Sentences with phrase «teacher content knowledge on»

The Effect of Teacher Content Knowledge on Student Achievement: A Quantitative Case Analysis of Six Brazilian States

Secondary Teacher Preparation: Supporting Research Research studies have demonstrated the positive impact of teacher content knowledge on student achievement.

Not exact matches

Critics see the combination of program accreditation standards, revised by the National Council for Accreditation of Teacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knoTeacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knoteacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knowledge.

One of the things that's interesting about this is that we tend to be focussing on teacher quality a lot and thinking about their knowledge of content and pedagogical content knowledge and that's important.

First on the teacher - provision punch list: How do we move from the current definitionof «highly qualified teacher,» whichmost people agree is limiting and limited, toone that more accurately reflects a teacher «sexperience, content knowledge, and, perhapsmost importantly, his or her ability to educateall students to high standards?

(research, Spring 2007) says there is a growing «approach to teacher education and certification based on ideology rather than teaching skills or mastery of content knowledge.»

Teacher education programs are so focused on content knowledge that they often fail to provide adequate preparation on child and adolescent development, concludes a report scheduled to come out this week from two leading organizations in those respective fields.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objeContent, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objecontent - specific knowledge in teaching these objectives.

And our practice of holding schools (and now teachers) accountable for year - to - year gains on reading tests only encourages them to focus on things that might get a short term bump (skills and strategies) and ignore the things that will make an impact over the long - term (such as content knowledge).

The emphasis is on the students constructing knowledge, not on the teacher delivering content.

While the conversation would be broad, the agenda should be narrow and focus on three immediate needs: 1) radically improving the quality of candidates coming to the field; 2) identifying the specific content of coursework necessary to improve teacher knowledge; and 3) and detailing the practical experiences that new teachers need in order to ensure they are effective in the types of classroom contexts in which they plan to teach.

JE: I'm thinking to myself, what would you say to those teachers listening, primary and secondary (we've touched on primary there but also secondary) who want to engage their students in this area, who want to engage them in Engineering — that aspect of STEM that we've talked about as underrepresented — but maybe they just don't feel comfortable with the subject area and the content knowledge.

Our point here is straightforward: if a curriculum simply marches through lists of content knowledge and skills without attending to the concomitant goal of cultivating independent performance, high - schoolers will remain as dependent on teacher directions and step - by - step guidance as fourth graders currently are.

HTH — with its emphasis on integrating academic and technical education through project - based learning — attracts a number of people like Duffy with «deep content knowledge who had very successful academic careers and wanted to work in an urban school at a time of profound teacher shortage,» says founding principal Larry Rosenstock.

Sandy Heldsinger: Assessment makes heavy demands on teachers» content and pedagogical knowledge and, for this reason, it is hard.

Program: Learning and Teaching Mission: To quietly empower teachers by deepening their content and pedagogical knowledge - base through targeted, hands - on professional development.

A written survey component of this study will build on a similar study conducted in 2005 — 06 (Hill, 2007), allowing for the comparison of teachers» curriculum use and content knowledge — and more specifically, their mathematical knowledge for teaching (MKT)-- across time periods.

Because we believe the online format is limited in its capacity to address teacher content knowledge, we will exclude teachers with very low mathematical knowledge for teaching, then randomly assign teachers to treatment and control conditions, stratifying on grade level.

Mission: To quietly empower teachers by deepening their content and pedagogical knowledge - base through targeted, hands - on professional development.

The real secret to improving student learning outcomes is to focus on the inter-relationship between student engagement, teacher knowledge and skill, and the demands asked of both student and teacher by the curriculum's content.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Teacher professional development focusing on pedagogical content knowledge.

Teachers do need to customize their instruction to ensure that all children are mastering essential content, but «custom resources aligned to their particular context, interests, and learning needs» is a siren song drawing us away from the foundation of shared knowledge on which comprehension stands.

Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge

• Does Hines really want future teachers to be judged only on the basis of skill and mastery of content knowledge?

In the current study, the preservice teachers focused on matching learner content knowledge, needs, and preferences to teaching strategies and technology.

This framework recognizes that teachers should integrate technological knowledge with subject matter learning, rather than focusing only on technological knowledge at the expense of appropriate pedagogy or the content (Koehler & Mishra, 2009).

With detailed teacher background material rich in science and mathematical content, descriptions of the pedagogical content knowledge needed to teach and assess effectively, and explicit links to the core ideas in the standards and research on learning science and mathematics, these books can transform teaching and learning in your classroom or professional development setting.

Teachers made grouping decisions not just on generalized categories of high, middle, and low performance but also based on content topics and domains of knowledge / skills.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

As an external check on the KMD project's work to situate research on teachers» mathematics and science content knowledge, the external evaluator audited the KMD project team's narrative documentation of what is known from empirical research for all studies that examined the relationship between teacher leaders» practice and teachers» practice.

Among these studies, demonstration lesson or modeling appeared in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as demonstration lesson or modeling, and changes in teachers» classroom practice and student learning outcomes.

Knowledge matters — Prepare teacher leaders to draw on their content knowledge expertise when working with instructional teams of teachers and adminiKnowledge matters — Prepare teacher leaders to draw on their content knowledge expertise when working with instructional teams of teachers and adminiknowledge expertise when working with instructional teams of teachers and administrators.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

Their knowledge needs to be deep enough to be able to listen and interact with teachers and to build on or challenge their ideas about content.

Hill and Ball's (2004) study, however, suggested that when teachers were (a) engaged in mathematical analysis, (b) explored alternative representations, and (c) communicated explanations and connected ideas with other teachers and PD facilitators, positive influences on teachers» content knowledge for teaching mathematics were found.

These studies echo several of the findings found in the NCTAF report, including evidence of the positive effects of STEM PLCs on deepening teacher knowledge of disciplinary content and pedagogy, influencing teacher classroom practice, and inconclusive evidence on the impact of STEM PLCs on student achievement.

With this latest round of findings, we hope education colleges across the country can focus on giving future teachers a strong foundation for content knowledge, so that they are as prepared as possible for the reality of the classroom.»

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

Insight in Action One MSP offered coursework to teacher leaders to build on the mathematical and scientific content knowledge they had developed through prior professional and classroom experiences.

Expanding their content knowledge in this manner gave the teacher leaders greater confidence to more deeply and accurately focus on content as part of leadership activities.

The list of things that a new secondary teacher should know is vast - smatterings of adolescent development, pedagogy, content knowledge, college admission requirements, educational policy, assessment design, lesson planning, technology infrastructure, effective file naming conventions, study skills, cognitive science principles, cultural sensitivity, bureaucratic tendencies, statistical interpretation, and on and on and on.

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

The researchers determined that the strongest influences on how the teachers used the digital primary sources and technology centered on their own beliefs, the «purpose for teaching» (p. 159), and their level of «pedagogical content knowledge» (p. 163).

With this knowledge, graduate programs in education need to become more focused on offering specialty graduate programs that address these needs, promote these teaching areas and recruit teachers in other content areas to these areas.

I do, however, agree with Core Knowledge blogger Lisa Hansel that many programs could be improved by focusing less on issues of social justice and more on preparing new teachers to teach specific content to their students.

The paper describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers» development of technological pedagogical content knowledge.

My content knowledge about tectonics increased as I used the support materials (Teachers Guide, videos, content background pages) provided on the ELI Tectonics Web site.

Preservice teachers have the chance to develop technological pedagogical content knowledge, in part, through reflection on the elements of and connections between technology, pedagogy and content.

The first subtheme focused on the ways in which teacher - learners incorporated in - depth content knowledge as an integral part of their instructional plan.