Sentences with phrase «through social studies projects»

Olympic - related themes are introduced through social studies projects, art competitions, sporting activities, and motivational talks by Olympic athletes.

Not exact matches

There are at least four channels through which the prophetic ministry can be implemented: (a) prophetic preaching, (b) study - discussion groups (and other educational programs), (c) social action groups, and (d) action by individual members through community social action projects.

His grant - funded project, Educating for Democracy in the Digital Age (EDDA), helped more than 100 ELA and social studies teachers in Oakland bring action civics inside their classrooms from 2011 through 2015.

Several innovative programs emerged through the middle of this century, such as the Laboratory of Human Development (now the Human Development and Psychology program), which began exploring the psychological development of children in 1949, the Administrative Career Program (now the Administration, Planning and Social Policy program) in 1952, and Project Zero, founded to study and improve education in the arts.

The social studies teacher might enter the project through the history of national parks and Theodore Roosevelt's work in shaping them.

In addition to the work that teachers do in their own classroom, the architecture, science, and social studies teachers joined the model - building phase of the architecture project to help and support students, ask questions, offer a new perspective on their design, and help them push through any obstacles.

Innovative Global Educator with passion for instilling global citizenship in students of all nationalities through history / social studies and social action projects.

Such a plan could then support students» ongoing action projects within the social studies classroom against local polluters identified through Scorecard.

Through regularly accessing such sites, social studies teachers have the opportunity to bring their students into many projects that go well beyond the confines of the traditional social studies classroom.

In this era of globalization, the Internet provides social studies teachers the opportunity to expose their students to multiple perspective and contexts beyond the textbook through participation in many telecollaborative projects.

And while engaged in these projects, students learn language arts, math, science, social studies, as well as essential problem - solving and social skills through involvement with nature and their communities.

With the Missouri Learning Standards as our guide, science and social studies concepts are integrated into learning through authentic project work.

In 2003, three projects were funded through a strategic alliance between Texas Instruments and NCSS to investigate the use of this particular handheld device in social studies education.

This research study explores a project, The Digital Historical Agent Profile Project, in which fifth - grade students engaged in the learning of historical content and were asked to convey information about the life of someone from the past through the medium of the present and future: a social networking profilproject, The Digital Historical Agent Profile Project, in which fifth - grade students engaged in the learning of historical content and were asked to convey information about the life of someone from the past through the medium of the present and future: a social networking profilProject, in which fifth - grade students engaged in the learning of historical content and were asked to convey information about the life of someone from the past through the medium of the present and future: a social networking profile page.

Skills developed in courses result in projects, papers, exhibits, presentations, and experiments through which students accumulate proficiency in six academic areas: Literature, Mathematics, Social Studies, Science, Creative Arts, and Art Criticism.

She has developed and published thematic curriculum units on «Young Children Learning About Ancient China Through Archeology, Ancient Nubia and Egypt», and «Learning to Read Nature's Book,» an interdisciplinary project - based unit through the study of the environment and social justice (2005, co-authored with Bisse BThrough Archeology, Ancient Nubia and Egypt», and «Learning to Read Nature's Book,» an interdisciplinary project - based unit through the study of the environment and social justice (2005, co-authored with Bisse Bthrough the study of the environment and social justice (2005, co-authored with Bisse Bowman).

This page houses the collection of social studies webinars conducted by Mark Barnes and Krista Rundell from December 2013 through March 2015 at the conclusion of the two - year project (Due to technical difficulties we are unable to provide the May 2014 webinar archive).

Drawing on the skills and content from English language arts and mathematics, and combining with the Missouri Learning Standards in science and social studies, integrated projects enable meaningful learning through life - based, active projects that allow children to experience learning within a real world context.

In integrated projects, science and social studies concepts are brought to light through life - based activities that engage students in thinking, acting, and interacting with the real world.

One of the ways that teachers approach this «minds - on» curriculum is through technology - incorporated, project - based learning units developed for science and social studies.

After lunch and a second recess, students dive deeper into the content areas of Social Studies and Science through hands - on, standards - based projects in Spanish.

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2012 - 2013 syzygy, project space in a social housing flat in Elephant and Castle, hosting 8 residencies, workshop programs and curated exhibitions with invited UK and international artists, London 2011 - 2016 In The Company of Elders, reflections and performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spanish

In addition to a diverse array of projects, the exhibition builds upon the educational imperative found in many of the artists» practices as well as Otis College's academic commitment to social practice through curricular programming and studies.

This will be addressed through three specific case studies: Lisa Schiff (Schiff Fine Art, NY), art advisor, dedicated to building collections, many of them with important social functions such as the Leonardo DiCaprio Foundation; Pedro Barbosa (The CMB, Coleção Moraes - Barbosa, São Paulo), owner and operator of an established collection that supports two residency programs in Europe and one in São Paulo, as well as two social projects in Brasil; Ruth Estévez (LA), director and curator of REDCAT, an interdisciplinary contemporary arts center for innovative arts that introduces diverse audiences to the most influential developments in the arts from around the world through projects and publications.

National Studies The Climate Change in the American Mind Project The public plays a critical role in the American response to global warming through their energy use at home and on the road, consumer choices, social norms, and political support for climate policies and leaders.

a. law; b. social policy; and c. the administration of justice through the identification of areas and issues needing study and analysis and the encouragement and support of projects to address those needs.

NRFC relies on multiple avenues to share information including: the fatherhood.gov website, media campaigns, social media, virtual trainings, outreach and presentations at events, written products to advance the fields of responsible fatherhood research and practice, and a National Call Center for fathers and responsible fatherhood practitioners.10 In addition, the ACF's Office of Planning, Research, and Evaluation (OPRE) is implementing several research and evaluation projects, including the Building Bridges and Bonds (B3), the Parents and Children Together (PaCT) Responsible Fatherhood Evaluation, the Fatherhood and Marriage Local Evaluation and Cross-Site (FaMLE Cross-Site) project, and the Ex-Prisoner Reentry Strategies Study, all of which partner with Responsible Fatherhood programs.11 OPRE also awards grants to fund research on Healthy Marriage / Responsible Fatherhood, and provides information on the curricula used by Healthy Marriage / Responsible Fatherhood grantees through its Strengthening Families Curriculum Guide.12 To promote rigorous evaluation, strengthen the field of fatherhood research, and share information on effective fatherhood research and evaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and Practitioner ForStudy, all of which partner with Responsible Fatherhood programs.11 OPRE also awards grants to fund research on Healthy Marriage / Responsible Fatherhood, and provides information on the curricula used by Healthy Marriage / Responsible Fatherhood grantees through its Strengthening Families Curriculum Guide.12 To promote rigorous evaluation, strengthen the field of fatherhood research, and share information on effective fatherhood research and evaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and Practitioner Forstudy responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and Practitioner Forum.14

Researchers from DU's School of Social Work, in consultation with the Bridge Project Research Committee, conducted a study in 2014 to observe and rate 87 kindergarten through fifth - grade students from four Bridge Project sites, using the Second Step edition of the Devereaux Student Strengths Assessment (DESSA - SSE).

He also served as co-investigator with OSLC scientist Dr. Charles R. Martinez, Jr. (now director of the Center for Equity Promotion in the College of Education at the University of Oregon) on a variety of projects through the Oregon Social Learning Center Latino Research Team, including the Latino Youth and Family Empowerment Project I and II, which developed and tested a culturally specific parent training intervention for Latino families with youngsters at risk for substance use and related problems; the Adolescent Latino Acculturation Study, which was designed to learn more about how Latino families and their middle school youth who have immigrated to the U.S. adapt to life in this country; and PREVENIR, which developed and refined a culturally specific parent and teacher training program in four countries in Central America.