Sentences with phrase «social studies methods at»

Not exact matches

At present, the rediscovery of culture in the social sciences, at the debate over methods of studying culture empirically, promises to shift studies of religion and politics more in the direction of looking at religious and political culturAt present, the rediscovery of culture in the social sciences, at the debate over methods of studying culture empirically, promises to shift studies of religion and politics more in the direction of looking at religious and political culturat the debate over methods of studying culture empirically, promises to shift studies of religion and politics more in the direction of looking at religious and political culturat religious and political culture.

The exciting new study by the psychologist Deborah Riby and Peter Hancock at Newcastle University uses cutting edge methods in eye tracking to investigate the unusual social preferences and behaviors in people with Williams syndrome and autism.

In a new study published in the current issue of the Journal of Personality and Social Psychology, researchers in the Charles E. Schmidt College of Science at Florida Atlantic University and Humboldt - Universität zu Berlin in Germany measured the effects of situations on human behavior in real - time and outside of a laboratory setting in one of the largest studies to employ experience sampling methods.

The researchers used a new, more comprehensive method than those used in earlier studies, a type of mathematical modeling typically found in sociology, to arrive at their findings about the social world of the spotted hyena.

- Jean A. Luckowski is a professor in the department of curriculum and instruction at the University of Montana, where she teaches social studies methods and professional ethics.

I learned this method from Dr. Michael Berson, an internationally known social studies scholar at the University of South Florida.

Anthony Pellegrino, PhD, a 10 - year veteran high school social studies teacher, is currently assistant professor of history and social studies education in the College of Education and Human Development at George Mason University where he teaches methods of teaching history / social studies in the secondary school, foundations of secondary education, and research on teacher education.

Technology integration at the university level: An analysis of an elementary social studies methods course.

At the time of this writing, Methods for Teaching Secondary Social Studies has been restructured, students have registered, and ArcView and ArcVoyager software programs have been installed at Hartwick and at Oneonta Middle SchooAt the time of this writing, Methods for Teaching Secondary Social Studies has been restructured, students have registered, and ArcView and ArcVoyager software programs have been installed at Hartwick and at Oneonta Middle Schooat Hartwick and at Oneonta Middle Schooat Oneonta Middle School.

In New York in the Spring semester 2000, components of GIS were added to an existing methods course for students pursuing secondary social studies certification through the education program at Hartwick College.

Dina was previously the Assistant Principal of Social Studies at New Dorp High School in Staten Island, NY where she co-led the effort to bring the Hochman Writing Method to New Dorp by seeding and developing it in her department, and then supporting its adoption school - wide.

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.

At the end of the course, most considered social studies to be the content area they looked forward to teaching and believe technology could be used to enhance methods of teaching social studies.

The Elementary Social Studies Methods instructor (hereafter referred to as «Dr. Phipps») was in her third year as an assistant professor of social studies education at the Education SSocial Studies Methods instructor (hereafter referred to as «Dr. Phipps») was in her third year as an assistant professor of social studies education at the Education Studies Methods instructor (hereafter referred to as «Dr. Phipps») was in her third year as an assistant professor of social studies education at the Education Ssocial studies education at the Education studies education at the Education School.

Professor of Policy Studies at the UCLA School of Public Policy and Social Research, Kleiman teaches methods of policy analysis, political philosophy, and drug abuse and crime control policy.

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiSocial Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsisocial desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

Several interventions have been demonstrated to be effective in reducing the prevalence of behaviors that place adolescents at risk for acquisition of human immunodeficiency virus (HIV).1 — 6 These programs have in common a small - group and face - to - face method of delivery, an emphasis on skills development referent to decision making, communication, negotiation and condom use, use of a wide variety of instructional formats and approaches to intervention delivery, and grounding in social learning theory.2 — 6 Despite the encouraging results that accompany these studies with reference to adolescent risk reduction, new challenges have emerged.

The aims of the project are to (1) develop a culturally specific parent training intervention for Latino families with youngsters at risk for substance use and related problems, (2) evaluate implementation feasibility and initial efficacy of the intervention in a pilot study, (3) develop and refine measurement methods for assessing Latino individual family processes, and (4) test an integrative theoretical model that hypothesizes how social and acculturation contexts, family stress processes, and parenting practices are linked to predict Latino youngster adjustment.