Sentences with phrase «social studies classroom at»

A student in Jennifer Harmsen's seventh - grade social studies classroom at Hillsborough Middle School watches a video on his Chromebook about life in ancient Rome.

In Joshua Beer's middle school social studies classroom at Goshen - Lempster Cooperative School in Lempster, New Hampshire, the Question Formulation Technique is both a differentiated learning strategy to prepare students for challenging tasks and a formative assessment method to hear what kinds of questions students are asking.

Not exact matches

She was formerly a professor of family and human development at Arizona State University, where she developed and evaluated social - emotional learning curricula for early childhood classrooms and instructed courses in early intervention, child development, and gender studies.

Also at 10 a.m., Regent Roger Tilles will visit the classroom of fifth grade teacher Kate Hunter, National Council for the Social Studies Outstanding Elementary Social Studies Teacher of the Year, during his visit to the Three Village Central School District.

«The tendency to base classroom observation on the gender and race of the child may explain in part why those children are more frequently identified as misbehaving and hence why there is a racial disparity in discipline,» added Walter S. Gilliam, director of The Edward Zigler Center in Child Development and Social Policy and associate professor of child psychiatry and psychology at the Yale Child Study Center.

CASEL president Roger P. Weissberg and Joseph Durlak, a Loyola University psychologist, reviewed 300 studies and found that, compared with nonparticipants, students participating in programs aimed at improving the social and emotional learning environment in schools «have significantly better attendance records; their classroom behavior is more constructive and less often disruptive; they like school more; and they have better grade point averages.

Over the last few years as education researchers at University of Michigan and Michigan State University, we have worked to address this question through a large study of the effects of PBL on social studies and some aspects of literacy achievement in second - grade classrooms.

END OF THE YEAR LETTER TO MY STUDENTS: Dear Students: After 33 1/2 years of teaching at HCS and having had more than 2000 students sit in my social studies classroom over these many years ~ I have decided to retire from teaching at the end of this school year in June.

The Instructional Leadership strand is designed for individuals who have taught at least three years, seek to increase their knowledge of instruction and curriculum in their subject area (science, mathematics or social studies) or English Language Arts (ELA) at the elementary and secondary levels, and are interested in finding ways to extend their influence beyond the classroom into areas such as coaching, curriculum development or teacher research.

These classes are therefore typically taught completely in English either as a pullout supplement to the mainstream classroom, in which case the emphasis is on teaching the English language itself, or as a substitute for the mainstream classroom, in which case all subjects, including math, social studies, and science, will be taught in English at a pace the children can understand.

Students in a classroom at Mount Pleasant High School in Wilmington, Del., listen to a social studies lecture from their teacher.

The breadth and depth of this photographic collection will easily inspire a lively classroom discussion, whether the subject at hand is history, civics, social studies, science, math, English, or language arts.

Curious about the ways in which social structures affect classroom and pedagogical structures and how those in turn affect individuals and society at large, Brohinsky enrolled in the Specialized Studies Program (SSP), quickly making an impression on his cohort.

A recent study of studies found that preschool is only as effective as the people at the front of the classroom, and that makes sense: At a time when social - emotional learning is so crucial, the presence of well - trained, sensitive, loving teachers can make or break a preschool experiencat the front of the classroom, and that makes sense: At a time when social - emotional learning is so crucial, the presence of well - trained, sensitive, loving teachers can make or break a preschool experiencAt a time when social - emotional learning is so crucial, the presence of well - trained, sensitive, loving teachers can make or break a preschool experience.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

Lauren S. Brown taught U.S. history, sociology and world geography in public middle and high schools, supervised social studies pre-service teachers at Northern Illinois University, and has now returned to the middle school history classroom.

At present, she is focusing her efforts on naturalistic classroom studies which examine how students acquire vocabulary and concepts associated with science and social studies.

But Jeffrey Franklin, a social studies teacher at Mooresville High School, is already working to incorporate the Common Core in his classroom.

At a minimum, social studies teachers must be familiar with the practicalities of universal access and the range of assistive technologies that can be used to appropriately foster learning opportunities within the social studies classroom for all.

Optimism, test scores on the rise at English High School November 30, 2015 In a fourth - floor classroom, students diligently scrawled notes across lined pages one recent morning as social studies teacher Frank Swoboda explained the role of politics in economic development, peppering his lesson with observations from students... read more.

Although at first glance participants» lack of use of DocSouth may appear bleak, the interviews reveal that there is great potential for digital historical resources to enhance the social studies classroom.

As such, both professional development and research efforts must be at the forefront of infusing these principles, if instructional efforts involving technology and the social studies are to truly reform classrooms.

Prior to these roles, Devin taught social studies at ACORN Community High School, where she was selected as the model instructional classroom teacher for a network of 15 schools and led the rollout of the school's first portfolio based assessments.

Teachers are expected to teach more economics as part of their social studies curriculum and the NeEconEd website helps teachers learn what is expected at each grade level and link quickly to good materials to use in the classroom.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

As part of a 2000 - 2001 college / community partnership for learning, Hartwick social studies students collaborated with social studies classroom teachers at Oneonta Middle School to design ways to align GIS with existing units of instruction in the middle school social studies curriculum.

Prior to that, she was in the classroom instructing third grade students in reading, writing, math and social studies at Explore Charter School.

At CU Denver, teacher candidates start their program studying identity development, social justice, and foundations; then they move on to how to co-construct culturally responsive classrooms.

She served as a classroom science, math and social studies teacher, in grades 4 through 8, first at John F. Long Elementary School in Phoenix, Arizona from 2005 to 2007, followed by White Pine Middle School in Saginaw, Michigan from 2007 to 2011.

These are classrooms where so much time is devoted to learning English at the expense of science and social studies.

Efforts with preservice teachers described here have been informed by the authors» successes assisting in - service teachers with understanding how technology can empower inquiry - based teaching practices in social studies classrooms, as well as efforts to more fully integrate technology into the overall teacher education programs at the authors» institutions.

They spend the rest of the day with teachers in classrooms covering reading, math, social studies, and science lessons aimed at meeting curriculum standards.

Standardized tests, which have proliferated in classrooms in DC and elsewhere in recent years, have led teachers to concentrate on reading and math at the expense of subjects like social studies and science.

After beginning his educational career in 2000 as a Social Studies teacher at Gilbert H. Hood Middle School, Joe spent one year teaching in a 5th grade classroom at Lowell Community Charter School in Lowell, MA.

Working with educators, classroom teachers, and pre-service teachers at universities in Istanbul, Küthaya, and Izmir, he focused on global citizenship, with particular emphasis on social studies education and what global citizenship education means from a Turkish perspective.

The Library and Archives at the Center for Curatorial Studies serve as a vital and unique research center, an exhibition and discursive space, a classroom, and a social hub for a range of programs and activities focusing on and engaging with curatorial practices and the contemporary arts.

The 40 adolescent males and 5 adolescent females who participated in the 8 - week study were taught note - taking skills, social skills and problem solving in highly structured classrooms and intensive supervision by staff during a Summer Treatment Program for Adolescents (STP) conducted by the ADHD Program at the Western Psychiatric Institute and Clinic at the University of Pittsburgh Medical Center.

She was formerly a professor of family and human development at Arizona State University, where she developed and evaluated social - emotional learning curricula for early childhood classrooms and instructed courses in early intervention, child development, and gender studies.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study is an assessment of the effectiveness of the Families and Schools Together (FAST) program [now called FAST ® - Elementary School Level] program, which is focused on youth behavior in the classroom and at home, family cohesion, parent behavior, empowerment, social support and involvement in school.