Sentences with phrase «studies curriculum in»

The Shelby County Schools have adopted Facing History units as a mandate for the social studies curriculum in grades 6 - 8.

Rethinking the social studies curriculum in the context of globalization: Education for global citizenship in the US.

Developed by teachers and leaders of social studies curriculum in the State of Michigan, each PASST item has been designed using a blended approach to assess both the knowledge and skills essential for student mastery of standards in social studies.

California lawmakers passed a bill that will broaden social studies curriculum in the state's public schools to include lessons on gay history.

August 13, 2017 • After Arizona banned a Mexican - American studies curriculum in Tucson, Ariz., ethnic studies courses have taken root in districts across the country.

The board, which overhauled the state's history and social studies curriculum in May to reflect conservative values, will examine a resolution next week that would warn publishers not to «push a pro-Islamic, anti-Christian viewpoint» in world history textbooks, the newspaper reported.

Not exact matches

Students spend a semester on their home campus studying a curriculum focused on NAFTA issues before acquiring an internship in the U.S. or Mexico.

By logging into Koofers — which has a Facebook app and is accessible online via Facebook ID and password — a student in an introductory chemistry class of 30 can now swap and share materials with tens of thousands of students studying the same curriculum worldwide.

Today's iconic product heroes cobbled together ad hoc curriculum in the school of life, the way Steve Jobs famously studied fonts and Spotify's Daniel Ek dove into guitars.

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.

Huffington Post: «Beyond the Robe»: New Generation of Buddhist Monks Embraces Science Recently, the Dalai Lama addressed a luncheon gathering at my home in Boston and announced a decision by the leaders of the monasteries to make the study of Western science part of the core curriculum required of all monastic scholars in the Gelug tradition.

Merrimon Cuninggim in The College Seeks Religion (New Haven, Conn.: Yale University Press, 1947), pp. 298 - 300, reports on a careful study of seventy state - supported institutions and finds that 80 per cent have departments of religion or courses in religion offered in other departments of the curriculum.

There is a need to draw attention to the bias and hidden assumptions contained in the text books — and not just in religious studies, but in subjects across the curriculum where political indoctrination is taking place.

Even humanistic studies in a core curriculum fail to kindle the energies needed for a more vital human mode of being.

Yet New Testament studies became increasingly isolated in the nineteenth century as the study of rhetoric was given a back seat in school curriculums and limited to the study of style and ornamentation (Watson names Nils Lund's Chiasmus in the New Testament as a notable exception).

In such contexts the study of the Bible «as literature» was deemed especially appropriate to a secular curriculum.

This change is reflected in the curricula of many seminaries and divinity schools today: ethics has achieved an independent existence as a department or area of study.

If we integrate the studies so that their relations to each other are presented as true as in fact they are, then the student is more likely to be able individually to diversify from the stream of conformity, as he or she makes the connection between the integrated curriculum and life.

Consideration of examples such as this may help to dispel the prejudice against the study of manners within the formal curriculum, by showing that people in other well - developed and successful cultures have considered the refinement of interpersonal relationships the central objective of education.

Resources for intergenerational Bible study in groups including children, teens, and adults can be prepared by adapting curriculum written for children.

Perspectival changes should be reflected in our methodology It is not enough to add a new course or branch of study to the existing curricula.

On the youth and adult levels, church school curricula ought to include serious study of mental illness, its causes, treatment, and the church's role in prevention.

To assert that modern education should be infused with the ideals of recreation is to affirm the centrality of liberal studies in the curriculum.

Mathematical studies in the curriculums of schools and colleges sharpen self - awareness in thinking, stimulate conceptual inventiveness, and develop the capacity for symbol construction and transformation.

One would expect, then, that the study of music, art, the dance, and literature would occupy a central place in the liberal arts curriculum.

For example, in a recent analysis published in an edition of International Studies in Catholic Education dedicated to the question of whether there can be such a thing as a Catholic curriculum, Therese D'Orsa argues from the Australian experience that «attempts to give meaning to the concept of a Catholic curriculum... have ranged across a spectrum familiar to those who lead in Catholic schools» and that such initiatives have had a «limited impact».

If you have difficulty seeing just how loaded this knowledge - belief distinction is, try to imagine the reaction of Darwinists to the suggestion that their theory should be removed from the college biology curriculum and studied instead in a course devoted to nineteenth - century intellectual history.

But I can not forget a 17 - year - old gymnasium student who told me, «We have had to study the Holocaust at three different stages in our curriculum.

One may certainly refrain from insisting, as some Jewish leaders have, upon mandated Holocaust studies in the public school curriculum: for many people, such «mandates» might appear as an effort to establish the passion of the Jews as the larger culture's defining story, thus, ironically, giving plausibility to anti-Semitic claims about Jewish power.

Furthermore, Bible - study groups have been springing up in the congregation, and there is a move to introduce a back - to - the - basics Christian educational curriculum.

They also argue for the inclusion, not in the science curriculum but in the humanities, of the comparative study of creation accounts in the history of the human race: various scientific understandings, various understandings in the Judeo - Christian - Islamic traditions, the Hindu, Buddhist, Shinto, Native American, and African traditions.

System 2: Undated curriculum of in - depth biblical studies that emphasize a contemporary and scholarly interpretation of Scripture.

Ryan Valentine of the Texas Freedom Network takes a different view: «Academic study of the Bible in a history or literature course is perfectly acceptable,» he says, «but this curriculum represents a blatant attempt to turn a public school class into a Sunday school class.

In this curriculum, three disciplines represent the theoretical side of the dichotomy (biblical studies, church history and systematic theology), while practical theology represents the task - oriented program providing the requisite skills for those preparing for the professional ministry.

The justification for public - policy studies within a religious curriculum must be given in theological categories.

Good, faithful Catholic college students who want to major in science are caught in a bind: There are very few places to study science within a truly Catholic curriculum.

Tauhidi responded, «We have a hard enough time getting a good curriculum in Islamic studies together.

Those two worlds will collide on May 16 when the nation's largest atheist group holds a rally on the steps of the Texas state capitol in Austin to protest proposed changes in the state's social studies curriculum.

The curriculum they suggest, along with participation in the community of faith, is designed to shape Christian identity by an intense study of how groups and individuals created themselves as Christians as they responded to felt needs and wrestled with issues of ultimate significance in their age just as we do in ours.

At the same time, certain complaints recur: traditional curricula are rooted in precritical assumptions, serve academic guilds, pre-empt feminist or minority studies, and are built on unviable ways of relating theory and practice.

Kelly's summary of the trends in the curriculum of Oberlin Seminary applies to many others as well: «The program of study was changing from the dogmatic to the practical, from the ecclesiocentric to the socio - centric... «34 More recent examinations show the continuation of these emphases in our time though they also show a revival of interest in systematic and exegetical theology and in the Biblical languages.

We tried to gather all of these strands together, and what emerged was a comprehensive development with five thrusts: the new building; the new Center for Advanced Religious and Theological Studies; endowed research posts; the parallel development of the consortium of theological seminaries in Cambridge; and curriculum development.

That will provide the context for turning finally in the last two chapters to what makes the school's curriculum a course of study rather than a clutch of courses, what it can do to and for its students, to and for congregations, and to and for traditions of academic research.

This essay was written with the conviction that the curriculums of all institutions of higher learning should include courses in the religio - scientific study of a variety of religions, including some of the major religions of the East as well as the Judeo - Christian religious traditions of the West.

When local LDS authorities decide they are ready, new members are moved into regular where they study «Doctrines in the Curriculum» from standard lesson manuals published at Mormon headquarters.

Matthew Yellin is a Social Studies teacher and Curriculum Coordinator at Hillside Arts and Letters Academy, located in Jamaica, Queens, New York.

The complaint may be that the curriculum is too «academic» and insufficiently «Professional»; too «theoretical» and insufficiently «practical»; or, conversely, that it is too single - mindedly focused on producing «Professional ministers» in a certain model and too inflexible to allow individual students to pursue their own intellectual interests; and, above all, that the curriculum consists of too many small pieces of information that are not adequately «integrated,» that it provides not so much a course of study as — in H. Richard Niebuhr's wonderfully wry phrase - «a series of studious jumps in various directions.»

The Rainforest Alliance curricula are unique in that it teaches language arts, math, science, social studies and the arts while addressing the Common Core State Standards (CCSS) for English language arts and mathematics, and the Next Generation Science Standards.

According to a study conducted in 2008 by physical education teachers using the curriculum, 75 percent rated it as excellent and 23 percent as good.

She has published curriculum and articles in the areas of special education, social studies, English, educational computing, ESL, multi-cultural education, study skills, and classroom organization.