Sentences with phrase «classroom participated in the study»

Fourteen preservice teachers enrolled in a senior - level methods course offered in geography and focused exclusively on how to teach geography in K - 12 classrooms participated in the study.

Not exact matches

But whatever the emphasis, theological students in classroom, study and chapel are introduced to the great historic reasoning of God with men and led to participate in it.

CASEL president Roger P. Weissberg and Joseph Durlak, a Loyola University psychologist, reviewed 300 studies and found that, compared with nonparticipants, students participating in programs aimed at improving the social and emotional learning environment in schools «have significantly better attendance records; their classroom behavior is more constructive and less often disruptive; they like school more; and they have better grade point averages.

This chapter provides a historical review on service - learning research findings, concluding that the studies generally indicate that students who participate in service learning maintain higher levels of motivation for learning, incur fewer disciplinary problems in the classroom, demonstrate improved attendance, possess higher self - esteem, and are less likely to drop out of school.

In this study, 62 fifth grade students in three inner - city schools participated in a hands - on gardening program that included classroom activities and growing herbs and vegetables in an outdoor gardeIn this study, 62 fifth grade students in three inner - city schools participated in a hands - on gardening program that included classroom activities and growing herbs and vegetables in an outdoor gardein three inner - city schools participated in a hands - on gardening program that included classroom activities and growing herbs and vegetables in an outdoor gardein a hands - on gardening program that included classroom activities and growing herbs and vegetables in an outdoor gardein an outdoor garden.

Academy scientists will mentor participating teachers, assisting them with independent - study projects and observing their practices in the classroom.

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.»

At JSIS, all teachers participate in weekly Wednesday meetings — which rotate through grade - level meetings, subject - specific meetings, classroom visits (called peer observations), and book - study discussions — and monthly PLC meetings.

Via online video, teachers can engage with real - life «case studies» of classroom challenges and participate in an interactive online community of professionals.

Students who participate in integrated - studies classrooms are more engaged in learning and achieve test scores that are equivalent to, or better than, students in traditional, subject - specific classrooms (Vars and Beane, 2000).

Because of my experience in his class, I went on to participate in Model United Nations and study abroad in Italy, just to experience learning outside the four walls of a classroom.

Studies suggest that children who participate in short bouts of physical activity within the classroom have more on - task behavior, with the best improvement seen in students who are least on - task initially.

Participating schools, regardless of group assignment, received program materials, teacher training, and substitute teachers to fill in for teachers during regular teacher training; control schools received these benefits for classrooms that did not participate in the study.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

Join us on a school study tour to hear from school leaders, observe classrooms, participate in professional development and exchange ideas with fellow educators from across the city.

The same study also found that students participating in a «sense - of - purpose» program, which encouraged students to reflect on ways in which their daily classroom activities connected to lifelong goals, also led to academic improvements.4

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in math and science classes.36

Sixth - graders at Wright Middle School, including Mia Rodriguez Torres, left, and Eric Williams, right, participate in classroom studies Monday at the school in Madison.

«The union should study these results and find out why so many active classroom teachers aren't participating in the process,» said Jonathan Schleifer,...

The study, made possible by a gift from the Richard and Susan Smith Family Foundation, found that teachers who participated in a Facing History seminar and received coaching and support showed significantly greater self - efficacy for creating engaging classrooms and promoting academic skills and civic learning than control group teachers.

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 lead teachers also set up demonstration classrooms, observed other teachers and provided constructive feedback, provided mini-reviews of specific SIOP features for teachers at staff meetings, participated in lesson design study with grade - level teams, and helped sustain the staff's SIOP teaching efforts.

Students are expected to obey teachers and administrators, make eye contact, be punctual, participate in classroom discussions and school activities, work steadily, and study hard.

A study of Arizona's career ladder program, which requires the use of various methods of student assessment to complement evaluations of teachers» practice, found that, over time, participating teachers demonstrated an increased ability to create locally - developed assessment tools to assess student learning gains in their classrooms; to develop and evaluate pre - and post-tests; to define measurable outcomes in hard - to - quantify areas like art, music, and physical education; and to monitor student learning growth.

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in - service secondary science teachers as they participated in a professional development program focusing on technology integration into K - 12 classrooms to support science as inquiry teaching.

Teachers might participate in workshops, attend webinars, visit classrooms, and complete book studies.

For three years they have trained groups of teachers who wanted to participate, training them in Action Research methods and selecting good questions to study in their classrooms.

Four teachers in two schools participated in the study as treatment or control classrooms.

While 90 percent of teachers participated in short - term training, just 22 percent observed classrooms in other schools, according to a 2009 study published by Learning Forward (formerly the National Staff Development Council), an international organization focused on increasing effective teacher training.

She is the author of The Children In Room E4: American Education on Trial, which chronicles a landmark civil rights case and life in a classroom and neighborhood in Hartford, Connecticut and The Other Boston Busing Story: What's Won and Lost Across the Boundary Line, a qualitative interview study of the adult lives of African Americans who had participated in a voluntary school desegregation effort in suburban BostoIn Room E4: American Education on Trial, which chronicles a landmark civil rights case and life in a classroom and neighborhood in Hartford, Connecticut and The Other Boston Busing Story: What's Won and Lost Across the Boundary Line, a qualitative interview study of the adult lives of African Americans who had participated in a voluntary school desegregation effort in suburban Bostoin a classroom and neighborhood in Hartford, Connecticut and The Other Boston Busing Story: What's Won and Lost Across the Boundary Line, a qualitative interview study of the adult lives of African Americans who had participated in a voluntary school desegregation effort in suburban Bostoin Hartford, Connecticut and The Other Boston Busing Story: What's Won and Lost Across the Boundary Line, a qualitative interview study of the adult lives of African Americans who had participated in a voluntary school desegregation effort in suburban Bostoin a voluntary school desegregation effort in suburban Bostoin suburban Boston.

• Participated in staff meetings to determine new ways of improving current curriculum • Oversaw the studies of 25 chair classroom • Provided both direct and indirect instruction

In the present analyses, the full intervention group consists of all students who were randomly assigned to intervention classrooms in grades 1 through 4 in 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studIn the present analyses, the full intervention group consists of all students who were randomly assigned to intervention classrooms in grades 1 through 4 in 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studin grades 1 through 4 in 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studin 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studin the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studin schools assigned to the intervention condition in grades 5 or 6 in the present studin grades 5 or 6 in the present studin the present study.

The 40 adolescent males and 5 adolescent females who participated in the 8 - week study were taught note - taking skills, social skills and problem solving in highly structured classrooms and intensive supervision by staff during a Summer Treatment Program for Adolescents (STP) conducted by the ADHD Program at the Western Psychiatric Institute and Clinic at the University of Pittsburgh Medical Center.

Participating schools, regardless of group assignment, received program materials, teacher training, and substitute teachers to fill in for teachers during regular teacher training; control schools received these benefits for classrooms that did not participate in the study.

One study found preschool teachers who participated in an online professional development course and also received classroom mentoring graduated children with better language comprehension, more advanced phonological awareness, a larger vocabulary, and more letter knowledge than children in classrooms with teachers who received either none or less professional development support.