculty chair of The Opportunity of Bilingualism and faculty co-chair of Promoting Young Children's Language, Literacy, and Social - Emotional Competencies, the Certificate of Early Education Leadership (CEEL), and The Science of Early Learning and Adversity.

Stephanie Jones is the faculty co-chair of Promoting Young Children's Language, Literacy, and Social - Emotional Competencies, the Certificate of Early Education Leadership (CEEL), and The Science of Early Learning and Adversity.

The role of environments outside school, including informal learning environments that promote science knowledge, museum spaces, and virtual environments.

Promising innovations that promote science, foreign - language learning, or musical instruction have garnered little public investment or acclaim.

The Science of Early Learning and Adversity: Daily Leadership to Promote Development and Buffer Stress June 4 - June 5

It is the position of the ASTE that qualified science teachers should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the teaching and learning of science.

I am a leading practitioner of science who develops resources that promote active learning, cooperative learning and maximum engagement.

It is therefore the position of the Association for Science Teacher Education that the qualified science teacher educator should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the teaching and learning of sScience Teacher Education that the qualified science teacher educator should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the teaching and learning of sscience teacher educator should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the teaching and learning of sscience curricular contexts may be used to promote the teaching and learning of sciencescience.

Cognitive Science and Advanced Reasoning: Cognitive and reasoning principles can be used to promote learning across all content areas in middle school.

Science teachers can promote student - centered, inquiry - based learning with activities involving technology - based materials.

The professional learning is not grounded in the latest science of what and how works best for investing in teachers to promote positive student outcomes, but also richly tied to the literature in support of promotion of teacher health and well - being.

Each FACT includes a detailed description of the FACT, how the FACT promotes student learning, how the FACT informs instruction, tips for designing and administering the FACT, general implementation attributes (e.g. - ease of use, time, cognitive demand), ways to modify the FACT for diverse learners, caveats to watch out for, and other disciplines the FACT can be used in besides science or mathematics.

The mission of the Council is to synthesize and communicate science to help inform policies that promote successful learning, adaptive behavior, and sound physical and mental health for all young children.

For one, education schools and elementary and secondary schools have not done enough to promote the science of learning to educators — or the public — and a number of teacher education schools continue to push the idea of learning styles and other inaccurate concepts about learning.9

Learn more about how to support the Nutrients for Life Foundation and help ensure teachers have the tools they need to promote a deeper understanding of the importance of soil science and make science relevant to their students» lives.

The movies in themselves do not provide much venue for exploration and learning, but the way science teachers use the movies can promote an inquiry environment where student ideas are generated and tested.

Recent work in using problem - based learning in teaching science to high ability learners at the elementary level suggests the efficacy of the approach in enhancing student and teacher motivation (VanTassel - Baska, Bass, Ries, Poland, & Avery, 1998); in improving problem - finding abilities (Gallagher, Stepien, & Rosenthal, 1992); and in promoting intra and interdisciplinary learning (Stepien, Gallagher, & Workman, 1993).