top of page

Group

Public·6 members
Mateo Bell
Mateo Bell

Young Investigators: The Project Approach In Th... [VERIFIED]


The book includes timely information about how to use the ProjectApproach with diverse student populations and families, and how to meetperformance standards and academic goals. Many examples demonstrate how youngchildren practice literacy and math skills when engaged in projects.Organizational and evaluation tools also are described. Everything you couldpossibly need to start a project is covered in this book, so startinvestigating! Reviewed by Nicki Eybel, Early Childhood Educator, Portland,Oregon




Young Investigators: The Project Approach in th...


Download Zip: https://www.google.com/url?q=https%3A%2F%2Fmiimms.com%2F2ui6yB&sa=D&sntz=1&usg=AOvVaw0zTElr_hbWxPmHqMW6mh6-



This type of learning differs considerably from the preplanned lessons of a published curriculum. While project work supports the curriculum standards identified for testing, teachers do not teach to the test through project work. The emphasis is on the context in which learning is intrinsically motivated and engaging to young children.


However, with all its advantages, most early childhood professionals would agree that project work alone does not cover all the learning experiences that should be included in the curriculum. Children learn through many different experiences in school. For young children these experiences include sensory exploration, various kinds of play activity, observation, and practice. They learn some things through direct instruction, some through small group work, some through repeated trials and persistence, and some through collaboration and lively discussion with their classmates.


Key features include: an emphasis on how teachers solve the practical problems of doing projects with young children, including selecting topics, organizing the classroom, setting up field visits, encouraging children to represent what they are learning, and involving parents; chapters written from practice, including some in full colour; examples of children's art and writing; classroom materials; and a step-by-step guide for teachers to use in guiding and documenting projects.


Everything you could possibly need to start a project is covered in this book, so start investigating!- Association for Childhood Education International (of first edition);""As an elementary school principal and former teacher educator, I highly recommend this book. It is an essential professional development tool for promoting effective teaching and learning. The content of the book centralizes authentic, student-driven project work that leads to positive outcomes for elementary and early childhood students.""- Tricia DeGraff, Principal, Academy for Integrated Arts;Praise for Previous Editions:"Everything you could possibly need to start a project is covered in this book, so start investigating!"- Association for Childhood Education International;"A readable and extremely valuable book...includes a planning journal with step-by-step guidance for doing a first project with young children."- Child Care Plus;"Along with tips on how to get started and successfully carry out this approach, readers will find methodologies for maintaining curricular standards and utilizing technology."- ENC Focus;"This practical book is full of good ideas for teachers developing investigative projects with the youngest children. A powerful resource, it combines sound educational theory with many ways to support and document learning."- Sylvia C. Chard, University of Alberta, Canada;"In this beautifully written book, the reader takes a journey, discovering the many answers to the why, what, and how questions about the project approach. In addition to providing the essential how-to guidebook for projects, Helm and Katz address today's burning issues?standards, evaluation, special populations, and relation to the larger curriculum."- Sue Bredekamp, Council for Professional Recognition


Thus, while a team of two members who have done their PhD or post-doc in the same lab, sharing the same supervisor and jointly authoring publications, would be formally eligible to apply, there is a high chance that the reviewers will see the publications critically. Independent of publications, they may also see a post-doc done at the same time, in the same lab, as rather clear indication that the scientists have very similar backgrounds, while HFSP aims to support interdisciplinary work, in which each team member brings a different approach and tool set to a project.


Lilian Katz, Sylvia Chard, and Judy Harris-Helm, three experts in the field of early childhood education who have written and trained extensively on project-based learning for young children, define projects as in-depth investigations of worth-while topics and describe and identify the development of intellectual dispositions as the goal of project work. This emphasis on intellectual development seemed to the coaching community of practice to connect well with the focus on higher-order thinking and language development from the CLASS Instructional Support Domain. The coaches and their community partners believed that project work would provoke children and teachers to think, talk, and learn together.


Young Investigators Workshop on Computational Approaches to Languages of the Americas -2010-yi-workshop Submission Deadline : February 15, 2010 Travel Award Application Deadline : February 15, 2010 Notification to Authors : March 1, 2010 Camera Ready Deadline : April 1, 2010 Workshop Date June 5 or 6, 2010 in Los Angeles, California immediately following NAACL-HLT 2010Workshop descriptionResearch in Computational Linguistics (CL) and related fields is carriedout in all of the Americas. However, interaction among investigatorsfrom the different countries in this half of the world is rare. This isevident when we look at the proceedings of the last conference of theNorth American Chapter of the Association for Computational Linguistics(NAACL 2009) where out of 13 countries represented in the proceedingsof the main conference the only two from the Americas are the USA andCanada. Among contributions including international collaborations, themajority are from European authors while a few were collaborative workbetween researchers in Canada and the USA. In these proceedings, thereare no contributions from authors in Central or South America, or theCaribbean. This demonstrates that the research communities in each ofthese regions work in a somewhat isolated environment, organizing theirown satellite events on CL and related topics. Typically, eventsorganized in the USA will be primarily attended by researchers fromthis country. In a similar way, events organized say in Mexico orBrazil, will have a predominant attendance from people in thesecountries. Having these regional events has clear advantages: it allowsto focus sessions around the specific interests of the localcommunities, and at the same time travel expenses are cheaper. But italso has the major drawback of discouraging the exchange of ideas thatdrives the advancement of science and knowledge by keeping researchwork from different parts of the Americas in separate worlds, unknown toeach other and the wider international research community.The goal of the workshop is to increase awareness of the state ofthe art research in all of the Americas by bringing together researchersfrom across the Americas to discuss the work carried out at their homeinstitutions. The workshop program and activities, as well as thisopportunity to showcase their research will allow the attendeesto explore the possibilities for international collaborations. Inaddition, the workshop will also include an open discussion session forproposing mechanisms that will promote a more interactive community inthe Americas.The target audience are young investigators launching independentcareers that can take advantage of the opportunity to do some networkingwith other people at the same stage in their careers. The format of theworkshop will allow the participants to showcase their research and havemeaningful discussions with people interested in the same topics. Thepresentations will give attendees an overview of the state of the artin CL research carried on outside their own country.Please note that young refers to the length of time actively workingand doing research in CL and not to chronological age. Examples of ityoung investigators would include (but are not limited to) advancedPh.D. students, post-docs, and junior faculty who are not yet tenured.However, more senior investigators are also welcome to submit andparticipate in the workshop, since both their research and theirexperiences in their own country can help guide young investigators asthey move forward.Workshop TopicsWe are particularly interested in submissions from researchers andgroups working on languages used south of the Rio Bravo (e.g., Spanish,Portuguese, Quechua, Nahuatl, etc.) We welcome three types ofsubmissions for this workshop. All three categories must specificallyidentify meaningful opportunities for collaboration that will crosslinguistic or geographic boundaries in the Americas. These opportunitiesshould be expressed in terms of expertise or resources the authors canprovide to another project, or what expertise and resources would be ofassistance to meeting the goals of the authors' own project.1) Research papers presenting recent results in any area of CL, wherethe work shows specific and focused contributions to the state of theart in languages of the Americas. In addition, the author mustspecifically describe how this work could be incorporated in otherprojects and what benefits it might provide, and/or discuss whatexpertise or resources the author does not currently have access tothat would allow this work to advance. This topic focuses on anindividual researcher and submissions are particularly encouraged fromyoung investigators.2) Surveys of on--going research projects in CL and related areascarried out by an individual or research group residing in the Americas,where the authors clearly describe their plans for future work andidentify opportunities for collaboration as described above. Thesepapers are distinct from the research papers in that they will bebroader in scope and describe an entire project rather than a specificcontribution (as topic 1 does). The submission must also describecollaborative opportunities as described above. This topic focuses on agroup as a whole and submissions from both more senior and younginvestigators are welcome.3) Opinion papers describing the research situation in a particularcountry, paying particular attention to funding, typical career paths,and research infrastructure. These papers should propose specific ideasor mechanisms to strengthen ties and interactions among researchers inthe Americas to resolve whatever limitations may be noted by theauthor. In addition, these papers should provide a brief sketch of theCL community in that country that may include (but is not limited to)the number of researchers and groups and their geographic distribution,the number of students who study CL, and any significant initiativestaken within that country to advance the state of CL. This topicfocuses on an entire country and submissions from more seniorinvestigators are especially encouraged.Submission InformationSubmissions in all categories must be in English and should not havebeen published previously. All submissions are limited to 8 pages(including references), and must use the NAACL-HLT 2010 style files,available here : paper submissions (topic 1) must be anonymous with no authorinformation provided, while survey papers (topic 2) and opinion papers(topic 3) should include author information. Papers will be submittedvia START - more information about this will be provided shortly.Submissions in all categories will be reviewed by at least two membersof the Program Committee. Research papers (topic 1) will be judged onthe technical merit of their contributions as well as the degree towhich the opportunities for collaboration are well thought--out andfeasible. Research papers that do not specifically discussopportunities for collaboration will not be accepted. Survey papers(topic 2) will be judged on their clarity and the degree towhich they successfully describe the history and future plans of a givenproject, paying particular attention to the degree to whichopportunities for collaboration are well thought--out and feasible.Survey papers that do not specifically discuss opportunities forcollaboration will not be accepted. Opinion papers (topic 3) will bejudged on how effectively they provide an overview of the current stateof CL research in that country. In addition, the feasibility of theproposed mechanisms for improving ties and interactions both within thegiven country and between others will receive significant weight.Opinion papers that do not include specific proposals for improvingties and interactions will not be accepted.Travel AwardsTravel awards are available due to the generous support of theInformation and Intelligent Systems Directorate and the Office ofInternational Science and Engineering of the National ScienceFoundation (USA). These awards are intended for young investigators withlimited travel funds, such as senior-level PhD students, post-docs andjunior faculty members, especially those in predominantly undergraduateinstitutions. The travel awards will be some combination of airfare,accommodations, and workshop registration fees, depending on theparticular budget constraints of the participants and the workshop.To be eligible for an award, you must be an author (or co-author) of anaccepted submission to the workshop. You should submit a short travelaward application (form to be provided) at the time you make yoursubmission. This should go directly to the Workshop Chairs, and shouldinclude an estimate of your travel, hotel and registration expenses,and indicate what other sources of funding you may have available.Workshop ChairsThamar Solorio (primary contact)Assistant ProfessorDepartment of Computer and Information SciencesThe University of Alabama at Birmingham1300 University BoulevardBirmingham, Alabama 35294-1170solorio at uab dot edu PedersenProfessorDepartment of Computer ScienceThe University of Minnesota, Duluth1114 Kirby DriveDuluth, Minnesota 55812-3036tpederse at d dot umn dot edu tpederseProgram CommitteeLaura Alonso Alemani, Universidad Nacional de Cordoba, ArgentinaJohn Atkinson, Universidad de Concepcion, ChileDiego Burgos, Instituto Tecnologico Metropolitano, ColombiaVitor Carvalho, Microsoft Bing, USAMaria das Gracas Volpe Nunes, Universidade de Sao Paulo, BrazilAna Feldman, Montclair State University, USACaroline Gasperin, Universidade de Sao Paulo, BrazilAlexander Gelbukh, CIC, IPN, MexicoCarlos Gomez Gallo, Harvard, USAAgustin Gravano, Universidad de Buenos Aires, ArgentinaDiana Inpken, University of Ottawa, CanadaGreg Kondrak, University of Alberta, CanadaJorge Antonio Leoni de Leon, Universidad de Costa Rica, Costa RicaAurelio Lopez Lopez, INAOE, MexicoLucia Helena Machado Rino, Universidade Federal de Sao Carlos, BrazilRada Mihalcea, University of North Texas, USARaymond Mooney, University of Texas at Austin, USAManuel Montes y Gomez, INAOE, MexicoThiago A. S. Pardo, Universidade de Sao Paulo, BrazilRenata Vieira, Pontificia Universidade Catolica do Rio Grande do Sul, BrazilLuis Villasenor-Pineda, INAOE, MexicoDina Wonsever, Universidad de la Republica, UruguayDiscussion GroupThe most recent copy of the Call for Papers plus additional informationabout the workshop will always be available here: -2010-yi-workshop--Ted Pedersen tpederse 041b061a72


About

Welcome to the group! You can connect with other members, ge...

Members

  • I.Alexander
  • Sergi Villalta Reig
    Sergi Villalta Reig
  • Elijah Myers
    Elijah Myers
  • Dmitriy Nekrasov
    Dmitriy Nekrasov
  • Mateo Bell
    Mateo Bell
Group Page: Groups_SingleGroup
bottom of page