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Middle school science teachers often have shaky scientific knowledge

The Hechinger Report

Middle school science teacher Kent Heckenlively has spent part of his time teaching, well, not science. Heckenlively works at Gale Ranch Middle School in San Ramon, California. middle-school science teachers have no scientific background. This story also appeared in USA Today. Department of Education.

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A ‘summer camp’ for teachers fills a gap in environmental education

The Hechinger Report

Ali McMillan, an instructional coach and intervention specialist at West Feliciana Middle School, Louisiana. Ali McMillan, an instructional coach and intervention specialist at West Feliciana Middle School in West Feliciana Parish, is one of 20 educators participating in the program. Related: Climate change: Are we ready?

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How the science of vaccination is taught (or not) in US schools

The Hechinger Report

And topics that are listed in the standards, like DNA, lend themselves to teaching about vaccines, said Mike Fumagalli, principal at Glenn Westlake Middle School in Illinois and a former high school biology teacher.

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Building Vocabulary to Improve Reading

Digital Promise

While in middle school, students need to read nonfiction texts that contain many technical, discipline-specific words, but these texts also include many ‘all-purpose’ academic words, such as factor , structure , function , and interpret. Generating knowledge of academic language among urban middle school students.

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Building Vocabulary to Improve Reading

Digital Promise

While in middle school, students need to read nonfiction texts that contain many technical, discipline-specific words, but these texts also include many ‘all-purpose’ academic words, such as factor , structure , function , and interpret. Generating knowledge of academic language among urban middle school students.

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Can we teach our way out of political polarization?

The Hechinger Report

Kawashima-Ginsberg, director of the Center for Information and Research on Civic Learning and Engagement (CIRCLE) at Tufts University, said that because good history and civics instruction invites discussions about controversial topics, good classroom culture is especially important. Does every student feel like they matter?”

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