Sentences with phrase «social studies teacher educators»

These guidelines encourage social studies teacher educators to recognize the potential of technology in reconceptualizing the social studies discipline and reforming schools.

- Awards are available to full - time social studies teacher or social studies teacher educators currently engaged with K - 12 students.

We have begun a series of discussions with social studies teacher educators and researchers, centering on their uses and aspirations for digital video in their methods courses.

Social studies teacher educators and researchers have noted film's affordances for learning content, developing empathy, practicing analysis, and engaging in civic preparation (Marcus, 2007).

What boundaries, real or imagined, separate the work of English teacher educators from social studies teacher educators?

This study should only encourage social studies teacher educators to continue to introduce and utilize social media services appropriate to their situations.

As social studies teacher educators, one of our roles is to model appropriate uses of technology for our preservice teachers... (Mason, Berson, Diem, Hicks, Lee, & Draille, 2000, p. 1)

As social studies teacher educators, therefore, it is our responsibility to address the importance of technology use in socialstudies by preparing preservice teachers to integrate technology in their teaching.

Social studies teacher educators have also turned to Web 2.0 technologies to engage teachers in professional development and community building.

Rather, social studies teacher educators must engage social studies teachers in integrating educational technology and web - based resources to improve social studies teaching and learning.

While the impressions presented in this article of the changing landscape of technology and its impact on social studies teaching and learning have been informed by recent theory and research, we also sought to represent, in snapshot form, a slice of the thinking of social studies teacher educators.

As social studies teacher educators, one of our roles is to model appropriate uses of technology for our preservice teachers.

Yet, despite the relative availability of digital primary sources, social studies teacher educators are still concerned about the relatively low frequency with which these resources are being used in the classroom.

For social studies teacher educators, using technology in the classroom requires an ongoing dialog regarding how knowledge is constructed.

Social studies teacher educators and researchers have frequently referenced Peter Martorella's (1997) metaphor of technology as «the sleeping giant» in the social studies.

In my work as a social studies teacher educator at a large southeastern U.S. research university, I was tasked with creating interventions and additions in the teacher education experience by using geospatial technologies in the existing context of our program.

Not exact matches

We encourage teacher educators in social studies (and other subjects) to experiment with lesson study.

As long - time classroom teachers now working as teacher educators preparing future middle - and high - school language arts and social studies teachers, we persistently seek ways to improve our coursework and clinical experiences.

Laura Fuchs, a social studies teacher, said in a statement to chancellor Kaya Henderson in 2011 that short visits from master educators don't show the full picture of teachers» efforts in the classroom.

Amnesty Int» l Human Rights Education EdChange Education for Liberation Network Equity Alliance at ASU The Freire Project Gay Lesbian Straight Education Network Institute for Critical Animal Studies Institute for Humane Education International Assn. for Intercultural Education The Matrix Center National Assn. for Multicultural Education New York Collective of Radical Educators Radical Math Rethinking Schools Online SoJust: Document History of Social Justice Teachers for Social Justice (Chicago) Teachers 4 Social Justice (San Francisco) Teaching Economics as if People Mattered Teaching for Change Teaching Tolerance White Privilege Conference

Gabriel Tanglao, Social Studies Teacher BERGEN COUNTY TECHNICAL SCHOOLS, NEW JERSEY The son of a union nurse and the product of public schools, Gabriel Tanglao's educator - activist roots run deep.

[a] Both the journal and the respective disciplinary guidelines were sponsored by the Society for Information Technology and Teacher Education and co-sponsored by the Association for Science Teacher Education, Association of Mathematics Teacher Educators, Conference on English Education and the National Council for the Social Studies College and University Faculty Assembly.

By transferring our discussion to a public network comprising nearly 1,000 other social studies teachers, teacher educators, and preservice students, we hypothesized that our students would reap two kinds of benefits.

The challenge for teacher educators in social studies and across all disciplines is to identify how digital technologies may support and «equip [all children] to take advantage of their citizenship» (Parker, 1996, p. 2).

These preservice teachers engaged in series of reflective dialogues blending theory and practice — the hallmark of praxis — with their classmates, with other preservice teachers from around the country, and with practicing social studies educators from around the world.

Teacher educators must explore with preservice teachers how digital technologies shape and are shaped by education and examine the deeper theoretical and pragmatic understanding of the core purpose of social studies to prepare civic life.

By leveraging emerging technologies to engage social studies teachers in critical reflections about contemporary and historical issues, #sschat and others are influencing the manner in which social studies educators think about teacher learning and professional development.

Eric Bethel, who taught fifth - grade math and social studies until this year, when the district appointed him as a master educator to evaluate teachers, said he was initially wary.

In this design research study, 22 preservice teachers in a social studies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies educsocial studies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies edustudies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies educSocial Studies Network Ning, a social network for social studies eduStudies Network Ning, a social network for social studies educsocial network for social studies educsocial studies edustudies educators.

If we, as teacher educators, wish to prepare our students to use IWBs, which are becoming increasingly prevalent in classrooms, then we must model how best to utilize the device to teach social studies effectively.

Mr. Soto held many educator positions throughout his 35 - year career with Albuquerque Public Schools in New Mexico, including as an ESL, bilingual social studies, and special education teacher, an assistant principal, and principal.

Excerpts of their post appear below: To get a glimpse of the social studies teacher workforce in the U.S., we look to data from the 2011 - 12 Schools and Staffing Survey Read more about The State of the Nation's Social Studies Educators -LSsocial studies teacher workforce in the U.S., we look to data from the 2011 - 12 Schools and Staffing Survey Read more about The State of the Nation's Social Studies Educators -Lstudies teacher workforce in the U.S., we look to data from the 2011 - 12 Schools and Staffing Survey Read more about The State of the Nation's Social Studies Educators -LSSocial Studies Educators -LStudies Educators -LSB-...]

She regularly supervises student teachers and is widely regarded by the county and university as a dynamic, conscientious, and supportive social studies educator.

One of these educators is Amy Perruso, a nationally recognized social studies teacher at Mililani High School on Oʻahu.

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.

One of those educators was Connie Beson - Steger, an advanced placement (AP) social studies teacher who taught English overseas for five years before returning to the United States where she has been instructing for the last 13 years.

Because the majority of social studies educators are prepared in history or political science, awareness of GIS has remained limited to those teachers active in geographic education.

Educators who prepare social studies teachers must begin exploring and implementing approaches to support these guidelines in an increasingly complex environment.

Teachers» intrinsic motivations and social cooperation thrived in the more informal learning spaces afforded by the medium, but these same benefits were not extended to the students of many social studies educators.

In many instances we inferred significance in what social studies teachers left unsaid in our data, and we identified numerous missed opportunities where educators might have taken advantage of Twitter's affordances.

Teacher educators and veteran social studies teachers should, therefore, not be surprised if young teachers do not immediately take to Twitter or other social media for PD, but there is likely still merit in introducing young educators to professional social media use (e.g., Krutka, 2014).

«Our teachers have options,» said former N.C. social studies teacher of the year, Justin Ashley, at a news conference held by the North Carolina Association of Educators yesterday morning.

Social studies teachers use the #sschat hashtag to share and acquire resources and ideas 24/7, and several hundred social studies educators regularly participate in weekly moderated chats (see Carpenter & Krutka, 2014b) on Mondays at 7 p.m. EST (see www.sschat.org for more informaSocial studies teachers use the #sschat hashtag to share and acquire resources and ideas 24/7, and several hundred social studies educators regularly participate in weekly moderated chats (see Carpenter & Krutka, 2014b) on Mondays at 7 p.m. EST (see www.sschat.org for more informasocial studies educators regularly participate in weekly moderated chats (see Carpenter & Krutka, 2014b) on Mondays at 7 p.m. EST (see www.sschat.org for more information).

This study spotlights the changes that three educators — teachers Sara Powers and Randi Albert and principal John Sullivan — of Coalition School for Social Change made in their classrooms and the impacts those changes had on their students.

«In the local associations that chose recertification elections, we saw a tremendous support for the role of the union in supporting educators so they can better help their students,» said WEAC President Ron Martin, a middle school social studies teacher.

«In the local associations that chose recertification elections, educators continue to show tremendous support for the union,» said WEAC President Ron Martin, a middle school social studies teacher.

In terms of social studies, if preservice educators are to develop instructional social studies strategies that move beyond traditional approaches, it is imperative that teacher candidates have opportunities to engage in pedagogy that uses and integrates technology in a constructivist manner (Ehman, 2001).

For example, social studies and science teacher educators might propose inquiry paths for their teacher candidates related to the template writing tasks furnished by the Gates» Foundation's Literacy Design Collaborative (2014).

Results of the 2002 summit included seven conclusions based on the deliberations of representatives from the Association for Science Teacher Education, the Association of Mathematics Teacher Educators, the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS), the National Council of Teachers of English, Conference on English Education, the Society for Information Technology and Teacher Education and the International Society for Technology in Education.

The much - discussed and written - about Johns Hopkins University study on the long - term positive impacts of same - race teachers reinforces what a lot of us educators — and all members of The Fellowship (Black Male Educators for Social Justice)-- have known a very leducators — and all members of The Fellowship (Black Male Educators for Social Justice)-- have known a very lEducators for Social Justice)-- have known a very long time.