Sentences with phrase «using social studies content»

A synthesis and meta - analysis of reading interventions using social studies content for students with learning disabilities.

What was left was a lesson focused on English Language Arts using social studies content to help achieve the standards.

Not exact matches

It is not new for internet firms to use algorithms to select content to show to users and Jacob Silverman, author of Terms of Service: Social Media, Surveillance, and the Price of Constant Connection, told Wire magazine on Sunday the internet was already «a vast collection of market research studies; we're the subjects».

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).

We soon formed The Kids Like Blues Band, and since last March we've used blues songs as a springboard for teaching academic content standards in reading, writing, listening, speech, social studies, technology, and the visual and performing arts.

I also especially like that these two tablets come loaded with resources, which include a variety of ready - to - use digital content that students (and teachers) need to delve into science, math, social studies, and English.

Mike Petrilli argues for the strategic use of on - topic streaming video to boost content knowledge in science and social studies for younger kids here.

The study, led by Jerome Johnston of the Institute for Social Research at the University of Michigan, found that high school students at «exemplary» Channel One schools — defined as schools where teachers make good use of the 12 - minute daily show's content — scored 5 percent better on current - events tests than students at control high schools, where the program was not used.

Learn how one school district that was using tablets made believers of their Social Studies teachers when they provided digital content that helped to boost Social Studies scores at the secondary level.

One middle - school teacher she worked with gave each of his students a small section of a social studies chapter and asked them to write a content question using a joke, pun or riddle.

These resources give a general rubric and structure to be used to assess social studies skills and content.

Teachers can use the slim paperbacks (under 150 pages) in the social studies classroom because of the content and / or in the language arts classroom as a new form in the genre of memoir.

Of the teachers interviewed only two, Jeanne and John, referred to the specific use of DocSouth materials in their classroom to teach social studies content.

AVID curriculum is used in AVID elective classes and in content - area classes (English language arts, math, science, and social studies) in AVID schools.

Curated, content - creation apps are also included to allow teachers to integrate science and social studies into the students» use of the iPads.

Technology also offers a new way for educators to use students» lived experiences as content for social studies instruction (Tally, 1996).

Students in classes using LDC performed as well on a social studies content test as comparable students.

With more than 10,000 lessons in our archives and an easy - to - use search tool, teachers will find rich content to match the topics they're teaching in science, social studies, and other content areas.

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.

While this means making sure they develop the thinking skills and content knowledge associated with the core subjects of English, math, science and social studies, it also means ensuring that students have the skills, attitudes and values that will allow them to use this education to succeed in an increasingly complex society.

In particular, in subjects other than science, mathematics, and social studies, the use of the iPad and iPod devices have aided students in multimedia presentations of their understandings of content (Saine, 2012).

During the social studies and science time, teachers are responsible for using nonfiction books to assist with content learning, thereby meeting the requirement of more nonfiction reading.

Her latest book, Integrating the Arts across Content Areas which she co-authored with Lisa Donovan, provides arts - based activities and strategies to use in language arts, mathematics, science, and social studies instruction

Designed to facilitate more authentic and deeper learning, teachers will brainstorm ways to integrate the Essential Skills in Economics to also develop students» mastery of other K - 12 English / language arts and social studies skills such as analyzing and synthesizing primary and secondary sources; using evidence to draw conclusions and make generalizations; articulating and defending positions using content vocabulary; comparing and contrasting historical, cultural, and political perspectives; explaining cause - and - effect relationships; and practicing good citizenship skills while collaborating and compromising.

In ELA or social studies a student may describe a story using content specific vocabulary such as introduction, rising action, climax, falling action, and conclusion.

To ensure that special education students are capable of accessing varied information about the world around them, Maryland should also include specific requirements regarding literacy skills and using text as a means to build content knowledge in history / social studies, science, technical subjects and the arts.

Participants were 11th and 12th grade students identified with learning disabilities in reading and writing from two intact, self - contained social studies classes.During the three weeks of the study, students in the experimental group received content regarding the Industrial Revolution via a conceptually framed, computer - adapted text, while students in the control group were taught the same content using the district adopted textbook.

Although the video database was designed to help teachers master the challenges of inquiry - based social studies teaching of any sort, we have also used specific cases within the database explicitly to provide models of teachers effectively using technology to support specific pedagogical and content goals.

Using the Framework as a guide, teachers of social studies can begin the conversation with colleagues and administrators about how to ensure that the content facilitated by the teacher is rigorous and fosters civic engagement.

Teachers may use the summer months for reading education articles from Education Week or from educational publications in their content area such as English Journal, Mathematics Teacher or Social Studies Teaching with Documents.

In Virginia Beach, grades three through five use Pro for guided reading, while grades six through 12 use the solution for content - area literacy in both language arts and social studies courses.

In our work with preservice social studies teachers, we have used a number of strategies to help them understand and apply models and practices for effectively integrating technology into their future classrooms — thus, strengthening the link between technology, pedagogy, and content.

Even a teacher who is content to use geospatial tools at the current, shallow level of representation (Figure 3) will be nudged toward more sophisticated uses, whether via student project work with geospatial tools or by adopting materials produced by teaching colleagues, curriculum support staff, or social studies education researchers.

✴ Well designed digital content based social studies courses allow students to engage actively with the big ideas of history, geography, culture, and civics through the use of interactive visual media that incorporate primary and secondary source documents and media that «bring the powerful ideas of social studies to life.»

You can then use Ascensus Target to build shared content and fixed - form assessments for other subject areas, such as other languages, arts, social studies, CTE, or any additional curriculum areas.

Premium content is ELA and Math questions, tests, and worksheets aligned to Common Core standards, or science and social studies printables that use high - quality images that are unique to Help Teaching.

Debate, discussion, and engagement with the big ideas of social studies require the selection and effective use of content - rich learning material.

In our own social studies methods classes, we use a wide variety of technology tools to prompt students, from data visualization (e.g., using Fathom or GIS to generate hypotheses about demographics, agriculture, and urban planning) to user - generated content (YouTube clips to initiate discussions of culture and globalization).

To ensure that secondary students are capable of accessing varied information about the world around them, Washington should also — either through testing frameworks or teacher standards — include literacy skills and using text as a means to build content knowledge in history / social studies, science, technical subjects and the arts.

The strategies are intended for use before, during, and after social studies text reading, illustrating how to develop and relate vocabulary knowledge to social studies concepts and content.

Last year, Amanda lent her expertise in DC history as a content expert for BLISS: Building Literacy in the Social Studies, where she supported the work of a BLISS Teacher Leader who was developing a module for use throughout DC Public Schools (DCPS).

To ensure that elementary students are capable of accessing varied information about the world around them, Vermont should also — either through testing frameworks or teacher standards — include literacy skills and using text to build content knowledge in history / social studies, science, technical subjects and the arts.

The ESL teachers who teach these courses use basic science and social studies content to reinforce English use.

Science, social studies, math and other content area teachers can use the word lists found on VocabularySpellingCity to provide practice with new vocabulary words and review previously learned terms.

Over the last decade, there's been considerable interest in using informational picture books to both strengthen language arts and support instruction in content areas like social studies and science (Roser & Keehn, 2002)-- an approach now formalized in the Common Core State Standards.

At the end of the course, most considered social studies to be the content area they looked forward to teaching and believe technology could be used to enhance methods of teaching social studies.

She uses music to inspire students as they begin writing assignments; to reinforce content in social studies, math, and other areas; and to create a mutually respectful but stimulating classroom atmosphere.

In a controversial 2014 study, Facebook used machine learning to classify social media posts based on their emotional content and found that positive and negative posts are contagious and allow emotions to essentially spread through social media.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiSocial Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsisocial desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

The study conducted by [17] entitled «Investigating the mediating role of SMS in the relationship between attachment style and perceived social support» revealed that attachment styles have no significant relationship with perceived social support and also the motivation of using SMS and its content.