Sentences with phrase «ways for social studies teachers»

Not exact matches

But Gabriel, Jeremy's pony - tailed social studies teacher, was clear and recognizable, and in some way Gabriel's singularity made Steinman aware of his own role: warming up for the pleasure of the crowd, the latest leader of Ashland Football.

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.

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.

Guiding students in creating their own documentary films is a daunting proposition for social studies teachers who are responsible for teaching content and skills in a way that balances disciplinary skills and thinking with state - mandated tests that often emphasize a shallow understanding of content.

In this paper the researchers explained how they used the Substitution, Augmentation, Modification, Redefinition framework as a guide for analyzing the ways preservice English and social studies teachers used technology while completing their internship and reported those findings.

We commend the authors for their timely and diligent work in revisiting and revising the original guidelines for preparing social studies teachers to utilize technology in more meaningful ways.

Social studies teachers who participated in the workshops recognized the need for varying the way content was presented (http://www.hartwick.edu/tlc/Pedapractice.htm).

As part of a 2000 - 2001 college / community partnership for learning, Hartwick social studies students collaborated with social studies classroom teachers at Oneonta Middle School to design ways to align GIS with existing units of instruction in the middle school social studies curriculum.

Two weeks after the preservice teachers designed and presented their modelactivities during the sixth week of classes in the fall semester, one student (to be named «Trent» hereafter) inquired about a set of TI - 83s to use withhis onsite, small group teaching lesson, a requirement of the practicum course.Trent had been searching for ways to improve the test scores of these studentswhen he heard during class that using the TI - 83s and StudyCards was one wayin which a teacher had reached her social studies students with special needs.These special needs students had grown - up with GameBoys and other handheldvideo games and were motivated to learn using the TI - 83 since it was a similartype of device.

Social studies teachers should ask for (and be given) information on each disabled child in their classroom as well as ways that that child's disabilities can be addressed.

While the search reveals a large literature base for various ways to incorporate technology into the social studies classroom and observes that billions of dollars are spent on placing computers in classrooms around the country, still some social studies teachers do not use technology.

Today, social studies teaching and learning is still dominated by traditional pedagogical practices that are primarily teacher centered, with technology, for the most part, still not being used in transformative ways, if at all (e.g., Bednarz & van der Schee, 2006; Cuban, 2001, 2008; Doering, Veletsianos, & Scharber, 2007; Lee, 2008; Swan & Hofer, 2008).

The session combines information about Learning Blade, a free resource for Tennessee, with ways teachers can use it to support literacy instruction in Mathematics, Science, Social Studies, and ELA.

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.

Seeking to further understand how technology can be used in social studies classrooms, this paper examines the ways in which a skilled high social studies teacher used educational technology as a tool for multicultural democratic education.

World War II and Abstract Expressionism is popular because it's a way for art and social studies teachers to immediately integrate core content areas.

Social studies teacher resume objective 4: Looking for a job of a social studies teacher in a school which will help me to realize my goals of becoming a successful knowledge provider in such a way that is also useful for the school and the stuSocial studies teacher resume objective 4: Looking for a job of a social studies teacher in a school which will help me to realize my goals of becoming a successful knowledge provider in such a way that is also useful for the school and the stusocial studies teacher in a school which will help me to realize my goals of becoming a successful knowledge provider in such a way that is also useful for the school and the students.

Writing the Social Studies Teacher Template Create Resume When applying for teaching positions, your resume helps pave the way towards employment by quickly displaying your accomplishments and credentials.

I have mailed out 2 of the Teacher's Aide resumes and 1 of the Social Studies teacher resume - so far I have had an interview for a Teacher's Aide position and on my way home I was called for an interview for Social Studies Teacher poTeacher's Aide resumes and 1 of the Social Studies teacher resume - so far I have had an interview for a Teacher's Aide position and on my way home I was called for an interview for Social Studies Teacher poteacher resume - so far I have had an interview for a Teacher's Aide position and on my way home I was called for an interview for Social Studies Teacher poTeacher's Aide position and on my way home I was called for an interview for Social Studies Teacher poTeacher position.

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).