Search

Early reading intervention is crucial to ensure all students develop strong foundational literacy skills for academic and lifelong success. This Spotlight will help readers investigate the benefits of tutoring on early reading skills; identify how to build students' reading stamina; gain insights into knowledge-building curricula; review the benefits of read-alouds for students; evaluate the challenges and opportunities to reading comprehension; and more. Articles in this Spotlight include: (1) How Short 'Bursts' of Tutoring Can Boost Early Reading Skills (Sarah D. Sparks); (2) How to Build Students' Reading Stamina (Stephen Sawchuk); (3) How One District Moved to a 'Knowledge-Building' Curriculum: 3 Key Takeaways (Sarah Schwartz); (4) Reading Aloud to Students Shouldn't Get Lost in Shift to 'Science of Reading,' Teachers Say (Elizabeth Heubeck); (5) Reading Comprehension Challenges and Opportunities, in Charts (Stephen Sawchuk); (6) Classroom Reading Groups: What Works and What Doesn't (Sarah Schwartz); (7) Students Need to Make Sense of What They Read. Here Are Ways to Support Them (Larry Ferlazzo); and (8) A Focus on Phonics or Comprehension? What Reading Research Should Look Like in Practice (Elena Forzani and Andrea Bien). [This Spotlight was sponsored by Voyager Sopris Learning.]

Content literacy is a crucial skill that enables students to read, comprehend, and use subject-specific information across various academic disciplines. This Spotlight will help readers explore how one district is integrating writing with rich content; analyze research on content-focused instruction; learn tips for combining screen and printed text for reading success; examine strategies to help students transfer their existing knowledge to new texts; and more. Articles in this Spotlight include: (1) "How One District Found Success By Overhauling Writing Instruction" (Caitlynn Peetz); (2) "Teachers Are Told to 'Activate Prior Knowledge.' Here's How That Works in Reading" (Sarah Schwartz); (3) "The Role of Knowledge in Reading Comprehension: 3 Takeaways" (Sarah Schwartz); (4) "4 Tips for Reading Success: How to Combine Screens And Printed Text" (Laura Baker & Sarah Schwartz); and (5) "Use Knowledge-Building Curriculum to Boost Literacy" (Larry Ferlazzo). [This Spotlight was sponsored by Heinemann.]

The article focuses on the implementation of a shared curriculum in New York City, New York, schools to improve student success in Algebra 1. It discusses the use of the Illustrative Mathematics Implementation Reflection Tool to guide classroom observations, reflection and feedback; helping leaders understand the stages of curriculum implementation and support teachers accordingly; and the challenges of college readiness rates in math.

The article focuses on Saba Ghole, the Chief Creative Officer at NuVu Studio, an innovative school that promotes creative thinking and real-world problem-solving. It explores the origins of NuVu, its growth as an institution, the development of the NuVuX initiative to expand its impact globally, and the successful adaptation of the studio model to virtual and hybrid learning during the pandemic.

Researchers at Case Western Reserve University conducted a study on the implementation of the Infectious Diseases Society of America (IDSA) Antimicrobial Stewardship Core Curriculum in fellowship programs. The study found diverse approaches in implementing the curriculum, with common barriers including limited faculty time and fellow availability. The research aims to provide tailored curriculum planners to enhance the IDSA Core and Advanced Antimicrobial Stewardship curricula. This study offers valuable insights for fellowship programs seeking to improve their infectious diseases education. [Extracted from the article]

The article highlights the significance of professional learning in implementing quality curriculum effectively. It discusses challenges educators face with new curriculum adoption; the importance of addressing diverse learning needs; the value of collaborative efforts in achieving continuous improvement; and also mentions about establishing a rhythm for improvement through collaboration and ongoing reflection.

The article focuses on the need for independent schools to be especially intentional about their approach to reviewing curriculum, by having robust, well-designed review process; and using metric to assess the strength of its academic program. Presents ways for schools to structure a curriculum review cycle by casting a broad net, choosing to map their entire curriculum, and assessing the curriculum to be diverse, inclusive, and equitable.

An interview with Gavin Horgan, Headmaster of Millfield school in Somerset, England, is presented. He discusses new curriculum developed for children from 3-18 years old. He mentions that school community represents 70 different nationalities that encourages authenticity among kids. He further discusses the initiative taken by the Millfield staff to provide free meal to needy people during lockdown.

The article informs about the importance of practical measures in evaluating the effectiveness of changes in educational practices, emphasizing the need for continuous improvement initiatives. Topics include the definition and implementation of practical measures for assessing learning and improvement, as well as examples of their application in educational settings to support teacher and student development.

The National Education Union (NEU) has launched a manifesto for education, identifying ten key policy areas that require urgent attention from the next government. These areas include reversing cuts to schools, colleges, and nurseries, ending child poverty, providing an engaging and inclusive curriculum, and abolishing government tests in primary schools. The NEU also calls for the recruitment of more teachers and school staff, the abolition of Ofsted, and tighter regulation of social media companies to protect children. Additionally, Gatsby is supporting collaborative curriculum planning networks to provide support for curriculum reform through a network model. These networks aim to facilitate collaboration, build confidence in curriculum choices, and adapt to institutional needs. The project aligns with the Department for Education's ongoing process of reforming post-16 qualifications. [Extracted from the article]

The National Institute of Standards and Technology, part of the Commerce Department, is offering grants through the Regenerative Medicine Standards Curricula Development Program. The program aims to develop and implement curriculum at the undergraduate or graduate level, or provide continuing education for the existing workforce, to support the implementation of standards in regenerative medicine. The deadline for applications is March 10, 2024, and two or more awards of up to $250,000 per year for a maximum of three years are expected to be granted. The eligibility for the program is unrestricted, except for federal agencies. The proposed programs should include recruitment of qualified instructors, implementation and evaluation of the course, and various curriculum elements and training tools. More information can be found on the grants.gov website with the FON# 2024-NIST-RMSC-01. [Extracted from the article]

A recent study published in Academic Medicine discusses the implementation of a residency curriculum in medical aid in dying (MAID) at the Sutter Family Medicine Residency Program in California. The curriculum includes lectures, patient evaluations, prescription writing, and attending planned deaths of patients. A survey of program graduates revealed that there was high interest in the training, and a majority of residents who received training were still practicing aid in dying. The study suggests that further research is needed to explore patient outcomes, reasons for opting out of training, and other effects of implementing a MAID curriculum. [Extracted from the article]

A report from Islamic Azad University in Isfahan, Iran discusses the use of storytelling as an instructional method in preschool education. The study aimed to develop an effective curriculum for implementing storytelling in teaching. The research used a qualitative grounded theory method and involved interviews with 578 preschool teachers. The findings identified several factors contributing to the effectiveness of storytelling, including emotional stimulation, critical thinking, moral development, and teacher empowerment. The research concludes that storytelling is a significant instructional approach and offers insights into curriculum development for preschool education. [Extracted from the article]

A study conducted at the University College of Dentistry in Lahore, Pakistan explored the challenges faced by faculty members in implementing an integrated curriculum for the undergraduate dental program. The study found that the implementation of the integrated curriculum was hindered by a non-conducive working environment, uneven distribution of workload, lack of faculty development and retention programs, and inadequate resources. The research highlights the need to address these challenges in order to successfully implement an integrated curriculum in dentistry. For more information, the full article can be accessed through the Journal of Shalamar Medical & Dental College. [Extracted from the article]

The article offers information on the developmental efforts for collective self-efficacy in the teaching staff in the German school system. It mentions the need of school administration working together with the teaching staff for the development of schools, along with discusses the need to make efforts for school curriculum work out.

A recent Senate inquiry in Australia has recommended the implementation of a behavior curriculum in schools to address increasing levels of disruptive behavior. The curriculum would be developed by the Australian Curriculum, Assessment and Reporting Authority and would cover students from the first year of schooling to Year 10. The intent of the curriculum is not to dictate unwanted behaviors, but rather to establish essential habits and routines that promote learning. The curriculum could provide teachers with clear language and examples to teach values and routines, and it could also help identify and address underlying challenges causing disruptive behavior. However, there are potential risks, such as presenting an overly narrow view of behavioral success and not considering the needs of students with disabilities or diverse backgrounds. It is important to implement the behavior curriculum alongside school-wide approaches that support evidence-based academic and social learning. [Extracted from the article]

Copyright of Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on an approach to teaching history with use of detailed character cards as a tool to understand how different people responded in different ways to situations in the past. It discusses teaching design and concepts by Catherine McCrory and Elizabeth Carr to comply with General Certificate of Secondary Education (GCSE) curriculum basis for teaching similarity and difference.

Keywords for this news article include: University of Minnesota Twin Cities, Hygiene, Science, Ethnology, Health and Medicine. Keywords: Ethnology; Health and Medicine; Hygiene; Science EN Ethnology Health and Medicine Hygiene Science 1165 1165 1 07/10/23 20230714 NES 230714 2023 JUL 16 (NewsRx) -- By a News Reporter-Staff News Editor at Medical Letter on the CDC & FDA -- New study results on ethnology have been published. [Extracted from the article]

Chicago, State:Illinois, United States, North and Central America, Cardiology, Cardiovascular Diseases and Conditions, Congenital Diseases and Conditions, Congenital Heart Disease, Heart Disease, Heart Disorders and Diseases Keywords for this news article include: Chicago, Illinois, United States, North and Central America, Cardiology, Cardiovascular Diseases and Conditions, Congenital Diseases and Conditions, Congenital Heart Disease, Heart Disease, Heart Disorders and Diseases, Northwestern University. Keywords: Chicago; State:Illinois; United States; North and Central America; Cardiology; Cardiovascular Diseases and Conditions; Congenital Diseases and Conditions; Congenital Heart Disease; Heart Disease; Heart Disorders and Diseases EN Chicago State:Illinois United States North and Central America Cardiology Cardiovascular Diseases and Conditions Congenital Diseases and Conditions Congenital Heart Disease Heart Disease Heart Disorders and Diseases 2023 FEB 12 (NewsRx) -- By a News Reporter-Staff News Editor at Heart Disease Weekly -- Data detailed on Congenital Diseases and Conditions - Congenital Heart Disease have been presented. [Extracted from the article]

The article offers the author's insights on the aspects of the curriculum of love, a curriculum which centered in a deep connectedness which fixates academic skills and promote professional success. Topics include the multi-disciplinary perspectives of love which include philosophy, psychology, and biology, the importance of pastoral counseling and psychology programs at the universities as an existing curriculum of love, and the aspect of exploring emotions in the school context.

The article discusses the debates on the new model history curriculum in House of Lords, Great Britain. Topics include argument by Lord Wallace on the committeemen of Government to the fifth of the six aims stated in the 2013 definition of the national curriculum; debate of Baroness Penn on the model history curriculum developed to reflect the richness of world history and argument of Lord Hannan of Kingsclere (Con, Life) on teaching for children not just a random set of individuals.

The article presents an innovative teaching guide by the law clerks Morgan Craven, Kyle Highful, Jennifer Wu and Andrew Wynans regarding the internal working of the Supreme Court of Texas to the students. Topics discussed include the background of the project From Courtroom to Classroom, its drafting procedure and implemented curriculum testing. It focuses on the future hopes of the project for transforming the students towards American Legal system and its role in democratic society.

The article discusses issues regarding the adoption of massive open online course (MOOC) in colleges in the U.S. It mentions that the MOOC is fully operative and easy to navigate and the schedules and requirements are easily communicated and implemented. Topics discussed include benefits of the MOOC and the use of MOOC to carry out the peer review. Reference of the book "The Talent Cod" is also presented.

The authors, founders of the educational company Personalize Learning LLC, discuss the benefits of personalized, or individualized, learning, and recommend ways for teachers to implement personalized teaching methods in their classrooms. Self-directed learning, educational outcomes, and the role of educational technology are discussed, as well as student motivation, teacher-student collaboration, and the personalized learning environment (PLE). Lesson planning, communication in education, and student assessment are also mentioned.

The author argues that the 2012 U.S. Common Core State Standards for education may not promote academic achievement, and cites research into the effects of teacher development and instructional materials on the success of Common Core implementation. Curriculum evaluation, elementary reading and mathematics scores from the U.S. National Assessment of Educational Progress (NAEP), and teacher effectiveness are also discussed.

The author discusses the 2012 implementation of U.S. educational framework the Common Core State Standards, and compares communication between schools and state governments with prior efforts at educational change. Issues such as curriculum revision, educational tests, and teacher development are discussed, as well as state efforts to build digital libraries of educational materials. Educational publishers such as Pearson, a 2012 survey by advocacy group Center on Education Policy, and funding for CCSS implementation are also mentioned.

A condensed reprint of the article "Google and Microsoft Go to School" by Alan Dessdorf, which appeared in the September 2010 issue of "District Administration," is presented. The article discusses the use of free online educational applications provided by both Google and Microsoft to various state education departments in the United States. The services allow districts to offer e-mail addresses and plan curricula. The Google program's teacher training services are also discussed.

As superintendent of a 750-student district innorth-central Iowa, I have seven direct reportsconsisting of my building principals and directors. I set one, and each building principal anddistrict director sets one. Justin Daggett, superintendent in Manson, Iowa, buildsrelationships with his direct reports to make progressjointly on district goals. [Extracted from the article]

The article reports the findings of a poll by the Center of Education Policy of U.S. school district superintendents that found many districts are still not prepared to implement the Common Core State Standards. Topics discussed include the teacher development that is still necessary for implementation, the rising support among superintendents for the standards, and the remaining need to develop curricula aligned with the standards.

The article discusses whether schools are ready for inspection framework from Great Britain. Office for Standards in Education (Ofsted) and mentions views of chief inspector Amanda Spielman on the same. Topics discussed include consideration of the implementation and impact of the school curriculum, shortcomings in the reliability in secondary school and evidence of curriculum coherence to be scrutinized.

The article discusses hate and bias in the U.S. schools. Topics discussed include responsibility of teachers for safety of students in schools, suggestions for teachers such as decision making for the type of texts that are to be included, and the efforts related to the changes in the curriculum that results in systemic problems.

The article looks at the suite of tools and templates developed by Seton Hall University in South Orange, New Jersey, which aid faculty in developing courses that emphasize their expertise and adapt to the university's quality standards. The key parts of the Seton Hall solution to course development are explored as well as highlights the creation of the faculty of a personal technology learning plan. The impact of the developed templates on the quality of online and hybrid courses is noted.

The article discusses strategies for encouraging children in early childhood education programs to develop friendship skills, highlighting the development and implementation of a friendship curriculum in two Voluntary Pre-Kindergarten (VPK) classrooms. The authors describe activities focused on developing friendships through group play, conflict resolution, and shared interests, and two examples of children positively affected by the curriculum are provided.

The article describes the use of a camcorder to record classroom activities and discussions in order for teachers to evaluate their performance and student engagement. Classroom environment, teaching methods, and parental permission for video recordings are discussed, as well as implementation of educational innovations, classroom management, and problem-based learning. Teacher collaboration, video recording equipment, and curriculum development are mentioned, as well as advice for filming to avoid shakiness and poor audio quality.

The article discusses the state of educational improvements in public schools in 2012 that were funded by U.S. Race to the Top federal grants from the U.S. Department of Education and U.S. President Barack Obama. Improvement program proposals from schools were evaluated in 2010, and should be finished with the planning phase as of 2012. The implementation of programs such as professional development for teachers and educational leadership are also discussed.

The author offers advice on effective music selection for music educators. She suggests to consider required curriculum and ensemble goals in the selection process for annual music needs. She notes that one way to make students feel they own the music they play is to allow them to suggest pieces through a wish list. The type of audience and what they would learn from the music being performed should also be considered in the selection, she adds.

The article offers information on the relation between curriculum and professional learning. Topics discussed include responsibility of leaders to establish a vision and framework for implementing the curricula; spread leadership and student achievement through school and district instructional leadership teams; and support of professional development to successful implementation of the curriculum.

The author discusses the Curriculum for Excellence (CfE) policy of Scotland. Topics discussed include the inclusive vision to harness each child's rich potential, the importance for a country to know the core purpose for educating its children and young people, the role of teachers in the steady improvement in literacy and coherency and the author's support for the national effort on attainment gap.

The author discusses the process used by her virtual school to create and implement humanities and science, technology, engineering, arts + design, and mathematics (STEAM) curricula for K-5 students. Topics addressed include determining the needs of the students, staff and parents to define the online content creation process, developing a team consisting of teachers and administrators, and engaging in team-building activities such as creating a virtual program's vision. Also mentioned are selecting the right information technology (IT) tools and providing learning opportunities and support.

The article discusses the difficulties facing California school districts and teachers implementing the state's Fair, Accurate, Inclusive, and Respectful Education (FAIR) Act, which requires California students to be instructed on the societal and historical contributions of gay, lesbian, bisexual, and transgender people, in addition to people with disabilities.

The article focuses on six recommendations for implementing state- or district-created curriculum aligned to Common Core State Standards (CCSS) in the U.S. It states that the six recommendations include setting the context for how the new model units fit into a district curriculum vision, recognizing the potential of educators to determine the additional professional development needed for their improvement, and creating a safe place for teachers to explore instructional materials.

The article discusses the scope and execution of the Common Core State Standards and aligned assessments. It informs that the standards have been adopted by 45 states of the U.S. and the District of Columbia. It highlights several approaches adopted by the state leaders and representatives to train its districts for valuable strategies of Common Core implementation. The approaches include hosting regional meetings, training in standards-based curriculum, and using technology and web tools.

The article discusses the World Wise program (WWP) based on the objectives outlined by the Global Education Project. It notes that the WWP was developed at Ashburton Primary School in Vicotria to initiate a new curriculum to provide a comprehensive understanding of the world to primary students to enable them to become better connected and truly global citizens. It notes that all parts of the school community have adopted the program implemented at Ashburton Primary School.

The article discusses programs and tools developed by the Association for Supervision and Curriculum Development (ASCD) to support teachers and schools with the implementation of the 2012 U.S. Common Core State Standards. Programs for the ASCD were funded by the Bill and Melinda Gates Foundation, and ASCD partnered with schools and governments in Arkansas, Colorado, North Carolina, and Utah. U.S. Race to the Top federal education funds, teacher development, and teacher evaluations are mentioned, and the EduCore online archive of evidence-based educational tools is described.

The authors offer suggestions to states for reducing the cost of implementing Common Core State Standards in 2012, including expenses such as teacher development, educational materials, and assessments, by adopting best practices and repurposing existing state funding. Recommendations include sharing online materials in school districts, using standardized tests, finding new vendors, and offering online teacher training.

The article discusses teacher evaluation frameworks, which the author argues are overly complicated, do not reflect curriculum-based student knowledge and skills, and lack evidence to support the frameworks' effectiveness. He contends that the best elements of a successful framework are the use of a clear objective, teaching in cycles, and monitoring students' understanding. The author also recommends the use of simpler educational terms in the frameworks, teacher involvement in creating curriculum, and a narrower focus of criteria.

The article presents information on the 'Healthy Bees Pal' program set up by FERA. As stated, the training materials in the first stage of the program were not successful as the volunteer trainers were all from different backgrounds and in 2012, new or beginner beekeepers are not diminishing. Another problem that was being encountered was that the trainers themselves were new to the game. Also presented is information on the curriculum of the training.