Sentences with phrase «cases of their classroom practice»

As teachers are identified who use the iPads as a tool for supporting inquiry - based practices, it would be instructive to develop cases of their classroom practice.

Not exact matches

The crucial test of academic freedom is not as much the celebrated A.A.U.P. or A.C.L.U. case as it is the daily practice of the professor in classroom

The question helps Reich and Daccord make the case that technology integration is not just a matter of acquiring the hardware; it's about changing classroom practices and developing a clear plan for how the new technology and new practices will improve learning.

In seeking to extend learning beyond the classroom and school it became the case that a system of badging for providers who service the educational demand elsewhere ought to have some form of accreditation to safeguard schools, their students and teachers and confirm that acceptable standards of good practice are being applied at those learning venues.

That recognition has driven a tidal wave of controversial policy reforms over the past decade, rooted in new evaluation systems that link teachers» ratings and, in some cases, their pay and advancement to evidence of classroom practice and student learning.

Similarly, in a case study of four middle school math teachers who participated in a yearlong series of ten video club meetings to reflect on their classrooms, teachers in the video club «came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process of teaching and learning» in a supportive, nonthreatening setting (Sherin and Han, 2004).

Just as professionals in medicine, architecture, and law have opportunities to learn through examining case studies, learning best practices, and participating in internships, exemplary teacher - preparation programs allow teacher candidates the time to apply their learning of theory in the context of teaching in a real classroom.»

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom practice and assess student thinking.

From active practice to mastery case studies, the guide gives you all you need to know to make targeted effort a central feature of your classroom and to cultivate growth mindsets across the board.

In a further more recent good practice case study they also reported that; «Neston High School secures high attainment and levels of progress through a well - integrated curriculum with a broad programme of learning outside the classroom (LOTC).

In a further more recent good practice case study, Ofsted also reported that: «Neston High School secures high attainment and levels of progress through a well - integrated curriculum with a broad programme of learning outside the classroom (LOtC).

It presents six in - depth mixed - media case studies of highly motivating classroom practice — complete with commentary from learning scientists as well as from the teachers and students involved.

Interpreting policy in real classrooms: Case studies of state reform and teacher practice.

In many cases, the form of the final assessment ends up determining a lot of classroom practice.

One of the goals of the portfolio was identifying connections between theory and practice, but in most cases neglected to provide the products of classroom practice.

Philippa Cordingley from the Centre for the Use of Research Evidence in Education (CUREE) was one of the lead researchers in this area and explains that «What's sauce for the goose, in this case the pupils, is sauce for the gander — the teachers», i.e. if we practiced in CPD what we preach in the classroom then the whole profession could benefit.

Another current paradigm for assessing mathematics teachers» knowledge is primarily qualitative in nature and draws upon case descriptions of teachers» classroom practices.

Ethnographic case studies of classrooms in two gentrifying schools examine how social interactions, instructional decisions, and labeling and sorting practices relate to broader community discourses of race, class, and academic achievement.

More than two dozen teachers contributed to the book, which includes case studies and classroom videos of the practices in action.

Develop case studies of «best practices» in the integration of technology in the social studies classroom.

The case - based approach provides prospective and practicing teachers with a narrative «foundation» for classroom knowledge that can be constructed and analyzed as «wisdom of practice.»

Chapter 9 details a case study of a district involved in a serious and focused change effort for differentiated classrooms, allowing a look — in context — at many of the principles and practices discussed elsewhere in the book.

In April 2017, In the Public Interest released a report revealing that a substantial portion of the more than $ 2.5 billion in tax dollars or taxpayer subsidized financing spent on California charter school facilities in the past 15 years has been misspent on: schools that underperformed nearby traditional public schools; schools built in districts that already had enough classroom space; schools that were found to have discriminatory enrollment policies; and in the worst cases, schools that engaged in unethical or corrupt practices.

Each Case Study includes a text - or video - based classroom scenario and a corresponding list of the best practices illustrated in the study.

After gaining an understanding of the theory behind an instructional practice, Case Studies offer a depiction of how the practice comes to life in the classroom.

Using video, readings, case studies and our own critical incidents, we will take up the issue of how to effectively mediate the thinking and practice of classroom educators as it relates to culturally responsive practice.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

The classroom component typically addresses such skills and topics as: client interviewing and counseling, case evaluation, legal research, fact investigation, drafting documents and correspondence, motion practice, discovery, negotiation, alternative dispute resolution, procedure, case management, law office management, the use of computer technology in the law office, and professional responsibility and ethics.

KEY QUALIFICATIONS • Five years of experience as a classroom teacher and school psychologist in classrooms for students with Autism Spectrum Disorders • Well - versed with modern educational practices for students with ASD • Knowledge of applicable case law related to ASD • Experience in early childhood evaluation tools and procedures • Knowledge of childhood growth

Through a series of six sessions that include case studies, role playing, hands - on practice, and cross-sharing, participants learn effective practices and activities that promote culturally and linguistically appropriate classroom and parent - child learning interactions.