Sentences with phrase «science by their middle school»

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-- Jeremy Keeshin, cofounder and CEO of CodeHS, an online platform to teach computer science in high schools and middle schools used by hundreds of thousands of students

This curriculum for middle and high school students includes classroom activities, identification sheets and a dichotomous key for identifying salt marsh plants, and data sheets for salt marsh field trips utilizing lessons developed by Kristen Grant and the salt marsh science protocols developed by Dr. Robert Buchsbaum and Dr. David Burdick.

upstatetoday.com, March 4, 2009 Seneca High has top consumer science teacher by Greg Oliver «Zandra P. Overstreet, a former Walhalla Middle School teacher who has been a member of the Seneca High School teaching staff since 2005, has been named the state's top teacher in the area of family and consumer science.

Since 1985, Project 2061 has led the way in science education reform by first defining adult science literacy in its influential publication Science for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and cscience education reform by first defining adult science literacy in its influential publication Science for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and cscience literacy in its influential publication Science for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and cScience for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and cScience Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and cscience literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and cScience Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and climate.

One innovative program to address these concerns is the «mentoring ladder» used at Louisiana State University (LSU) in Baton Rouge, where postdocs mentor grad students, grad students mentor undergrads, undergrads mentor high school and middle school students, and everyone is mentored by (secondary and college) science teachers.

The assessment materials, used to measure students» understanding of the sciences in middle and early high school, will be amplified by Naiku, a Minnesota - based company whose assessment platform reaches teachers around the country, and a Canadian consortium that includes McGill University in Montreal.

The questions have been field - tested by over 100,000 middle school and early high school students for their ability to assess students» knowledge of life and physical sciences and to identify students» common misconceptions about the sciences.

In a series of experiments with middle school and high school students, Blikstein is trying to understand the best ways to teach math and science by going beyond relatively primitive tools like multiple - choice tests to assess students» knowledge.

The National Mathematics Advisory Panel is intended to feed into a proposed $ 250 - million mathematics initiative by the Bush Administration aimed at giving elementary school students a strong foundation in math and boosting the abilities of middle school students who have fallen behind (Science, 10 February, p. 762).

And Project 2061, the AAAS science literacy initiative, is working with teachers in Colorado, Maryland, Boston, and Washington, D.C., on a module that prepares middle - school students for high school biology — by teaching them chemistry.

Family Science Night (FSN) is a curriculum in which middle - school - aged children and their families explore the importance of STEM in our daily lives by engaging in activities that make these concepts more practical and approachable.

By hosting hands - on demonstration sessions for middle and high school students, as well as sessions created in partnership with local Girl Scouts troupes, the EdCom introduces young people to the science of acoustics.

EcoMUVE also builds on Dede's interest in virtual and shared learning environments, as exemplified by earlier projects like River City, a science - based interactive computer simulation designed for middle - schoolers.

Organized by partnerships between school districts, nonprofit organizations, universities, and others, they provide a more diverse group of students with the enriching science, art, and community - based activities that middle - and upper - income parents can provide by paying for fee - based summer sessions.

Problem - Based Learning Meets Case - Based Reasoning in the Middle - School Science Classroom: Putting Learning by Design into Practice.

REVIEW: There are many zoos to found on the Internet but this one has uniqueness in that it is an ongoing project created, researched and documented by the 7th grade Life Science students at Pioneer Middle school in Hanford, California.

The Surprising Science of Middle Schools (Huff Post) Cites the 2012 study, led by Martin West, which demonstrates that middle school lowers student achievMiddle Schools (Huff Post) Cites the 2012 study, led by Martin West, which demonstrates that middle school lowers student achievmiddle school lowers student achievement.

The instructional units are grouped by elementary, middle school, and high school level, and each grade cluster is categorized into topics such as: arithmetic, data analysis, fractions, geometry, and probability / patterns for elementary; pre-algebra, graphing / statistics, geometry, number theory, and interdisciplinary for middle school; and algebra, geometry, trigonometry, pre-calculus, Internet, science, and modeling for high school.

Currently I am a Principal Investigator of Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabilities.

Academic Leagues at Edwards Middle School - Excerpt provided by NCTL from the Time Well Spent Report, explaining how Edwards has closed the achievement gap within Massachusetts in math, English language arts, and science with their Academic Leagues

And each week's content is connected to two related lesson plans — one aimed at middle school level, one aimed at high school level — written by curriculum specialists with the National Science Teachers Association.

A Boston transplant by way of Seattle, Wilkinson came to HGSE to further her own knowledge as a middle school science teacher.

Researchers at Georgia Institute of Technology studied 240 middle school students who learned science in groups of four via Learning by Design (LBD) or traditional methods with matched teachers.

«I think that by building in an element of fun you sneak learning in through the back door,» agrees Ann Brown, a science teacher at Helen King Middle School in Portland.

Problem - based learning meets case - based reasoning in the middle - school science classroom: Putting Learning by Design into practice (PDF).

Even the smallest concepts become big enough to grasp in this middle school science class, where teacher Rob Olazagasti gives students opportunities to learn by creating, remember by experiencing, and show what they know by teaching.

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 Lschool 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 LSchool 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 Lschool 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 Lschool 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 Lschool: 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.

24 — Science and mathematics: «Integrating Math and Science at the Middle Level,» seminar, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Topsfield, Middle Level,» seminar, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Topsfield, Middle Schools, for middle school teachers and administrators, to be held in Topsfield, middle school teachers and administrators, to be held in Topsfield, Mass..

According to the three - year study, which is being conducted by the Santa Monica, Calif. - based RAND Corp., majorities of elementary and middle school science and math teachers in all three states report in surveys that they are making positive changes in the classroom by focusing on their states» academic standards or searching for better teaching methods.

This set of REVIEW QUBES is designed for middle school life science and can be used by groups of any size, from pairs of students all the way up to an entire class divided into teams.

By defining science education the way we too often do, we are turning middle school kids off to real learning.

Research by several other students is revealing that middle - school science students solve abstract problems more easily by thinking in terms of metaphors or models — for instance, by using a nail, a wire, and a battery as a model of how magnetism works.

«Kim Haynes, a K - 12 teacher and freelance writer, directs students to make collages that represent concepts, such as a biological life cycle,» writes Todd Finley (@finleyt); «Bates Middle School, in Annapolis, teaches velocity and acceleration in 8th grade science by having students reflect on paintings that depict battling ships being fired upon by cannons.»

Here, users can find items such as professional development courses for middle - school science teachers developed by The Fairchild Tropical Botanic Garden.

The school board and administration of North Winneshiek Middle School in Decorah, Iowa, are supportive of Wilson's efforts to enable his math and science students to learn by school board and administration of North Winneshiek Middle School in Decorah, Iowa, are supportive of Wilson's efforts to enable his math and science students to learn by School in Decorah, Iowa, are supportive of Wilson's efforts to enable his math and science students to learn by doing.

We tackle this underexplored area by investigating the relative effects of two teacher practices — lecture - style presentations and in - class problem solving — on the achievement of middle - school students in math and science.

Science textbooks used by an estimated 80 percent of middle school students nationwide are riddled with errors, a new study concludes.

Ellen Watson, math teacher at Alexandria (Louisiana) Middle Magnet School for Math and Science, submitted this lesson in which students review math skills by creating a human number line.

The review of 12 of the most popular middle school science textbooks, conducted by researchers at North Carolina State University in Raleigh, lists specific errors in science textbooks in the hope of helping publishers avoid similar mistakes in the future, according to John L. Hubisz, a co-author of the report.

In my last year in office, we initiated the next steps of middle - school reform by requiring students to complete three credits each in language arts, math, science, and social studies before they move to high school.

Examples of the schools students can «choose» include: a Milwaukee school that accepted $ 2.3 million of taxpayer funded vouchers but abruptly closed in the middle of the school year; a school in Florida where classes were held in public parks once the school was declared unfit by the fire marshall; or hundreds of schools that teach creationism in science classrooms.

This book contains 25 informative life science questions that can be used by elementary teachers, middle school life science teachers, high school biology teachers, university pre-service educators, and professional developers.

He has been recognized with the Golden Apple Award and named California Science Administrator of the Year, NAACP Educator of the Year, and Middle School Administrator of the Year by the Association of California School Administrators.

In response to Colorado's new teacher evaluation system, a system plagued by ambiguity and fear, CEA funded our grant request to recruit NBCT and other master elementary, middle and high school teachers in Cherry Creek Schools, representing Social Studies, Language Arts, Math, Science, World Languages and ELL, to participate in a professional development activity centered on best practices and the new system.

This post by Whitaker Brown, an eighth - grade science teacher at Ranson IB Middle School in Charlotte, N.C., first appeared on the Project L.I.F.T. website.

Inspired by his stint as a middle school math tutor, Henry shifted his career to the classroom to serve as a «role model and symbol of hope» for other young African - American students and to show all young students that they can excel in math and science.

The school states its mission is «to develop innovative leaders by providing a diverse student body a world - class middle and high school education with a science focus within the core academic courses through emphasizing science, technology, engineering and mathematics (STEM)».

This program supports the reform in middle grades mathematics and science by providing a model for preparing teachers in a way that is consistent with the middle school concept.

Under the regulation, schools and districts would receive an overall rating of one to five stars as determined by school performance (very low to very high) on multiple indicators — proficiency, a separate academic indicator for science and social studies, growth (elementary and middle school), achievement gap closure, transition readiness, graduation rate (high school) and opportunity and access.

Again in a middle school context, a quantitative analysis by Dunleavy and Heinecke (2008) showed significant positive effects of 1:1 laptop instruction on student achievement in science.