Sentences with phrase «teachers in this study received»

TNTP reported that less than one percent of teachers in their study received «unsatisfactory» performance reviews, with most teachers receiving ratings of «good» or «great.»

Not exact matches

In a study published in The European Journal of Social Psychology, students who wrote out self - advice using «you» not only completed more problems but said they would be happier to work on more in the future compared with students who used «I.» The researchers speculated this is because second - person self - talk may trigger memories of receiving support and encouragement from parents and teachers in childhooIn a study published in The European Journal of Social Psychology, students who wrote out self - advice using «you» not only completed more problems but said they would be happier to work on more in the future compared with students who used «I.» The researchers speculated this is because second - person self - talk may trigger memories of receiving support and encouragement from parents and teachers in childhooin The European Journal of Social Psychology, students who wrote out self - advice using «you» not only completed more problems but said they would be happier to work on more in the future compared with students who used «I.» The researchers speculated this is because second - person self - talk may trigger memories of receiving support and encouragement from parents and teachers in childhooin the future compared with students who used «I.» The researchers speculated this is because second - person self - talk may trigger memories of receiving support and encouragement from parents and teachers in childhooin childhood.

Daniel Hugill, Chair, National Association of Teachers of RE (NATRE) said: «It is clear that not all students receiving their results today were offered the chance to study this important subject, which is reflected in the decline in entries.

* A study of parents of 86 children in clinics of pediatrics and child psychiatry (ages 2 - 13 years) on military bases (offspring of military personnel) revealed that cosleeping children received higher evaluations of their comportment from their teachers than did solitary sleeping children, and they were underrepresented in psychiatric populations compared with children who did not cosleep.

The psychosocial outcome receiving the most attention from researchers is problem behaviour, with most studies finding perceived negative reactivity in infancy to predict problem behaviour in childhood33, 34 and adolescent.35 Specifically, infants prone to high levels of fear, frustration, and sadness, as well as difficulty recovering from such distress, were found to be at increased risk for internalizing and externalizing problem behaviours according to parental and / or teacher report.

STATE AWARD — Gianni Notaro, Social Studies and history teacher at Westmoreland Central School, recently received the Empire State Excellence in Teaching Award, the highest education honor in the state.

A social studies teacher at the school was also in line to receive $ 775.

The legislation, signed by Gov. Andrew Cuomo in August, received support from the Police Athletic League, civics education group Generation Citizen and the Association of Teachers of Social Studies.

In September, parents and teachers in the building's three district schools — the School for International Studies, the Brooklyn School for Global Studies and District 75's PS 368 — saw that the charter school had new light fixtures and complained that the charter had received preferential treatmenIn September, parents and teachers in the building's three district schools — the School for International Studies, the Brooklyn School for Global Studies and District 75's PS 368 — saw that the charter school had new light fixtures and complained that the charter had received preferential treatmenin the building's three district schools — the School for International Studies, the Brooklyn School for Global Studies and District 75's PS 368 — saw that the charter school had new light fixtures and complained that the charter had received preferential treatment.

Melanie Simmons, who has been studying yoga for over 11 years and received her Yoga Siromani (teacher of yoga) from the Sivananda Vedanta Ashram, represented the state of Indiana twice at the National Yoga Asana Championship in LA.

She had studied with Gary Kraftsow and American Viniyoga Institute (2004 - 2006) and received her Viniyoga Teacher diploma in July 2006 becoming an AVI - certified Yoga Therapist in April 2011.

She had studied with Gary Kraftsow and American Viniyoga Institute (2004 - 2006) and received her Viniyoga Teacher diploma in July 2006.

She spent 8 months studying yoga and receiving teacher training for Hatha Yoga at Yasodhara Ashram and yoga study center in Kootenay Bay, BC.

We wanted the study to be realistic in terms of the degree of professional development (PD) support districts might be likely to provide to teachers, so PBL - group teachers received only three hours of initial PD in our approach to PBL and the first PBL unit.

Martin is one of six teachers in the UK to receive a 2016 Teachers of Physics Award from the IOP for his outstanding work teaching physics and was nominated by his colleagues, after the School achieved a record number of students progressing to study A-Level teachers in the UK to receive a 2016 Teachers of Physics Award from the IOP for his outstanding work teaching physics and was nominated by his colleagues, after the School achieved a record number of students progressing to study A-Level Teachers of Physics Award from the IOP for his outstanding work teaching physics and was nominated by his colleagues, after the School achieved a record number of students progressing to study A-Level physics.

However care should be taken to ensure that these messages are not left too late — in our study it was those in Year 8 rather than Year 10 that appeared more worried and confused about the sexual and sexting pressures that they faced, but due to their youth were less likely to receive support from their parents and teachers.

Confirming the disproportionate impact of current RIF systems on new teachers, the study finds that approximately 60 percent of teachers receiving layoff notices in 2008 - 10 had two or fewer years of experience, and approximately 80 percent had two or fewer years of seniority within their current district.

One group of teachers received copies of the national standards in the arts, civics, geography, history, mathematics, physical education, science, and social studies beforehand.

Rolandsen - who teaches Year 10 to 12 students - earned his trip after receiving second prize in the Aerospace Studies Teacher and Innovator Award, run by the Aerospace Gateway Schools project.

A randomized study was designed involving 16 observers, under supervision of two graduate students, who carefully coded student behavior for several weeks in two sets of classes (classes that received parent calls from teachers, and those that did not).

The question is whether teachers who were dismissed for low evaluation scores in the districts we studied would have received substantively different evaluation scores if their classroom observation scores had been adjusted as we recommend.

This study relies on a unique dataset from Washington State that links teachers to their schools and, in some cases, to their students; the dataset also includes information on those teachers who received RIF notices in the 2008 — 09 and 2009 — 10 school years.

In 2016, Matt Kraft of Brown University and Allison Gilmour of Vanderbilt studied the ratings teachers received in 19 states that had reformed their teacher evaluation systemIn 2016, Matt Kraft of Brown University and Allison Gilmour of Vanderbilt studied the ratings teachers received in 19 states that had reformed their teacher evaluation systemin 19 states that had reformed their teacher evaluation systems.

If all the children speak one language, the teacher may also speak in that language occasionally to clarify or explain a concept, but the children learn to read and write in English and they receive math, science, social studies, and other subjects in English.

It is notable, especially given «The Widget Effect» study, that nearly 90 percent of teachers in our sample received an overall «Satisfactory» rating (i.e., «Distinguished» or «Proficient» in Cincinnati's terms).

More than a quarter of year 7 to year 10 teachers and 15 per cent of year 11 to 12 teachers in Australian schools are teaching a subject they have not studied above first year at university and for which they have not received training in teaching methodology, according to new figures by the Australian Council for Educational Research (ACER).

In their article, «Lost at Sea: New Teachers» Experiences with Curriculum and Assessment,» which appears in the current issue of Teachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state standardIn their article, «Lost at Sea: New Teachers» Experiences with Curriculum and Assessment,» which appears in the current issue of Teachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state stTeachers» Experiences with Curriculum and Assessment,» which appears in the current issue of Teachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state standardin the current issue of Teachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state stTeachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state stTeachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state stteachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state standardin the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state standardin hand and even fewer received curricula that aligned with state standards.

Numerous studies, including several based on North Carolina data, show no significant relationship between advanced degrees and effectiveness, with the possible exception of high school teachers who receive advanced training in their field of specialty.

For example, two studies (in 1992 and 1997) found that the math and reading test scores of students in South Carolina improved significantly when the students were taught by teachers receiving merit pay.

«How Schools Shortchange Girls» concluded that female students receive less attention from their teachers than boys do, are less apt to see girls and women reflected in their study materials, and are often not expected or encouraged to pursue higher - level mathematics and science.

In addition to changes related to program structure, such as those raised by the recent high - profile Teachers College study, the question of content is pivotal; principals receive limited training in the use of data, research, technology, the hiring or termination of personnel, or using data to evaluate personnel in a systematic waIn addition to changes related to program structure, such as those raised by the recent high - profile Teachers College study, the question of content is pivotal; principals receive limited training in the use of data, research, technology, the hiring or termination of personnel, or using data to evaluate personnel in a systematic wain the use of data, research, technology, the hiring or termination of personnel, or using data to evaluate personnel in a systematic wain a systematic way.

According to the study, 43 percent of teachers whose classes consist of a majority of English learners received no more than one inservice training session in the past five years on how to instruct these students.

Participating schools, regardless of group assignment, received program materials, teacher training, and substitute teachers to fill in for teachers during regular teacher training; control schools received these benefits for classrooms that did not participate in the study.

In 2003 I received my first ever mobile phone as a present for finishing Year 12; now, as a teacher, I can see how students benefit immensely by using their phones within their study.

This Research Summary presents the findings of a study that explored how teachers can foster greater trust and improved academic outcomes in situations in which students of color are receiving critical feedback on their schoolwork.

In four states, the study team collected data on the experience and impacts of allowing teachers to receive feedback on self - taped lessons instead of the traditional drop - in observatioIn four states, the study team collected data on the experience and impacts of allowing teachers to receive feedback on self - taped lessons instead of the traditional drop - in observatioin observation.

It's no surprise then that the teachers in TNTP's study seem skeptical about the usefulness of the support they receive.

TNTP also reviewed the broader research literature and commented on findings from the most rigorous studies that had been done by the Institute of Education Sciences: «teachers who received the best of the best [professional development] were no more likely to see large, lasting improvements in their practice, knowledge, or student learning.

In fact, a handful of studies have shown that black and Latino students are less likely to receive exclusionary discipline in schools with higher concentrations of black and Latino teacherIn fact, a handful of studies have shown that black and Latino students are less likely to receive exclusionary discipline in schools with higher concentrations of black and Latino teacherin schools with higher concentrations of black and Latino teachers.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaderIn particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaderin one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

by Tom Kane, Amy Wooten, John Tyler, and Eric Taylor This study of Cincinnati's teacher evaluation system finds that the teachers who receive high ratings from trained evaluators who observe them are also more effective at promoting gains in student test scores.

Sixteen percent of black male elementary school students in the classrooms of white female teachers received exclusionary discipline in North Carolina during our study period.

In this study, we analyze a unique set of student and teacher demographic and discipline data from North Carolina elementary schools to examine whether being matched to a same - race teacher affects the rate at which students receive detentions, are suspended, or are expelled.

In 2009, KMD also requested and received additional articles on teacher leadership research studies underway or completed by MSP projects.

Thus, teachers were invited to participate in the research study based on having received a teaching award from a national organization granting recognition across content areas and grade levels.

As noted in the Empowered Educators study of teacher quality, teachers in Finland are seen as professionals who receive a top - notch education.

In our mixed - methods longitudinal study entitled, «Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement,» we examined teachers» perceptions of student engagement over three years as they receive student survey data and PD aimed at engagement.

In these studies, selection was not a primary focus of the investigation; this was illustrative of the scant attention that selection has received as a feature of teacher leadership in the empirical literaturIn these studies, selection was not a primary focus of the investigation; this was illustrative of the scant attention that selection has received as a feature of teacher leadership in the empirical literaturin the empirical literature.

A 2010 study of 3,500 students and 250 teachers in six Bay Area high schools by researchers at Stanford University and UC Berkeley found that, under their model, teachers with more African American and Latino students tended to receive lower value - added scores than those with more Asian students.

Studies have shown that teachers of color in schools with a predominantly white staff are less likely to switch schools if they receive strong administrative support.