Sentences with phrase «between teacher beliefs»

The basis for our case study was to develop a deeper understanding of the connections between teacher beliefs and their use of technology as an instructional tool.

The connection between teacher beliefs and teacher use of technology has been well - documented in the literature (Chan & Elliott, 2004; Ertmer, 2005; Kagan, 1992; Kim et al., 2013; Levin & Wadmany, 2005; Niederhauser & Stoddart, 2001).

Through discussion questions in the facilitator guide and links in the issues matrix, we hope to focus preservice teachers» attention on (a) the need to understand the larger context in which a lesson or lessons occur, (b) the tensions that are inherent in teacher decision making, and (c) the discrepancies that can occur between teacher beliefs and practice in the midst of making instructional decisions.

Not exact matches

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?

The researchers posited that there's often a downward spiral between punishment and misbehavior: When a teacher responds harshly to a student's misbehavior, it hurts the relationship between them, provoking more misbehavior from the student and confirming the teacher's belief that the student is a troublemaker, which triggers more harsh discipline... Okonofua and his colleagues conducted three experiments providing evidence that supports this model.

As a studio owner, yoga teacher, wife, and mother, Cori spent many of those years mediating between her roles, what she was understanding about yoga, her beliefs and her disbeliefs.

We further examine whether such disagreements are related to the racial match between students and teachers, which would suggest that at least a subset of teachers have systematically biased beliefs about students» educational potential.

Faithful to «progressive» traditions and postmodern beliefs, too many education school professors signal to future teachers that they should abjure firm distinctions between right and wrong.

An investigation of the relationship between principals» self - efficacy beliefs and their managing conflicts with teachers.

Future research will address the relationship between Latina teachers» literacy experiences and beliefs about their current classroom practices.

It is also evident that the relations between language arts policy and practice are complex and at least partly dependent on the knowledge, beliefs, goals, and experience of the administrators and teachers who work with these types of policy tools.

We hear from time to time that there's a conflict between John Hattie's Mind Frame 2 (The belief that student success and failure are based on what they as teachers / leaders did or did not do), and student - centered or personalized learning.

Recent research suggests strong relationships between teachers» beliefs and practices and the importance of beliefs in processes of fundamental change (Richardson, 1996).

With respect to the absence of a relationship between teachers» beliefs and student motivation, although there is good theoretical and empirical evidence to suggest that these variables could predict student outcomes, it is also true that linking teacher - level beliefs to student outcomes is not a clear and straight path (Holzberger et al. in press; Klassen et al. 2011).

The relationship between past experiences and the formation of teacher efficacy beliefs is outlined, and implications for teacher education shared.

Likewise, in this case study, the teacher candidates identified their personal beliefs and used their newly gathered experiences to address the discrepancies between their perceptions and realities.

What we have learned about the necessity of situating lessons in their larger contexts is discussed, as well as the tensions inherent in teacher decision making and how the decision making process may highlight discrepancies between teachers» espoused beliefs about teaching and what they do in practice.

Her research interests include connections between teachers» collaboration, instructional approaches, and efficacy beliefs, and effective literacy instruction for learners who struggle.

Another example of a discrepancy between belief and practice is reflected in the aspects of the problem - solving project with which the teachers chose to help students.

The authors describe the four stages of implementing the program: modifying teachers» beliefs about what causes success or failure; guiding teachers to provide effective feedback; structuring written dialogues between students and teachers; and fostering classroom discussions of social and academic successes or failures.

In a study conducted by Kim et al. (2013), a positive correlation was found between teachers» pedagogical beliefs and their technology integration practices: «What teachers say they do was significantly correlated with both their beliefs about effective ways of teaching and their actual practices with regard to technology integration» (p. 81).

The results suggested a connection between teachers» beliefs about the nature of learning and effective teaching practices to their technology implementation practices.

An additional explanation for the discrepancy between a teacher's identified beliefs and the execution of those beliefs may be due to a lack of knowledge or understanding of how student - centered environments can be established through the use of technology.

The relationship between changes in teachers» self - efficacy beliefs and the science teaching environment of Danish first - year elementary teachers.

Teachers» beliefs regarding science reform ideas are important elements of educational change, as there is a relationship between what teachers believe and what they do in the classroom (Haney, Lumpe, Czerniak, & EganTeachers» beliefs regarding science reform ideas are important elements of educational change, as there is a relationship between what teachers believe and what they do in the classroom (Haney, Lumpe, Czerniak, & Eganteachers believe and what they do in the classroom (Haney, Lumpe, Czerniak, & Egan, 2002).

Partly based on the belief that supposed experts in education (including principals and superintendents) should be the ones to make decisions in schools and districts, as well as driven by the efforts of National Education Association and American Federation of Teachers affiliates to maintain their declining influence (as well as maintain the grand bargain of sorts between the unions and its members that drive NEA and AFT revenues), traditionalists tend to argue that the perspectives of teachers are the ones that mattTeachers affiliates to maintain their declining influence (as well as maintain the grand bargain of sorts between the unions and its members that drive NEA and AFT revenues), traditionalists tend to argue that the perspectives of teachers are the ones that mattteachers are the ones that matter most.

However, studies also have identified a positive relationship between teachers» personal beliefs and dispositions and their classroom integration of technology (Becker, 2000; Conderman & Walker, 2015; Ertmer, 2005; MacArthur & Malouf, 1991; Saye, 1998; Smith, Moyer, & Schugar, 2011; Vannatta & Fordham, 2004).

Teacher leaders are often right in the middle — at the crux of important conversations about teaching and learning that can feel like they are between a rock and a hard place as they talk with colleagues and friends about altering long - standing practices and challenge established beliefs.

There is no evidence to support the belief that including SBAC scores in teacher evaluations will lessen the differences in learning outcomes between the state's wealthier and less - advantaged students.

She is also pursuing her Ed.D. in Educational Leadership at Mills College, researching the connection between teacher inquiry, teacher efficacy beliefs, and retention.

They will have up - to - the - moment data about student progress in order to personalize and individualize instruction which, contrary to some fears and beliefs, should lead to more focused and productive interactions between teachers and their students.

The data reported the relationship between a teacher's belief in the effectiveness of a mandated teacher evaluation process in relation to how much trust the teachers have in their administrators.

Using three - level models, I find a positive association between teachers» beliefs about social disadvantage and students» achievement, which appears to stem from both selection and causal mechanisms.

As for Buddhist teachers themselves, increasingly many of the highest profile ones, from Thich Naht Hahn in the Zen tradition to HH The Dalai Lama in Tibetan Buddhism, are making explicit connections between Buddhist beliefs and the imperative of environmental protection.

Exploring the association between teachers» perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation.

Peggy Sax's book incited my imagination to look at my «growing edge» as a teacher - practitioner, inspiring me to review the principles and beliefs I hold dear and to reflect on the congruency between the cherished values of Narrative Therapy and the values and purposes expressed in the teaching relationship.

The discussed studies offer tentative support for the interconnectedness between teachers» global relationship styles and both teachers» professional beliefs about teaching and their relationships with individual students.

Her commitment to early childhood educators and her belief that the relationship between teacher and child is the foundation for all learning in the early childhood classroom is reflected in all of Teaching Strategies» products and solutions.

This study examines the relationship between teacher - reported culturally responsive beliefs and behaviors and grade 3 — 5 Latino students» reading outcomes.