Sentences with phrase «through middle school classrooms»

And with an average of 50 students passing through these classrooms daily — multiple classes pass through middle school classrooms each day — 1.28 million kids have daily contact with a pet in their schools.

Here you'll find materials that have been developed for preschool through middle school classrooms by our Second Step team of experts.

Not exact matches

This SLP trains undergraduate students enrolled in a non-science majors» introductory biology course in the SLP curriculum and takes them to middle and high school classrooms to lead the younger students through the curriculum.

As Kayla, Fisher guides us through the frightening halls and classrooms of her middle school during the last few days of her eighth grade year — and all of the fears, regrets and hopes that come with graduation.

Through the Winners Walk Tall program, responsible middle schoolers make weekly visits to primary classrooms and teach lessons that emphasize making good choices.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

«I think they're appropriate from the earliest levels all the way up through college,» says William Scott, a former middle school teacher who taught oral histories in his Los Angeles and San Francisco classrooms.

We've got a history of creating STEM - based classroom learning tools specifically built for students all the way through from middle school to university.

The authors describe the essential elements for project - based learning, and how middle school teachers learned to teach with project - based learning through collaboration, classroom enactment, and reflection.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Something that started in Phase 1 at classroom level moved quickly through senior leadership, through the middle leadership, and began to become a much more school - wide reform movement.

You will find general rewards through to subject specific products and many that are also suitable for middle and secondary classrooms as well as nursery and primary schools.

Since 1986, Lee has championed the power of summer learning for students through his organization, Aim High, a free summer learning and enrichment program that brings high - quality classroom experiences to low - income middle school students in the San Francisco Bay Area.

The data are based on elementary and middle school classrooms, grades four through eight.

Historically, middle and high school students have learned science through lectures, textbooks, controlled classroom experiments, or perhaps field trips — but these methods don't necessarily prepare students to thrive in the field.

One of her latest projects tackles the problem of adolescent literacy, not solely through dry survey data or statistical analyses, but also by studying middle school classrooms in the Boston Public Schools.

Today, the SVT is comprised of a team of self - selected middle school through college students working to elevate the voices of Kentucky youth on the classroom impact of education issues and support students as policy partners in improving Kentucky schools.

Insight in action As part of a middle school science mentoring program, mentors met with classroom teachers on a fairly regular basis to help them improve instructional practice through lesson planning.

She walks readers through the workweek of Romain Bertrand, a multi-classroom leader at Ranson middle school in Charlotte who incorporates blended learning into his math team, to help understand how Bertrand extends his reach to many, many more students than the one - teacher - one - classroom mode.

Middle school students can learn about advocacy through school - focused service learning, which combines classroom learning goals with meaningful community service focused on education.

Engaged Classrooms 2015 Open Enrollment Summer Institute Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic Classrooms 2015 Open Enrollment Summer Institute Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content...

Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content and social exClassrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content and social exclassrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content and social experiences.

West Belden experimented with a first - through - third grade multiage classroom (which it no longer has), and its middle school is split this year into one departmental team for fifth and sixth graders and another for seventh and eighth graders.

One middle school social studies classroom let students choose one of five characters (from architect to playwright) from history, each with its own route through the unit.

Middle and high schools where more than 40 % of students are eligible for free or reduced - price meals must serve breakfast either in the classroom, or through another alternative like grab and go carts.

Students learn in traditional, multi-age classrooms from Children's House (pre-kindergarten) through E2 (4th / 5th grades); middle school classrooms continue the spirit of self - motivated independence outside of the Montessori framework.

She served as a classroom science, math and social studies teacher, in grades 4 through 8, first at John F. Long Elementary School in Phoenix, Arizona from 2005 to 2007, followed by White Pine Middle School in Saginaw, Michigan from 2007 to 2011.

Today through March 16, middle and high school students across the U.S. have the opportunity to win individual and classroom prizes up to $ 2,500 as part Facing History and Ourselves» second annual Facing History Together Student Essay Contest, «Student Voices: To Kill a Mockingbird in Today's World.»

BROOKLINE, MA (February 17, 2016)- Today through March 16, middle and high school students across the U.S. have the opportunity to win individual and classroom prizes up to $ 2,500 as part Facing History and Ourselves» second annual Facing History Together Student Essay Contest, «Student Voices: To Kill a Mockingbird in Today's World.»

As the oldest teacher recruitment program in the country, South Carolina's Center for Educator Recruitment, Retention, and Advancement, or CERRA, facilitates a variety of programs that aim to recruit, retain, and support highly qualified teacher candidates.64 CERRA recruits middle and high school students, college students, and career - changers by offering an array of programs across the state.65 For example, the Teacher Cadets Program is a high school recruitment program offered at nearly 160 schools in South Carolina.66 As Teacher Cadets, high - achieving juniors and seniors who express an interest in teaching complete field placements in classrooms and learn about curriculum development.67 The South Carolina Teaching Fellows Program, another one of CERRA's recruitment programs, is one of the most competitive scholarship and loan programs in the state: Through the program, select high school seniors who display a strong desire to pursue teaching receive a forgivable loan to attend college.68

During this time, CEI investigated best practices for elementary and middle school principals, targeting particularly NAESP's National Mentor Training and Certification Program and also developing the capacity to strengthen Common Core Standards through «rigor» in the classroom.

Through these programs, students can earn a degree that allows them to teach foreign languages, geography, physics, political science, biology, English and other subjects in a middle or high school classroom.

Principals of Casa Grande, Cactus and Villago middle schools showcased the benefits of their «7 Mindsets» program on Thursday through pep rallies, classroom demonstrations and a panel discussion.

The program makes several of its most popular children's and middle grade titles available through ebook distributors Booksource, Follett, Mackin Educational Resources, and Perma - Bound, allowing classrooms to purchase a one - year license for the book as many schools already have systems in place to finance software licenses.

The program funds classroom pets in grades pre-K through 8, and since many middle school classrooms have multiple classes cycle throughout them each day, an average of 50 students come in contact with each classroom pet.

PPLM's Get Real middle school sex education curriculum delivers accurate, age - appropriate information and emphasizes healthy relationship skills and family involvement through both classroom and take - home activities.

Get Real is a middle school curriculum that delivers accurate, age - appropriate information and emphasizes healthy relationship skills and family involvement through both classroom and take - home activities.

Prior to work with Head Start, she taught for nearly 10 years in preschool through middle - school classrooms.