Sentences with phrase «support social studies learning»

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The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

A variety of studies suggest that fathers» engagement positively impacts their children's social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive development.35

Whether they correspond to the vocabulary in a social studies unit or simply help students learn new words, you can use this app to support a variety of ELL students.

Several studies have shown that social synchrony supports collaborative learning by improving group affect, cooperation, trust, engagement and cognitive risk - taking.

In 2013 and 2014, with support from the NoVo Foundation, WKCD studied effective practices in five American high schools that, by their own design, put social - emotional learning at their core.

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.

Lessons aligned to grade - level Nebraska science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Examining barriers to success in online learning, studies have found that the main issues that stand in the way of successful eLearning are social isolation, followed by administrative issues or lack of instructor support, learner motivation, and time management issues.

Lessons aligned to grade - level Oklahoma science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Participants will have the opportunity to hear from leading experts from the University of Minnesota on their climate science research, engage with hands - on activities, and learn about how Climate Generation curriculum supports language arts, social studies, and science standards, including the Next Generation Science Standards.

The Social Studies Collaborative focuses on supporting student and professional learning in states by exploring opportunities and addressing challenges within the field of social stSocial Studies Collaborative focuses on supporting student and professional learning in states by exploring opportunities and addressing challenges within the field of social sStudies Collaborative focuses on supporting student and professional learning in states by exploring opportunities and addressing challenges within the field of social stsocial studiesstudies.

Using social impact games (SIGS) to support constructivist learning: Creating a foundation for effective use in the secondary social studies education.

Merely because children might be familiar with technologies does not mean that they are able naturally to use digital technologies to support or facilitate learning within the social studies classroom.

Lessons aligned to grade - level Kentucky science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Minnesota science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Wyoming science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Alabama science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Oregon science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Virginia science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Illinois science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Numerous studies have shown that learning through collaboration, as compared to competitive or individual learning, usually results in higher achievement, better psychological connections (caring, support, and commitment), greater psychological health, social competence, and self - esteem (Johnson & Johnson, 1989; Johnson, Johnson, & Smith, 1991; Smith, 1995).

The Roots and Wings model consists of elementary school age learning programs, reading and language arts instruction, tutoring, family support and integrated services, social studies and science instruction, and mathematics instruction.

i.e.: inquiry in education IAFOR Journal of Education IAFOR Journal of Language Learning ICHPER - SD Journal of Research IEEE Transactions on Education IEEE Transactions on Learning Technologies Improving Schools Independent School Industry and Higher Education Infant and Child Development Infants and Young Children Informatics in Education Information Research: An International Electronic Journal Information Systems Education Journal Innovation in Language Learning and Teaching Innovations in Education and Teaching International Innovative Higher Education InSight: A Journal of Scholarly Teaching Insights into Learning Disabilities Instructional Science: An International Journal of the Learning Sciences Intellectual and Developmental Disabilities Interactive Learning Environments Interactive Technology and Smart Education Interchange: A Quarterly Review of Education Intercultural Education Interdisciplinary Journal of e-Skills and Lifelong Learning Interdisciplinary Journal of Problem - based Learning International Education Journal: Comparative Perspectives International Education Studies International Electronic Journal of Elementary Education International Electronic Journal of Environmental Education International Journal for Academic Development International Journal for Educational and Vocational Guidance International Journal for Mathematics Teaching and Learning International Journal for Research in Learning Disabilities International Journal for Research in Vocational Education and Training International Journal for Technology in Mathematics Education International Journal for the Advancement of Counselling International Journal for the Scholarship of Teaching and Learning International Journal for Transformative Research International Journal of Adult Vocational Education and Technology International Journal of Art & Design Education International Journal of Artificial Intelligence in Education International Journal of Behavioral Development International Journal of Bilingual Education and Bilingualism International Journal of Christianity & Education International Journal of Computer - Supported Collaborative Learning International Journal of Development Education and Global Learning International Journal of Developmental Science International Journal of Disability, Development and Education International Journal of Distance Education Technologies International Journal of Early Childhood International Journal of Early Childhood Environmental Education International Journal of Early Years Education International Journal of Education & the Arts International Journal of Education and Development using Information and Communication Technology International Journal of Education and Literacy Studies International Journal of Education in Mathematics, Science and Technology International Journal of Education Policy and Leadership International Journal of Educational Administration and Policy Studies International Journal of Educational Leadership and Management International Journal of Educational Leadership Preparation International Journal of Educational Management International Journal of Educational Methodology International Journal of Educational Psychology International Journal of Educational Reform International Journal of Educational Technology International Journal of E-Learning & Distance Education International Journal of Emotional Education International Journal of English Studies International Journal of ePortfolio International Journal of Evaluation and Research in Education International Journal of Game - Based Learning International Journal of Higher Education International Journal of Inclusive Education International Journal of Information and Communication International Journal of Information and Learning Technology International Journal of Instruction International Journal of Language & Communication Disorders International Journal of Leadership in Education International Journal of Learning and Change International Journal of Lifelong Education International Journal of Listening International Journal of Mathematical Education in Science and Technology International Journal of Mobile and Blended Learning International Journal of Multicultural Education International Journal of Multilingualism International Journal of Music Education International Journal of Progressive Education International Journal of Qualitative Studies in Education International Journal of Research & Method in Education International Journal of Research in Education and Science International Journal of School & Educational Psychology International Journal of Science and Mathematics Education International Journal of Science Education International Journal of Science Education, Part B: Communication and Public Engagement International Journal of Social Research Methodology International Journal of Special Education International Journal of Sustainability in Higher Education International Journal of Teacher Leadership International Journal of Teaching and Learning in Higher Education International Journal of Technology and Design Education International Journal of Testing International Journal of Training and Development International Journal of Training Research International Journal of Virtual and Personal Learning Environments International Journal of Web - Based Learning and Teaching Technologies International Journal of Whole Schooling International Journal of Work - Integrated Learning International Journal on E-Learning International Multilingual Research Journal International Research and Review International Research in Early Childhood Education International Research in Geographical and Environmental Education International Review of Education International Review of Research in Open and Distributed Learning International Studies in Catholic Education International Studies in Sociology of Education Intervention in School and Clinic Investigations in Mathematics Learning Iranian Journal of Language Teaching Research Irish Educational Studies Issues in Educational Research Issues in Interdisciplinary Studies Issues in Science and Technology Librarianship Issues in Teacher Education Issues in the Undergraduate Mathematics Preparation of School Teachers

Lessons aligned to grade - level Guam science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Georgia science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Iowa science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

When the English learner student population grows in an area, schools and districts need to create systems for support students in developing English proficiency while they also learn math, science, social studies and other subjects.

As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classrooms.

The Social Studies collaborative focuses on identifying, developing, and sharing high - quality educational resources that support student and professional learning through rigorous standards, engaging curriculum, balanced assessments, effective professional development and attention to equity.

The Hartwick Center for Learning and Teaching with Technology has been informed of this new approach to the social studies methods class, and the technical support staff is on the alert.

With decreasing costs and increasing functionality, usability, and access, the potential of technology in the social studies classroom to support transformative and innovative instructional approaches and more meaningful and appropriate learning opportunities for students is greater than ever.

Lessons aligned to grade - level Vermont science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Delaware science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

She taught high school social studies, facilitated credit bearing online learning programs, and supported technology integration staff development at secondary campuses in Texas.

Lessons aligned to grade - level New York science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Like ELA and math, SEL supports social studies instruction because it engages students in learning and deepens their understanding of academic material.

Lessons aligned to grade - level Pennsylvania science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Massachusetts science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level North Dakota science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

Lessons aligned to grade - level Maine science and social studies standards with robust learning supports and tools to identify skill gaps for struggling readers

We designed ECMs to support the development of teachers» professional teaching knowledge as it related to a specific pedagogical approach called problem - based historical inquiry and its principles for social studies instruction, that learning should be purposeful, connected, active, and scaffolded (Saye & Brush, 2004).

Lessons aligned to grade - level Virginia science and social studies standards with robust learning supports for struggling readers

Research shows that several active reading strategies can support students» comprehension and learning in social studies.

Apex Learning social studies digital curriculum provides both adaptive and strategic scaffolding to support students?

Lessons aligned to grade - level Connecticut science and social studies standards with robust learning supports for struggling readers

Dr. Brenner points out that, to support struggling students, Apex Learning employs adaptive scaffolding that builds foundational reading competencies in specific areas of social studies.

In the present study, I investigate: 1) How children develop the ability to consider the nature of knowledge within the context of conversation; 2) Whether improved epistemological understanding supports children's critical thinking in informal social learning; 3) Whether cognitive self - control and verbal IQ moderate or mediate epistemological development; and 4) Whether individual differences in epistemological understanding relate to parent characteristics.

Lessons aligned to grade - level Rhode Island science and social studies standards with robust learning supports for struggling readers

Lessons aligned to grade - level Oklahoma science and social studies standards with robust learning supports for struggling readers

Lessons aligned to grade - level Kansas science and social studies standards with robust learning supports for struggling readers