Parents want more information from
educators about classroom practices and teaching methods so they can better support their child's learning, according to a new study by Australian academics.
In a review of his book Teach Like a Champion for Education Next, I noted Lemov's approach promised to change the
conversation about classroom practice from «teacher quality» to «quality teaching.»
Kappan is the professional magazine for anyone who cares about K - 12 education and features
articles about classroom practice, policy, research, professional issues, and innovations in education.
Two areas of research that have not been fully is examined are teacher self - efficacy — teachers»
beliefs about their classroom practice (Paraskeva, Bouta, & Papagianni, 2006)-- and teacher computer self - efficacy — teachers» beliefs about their ability to use technology in the classroom (Mueller, Wood, Willoughby, Ross, & Specht, 2008).
I've previously posted
about my classroom practice of having students share good things that have happened to them during the week (see Can Having Students Tell About Positive Events In Their Lives Impact The Classroom?).
The most common is to survey
teachers about their classroom practices or curricula, as is done with the background questionnaires given to teachers as part of the National Assessment of Educational Progress (NAEP).
Nicolette Smith is an advocate for National Board Certification, a high - level teacher - training program that provides educators with the foundational and procedural tools to think
systematically about their classroom practices, drawing upon personal experience to boost student success.
Engaging others in the process will increase the frequency and breadth of feedback conversations, reduce the inefficiencies of relying on a single observer, and create opportunities for more frequent, formative
conversations about classroom practice.
Kappan magazine is the professional magazine for anyone who cares about K - 12 education and features
articles about classroom practice, policy, research, professional issues, and innovations in education.
Her stance on processes such as argumentation, a practice based in the use of evidence and logic, were complementary to science and also revealed a
belief about classroom practice that was not contrary to sound science teaching.