Finally, as an insult to
all Social Studies teachers across the entire Sunshine State, Speaker Corcoran tells us that the Florida Legislature and the CRC have set out to enshrine civics education in our Constitution in an effort to ensure «a student should not be able to graduate without understanding what makes America great.
Not exact matches
Today, Flocabulary has a library of more than 550 educational hip - hop videos that explore a wide range of subjects, including math, science,
social studies, language arts, and current events, which are used by
teachers in 20,000 schools
across the country.
Whereas Australia has made Asia an important focus of its national curriculum, Canada, where education is a provincial matter, could follow the model practiced in the US, where a network of universities
across the country acts as hubs for
teachers to deepen their understanding of Asian geography, history,
social studies and arts, so they can introduce that content into their classrooms.
Across our great land this week ~
social studies teachers will hail the penning and adoption of the US Constitution.
This resource is written by
teachers from
across the country and presents the history of the Court thematically corresponding to the strands in the
social studies curriculum.
With simple activities
across literacy, math,
social studies, science, and design and engineering, all developed by classroom
teachers, LearnToLearn delivers an easy way get started with LEGO Education in the classroom.
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).
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.
In the newly adopted College, Career, and Civic Life (C3) Framework for
Social Studies State Standards, social studies teachers are encouraged to inform students about politics and civic behavior, both among individuals and within and across governmental b
Social Studies State Standards, social studies teachers are encouraged to inform students about politics and civic behavior, both among individuals and within and across governmental
Studies State Standards,
social studies teachers are encouraged to inform students about politics and civic behavior, both among individuals and within and across governmental b
social studies teachers are encouraged to inform students about politics and civic behavior, both among individuals and within and across governmental
studies teachers are encouraged to inform students about politics and civic behavior, both among individuals and within and
across governmental bodies.
The goal of the peer - reviewed journal
Social Studies and the Young Learner is to capture and enthuse elementary teachers across the country by providing relevant and useful information about the teaching of social studies to elementary students.The teaching techniques presented in this peer - reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom su
Social Studies and the Young Learner is to capture and enthuse elementary teachers across the country by providing relevant and useful information about the teaching of social studies to elementary students.The teaching techniques presented in this peer - reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom s
Studies and the Young Learner is to capture and enthuse elementary
teachers across the country by providing relevant and useful information about the teaching of
social studies to elementary students.The teaching techniques presented in this peer - reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom su
social studies to elementary students.The teaching techniques presented in this peer - reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom s
studies to elementary students.The teaching techniques presented in this peer - reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom success.
«In spite of my confidence in the Common Core as a starting point for an important conversation for what we expect of our students, the implementation has created confusion in many classrooms and in homes
across New York State,» said Nick Lawrence, an 8th Grade
Social Studies teacher and member of the panel.
This comprehensive
teacher's guide incorporates a variety of activities, student handouts, and readings that help
teachers integrate environmental education
across subject areas, including science, English, and
social studies.
Meaningful Student Involvement also extends
across and integrates within all curricula, challenging the
social studies teacher equally with the physical education
teacher.
I began my career as a high school
social studies teacher and, over the years, have worked in multiple educational organizations, including universities, a state department of education, a regional educational laboratory, and as consultant to the USDOE, national professional organizations, multiple SDEs, regional agencies, and school districts
across the country.
Now in its third year of implementation, the project includes a total of 54 core content
teachers (math, science, language arts and
social studies)
across two secondary schools.
A former middle school and high school language arts
teacher, Dr. Kist has also served as a language arts and
social studies curriculum coordinator, and as a consultant and trainer for school districts
across the United States, specializing in technology integration and curriculum mapping.
Collaborative
social studies teacher education
across remote locations: Students» experiences and perceptions.
Social studies and science
teachers can collaborate with English language arts
teachers to increase reading
across content areas.
The
study examined survey responses from school
teachers, college instructors and workforce supervisors
across the nation regarding the importance of
social and emotional learning skills.
Yet, the greatest value to be added is allowing
social studies teachers to work
across disciplinary boundaries.
As someone familiar with many
social practices of Web 2.0, Ed Cator seemed to recognize the value and place of «wild thinking, creating one's own definitions and rules... being «naughty»... and constructing knowledge» with other
teachers across time and space; however, this
study, coupled with published and anecdotal evidence in
teacher education, suggests that many preservice
teachers, practicing
teachers, and even doctoral students in
teacher education have had limited opportunities for professional collaboration or serious epistemic roles in education — especially in school - based professional development and university - based
teacher education.
She also recently served on the SC Standards Committee, working alongside fellow
social studies teachers from
across the state to rewrite the American Government standards.
«
Social studies teachers like me join voters
across the state in taking the first steps to returning to three separate branches of government and Democracy,» Martin said.
In one
study, conducted with 7300 students and 321
teachers in 61 schools
across 6 school districts, significant improvements in
social - emotional competence and behavior were seen in children who started the school year with skill deficits in these areas.
Across the board,
teachers most desire English / Language Arts (ELA) content in digital format (74 percent), followed by science (62 percent), math (61 percent) and
social studies (56 percent).
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 impulsi
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 impulsi
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 impulsivity).
In conclusion, Exploratory Factor Analyses from data in
Study 1 indicated support for five factors:
social consequences; to include concerns regarding how parents, friends, classmates and
teachers may view test performance; item types; to include items related to anxiety
across item formats; and temporal aspects of anxiety; that is how stress is felt before, during, and after an exam.
Abstract: The current
study investigated developmental trajectories of
teacher - reported aggressive behavior and whether these trajectories are associated with
social - cognitive development (i.e., aggressive problem - solving)
across the first three elementary grades in a large sample from Switzerland (N = 1,146).
The current
study investigated developmental trajectories of
teacher - reported aggressive behavior and whether these trajectories are associated with
social - cognitive development (i.e., aggressive problem - solving)
across the first three elementary grades in a large sample from Switzerland (N = 1,146
The purpose of the current
study was to provide a more comprehensive quantitative examination of the
social functioning of siblings of children with cancer by contrasting them with matched comparison peers
across a range of measures completed by multiple informants (peers,
teachers, parents, and self) in the school and home settings.