Sentences with phrase «about teacher action»

TEC was a yearlong, intensive program, which included a 2 - week - long summer introductory course about inquiry teaching and technology tools and follow - up group meetings throughout the school year associated with an online course about teacher action research.

Similarly, quantitative researchers find the transaction costs of setting up experiments are too high and give up on doing research about teacher actions.

Not exact matches

The young lady — an RE teacher, no less - just «couldn't see any problem» with two men getting married, and couldn't see any need to think about it too deeply — no brain action required on this one at all.

These writers believed themselves to be inspired by the Spirit and called as teachers, and their writings, argues Wright, «were not simply about the coming of God's Kingdom into all the world; they were, and were designed to be, part of the means whereby that happened... Those who read these writings discovered, from very early on, that the books themselves carried the same power, the same authority in action, that had characterized the initial preaching of the «word.»

Decisions had to be made from time to time as to where or when services of the church would be held; the church needed to be told of the impending visit of an apostle, or of some prophet or teacher from abroad; a question has been raised as to the good faith of one of these visitors, and there must be some discussion of the point and a decision on it; a fellow Christian from another church is on a journey and needs hospitality; a member of the local congregation planning to visit a church abroad needs a letter of introduction to that church, which someone must be authorized to provide; a serious dispute about property rights or some other legal matter has arisen between two of the brothers and the church must name someone to help them settle the issue or must in some other way deal with it; a new local magistrate has begun to prosecute Christians for violating the law against unlicensed assembly, and consideration must be given to ways and means of meeting this crisis; charges have been brought against one of the members by another member, and these must be investigated and perhaps some disciplinary action taken; one of the members has died, and the church is called on for some special action in behalf of his family in the emergency; differences of opinion exist in the church on certain questions of morals or belief (such as marriage and divorce, or the resurrection), differences which local prophets and teachers are apparently unable to compose, and a letter must be written to the apostle — who will write this letter and what exactly will it say?

If you'd like to voice your objection to the bill, please consider signing this petition from Food Policy Action and this one launched on Change.org by a second grade teacher worried about the hungry kids in her classroom.

Commenting on reports of the announcements the Prime Minister will make at a Downing Street Summit today about action proposed to be taken against certain public service workers, including teachers, who fail to report sexual abuse of children and young people, Chris Keates General Secretary of the NASUWT the largest teachers» union in the UK said: «No one can fail but to be shocked by the horrific abuse of young girls revealed by recent investigations, including the Report today on Oxfordshire.

The second poll on the 24th June asked specifically about teachers taking strike action on the 30th June over changes to pblic sector pensions that «mean teachers will have to work longer and pay more towards lower pensions.»

Green added he's also disappointed that minority legislators — perhaps worried about offending the teachers union — have been missing in action.

Sometimes it is not clear what the best course of action might be, but people around us — parents and teachers — help by giving us feedback about our behaviour.

David says her Web site has been flooded with notes from teachers complaining about NSTA's actions.

Student Success Stories To read about other inspiring student and teacher science project successes, visit the Science Buddies in Action page!

It was not until I found my teacher about ten years ago, Kim Schwartz, who has a strong Iyengar influence, that I had to restart from scratch and begin to look at every pose, and every action in every pose, as way to build stability.

There are numerous scenes of the Teacher musing about power; bonding between Annie, her son, and her obviously doomed best friend (Anne Heche); requisite scenes of the jury arguing; and, most misguided of all, a trip to Guatemala, where the final action takes place.

The main activities implemented in the program by the students, under the coordination of their teacher, are: (1) analysis of the problems of the local Roma community; (2) selection of a problem for in - depth study by the class, a problem that can be solved through local public policies; (3) collecting information about the problem from various sources, including members of the Roma community, public institutions, NGOs, specialists, and analysis of possible solutions; (4) drafting a public policy that could solve the problem; (4) developing an action plan to influence public authorities to adopt the public policy proposed by the students; (5) organizing a showcase at local level in which students present their projects; (6) reflecting on the learning experience.

But teachers who want to go even deeper into how thoughts affect actions might consider teaching students about optimism.

However, Alan Andrews, a lawyer at ClientEarth, said: «Head teachers worried about legal action should put in place clean air policies that do everything possible to protect their students from air pollution.

What then follows is creative thinking about what education leaders, schools, teachers, parents and students themselves can do to support policy actions that ensure every student is equipped with the skills necessary to achieve their full potential and participate in an increasingly interconnected global economy.

Besides talking about the pharmacy industry and reading to some students, Kramer also observed teachers asking for support in conferences, classroom instruction, activities, and disciplinary action.

Sometime soon, I'll share what some teachers and students are doing to learn about global warming, and what actions they are taking.

I am passionate about noncognitive factors, teacher action research, cognitive neuroscience, and leadership development.

Since the release of our report, my co-authors and I have received inquiries about how our findings fit into the accelerating spate of legal actions aimed at teacher evaluation systems similar to the ones we examined.

BRAVO principals choose «c.» When you turn away from your task, your actions say to the teacher, «You are important; I really care about you.»

It's where teachers are saying «this is the teaching and learning problem that I discovered in my class, these are the actions that I took and here are some students that are going to tell you about the effect of [those actions] on their learning».»

As Heritage (2008) explains, «The purpose of formative assessment is to provide feedback to teachers and students during the course of learning about the gap between students» current and desired performance so that action can be taken to close the gap.»

Teachers may gain or lose money, but they are literally senseless about how actions they took or didn't take are connected to performance results.

Districts are slowly breaking up megaschools and weeding out teachers — hopefully the yellers and those missing in action that Devora complains about.

That work rested on a particular theory of action — that more rigorous evaluation systems would empower districts to make better decisions about which teachers to put at the front of the room and thereby improve student outcomes.

For example, when asked about lowering student grades for disciplinary reasons, approximately half of public school teachers and administrators responded that this action was prohibited; among the educators who did think such disciplinary actions were permissible, 32 percent reported that students subject to such disciplinary sanctions were entitled to formal due process protections.

You stressed that many topics can be rich with learning opportunity - much depends on how teachers help students to develop insight about how some aspect of the world works, see potential for action, ponder ethical issues and generally see opportunities to build relevant links to their worlds.

She added: «Teachers need more than fine words from the government and employers about tackling workload, they need action.

But how do we as teachers go about putting this into action?

Teacher speaks to poster presenters at this year's ACER Research Conference about a reading intervention program, and the «teaching brain» in action.

As teachers working in difficult and challenging settings, the way to survive and thrive isn't just about taking action for ourselves (going to an exercise class, say) or our students (staying after school to listen and comfort, or advocating for additional counseling services).

In today's Q&A, we speak to Deanne Plaza (Science and Maths teacher at Craigslea State High School, Queensland) about a collaborative action research project to integrate ICT resources into senior biology classes.

«Everything You Should Know About Ergonomics and Youths, But Were Afraid to Ask,» an article I co-authored that was published by the American Occupational Therapy Association (AOTA), described actions that teachers and parents can take to minimize health risks associated with kids» computer use.

In five cities, we helped students and teachers conduct survey research about their own schools, supported dialogue and constructive action around their research results, and nurtured youth leadership all along the way.

Action - Reaction Frank Noschese is a physics teacher who writes about teaching physics, Khan Academy criticism, and physics videos.

The final report on the 2003 - 2004 Students as Allies project included details about the five sites; the collaborative process through which we designed surveys that included a common core of questions along with school - specific questions developed by student - teacher research teams; and how students became involved in the project, gathered and analyzed their data, presented their findings at public «summits,» and then turned them into topics for discussion and action.

Ms Keates said: «Teachers need more than fine words from the Government and employers about tackling workload, they need action.

In five cities, we helped students and teachers conduct survey research about their own schools and supported dialogue and constructive action around their research results.

This work will be fundamentally about the steady effort and the daily actions of teachers and educators such as those who empowered the high school students who visited us from China a few weeks ago and of those of you who partnered with those teachers to create new forms of learning from action for their students.

At the same time actions taken at «higher» levels did not fully determine teacher actions; rather, teachers co-constructed what DI meant for their day - to - day classroom practice as they engaged in sensemaking about the tools and policies provided to them.

This method for sampling schools assumes that teachers are important sources of information about what their principals do and how their principals «actions affect their own classroom practice.

When I'm in classrooms, I see teachers spending a lot of time thinking about how students respond or react to their words and actions.

I don't think many teachers would know about a theory of action,» Cosner said.

And no matter how well intentioned the inquiry into teacher practice is, the ensuing conversation about how best to use the results rarely generates concrete action.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

The second sort involves taking explicit steps to engage with individual teachers about their own growth (Instructional Actions).

This simple and replicable research affirms everything that we know about student success and collaboration between the teacher - librarian and teaching colleagues, set as a guideline for us as early as 1982 with the ground - breaking Ontario guideline Partners in Action through to Together for Learning and Leading Learning, and affirmed by many large - scale research studies.