Sentences with phrase «changes in teacher practice require»

Not exact matches

When it comes to how a teacher enters grades in a grade book, it requires a change of practice.

Moving the scale of quality of the United States» teaching force toward this higher level would, he recognizes, require significant changes in school districts» employment practices, basing recruitment, compensation, and retention policies on the identification and compensation of teachers according to their effectiveness.

In schools where laptops are present, but not required, for all students, Fred Bartels worries that «changes in upper - school pedagogical practices might be delayed a long time — some teachers use that as an excuse for not making better use of computers.&raquIn schools where laptops are present, but not required, for all students, Fred Bartels worries that «changes in upper - school pedagogical practices might be delayed a long time — some teachers use that as an excuse for not making better use of computers.&raquin upper - school pedagogical practices might be delayed a long time — some teachers use that as an excuse for not making better use of computers.»

'... Teachers take responsibility for changes in practice required to achieve school targets and are using data on a regular basis to monitor the effectiveness of their own efforts to meet those targets.»

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Effective teaching requires such reflection in practice, and teachers must demonstrate flexibility in making changes to their teaching (Athanases, 1993; Schon, 1991).

They need to be placed with classroom teachers who are themselves being supported in making the often difficult changes to conventional practice that technology demands and requires.

Of course, all this assumes that teachers want to improve, which I would address by changing teachers» contracts to require them to demonstrate improved practice in order to keep their jobs.

As we strive to implement strategies that promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and high expectations spread across classrooms, grade levels, and schools.

«The sharp falloff in mathematics achievement in the U.s. begins as students reach late middle school, where, for more and more stu - District implementation changing instructional practice requires extensive supports for teachers.

Changing the common sense beliefs of teachers about heterogeneous grouping effects on the learning of struggling students requires those providing leadership to bring relevant evidence to the attention of their colleagues in accessible and convincing ways, to encourage actual trials with heterogeneous groupings under conditions which include opportunities for practice, feedback and coaching and to help teachers generate «the kind of assessment information that will make the impact of tracking and detracking more visible» (Riehl, 2000).