Content - focused technology inquiry groups:
Cases of teacher learning and technology integration.
Not exact matches
But a Georgia
teacher was recently caught mocking a student's
learning disabilities on Facebook, and I am just full
of nopes in that
case.
Michael Rebell, an attorney who won a landmark
case requiring the state to fund school districts more equitably, and Randi Weingarten, president
of a national
teachers» union, wrote in appendices to the report that they agree with much
of the group's findings, including recommendations for increased access to pre-kindergarten, technology and
learning models that connect high school and college, and merit pay for
teachers.
When
teacher evaluations bear zero resemblance to student
learning, which is the
case in 4 out
of the 5 big school districts, it makes a strong
case for Governor Cuomo's improvements to the system.
When
teachers read a
case study
of a boy with academic challenges, meant to suggest
learning disabilities, they were more likely to refer white boys than black and Latino boys for testing.
In seeking to extend
learning beyond the classroom and school it became the
case that a system
of badging for providers who service the educational demand elsewhere ought to have some form
of accreditation to safeguard schools, their students and
teachers and confirm that acceptable standards
of good practice are being applied at those
learning venues.
Most
of the students in this book, either through their own drivenness or through the interventions
of adults — either parents,
teachers, or related services people, therapists and so forth — develop the strategies they needed to be successful: to be able to access education at a high level; to know how to handle the heavy reading load when they read at a very low rate; to
learn how to manage pain, which was the
case with one
of the students in the book who has chronic pain due to his physical disabilities; or to
learn how to manage anxiety, which is the
case of two
of the people in the book.
The noted educational futurist describes his «holodeck» classroom — an environment that supports project - based
learning — and makes the
case for why the role
of the
teacher must change from lecturer to exploration guide.
That recognition has driven a tidal wave
of controversial policy reforms over the past decade, rooted in new evaluation systems that link
teachers» ratings and, in some
cases, their pay and advancement to evidence
of classroom practice and student
learning.
Teacher Professional
Learning in the United States:
Case Studies
of State Policies and Strategies.
Similarly, in a
case study
of four middle school math
teachers who participated in a yearlong series
of ten video club meetings to reflect on their classrooms,
teachers in the video club «came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process
of teaching and
learning» in a supportive, nonthreatening setting (Sherin and Han, 2004).
Summing up, they say parents and
teachers need to be given strategies to scaffold
learning and it really is a
case of choosing the most appropriate resources for each task.
In the
case of student
teachers: Why not enter the teaching profession by
learning from the best, on the job, and getting paid for it?
In all but a tiny minority
of cases,
teachers want their children to genuinely
learn and grow — not achieve phony gains to make themselves or their schools look good.
It's no secret that effective
teachers are paramount to effective
learning in the classroom, and in the
case of online...
Just as professionals in medicine, architecture, and law have opportunities to
learn through examining
case studies,
learning best practices, and participating in internships, exemplary
teacher - preparation programs allow
teacher candidates the time to apply their
learning of theory in the context
of teaching in a real classroom.»
In this
case, if students are disappointed in their performance, there is a clear and constructive implication: Work harder, avail yourself
of more
learning opportunities,
learn how to study better, ask the
teacher for more help, and so on.
The
case study illustrates how three groups
of charter management organizations (CMOs)-- High Tech High in San Diego; Uncommon Schools, KIPP Foundation, and Achievement First in New York; and Match Education in Boston — saw big gaps in the traditional
teacher education programs that left their aspiring
teachers with no place to
learn how to teach effectively in their specific schools or in a way that would allow them to succeed in working with the country's most vulnerable students.
What we were [recommended] to do was put the kids back in the classroom and have, in the
case of where there's an Education Assistant, the Education Assistant supported the student with their
learning while the
teacher was running the classroom instruction.
«Good Teaching Matters: How Well - Qualified
Teachers Can Close the Gap» (1998) makes the
case that the capability
of the
teacher, rather than influences from outside the classroom, has the strongest effect on student
learning.
In the evaluation
of the
Learning Away
case studies, Maggie Rose, head
teacher at Timberley Academy quotes about the development
of her staff: «Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms
of the types
of approaches they could use in their work.
This strikes us as a
case of teachers setting a remarkably low bar for what they expect their students to be able to
learn.
Case studies
of exceptional schools indicate that school leaders influence
learning primarily by galvanizing effort around ambitious goals and by establishing conditions that support
teachers and that help students succeed (Togneri and Anderson, 2003).
The Finnish startup Skilltize choose the path
of offering personal lessons with certified language
teachers and further more offering small language group courses for up to six participants hosted online in a live virtual classroom.Obviously in all these
cases we are referring to online language
learning.
A number
of studies in higher education, which is a few years ahead
of K - 12 in using online
learning, indicate that students perceive an equal and in some
cases a greater degree
of interaction with
teachers and their peers in online courses than in face - to - face courses.
In some
cases, «
teacher communities are not as robust as cross-role communities,» says Giselle Martin - Kniep, founder
of Communities for
Learning: Leading Lasting Change.
Mike Brooks, general secretary
of the National Association
of Head
Teachers was quoted in 2010 as saying that schools needed to
learn to share resources and collaborate more widely than has previously been the
case.
In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director
of learning services at the New Mexico Department
of Education, said in his district's
case attendance for
teachers and students improved while scores on standardized achievement tests remained stable.
In any
case, once the tech is available, all it comes down to is the creativity
of the
teacher; using it to help engage pupils, giving them more
of a reason to get involved in
learning.
It's no secret that effective
teachers are paramount to effective
learning in the classroom, and in the
case of online studies, the teaching principles and methods they use are even more important.
In this
case study, staff at a Sydney high school share details
of an action
learning approach to professional
learning and its impact on
teachers and students.
In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California
case study public Waldorf - methods elementary schools match the top ten
of peer sites on the 2006 California test scores and well outperform the average
of their peers statewide; (b) According to
teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote
learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic
learning, not just for students but, more importantly perhaps, for the adults.
-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent
Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Teachers — January 15, 2015 Nashville's Student
Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Teachers Earn,
Learn, and Support
Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM
Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid
Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on
Teacher - Led Professional
Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay,
Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach
of Excellent
Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on
Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best
teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
teachers — April 29, 2014
Case studies: Opening blended -
learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do
teachers say about an Opportunity
teachers say about an Opportunity Culture?
In
cases where this is not possible, the
teacher should set SGOs for as much time as is available, provided that the
teacher has an opportunity to have a significant impact on students»
learning during that abbreviated period
of time.
Dr. Thompson's book, A
Teacher's Tale:
Learning, Loving and Listening to Our Kids, is a
case study
of the unintended negative effects
of test - driven, competition - driven reform on an inner city high school in the Oklahoma City Public School System.
Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to
teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — July 24, 2013
Case study: New charter pays more, extends
teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers» reach, gets strong results — July 9, 2013
Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013
Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student
teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital
learning — May 15, 2013 Nation's fifth - largest district explores extending reach
of excellent
teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve
learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with
Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent
Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your
Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect
Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great
Teachers Are — N
Teachers Are — Now What?
However, in
cases of extended leave in which the
teacher returns late in the school year and does not have nine weeks, the
teacher should set SGOs for as much time as is available, provided that the
teacher has an opportunity to have a significant impact on students»
learning during that abbreviated period
of time.
It presents six in - depth mixed - media
case studies
of highly motivating classroom practice — complete with commentary from
learning scientists as well as from the
teachers and students involved.
All three
of these elements ensure that PD in Project L.I.F.T. helps
teachers deepen their practice and practice new
learning at deeper levels than has been the
case historically.
The National Council
of Teachers of English (NCTE) Assessment Task Force, in their report Formative Assessment That Truly Informs Instruction, makes the
case that good formative assessment, among other key factors, «includes feedback that is non-evaluative, specific, timely, and related to the
learning goals, and that provides opportunities for the student to revise and improve work products and deepen understandings.»
ATLAS (Accomplished Teaching,
Learning, and Schools ™) allows users to get inside the heads
of accomplished
teachers by observing authentic, in - classroom video
case studies.
Since leaders can not lead what they don't know, the work begins with a firm grounding in a research - based instructional framework, in this
case, CEL's 5 Dimensions
of Teaching and
Learning ™ and its alignment to Louisiana's Compass
Teacher Rubric.
The multiple perspectives gained from looking across the six classroom
cases in RCE helped students
learn about the variety
of teaching methods and the adaptability and flexibility
teachers need to support student
learning.
When
teacher evaluations bear zero resemblance to student
learning, which is the
case in 4 out
of the 5 big school districts, it makes a strong
case for Governor Cuomo's improvements to the system.
Although large - scale studies regarding the effectiveness
of student - led conferences have not been conducted, small
case studies find that student - led parent /
teacher conferences increases a student's responsibility for
learning and that student - led meetings can be especially helpful for those with disabilities or other special considerations.
The study places the model
case studies within the larger context
of analyzed observational and artifact data from 7 years
of preservice
teachers»
learning about (re) anchored, video - centered engagement.
Extending from that work, we have developed other multimedia
case studies for use with preservice and in - service
teachers.1 This paper is focused on the development
of one
case involving issues
of team teaching and integrating mathematics and science through a design project, including the following: (a) the development
of the
case, (b) lessons
learned by the
teachers and
teacher educators through the development and use
of the
case, and (c) ways this
case fits into the larger picture
of what we have
learned about the use
of multimedia
case studies.
This set
of issues and the set
of issues involving the gap between educational research on student
learning and changes in
teachers» practice have led us to develop, use, and investigate the use
of multimedia
case studies to support the professional development
of preservice
teachers.
Though this multimedia
case study can help
teacher educators address other difficulties raised at the beginning
of this paper — providing preservice
teachers with quality field observations and providing them with a common experience to reflect upon together — our focus in this paper has been examining more closely lessons we have
learned about how to provide preservice
teachers access to the complexities
of classroom teaching.
In either
case, the major benefit
of the model is that the mentor relieves the classroom
teacher of the cognitive responsibilities
of designing and conducting instruction until the
teacher understands how the technology works (TK), understands when and how to change the classroom environment (TPK), and understands how to best weave technology and content (TCK) with the goal
of providing an appropriate student -
learning experience with technology (TPCK).