NC TEACH training offered by NC teach in collaboration with the Through NC teach, college graduatesof all backgrounds French; Middle Grades (69) math, Science, Social http://ncteach.ga.unc.edu/3-8-2002_2.html
Extractions: News Releases NC TEACH Program Information Program Overview Frequently Asked Questions Host Universities Event Calendar ... News Releases/Media Info NC TEACH Participants Obtaining Licensure in NC Initial Licensure Program Praxis Testing Requirements Obtaining a Teaching Position Admissions Apply to NC TEACH Eligibility Requirements 2001 Student Body Profile Tuition ... Financial Aid Teaching Resources Literature Online Resources Other Resources for Teachers Contact NC TEACH Contact Information for NC TEACH SUBJECT(S): Education, NC Public Schools, Jobs CONTACT: Lori Britt, public relations (919) 962-4562 / (866) 998-3233 (toll free) FOR RELEASE: March 8, 2002 ECONOMY, ALTRUISM SPUR INCREASE IN APPLICATIONS FOR TEACHER TRAINING PROGRAM More employees from some of the state's largest companies and corporations are headed back to school. Not only to continue their educations, but ultimately to teach in our state's public schools. "This year we have more applications from research and biotech fields, the high-tech and telecommunications industries, and even airline pilots," says Dorothy Mebane, PhD, director of NC TEACH. "I think the economy and the events of September 11 are causing many people to reaffirm what is important. I think people want to help shape our children's lives and our nation's future in a positive way."
Extractions: School of Education Collaborative Teacher 6-12 * Denotes specific courses required by the School of Education AUM Courses AL. College System Equivalents AREA I: Written Composition (6SH) (SH= Semester Hours) _ ENGL 1010 English Composition I or ENG 101 _ ENGL 1017 English Composition I, Honors NO EQUIVALENT _ ENGL 1020 English Composition II or ENG 102 _ ENGL 1027 English Composition II, Honors NO EQUIVALENT AREA II: Humanities and Fine Arts (12-14SH) Students must complete a 6SH sequence in Literature or History Students must complete at least 3SH in Literature _ ENGL 2530 Survey of English Literature I ENG 261 _ ENGL 2540 Survey of English Literature II ENG 262 _ ENGL 2570 Survey of American Literature I ENG 251 _ ENGL 2580 Survey of American Literature II ENG 252 _ ENGL 2600 Survey of Literature of the Western World I ENG 271 _ ENGL 2610 Survey of Literature of the Western World II ENG 272 Students must complete a 3SH course in Fine Arts _ MUSI 2110 Music Appreciation MUS 101 _ THEA 2040 Theatre Appreciation THR 120, THR 126 _ VISU 1000 Art Appreciation ART 100 Students must complete 3SH in Communication _ COMM 1010 Intro to Human Communication SPH 106 _ COMM 2212 Public Speaking SPH 107 The remaining hours in Area II should be taken from the list below: _ FREN 1010 Elementary French I FRN 101 _ FREN 1020 Elementary French II FRN 102 _ FREN 2010 Intermediate French I FRN 201 _ FREN 2020 Intermediate French II FRN 202 _ GERM 1010 Elementary German I GRN 101 _ GERM 1020 Elementary German II GRN 102 _ GERM 2010 Intermediate German I
MiddleWeb Middle School Chat Archives The Bloated Curriculum What should we teach? The Power of InterdisciplinaryTeaming and teacher collaboration. Thinking about Middle Grades math. http://www.middleweb.com/mw/listserv/MWLarchive.html
Irene math Applications in Modern Day Careers (JoAnn Vail). collaboration Procedure Librarianto teach searching techniques using the school library OPAC. http://www.bayareawritingproject.org/13/discuss/msgReader$96
Extractions: 6/10/2002; 12:22:26 PM (reads: 422, responses: 0) George Washington High School Library March 17, 1936 How to Evaluate Web Resources Critical Thinking Skills CyberGuide Ratings for Content Evaluation eight ways of checking information on web sites ... Web Guides: Citing Internet Resources World language project (Adin Eichler) Collaboration Procedure Librarian to teach searching techniques using the school library OPAC.
SEDLetter: Within Our Reach, Higher Student Achievement 16point difference in reading and math scores (Jordan problem is our failure to teach as effectively that promote both alignment and collaboration, such as http://www.sedl.org/pubs/sedletter/v14n02/1a.html
Extractions: Now the good news: When what we teach — the real, taught curriculum — is aligned with assessments, success is close behind. Educational consultant and researcher Larry Lezotte has been saying for some time that children generally learn what we teach them, but "there is a huge gap between what is taught and what is tested" (Sparks 2001, 33). I recently completed a study of five school districts and a number of schools that do something startlingly simple but effective: They carefully examine their year-end or state assessments and then, very deliberately, build most of their curriculum around these assessed standards (Schmoker 2001). One of the first discoveries teachers in these districts make is that even norm-referenced tests largely consist not of irrelevant "lower-order" skills, but of incontrovertibly essential, core standards — all of which are best taught in meaningful, authentic contexts. Even Grant Wiggins, a prominent voice for authentic performance assessment, points out that the very best kind of education promotes success on state and standardized tests (1998, 320) In these five school districts, teachers
Extractions: As we shared videos made in our classrooms and examined our teaching practice with one another, our confidence sometimes gave way to doubt, raising the question: "How do I know I'm right?" What we know is that the improvement of teaching is never finished, and we may never know we are "right," but collaboration, communication, and reflection on teaching help to make us effective teachers in the classroom. We have learned in new ways that questioning, listening, writing, and reflecting are important tools, both for our students and for ourselves as teachers. We are examining carefully the ways in which students are actively engaged in learning when they are presented with mathematics that challenges their understanding and are given opportunities to think and discuss among themselves. Not only is this essential for student learning, we also found it invaluable in our own learning. Our conversations and writing during this project led us to reflect on our lessons, consider possibilities for improvement, and identify potential difficulties. Through our open and extensive work together we have deepened our appreciation for the variety of effective approaches to teaching. Often these include focusing on meaningful problems that are within the students' reach and modeling approaches to problem-solving.
Extractions: The Communication Revolution , an article by Susan Boone, describes her experience as a participant in the Math Forum's Bridging Research and Practice project. You will find a reproduction of her article below. Communicating across cultures, across time, and across the country has been revolutionized through modern technology. Because of the communication revolution, teachers from all over the county can rely on each other for support and cooperative reflection to improve their teaching. Have you ever wondered whether the way you teach is the best way? There is no lack of debate regarding methods in mathematics education. Decisions must be made for algorithms vs. student understanding, back-to-basics vs. problem solving, or teaching through lectures vs. group work. As a mathematics teacher, I often feel pulled and stretched to go several directions at once. Recently, I became a part of a group of seven mathematics teachers from around the country who work together in a National Science Foundation project hosted by TERC, called Bridging Research and Practice (BRAP). We collaborate jointly and with researchers from Math Forum, an online math resource also funded by the National Science Foundation, to address the questions that so many math teachers ask themselves daily. During the last year the teachers and researchers of the BRAP Project have spent time together face-to-face in workshops, participated in conversations through email and virtual meetings, read research articles online and in print, shared videotapes of our classrooms via the Internet, and talked about our teaching. Much of the communication we engaged in would never have been possible without today's technology. Through our discourse, we have built a trust between one another that has allowed us to share our successes as well as our failures.
UNCP, Partners Get $21 Million For Science/Math Education program, the grant will promote collaboration among teachers Science and math professorsfrom all four universities will also be hired to teach and consult http://www.uncp.edu/news/2002/nsf.htm
Extractions: Fax: 910.521.6694 UNCP, Partners Get $21 million for Science/Math Education K-12, higher education institutions unite in effort to boost learning A $21.3 million federal grant to address critical needs in science and math education in 17 county school districts has been awarded to The University of North Carolina at Pembroke in partnership with three universities and the public schools. The program, funded by the National Science Foundation (NSF) and the U.S. Department of Education, targets 200,000 students, kindergarten through 12th grade in eastern North Carolina. "This is a significant grant for this region," said UNCP Chancellor Allen C. Meadors. "It is a model of how higher education should work together to help the public schools and their students."
Grade3 library more time(paid) for prep and collaboration reading and math focus of wholeyear more support and resources to teach curriculum administration http://www.aps.edu/aps/sandiacluster/9-01inservice/Grade3.html
Heinemann Partnerships In Math Education to heed Ohana and read Partnerships in math Education and issues involved in thisuniversityschool collaboration. in the Primary Grades Hard to teach and Hard http://www.heinemann.com/shared/products/E00297.asp
Extractions: Online Price: $13.50 Table of contents Online resources People who bought this also bought... EMAIL this page to a friend Everyone is talking about university-school partnerships. They are popular because they make logical sense. If we want the best teacher-preparation programs, we need to have preservice teachers working in real school environments. Ideally, those environments model what we value. But as Chris Ohana has found from experience, the differences in values within a partnership can erode the goals. The university and the school function differently and these differences extend beyond bureaucratic issues. She has written her book to perform a kind of marriage counseling on what to do and look for once the initial infatuation has worn off. Ohana helps readers to anticipate and understand problems, then to resolve them. She shows how this is done by focusing on the collaboration of two elementary schools and a university in the Midwest. As both a member of the faculty of one of the schools and a member of the university community, she had a unique perspective on issues as the partnership tried to improve the mathematics education of elementary students as well as their teachers. She dedicates a chapter to each major group involvedinservice teachers, preservice teachers, and the universityto indicate their separate roles. Then she demonstrates how the success they achieved in integrating their interests came from respecting boundaries.
Center For Children & Technology as interactive educational challenges to teach math, science and girls in the pursuitof math, science and a majority of students in collaboration for Equity. http://www2.edc.org/CCT/topic.asp?numTopicId=10
Center For Children & Technology specific applications of technology, particularly math and science implementing andintegrating Intel teach to the Master teachers, in collaboration with their http://www2.edc.org/cct/publications_report_summary.asp?numPubId=45
ENC: Web Links: Math Topics: Prealgebra mathematics teachers, including those who teach remedial math It is the result ofa collaboration between the Web (WWW) site, created by math teacher, Suzanne http://www.enc.org/weblinks/math/0,1544,1-Prealgebra,00.shtm
Extractions: Skip Navigation You Are Here ENC Home Web Links Math Topics Advanced ... Frequently Asked Questions Find detailed information about thousands of materials for K-12 math and science. Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. Lists of web sites categorized by subject areas within mathematics. Purplemath, your algebra resource
Capital Area Science And Math Center's Resource Library guide helps parents help their children succeed in math and science. Power of collaboration,The. teachers within a district come together to teach each other http://www.casmcenter.org/pro_development.htm
Extractions: Back to Library Index 7310-0005-101-CASM 120 Years of American Education: A Statistical Portrait This guide shows how education has changed over the years. Copies: 1 7310-1450-101-CASM Alignment of the DASH and FAST Programs with the National Science Education Standards This guide gives a simple correlation between the National science Education content Standards for Grades 5-8 and the Developmental Approaches in Science Health and Technology Project and Foundational Approaches in Science Teaching programs. Copies: 1 7310-1445-101-CASM Alignment of the DASH Program and the National science Education Standards This guide explains in simple terms the basis to the Developmental Approaches in Science Health and Technology Project and its correlation with the National science Education Standards. Copies: 1 7310-1435-101-CASM Alignment of the FAST Program and the National Science Education Standards This guide shows the correlation between the National Science Education Standards and the Foundational Approaches in Science Teaching program. Copies: 1 7310-0020-103-CASM Benchmarks: For Science Literacy This book shows a curriculum that teaches students about technology, science, and math by the time they leave high school.
Misunderstood Minds . Math Responses | PBS Home and School collaboration. who has difficulty remembering multiple steps in solvinga math problem, for teach explicit metacognitive strategies when needed http://www.pbs.org/wgbh/misunderstoodminds/mathstrats.html
Extractions: Strategies - targeting strengths and weaknesses Living with or teaching a child who has difficulty thinking with numbers can be an emotionally charged experience. Frustration and confusion can complicate the conversation between parents and teachers about what to do. Respect for each other and open communication can reduce tension and enable parents and teachers to benefit from each other's expertise and knowledge of the child from different perspectives. Working together, parents, teachers, and the children themselves can inform one another about how best to address the child's needs.
Extractions: Q: What if my school does not allow individual email accounts? A: Students do not have individual e-mail accounts in many schools. In these situations students write their messages with a word processing software. The letters are saved on a disk; then sent as an attached file to the teacher in the other location. Another option is to cut-and-paste the letters to an e-mail template to form one large letter to be sent to the other school. The recipient then prints the letters or saves them as individual text files. Q: My district uses Internet protection software that prohibits some free email sites because they also include chat rooms. Also, our students do not have email addresses for school as do the teachers. Besides Yahoo and Excite, how else can students get free email accounts to use for school?
Extractions: (Higher Education Act Title II) The Higher Education Amendments of 1998 respond to the nation's critical need for high-quality teachers by enacting much of the Clinton administration's proposal to improve teacher recruitment and preparation. Our nation's schools will need to hire 2.2 million teachers over the next decade, more than half of whom will be first-time teachers. These teachers need to be well-prepared to teach all students to the highest standards. Title II of the HEA provides new opportunities to invest in the recruitment, preparation, licensing, and support of teachers. This year a new competition for $14.3 million will fund approximately 6-7 state awards and 5-6 Partnership awards. The Teacher Quality Enhancement Grant programs are designed to increase student achievement through comprehensive approaches to improving teacher quality. Three types of competitive grants were awarded for a total of 77 grantees in 1999: State Grants to support comprehensive statewide reforms to improve teacher quality;
Va Math & Science Coalition Some teachers have prepared themselves to teach the new future middle school teachersin math and science. of such programs requires collaboration among the http://www.vamsc.org/projects/whitepapers.htm
Extractions: Projects Lead Teacher Programs that work NSF Proposal Journals ... Whitepapers Organization Flyer Board Members Staff Members Affiliations ... Minutes PREPARING MIDDLE SCHOOL MATHEMATICS AND SCIENCE TEACHERS: A CHALLENGE FOR VIRGINIA VIRGINIA MATHEMATICS AND SCIENCE COALITION WHITE PAPER SEPTEMBER 1999 EXECUTIVE SUMMARY The Coalition recommends that The state pay tuition for teachers to take appropriate professional development courses at college and university science and mathematics departments, including those at community colleges, so that the number and availability of adequately trained teachers are sufficient. The cost should not be borne by the teachers. Many Virginia colleges and universities develop appropriate programs to prepare future middle school teachers in math and science. The development of such programs requires collaboration among the various education schools and science and mathematics departments; The State Council of Higher Education in Virginia enunciate that the provision of sufficient numbers of future middle school teachers, in all fields, is a high priority for its colleges and universities.
California MESA MESA Success Through collaboration builds strong partnerships among in regionalhandson math and science and new techniques to teach math and science. http://mesa.ucop.edu/pre/successcoll.html
Extractions: MESA Success Through Collaboration builds strong partnerships among individual schools, American Indian communities, and American Indian education centers. Through these partnerships, students in elementary, middle and senior high schools have the all-sided support needed to succeed academically in math and science. Many MESA STC sites are located in remote rural areas, and the program introduces math-based career options available within these communities as well as within a broader setting. MESA STC also offers a wide range of academic enrichment components to enhance academic achievement, including: Individual Academic Plans. These plans help staff to monitor individual student progress.
Extractions: Rider's Bristol-Myers Squibb Center For Science Teaching And Learning Addresses Urgent Need To Increase American Science Literacy PRINCETON, NEW JERSEY (April 12, 2002) Today, Rider University dedicates the Bristol-Myers Squibb Center for Science Teaching and Learning, a unique facility designed to improve teacher education in the context of alarmingly low science and math literacy rates of American students. International studies have shown that U.S. high school seniors even those in advanced placement courses have among the industrialized world's lowest rates of science and math performance. "The opening of the Center is the latest accomplishment of our ongoing partnership with Bristol-Myers Squibb to improve science education and teacher education in the region," said J. Barton Luedeke, president, Rider University. "The Center will improve learning on the K-12 level by giving current and future teachers of science and mathematics the content knowledge and pedagogical skills to use inquiry-based teaching effectively in their classrooms." In the inquiry method, students learn science in the same way that scientific experiments are conducted: by asking questions, formulating hypotheses, describing and recording events and communicating conclusions. Research has shown that this method is far more effective than lecture and rote memorization. By modeling the scientific method and using the inquiry method in their classes, Rider's faculty will demonstrate the most effective way to teach and learn science.
