Sentences with phrase «control teachers involved»

Teaching methods utilized by the control teachers involved dividing each class into three reading groups by reading level, giving traditional language arts and writing instruction to the whole class, and using workbooks during follow - up time.

Not exact matches

From these statements three principles emerge about self - administration: Schools must be free of state control as part of a free cultural life, teachers must be centrally involved in the running of the school and in decision making, and the school should be organized along republican principles in which teachers are equal but delegate specific responsibilities to individuals and committees.

You can make your children learn self - control, ways to get along with others, self - help, and other aspects of socialization, but this is only possible when both parents and teachers are involved continuously in encouraging preferred behaviours, boundary limits, etc..

Discussing School Direct, the government's new approach to initial teacher training, Taylor talked about developing relationships between schools and teacher training providers and school - centred initial teacher training (SCITT), encouraging schools to get more involved and take control of their own recruitment.

If an activity involves «unrationalizable» ingredients — hard - to - control components such as teacher personality and parental influence — changes in elements outside it will have precisely the impact we've seen so many times: progress in some places, decline in others; enthusiasm among these teachers, no reaction among those; and unintended consequences.

Local control — although it is still brandished when expedient — is today more myth than reality, at least when it comes to matters involving teachers.

Statistical controls must be used if the assessments of teachers, schools, or programs are to be accurate, even though very few educators understand the statistical principles and methods involved.

In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook.

For parents, community activists, teachers and school board members involved in determining goals and spending priorities for a district's annual Local Control and Accountability Plan, or LCAP, the dashboard offers detailed information on whether performance on each indicator is progressing — or not.

Performance assessments that are locally controlled and involve multiple measures assist students in learning and teachers in teaching for higher order skills.

The SunSentinel reports the controversy involves history teacher Greg Pittman, who supports gun control, and junior Kyle Kashuv, who has defended gun rights after the mass shooting at their school.

Though only one year of data is available for analysis at this point, the study has involved a randomized field trial of over 400 teachers and administrators broken into test and control groups.

This typically involves changes in (a) textual materials (that is, moving from commercially prepared short stories and text excerpts to original literature as a basis for instruction); (b) curriculum organization (such as moving from isolated instruction in reading, writing, language, and subject matter to intra - and interdisciplinary teaching); and (c) changes in roles and contexts (that is, the teacher moving from controlling topics and turns to assuming a supportive instructional role, while students take greater responsibility for topic selection, discussion, and assessment of their own progress).

NCLB (2001) is, in effect, creating a climate of controlled learning and sending a message to administrators, teachers, students, and parents that the school's job involves teaching to the standards — nothing more and nothing less.

In this paper we consider the challenges involved in evaluating teacher preparation programs when controlling for school contextual bias.

Teacher development involves multi-year goals for instructional improvement (e.g., reading, mathematics) and increased school control over professional development (PD) decisions and resources in the context of district goals for improvement.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Program has sound program logic, and effectiveness is somewhat demonstrated by a large randomized - controlled study on the implementation of Mindful Schools across 3 schools in 2012 involving 937 children and 47 teachers.

These include the Child Study, a multi-site longitudinal randomized controlled trial of the Friends of the Children professional youth mentoring program; the Relief Nursery Study, a randomized controlled trial of a multimodal therapeutic preschool program for at risk children and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary school.