Sentences with phrase «studying curriculum development»

Taking a leadership position or studying curriculum development may help you contribute to these efforts.

As an educator with a proven background in history and social studies curriculum development and instruction, it is with great excitement that I submit my resume for consideration to become a member of your team.

Not exact matches

The acting Executive Secretary of Nigerian Educational Research and Development Council, Kate Nwufo, denied claims that Christian Religious Studies had been removed from the curriculum.

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.

Carolyn also does general consulting with schools on topics from curriculum development to teaching study skills to interpretation of student test scores.

She was formerly a professor of family and human development at Arizona State University, where she developed and evaluated social - emotional learning curricula for early childhood classrooms and instructed courses in early intervention, child development, and gender studies.

This study led to the development and implementation of the Legacy curricula and two additional studies to evaluate and implement Legacy.

In his remark, the Acting Director General of TEI, Dr. Saád Umar Idris said, «as pioneer DG, TEI, some of his laudable achievements include commissioning of TEI Curriculum Design and Facilitators» notes, Implementation of the Electoral Training Study Cycle (ETSC) for the benefit of the Commission's staff across the country, development of TEI Core values, establishment of the TEI Knowledge Sharing Forum, Employee of the Month, securing support from Development Partners and much mdevelopment of TEI Core values, establishment of the TEI Knowledge Sharing Forum, Employee of the Month, securing support from Development Partners and much mDevelopment Partners and much more».

The preparatory curriculum began development in 2010, when Project 2061 and the Biological Sciences Curriculum Study, a non-profit organization that develops science and technology curriculum materials, received a grant from the Education Department's Institute of Educationcurriculum began development in 2010, when Project 2061 and the Biological Sciences Curriculum Study, a non-profit organization that develops science and technology curriculum materials, received a grant from the Education Department's Institute of EducationCurriculum Study, a non-profit organization that develops science and technology curriculum materials, received a grant from the Education Department's Institute of Educationcurriculum materials, received a grant from the Education Department's Institute of Education Sciences.

She also led Project 2061's evaluative studies of science and mathematics textbooks and currently serves as principal investigator on curriculum development efforts funded by the U.S. Department of Education's Institute of Education Sciences, the National Science Foundation, and the National Oceanic and Atmospheric Administration.

Guest blogger Anne - Lise Halvorsen introduces the lesson study, a professional development method she uses to engage and inspire pre-service teachers around elementary social studies curriculum.

Kelly A. (Brizendine) Blair Language and Literacy Current city: Chicago Current job: Education Consultant (Literacy, Curriculum, Assessment, Technology) Career highlight: Leading a team of managers and instructional designers in the development of K — 12 digital curricula and assessments in math, science, social studies, and language arts.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

When it comes to the study of implementing education reforms, analysts tend to focus on the formal channels of implementation and the standard tools of public administration — for example, intergovernmental hand - offs (federal to state to district to school), alignment of curriculum, assessment and other components of the reform, professional development, getting incentives right, and accountability mechanisms.

Its major finding was that most parents actually want pretty much the same things from their schools: a solid core curriculum in reading and math, an emphasis on science, technology, engineering, and math (STEM) education, and the development in students of good study habits, strong critical thinking skills, and excellent verbal and written communication skills.

Another type of professional development that has some commonalities with lesson study is curriculum development.

In fact, sometimes people assume that lesson study is a form of curriculum development, which is understandable given its name.

The Instructional Leadership strand is designed for individuals who have taught at least three years, seek to increase their knowledge of instruction and curriculum in their subject area (science, mathematics or social studies) or English Language Arts (ELA) at the elementary and secondary levels, and are interested in finding ways to extend their influence beyond the classroom into areas such as coaching, curriculum development or teacher research.

This fall, in seven classrooms in three states, the guide served as the basis for an exploratory study by Selman and Elizabeth seeking to delve into how a transmedia curriculum may affect students» motivations to read and learn and how it may affect their social and ethical development.

Teachers and curriculum designers are encouraged first to establish their program frameworks using the social studies standards as a guide, and then to use the standards from history, geography, civics, economics, and others to guide the development of grade level strands and courses.

Category: End Poverty and Hunger, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Millennium Development Goals, Português, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education andDevelopment Goals, Português, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education andevelopments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education anddevelopment, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education anDevelopments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Counseling

Ben Leddy Human Development and Psychology Hometown: Charleston, Illinois Then: Middle school social studies teacher Now: Director of curriculum at Poly, a new education startup

Category: Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Gender Equality, global citizenship education, Global Partnership, Interviews, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Refugee and displaced, South America, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: bioliteracy, Buddha, Cooperation, Costa Rica, Culture of Peace, Curriculum Planning, Director - General of UNESCO, Dr. Katherine Müller - Marin, Education for Sustainable Development, ESD, evolution, future, global citizens, global citizenship education, Interamerican Development Bank, International Day of Peace, Irina Bokova, knowledge, life, Pan American Health Organization, peace, Peacebuilding, Representative of UNESCO to Viet Nam, Spanish Government Día Internacional de la Paz, sustainable development, the Organization of American States, the World Bank, UN, UDevelopment Goals, NGO, North America, Refugee and displaced, South America, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: bioliteracy, Buddha, Cooperation, Costa Rica, Culture of Peace, Curriculum Planning, Director - General of UNESCO, Dr. Katherine Müller - Marin, Education for Sustainable Development, ESD, evolution, future, global citizens, global citizenship education, Interamerican Development Bank, International Day of Peace, Irina Bokova, knowledge, life, Pan American Health Organization, peace, Peacebuilding, Representative of UNESCO to Viet Nam, Spanish Government Día Internacional de la Paz, sustainable development, the Organization of American States, the World Bank, UN, UDevelopment, ESD, evolution, future, global citizens, global citizenship education, Interamerican Development Bank, International Day of Peace, Irina Bokova, knowledge, life, Pan American Health Organization, peace, Peacebuilding, Representative of UNESCO to Viet Nam, Spanish Government Día Internacional de la Paz, sustainable development, the Organization of American States, the World Bank, UN, UDevelopment Bank, International Day of Peace, Irina Bokova, knowledge, life, Pan American Health Organization, peace, Peacebuilding, Representative of UNESCO to Viet Nam, Spanish Government Día Internacional de la Paz, sustainable development, the Organization of American States, the World Bank, UN, Udevelopment, the Organization of American States, the World Bank, UN, UNDP, UNESCO

We will use the students» responses to the questionnaire to inform our development of the curricula that we will test out in our pilot study.

Category: Africa, Child Health, End Poverty and Hunger, English, Europe, Gender Equality, global citizenship education, Global Partnership, Millennium Development Goals, NGO, North America, Private Institution, Public Institution, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: China, cosmopolitan citizens, Curriculum, Democratic Republic of Congo, Education First, emotional, Ghana, global citizens, global poverty, global warming, high school, holistic experience, Howard Garnerd, intellectual, John Dewey, Kenya, kindergarden, kinesthetic, Mexico, moral, Morocco, Muslims, National Sister Schools Organizations, Native American, neo-colonialism, rotary, sensual, Sister Cities, Sister Schools, teaching, Travel - study, USA, woman

Category: Asia, End Poverty and Hunger, English, Gender Equality, global citizenship education, Global Partnership, Interviews, Millennium Development Goals, NGO, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: agriculture, Ahmad Bahruddin, Arabic Countries, Asian countries, Brazil, Central Java Province, challenges, Christian organizations, Curriculum, democracy, democratic participation, European Countries, global citizenship education, horticulture, Indonesia, International Day of Peace, knowledge, life, local intellectual property, Metro TV, Mulyono Sardjono, Muslim, national curricula, organic farming, Paulo Freire, peace, Qaryah Thayyibah, Qaryah Thayyibah Learning Community, religious community, rural neighborhoods, Salatiga, uniformed curriCurriculum, democracy, democratic participation, European Countries, global citizenship education, horticulture, Indonesia, International Day of Peace, knowledge, life, local intellectual property, Metro TV, Mulyono Sardjono, Muslim, national curricula, organic farming, Paulo Freire, peace, Qaryah Thayyibah, Qaryah Thayyibah Learning Community, religious community, rural neighborhoods, Salatiga, uniformed curriculumcurriculum, USA

A former high school Social Studies teacher and supervisor, she earned her doctorate from the Graduate School of Education at Rutgers University, specializing in curriculum theory and development.

Job Title Kindergarten Teacher Grade 1 Teacher Grade 2 Teacher Grade 3 Teacher Grade 4 Teacher Grade 5 Teacher Grade 6 Teacher Elementary School Teacher Middle School Teacher High School Teacher Resource Teacher / Specialist English Language Arts Teacher Mathematics Teacher Science Teacher Social Studies Teacher Librarian / Media Specialist Curriculum & Instruction District Administrator Bilingual / ELL Special Education Title I Before / After School Staff Development Principal / Assistant Principal Parent Business / Finance / Purchasing Technology Other

Goddard and colleagues say further studies are needed on collaborative practices but that their study provides preliminary support for efforts to improve student achievement by promoting teacher collaboration around curriculum, instruction and professional development.

Even mundane decisions such as textbook purchases are rarely informed by evidence, despite the fact that the National Science Foundation (NSF) and the Institute of Education Sciences (IES) have funded curricula development and efficacy studies for years.

Even mundane decisions such as textbook purchases are rarely informed by evidence, even though the federal government has funded curricula development and efficacy studies for years.

Many teachers are finding that studying standards - based curriculum can be a basis for their own professional development.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

The effectiveness of the model has been studied in over 20 years of research and field - testing about: (a) the effectiveness of the model as perceived by key groups, such as principals, teachers, students, and parents; (b) research related to student creative productivity; (c) research relating to personal and social development; (d) the use of SEM with culturally diverse or special needs populations; (e) research on student self - efficacy; (f) the use of SEM as a curricular framework; (g) research relating to learning styles and curriculum compacting; and (h) longitudinal research on the SEM.

What that demographic tends to seek for its children's education — besides the universal desiderata of «a solid core curriculum... an emphasis on... STEM education, and the development in students of good study habits, strong critical thinking skills, and excellent verbal and written communication skills» — is schools that «offer vocational classes or job - related programs.»

Results from this study can serve to guide the curriculum of teacher education programs as well as the development of resources such as the website, Teacher's Guide to the Holocaust.

I was also conducting a follow - up study that sought to apply some of my research findings to actual curriculum development — with a view to making history and social studies education more engaging and personally relevant for teenage youth.

The curriculum in the crucial eight grades leading to the high - school years should be specifically designed to provide a sound base for study in those and later years in such areas as English language development and writing, computational and problem - solving skills, science, social studies, foreign language, and the arts.

The Institute of Education Sciences (IES) published «Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders,» as well as first - year findings of an ongoing study of professional development for middle - school math teachers.

All the participants in their case studies had been involved in some sort of school - wide language arts curriculum development projects aimed at helping teachers reconceptualize teaching.

The professional education component consists of the study of curriculum and methods of instruction, adolescent development and learning, topics in special education, urban education, and foundations of education.

Sinnema, an associate professor in the school of Learning, Development, and Professional Practice, studies the improvement of teaching and learning — and related policies — across four main strands: educational leadership, curriculum, practitioner inquiry, and standards.

All three studies described school reform efforts that utilized teacher leaders in addition to other strategies, such as the use of a new curriculum (Balfanz et al., 2006), professional development workshops for teachers and changes in the structure of the school day (Ruby, 2006), or a training program for school administrators (Weaver & Dick, 2009).

The professional education component consists of study in the foundations of education, science pedagogies, curriculum development, methods of instruction, and student teaching.

Currently, CEL's Academy curriculum is being implemented in 50 high - need schools in a large - scale principal professional development study funded by the U.S. Department of Education's Institute of Education Sciences.

The study's authors speculate on four potential explanations for the large negative effects that their program evaluation found: misalignment of private school curriculum to the Louisiana State Standards; differences between serving scholarship students with achievement gaps and traditional private school students; success of other education developments, especially in New Orleans; and the overall quality of private schools willing to participate in the program.

This curriculum has an emphasis on basic skills and core subject matter in English language arts, mathematics, social studies and science, the arts, and a comprehensive support program that promotes healthy youth development, including preparing the students to apply their knowledge and skills for the benefit of the community and environment.

Based on the successful Math - in - CTE curriculum integration study and professional development model, the Authentic Literacy in CTE study sought to determine the impact of disciplinary literacy strategies on the reading comprehension, vocabulary development, and motivation to read for students enrolled in CTE courses.

Since 2008, she has designed the AF History Program from the ground up, developing and executing the program vision, course of study, curriculum, assessments, and teacher and leader professional development across the public charter network's 25 (and growing) schools.

A study of professional development for arts teachers: Building curriculum, community, and leadership in elementary schools.