Sentences with phrase «with other academic areas»

Our programming is developed in collaboration with other academic areas including: engineering, sociology, anthropology, history, education, environmental studies, social justice, performing arts, and women's gender studies programs.

As with other academic areas, you may need to teach students this skill and «spend time helping them learn how to (reflect) through instruction, modeling, lots of practice and feedback.»

The vision of El Dorado's M+MI projects is to enhance student achievement by integrating music learning with other academic areas in partnerships with local arts learning organizations (MuST and SF Opera), partner laboratory schools (Oakland Unified and Ravenswood School District Learning Laboratory Schools), and support and guidance from the Music - in - Education National Consortium (New England Conservatory Research Center).

Not exact matches

The constant danger existed that these seminaries might go so far in adaptation to recent developments in theology and in other academic areas that they would lose touch with the churches.

Aside from the extreme interest in academic considerations following a concussion generated by the presentation, another common area of conversation at the exhibit booth was what schools or districts without a certified athletic trainer (AT) do to monitor and manage student - athletes with concussions and other sport - related injuries.

Balance emphasis on academic success with interest in other areas of your child's development.

A master's graduate would not necessarily be granted any advanced standing as the education programs are focused on teaching methods and theory, with usually no elective areas to which other academic subjects could be credited.

Collaborating with other academic researchers to advance clinical research in areas of high unmet medical need

The study is the first of its kind to examine the effect of Experience Corps, a national volunteer service program that trains seniors to help children in urban public schools with reading and academic success in other areas.

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).

It develops foundational knowledge across all core academic areas and provides admissions officers with an objective measure of what the student has mastered in much the same way that matriculation exams do in other countries.

«Under her guidance, the Ed School has progressed toward a core curriculum, reorganized its master's degree programs and its academic areas, redoubled its efforts to contribute to the improvement of K - 12 education, and worked to strengthen its relationships both with other Harvard schools and with the broader community of professional educators.

Most educators and parents agree that the main goals in educating students with a native language other than English are mastery of English and of content in academic areas.

In the training area we also have other projects such as INAV, which is the first online secondary education center for adults, with an integrated training program which allows to take the second cycle of secondary education in a single academic year and it is designed for the adult population.

Now in its 14th year, the PZC, offered in collaboration with HGSE's Project Zero and Programs in Professional Education, is an intensive summer institute designed to help pre-K-12 educators create classrooms, instructional materials, and out - of - school learning environments that address a range of learning styles and promote a culture of deep thinking to build complex knowledge in the arts and other academic areas.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

But motivation is a complex phenomenon and depends, among other things, on whether a student identifies as the kind of person who belongs in a particular academic setting, or on whether he believes that his ability in an area can be developed with effort.

In recent years, successful applicants with lower scores have presented compelling professional experience and provided evidence of demonstrated academic ability in other areas of the application.

Academic performance when a district is under state control is usually mixed, the report concluded, with increases in some areas, and decreases in others.

According to Edge's new research, students are entered for 8.1 GCSE exams on average, and although schools are free to offer subjects outside the «core» EBacc areas, it leaves pupils with «very limited space for anything other than this narrow academic diet».

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Visiting teams include specialists or university faculty with expertise in the content or focus area, Academic - Year Governor's Schools directors and teachers, local gifted education coordinators, and other professionals directly involved in the specific fields.

Principal supervisors must work collaboratively with areas such as academics, human resources, assessment, professional development and others to help ensure alignment and coherence in the delivery of central office services and support to schools.

In its five - year tenure, SVT has organized students around issues related to college affordability, school climate, academic standards, student representation in school governance, and other areas consistent with Prichard Committee priorities.

It has not experienced the same academic progress for students who need additional educational options to succeed when compared to these other areas with thriving charter ecosystems,» said Jed Wallace, CCSA, president and CEO.

Like many children with high - incidence disabilities, my daughter outperforms in certain academic areas and underperforms in others.

These meetings are intended to give CFOs and their counterparts in academics, HR, or other areas when it makes sense, an opportunity to wrestle with the most challenging issues district financial leaders must face.

Teachers of other subjects who wish to develop how they teach specialist terminology and academic language would also benefit, as it gives insight into how best to support students with these areas.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

A report commissioned by the Connecticut State Department of Education entitled Evaluating the Academic Performance of Choice Programs in Connecticut compared student achievement in public schools, charter schools, magnet schools, and among those students bussed from urban areas to the suburbs and did not find evidence that students in charter schools had greater achievement than other students, even with their more select student body.

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

The skills taught in these programs are in alignment with academic content standards, including civics and life skills, among other subject areas.

That's what ThesisHelpers.com strives to achieve — not just with political science, but with other specified academic areas as well.

For a student to succeed in their academic career, coming up with an impressive fashion dissertation, should have an open mind, and should also have interest in its associated areas such as culture, art, cinema, history, and others.

Graduates may be employed in veterinary clinics; diagnostic, research, or pharmaceutical laboratories; zoos; academic institutions; or other areas associated with animal care.

UAT Game Studios is comprised of more than just academic coursework and physical areas with four walls, it is a culture of experiential learning derived from a multidisciplinary collaboration of video game design students and others across undergraduate and graduate degrees both on - ground and online.

The result that the ITTIG feels able to pursue with success is that of being a research institute of the highest quality with a multi-disciplinary vocation that is able to adequately meet the expanding demands of public institutions and civil society in an area that is not covered by other academic institutions.

While constructing hand packer resume, mention the important credentials such as present and past experience, job responsibilities, academic qualification, other additional qualifications, achievements, area of interest and contact details along with email address and telephone number.

Similarly, while experiencing early anxiety and depression is associated with difficulties in other areas, such as academic and interpersonal functioning, 3 it is not known whether this is a cause or a consequence of the child's mental health difficulties, nor whether these difficulties remit with successful treatment.

Our collaborations with a wide range of experts include those identified by areas of expertise, type of expertise (government, academic, non-government organization and others) and specific experience with Aboriginal health research.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).