Sentences with phrase «social studies education who»

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«That is the $ 1 million question,» says Pfeffer, who has spent his career studying the links among education, wealth and social mobility.

«A study in the United States, published in the Social Forces journal and conducted by Sociology researcher Lisa A. Keister while she was at the Ohio State University, found that adherents of Judaism attained the most wealth, believers of Catholicism and mainline Protestants were in the middle, while conservative Protestants accu - mulated the least wealth, while in general people who attend religious services achieved more wealth than those who do not (taking into account variations of education and other factors).

That a congregation is constituted by enacting a more broadly and ecumenically practiced worship that generates a distinctive social space implies study of what that space is and how it is formed: What are the varieties of the shape and content of the common lives of Christian congregations now, cross-culturally and globally (synchronic inquiry); how do congregations characteristically define who they are and what their larger social and natural contexts are; how do they characteristically define what they ought to be doing as congregations; how have they defined who they are and what they ought to do historically (diachronic study); how is the social form of their common life nurtured and corrected in liturgy, pastoral caring, preaching, education, maintenance of property, service to neighbors; what is the role of scripture in all this, the role of traditions of theology, and the role of traditions of worship?

Breastfeeding was related to higher social class and education at both ages, confirming earlier studies.13 — 15, 20, 21, 26 Mothers who breastfed also scored higher on the PPVT - R and had more optimal parenting skills assessed on the HOME.

Some barriers include the negative attitudes of women and their partners and family members, as well as health care professionals, toward breastfeeding, whereas the main reasons that women do not start or give up breastfeeding are reported to be poor family and social support, perceived milk insufficiency, breast problems, maternal or infant illness, and return to outside employment.2 Several strategies have been used to promote breastfeeding, such as setting standards for maternity services3, 4 (eg, the joint World Health Organization — United Nations Children's Fund [WHO - UNICEF] Baby Friendly Initiative), public education through media campaigns, and health professionals and peer - led initiatives to support individual mothers.5 — 9 Support from the infant's father through active participation in the breastfeeding decision, together with a positive attitude and knowledge about the benefits of breastfeeding, has been shown to have a strong influence on the initiation and duration of breastfeeding in observational studies, 2,10 but scientific evidence is not available as to whether training fathers to manage the most common lactation difficulties can enhance breastfeeding rates.

Immordino - Yang is an affective neuroscientist and human development psychologist who studies the development of social emotion and self - awareness across cultures, connections to social resilience and morality, and implications for education.

Other determinants, including local labor market conditions, parental education and family structure appear to have a greater impact on child poverty levels, according to Myungkook Joo, assistant professor in Rutgers School of Social Work, who authored the study.

«Although acceleration is widely supported by research as an effective strategy for meeting the needs of advanced learners, it's still rarely used, and most schools do not systematically look for students who need it,» said study co-author Paula Olszewski - Kubilius, director of the Center for Talent Development at the Northwestern's School of Education and Social Policy.

A new study has found that infants and toddlers from low - income families who attended a high - quality center - based early education program do better in language and social skills after only one year than children who do not attend the program.

A few years ago I even had a non-speaking paraplegic boy in a wheel chair who was on a breathing respirator sitting in my regular education social studies class.

Wood, who began his career as a social studies and history teacher in South Carolina, says he didn't really understand the impact of policy on what he did in the classroom until U.S. Secretary of Education Richard Riley invited him to Washington in 1993 to write the guidelines and serve as chief reviewer for the department's new Technology Innovation Challenge Grants program.

Then moving to IIE (International Institute of Education) to work as program specialist where he was responsible for delivering training to specific number of universities» students who have been offered a scholarship by IIE to study in private universities in Egypt about career development and social entrepreneurship.

Scott, now an assistant professor of social studies education and history at the University of Delaware, points to a middle school math teacher who asked his students to interview adults about the ways math comes up in their everyday lives.

For example, past Specialized Studies candidates have included physicians interested in understanding the education of medical students, a career military officer interested in translating classroom practices into training, social entrepreneurs leading innovative educational ventures in the U.S. and abroad, teachers and administrators interested in implementing cutting edge reform in unique settings, as well as so many others who have benefited from designing their own courses of study.

People who study education for a living understand what's going on — this is straight out of the standards promulgated by the National Council for the Social Studies, a professional organization that has long prized such «conceptual understanding» over «rote facts and figures.»

«It was presented as a school, it still is a school, that is trying to «fix» education,» said Aruna Arjunan, who came in the beginning and teaches social studies and math.

Anyone who's studied some aspect of education knows that research in the social sciences is rife with pitfalls.

An assistant professor of education at the Rossier School, Immordino - Yang is an affective neuroscientist and human development psychologist who studies the neural, psychophysiological and psychological bases of social emotion, self - awareness and culture and their implications for development and schools.

Such a result is not surprising to those who study the way that people learn and yet project - based learning is as popular as ever; on social media, at conferences and within education departments.

Teaching social and emotional skills is fashionable in education right now, but it's been part of high - quality teaching for decades, and randomized trials over time have shown how important it is to adult success, said Stephanie M. Jones, a professor of education at Harvard who studies social and emotional development.

A Study of Cumulative Advantage in the Educational Career,» by Notre Dame sociologist Megan Andrew, published Sept. 26, 2014, in the journal Social Forces is an empirically solid analysis that adds more weight to those who say retention — what education wonks call repeating a grade — is ultimately harmful.

Even for those teachers who are specializing in social studies education, there is no specific requirement for Holocaust education (NCATE, 2002).

Two Federal Hocking (OH) Middle School teachers — Robin Hawk, an eighth - grade social studies teacher who led the team, and Tessa Molina, a seventh - grade math teacher — took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher education.

These one - week summer seminars, held at prestigious universities and historic sites around the United States are open to full - time K - 12 history, social studies, and English language arts teachers; community college faculty; school librarians; National Park Service interpreters and New Teacher Fellows (students about to graduate from college with a degree in history or education, who intend to pursue a teaching career).

In 2014, Contemporary Issues in Technology and Social Studies Teacher Education will publish articles by social studies researchers who describe the evolution of technology integration in the field of the social studies and future research in thisSocial Studies Teacher Education will publish articles by social studies researchers who describe the evolution of technology integration in the field of the social studies and future research in thiStudies Teacher Education will publish articles by social studies researchers who describe the evolution of technology integration in the field of the social studies and future research in thissocial studies researchers who describe the evolution of technology integration in the field of the social studies and future research in thistudies researchers who describe the evolution of technology integration in the field of the social studies and future research in thissocial studies and future research in thistudies and future research in this area.

More than 100 comparative studies of early childhood education show that children who attended preschool prior to kindergarten had lasting improvements in cognitive, social skills and school progress.

«These are folks trying to do something different, for academic progress and social and emotional progress, and measuring things like that are hard,» said Betheny Gross, who is leading a study of personalized learning at the Center on Reinventing Public Education (CRPE) in Seattle.

This commentary represents the perspectives on the revised guidelines of a social studies education university faculty member who is deeply entrenched in the preparation of both preservice and in - service social studies and elementary educators and an instructional design and technology university faculty member who works closely with preservice and in - service teachers of all subject areas on the effective and appropriate integration of technology into the K - 12 classroom.

The study, conducted by researchers at New York University's Institute for Education and Social Policy, focused on elementary and middle school principals who attended the Aspiring Principals Program, the academy's hallmark institute.

If social studies teachers want to be participants instead of observers in those decisions that affect social studies education, we need to encourage our new teachers and experienced colleagues to be activists in our state and national organizations — not just members, but members who act on their ideas to improve social studies education.

These associations represent the teacher education faculty who prepare future teachers to teach science, mathematics, English, and social studies.

However, many educators and social scientists who study education believe that standardized tests are not necessarily an accurate measure of how much students learn in a given school year.

Even a teacher who is content to use geospatial tools at the current, shallow level of representation (Figure 3) will be nudged toward more sophisticated uses, whether via student project work with geospatial tools or by adopting materials produced by teaching colleagues, curriculum support staff, or social studies education researchers.

Boston University's Master of Education (EdM) program in Social Studies Education is intended for teachers who currently hold initial teaching licensure and are seeking professional licensure, or plan on working outside public school systems.

My soft - spoken father, who most often could be found reading history books and playing chamber music when he wasn't teaching social studies at John Bowne High School in Flushing, so vehemently negative about the courses he took while earning his M.A. in education!

Sharon Michaels is a sixth grade English Language Arts, social studies, and writing teacher at Truesdell Education Campus who enjoys designing and facilitating learning experiences for English language learners.

For example, a student who wants to teach social studies would end up earning a degree in social studies education.

The Master of Education (EdM) program in Social Studies Education provides advanced study for educators who currently hold initial teaching licensure and are seeking coursework that can be applied to a professional license, are interested in teacher leadership, or would like to work outside traditional school systems.

Programs in social studies education prepare educators in the disciplines of history, government / civics, geography, economics, and the other social sciences, including classroom teachers and educators who work in museums, nonprofit organizations, and informal educational settings.

The Certificate of Advanced Graduate Study (CAGS) program in Social Studies Education is designed for self - directed, continuous learners who have earned master's degrees.

Lisa Clarke, a social studies teacher from Kent - Meridian High School in Kent, Wash., who will work in the Office of Elementary and Secondary Education; and,

In what should not come as a surprise to... well... anyone, a new survey from McGraw - Hill Education found that students who rely on technology for learning and studying often spend a significant portion of their academic time engaged in social activities with their devices.

ICFE DCCS ® Independent Study Guide Table of Contents Consumer Financial Protection Bureau to oversee debt collectors Collection agencies and junk debt buyers - Mini-Miranda What to do if a debtor is contacted about past debts Sample cease and desist letter Fair Debt Collection Practices Act Summary from the CFPB Debt that is covered Debt Collectors that are covered Debt Collectors that are NOT covered Debt Collection for Active and Veteran Military Personnel Communications connected with debt collection When, where and with who communications is permitted Ceasing Communication with the consumer Communicating with third parties Validation of debts Prohibited Practices: Harassing or abusive Practices False or misleading representations Unfair Practices Multiple debts Legal Actions by debt collectors Furnishing certain deceptive forms Civil liability Defenses CFPB / FTC staff's commentary on the FDCPA Common debt collector violations How to document a collector's abusive behavior What to do if a collector breaks the law How collectors are trained - examples of collector training courses FDCPA Sample Exam from ACA for Collectors How collectors are using Social Medias in collections Dealing with creditors and third party collectors Other factors for a debtor in collection: Credit reports and scores Reviewing credit reports with debtors - Permissible uses Rules about credit decisions and notices Debtor education about credit reports and FICO scores Specialty Report Providers Rules to protect consumers in credit card debt How to read and understand credit reports How to make changes or dispute accuracy Freezing Credit Files FCRA / FACTA Provisions of ID Theft victims How credit scoring works The Credit Card Accountability and Disclosure Act Credit Rules CFPB rules establish strong protections for homeowners facing foreclosure Other Resources

Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.

Pam Linke is a social worker who has also studied early childhood education.

Previous studies have found that the students who receive social - emotional education have reduced levels of anxiety and behavioral issues and an overall improvement in their learning than those who do not.

He also served as co-investigator with OSLC scientist Dr. Charles R. Martinez, Jr. (now director of the Center for Equity Promotion in the College of Education at the University of Oregon) on a variety of projects through the Oregon Social Learning Center Latino Research Team, including the Latino Youth and Family Empowerment Project I and II, which developed and tested a culturally specific parent training intervention for Latino families with youngsters at risk for substance use and related problems; the Adolescent Latino Acculturation Study, which was designed to learn more about how Latino families and their middle school youth who have immigrated to the U.S. adapt to life in this country; and PREVENIR, which developed and refined a culturally specific parent and teacher training program in four countries in Central America.