eric.ed.gov har udgivet: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten-lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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eric.ed.gov har udgivet: Piggybacking is a new approach to a university-level methods class in math, science, and social studies in early childhood education developed at the McKay Campus School in Fitchburg, Massachusetts. This approach seeks to improve on methods courses that ask college students to pretend they are teaching young children or pretend they are being instructed. The piggybacking approach is a cooperative learning methodology in which first graders are paired with undergraduate early childhood education students. These pairs, or “piggybackers,” work together to teach and learn hands-on math, science, and social studies techniques. By working with first graders and approaching education from their perspective, pre-service teachers learn the importance of using real world experience to teach math, social studies, and science. (MM) Link til kilde
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eric.ed.gov har udgivet: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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eric.ed.gov har udgivet: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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eric.ed.gov har udgivet: One central component of a great school system is a clear set of expectations, or standards, that educators help all students reach. In Iowa, that effort is known as the Iowa Core. The Iowa Core represents the statewide academic standards, which describe what students should know and be able to do in math, science, English language arts, and social studies. The Iowa Core also addresses 21st Century Skills such as financial and technology literacy. These state standards provide Iowa students, parents, teachers, and other stakeholders with a clear, common understanding of what students are expected to learn at every grade level, regardless of where they live. The standards establish what Iowa students need to learn, but not how to teach. Local schools and teachers continue to create… Continue Reading →
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eric.ed.gov har udgivet: The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. This working paper builds on and updates a seminal literature review of PBL published in 2000. Focused primarily on articles and studies that have emerged in the 17 years since then, the working paper discusses the principles that underlie PBL, how PBL has been used in K-12 settings, the challenges teachers have confronted in implementing it, how school and district factors influence its adoption, and what is known about its effectiveness in improving students’ learning outcomes. PBL is grounded in cross-cutting “design principles” often related to what is taught, how it is taught, and how students should be evaluated in a PBL classroom. PBL design principles emphasize… Continue Reading →
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eric.ed.gov har udgivet: By participating in these class activities, students will acquire mathematical skills and at the same time learn about aging. Topics related to aging are often quantitative, and therefore, subject to mathematical analysis and procedures. The activities, which contain teacher suggestions and all student handouts, deal with seven topics. In the first activity, “Graying of America,” students extract data from a graph of U.S. population growth to solve problems which illustrate changes in the age structure of society as they and their parents grow older. “Life Expectancy” is the topic of the second activity. Students use actuarial data to compute the probability of surviving a given number of years beyond a certain age. In the third activity, “Compound Interest and Population Growth,” students gain insight into population growth… Continue Reading →
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eric.ed.gov har udgivet: Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom’s taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance… Continue Reading →
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eric.ed.gov har udgivet: The author teaches a high school program called Commercial Foods which is designed to prepare students for careers in the food service industry. The majority of students are special needs youth who generally will not go on to postsecondary education, so her emphasis is placed on workforce development and life skills. Students have resource classes; they do not have many academic classes in the areas such as the core four: science, math, social studies and English. In this article, the author shares how she integrates these areas of education into her foods curriculum. As a career and technical education (CTE) teacher, the author believes that integration of academics is necessary to promote education across the curriculum with practical applications of math, science, social studies and English. It… Continue Reading →
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eric.ed.gov har udgivet: This study examined uses of adolescent literature included secondary teacher preparation in English, math, science, and social studies education at 12 institutions. Analyses revealed programs emphasized adolescent literature in a variety of ways and most often in courses for English majors. Only two institutions required that prospective math, science, and social studies teachers take literacy courses. References to adolescent literature in syllabi other than English/literacy education courses were almost nonexistent. Adolescent literature was primarily used (a) to ensure knowledge of texts, (b) to address issues of diversity in the classroom, and (c) as a means of effective classroom instruction. (Contains 1 table.) Link til kilde
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