Sentences with phrase «classroom teacher researcher»

Not exact matches

In the 1990s, a researcher named James Stigler coordinated a vast international project that involved videotaping the classrooms of hundreds of randomly selected eighth - grade math teachers in the United States, Germany, and Japan.

He has served as legislative assistant to Congressman Henry Waxman, researcher and editor, classroom teacher, and Outward Bound instructor.

In INSIGHTS classrooms, the researchers saw an increase from fall to spring in teacher practices of emotional support to students — essentially, teachers were more sensitive to student needs, created better classroom climates, and showed respect for student interests.

To support the development of young students — particularly in low - income schools, which are at risk for having less effective teachers and less engaged students — researchers are looking to classroom interventions focused on social - emotional learning.

These data also allow the researchers to draw conclusions about a causal mechanism that can explain the observation that black students are more likely to be identified as gifted with black classroom teachers.

The researchers visited classrooms to observe teacher practices and student behaviors in both the fall and spring of a school year.

Another confounding factor is that researchers didn't have enough money to continue observing teachers in their classrooms or surveying them about how they used the product, something that was done in the first cohort.

According to researchers Dr. Edith Sand, an economist at the Bank of Israel and an instructor at TAU's Berglas School of Economics, and Prof. Victor Lavy, a professor at Hebrew University and University of Warwick in England, the classroom teacher's unwitting prejudice is a key factor explaining the divergence of boys» and girls» academic preferences.

In fact, of those teachers who use video games in the classroom, more than half have kids play them as part of the curriculum at least once a week, according to a national survey released by education researchers at Joan Ganz Cooney Center in June.

Because it is true in education that what gets tested gets taught, ATC21S is preparing for the international hand - wringing from low - ranked countries by offering videos of classrooms where the researchers say teachers and students are getting it right.

«Researchers create new tool that measures active learning in classrooms: Analyzing classroom noise may help teachers improve teaching methods.»

Going forward, the challenge will be for researchers and policymakers to develop more evidence - based online tools that teachers can implement with students in their classrooms.

A few weeks after the ruling, researchers from the University of Buffalo, lead by Catherine Cook - Cottone, Ph.D., interviewed 32 school personnel who were involved with the lawsuit, including district superintendents, assistants, school principals, classroom teachers, instructors of the EUSD HWP, and University of San Diego researchers who were originally involved in studying the program.

Sometimes, researchers measured teacher success based on the observation of classroom supervisors.

More specifically, the researchers 1) examine possible differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of teacher understanding of the chosen literacy model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.

Elisabeth Woody, the California researcher, says that the single - sex classrooms she observed often failed to give equal educations to boys and girls and, at least as worryingly, gave broad license to districts and teachers to decide what, exactly, a boy's or girl's education should look like.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

Teachers who want to introduce metacognition in their classrooms might begin by reading our post Engaging Brains: How to Enhance Learning by Teaching Kids About Neuroplasticity, and also teach students about the anterior prefrontal cortex, the brain area that researchers have begun to link with metacognition.

«What those researchers have found is that what parents do with children in the home has a critical impact on what teachers are able to achieve in the classroom,» she said.

In response to administrators» and teachers» worries about the vocabulary skills of Boston Public School students, a group of researchers and educators — assembled by the Strategic Education Research Partnership (SERP) in collaboration with the Boston Public Schools, and directed by Harvard Graduate School of Education Professor Catherine Snow — designed a curriculum supplement called Word Generation, for sixth - to eighth - grade classrooms.

Equally important are school / university partnerships and the coming together of like - minded researchers and classroom teachers who recognize the fertile opportunity to research, measure, and disseminate findings in Mind, Brain, and Education Science to enhance teacher quality, student achievement, and professional satisfaction.

University researchers are conducting important laboratory and classroom research and there is a growing body of teachers and school leaders who recognize one of the great ironies of education in the United States today: that the organ of learning is the brain but few educators have ever had any training in how the brain works, learns, and most importantly for students, changes.

The final report on the Early Reading First program, conducted by outside researchers under contract to the research arm of the U.S. Department of Education, found the program has had the most significant effect in improving classroom activities and materials, as well as teacher practices related to literacy development.

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

Students» family backgrounds are also likely to affect researchers» evaluations of teachers» classroom practice.

For example, in order to assess the «multidimensional perception» of teachers (i.e., «Expert teachers develop a high level of - withitness,» that is, they show that they are aware of events that occur simultaneously»), the researchers used a survey of each teacher's students and observed teachers during a three - hour, prearranged classroom visit.

The 13 master's programs at the Harvard Graduate School of Education attract extraordinary students from every imaginable background: classroom teachers, district leaders, nonprofit workers, public policy researchers, social entrepreneurs, and software engineers.

The goal was to establish a program that reflected the diversity of the field itself, bringing artists, teaching artists, researchers, administrators, classroom teachers, and out - of - school educators together for a year of study on the foundational issues that inform all aspects of arts education theory and practice.

The team of teacher educators, curriculum designers and education researchers will train teachers in participating schools to deliver a programme of RME lessons during Year 7 and Year 8 using teacher guides and supporting materials for the classroom.

Elementary - school teachers who are covered by collective - bargaining agreements spend less time instructing students in the classroom than do their peers who are not covered by contracts, but they devote more time to classroom preparation and administrative tasks, a new study by two University of Oregon researchers has found.

When researchers called unannounced on the classrooms in Hyderabad, 98 percent of teachers were teaching in the private recognized schools, compared with 91 percent in the unrecognized and 75 percent in the government schools.

Teachers, researchers note, become facilitators in project - oriented classrooms, with students increasingly assuming the role of directors of their own learning.

Schwerdt and Wuppermann observe that in recent years, a consensus has emerged among researchers that teacher quality «matters enormously for student performance,» but that relatively few rigorous studies have looked inside the classroom to see what kinds of teaching styles are the most effective.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

Students from Multimedia Project classrooms outperformed comparison classrooms in all three areas scored by researchers and teachers: student content, attention to audience, and design.

The series, called Ask a Researcher, offers evidence - based guidance to classroom dilemmas in the areas of literacy, mathematics, and English language learning, giving teachers credible strategies to enhance student learning.

In a 1998 report, researchers note that three - fourths of the teachers who participated in a Rockman survey reported that project - based instruction had increased since the introduction of the laptops in their classrooms.

Earlier this year, the Project's principal investigator Pforzheimer Professor Susan Moore Johnson, and researchers Sarah Birkeland, Susan M. Kardos, David Kauffman, Edward Liu, and Heather G. Peske released a study showing that 43 percent of new teachers do not anticipate staying in the classroom as full - time teachers for their entire careers.

In the second and third year of the project, teachers and researchers met weekly, developed case studies of their classroom experiences, and helped to refine the theory and framework as it emerged from the collaboration.

Interviews with teachers and students as well as classroom observations provided the bulk of the data as researchers looked into the effectiveness of the practices in action.

7 - 14 — English: «Reconstructing Language and Learning for the 21st Century: Connecting With Our Classrooms,» conference, sponsored by the National Council of Teachers of English, the International Federation for the Teaching of English, and the New York University, for teachers, administrators, and researchers, to be held in New YoTeachers of English, the International Federation for the Teaching of English, and the New York University, for teachers, administrators, and researchers, to be held in New Yoteachers, administrators, and researchers, to be held in New York City.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

He also pointed out that University of Virginia researchers studying first - grade classrooms found low - income and nonwhite students were more likely to be in «lower overall quality classrooms» (which isn't quite the same thing as having lousier teachers).

The book also showcases an approach to learning from international evidence very different from simply sending researchers to Finland to observe Finnish math teachers in their classrooms.

According to researchers, data - driven decision making (DDDM) is «a system of teaching and management practices that gets better information about students into the hands of classroom teachers» (McLeod, 2005).

Reforms are debated in public and argued at length by researchers, commentators, and stakeholders, but those that win adoption run through so many distorting and deflecting circumstances that the critical party and setting, teachers in classrooms, may or may not embrace the changes.

As enthusiasm about «growth mindset» spreads across schools, researchers who popularized the idea are concerned that teachers might not have the resources or understanding to use it effectively in their classrooms.

I am a science educator and teacher researcher at Education Development Center Inc. (EDC) in Waltham MA who aims to promote science and STEM learning in Early Childhood classrooms, programs, and schools.

«Jon Star is a top - flight researcher and scholar in math education, and his work, informed by his years as a classroom teacher, has had significant impact on teaching practice and curriculum design,» said Ryan.

Lisa Delpit, an African American literacy researcher and 1990 MacArthur grantee, has written persuasively for many years about the «culture of power» in American schools and classrooms and the «schism between liberal educational movements and that of non-White, non-middle class teachers and communities.»