Sentences with phrase «development of students in the classroom»

Research shows that the best way to evaluate teachers is through observation by administrators and monitoring the growth and development of students in the classroom.

Not exact matches

Having, therefore, lived for years with Biblical scholars as my friends and colleagues and in the classroom having dealt with students, trying to gain a coherent and usable understanding of the Bible for practical purposes, I have dared the attempt to put together developments of ideas which the separate Biblical disciplines leave apart.

The focus of the training, delivered via professional - development workshops and phone - coaching sessions, was the personal interactions in the classroom between teachers and students; the coaches gave teachers strategies designed to help them build a «positive emotional climate» and show «sensitivity to student needs for autonomy.»

The Bank actively supports in - classroom and out - of - classroom educational programmes, infrastructure development, students» scholarship and teachers training across Africa.

A classroom program that helps teachers adapt their interactions with students based on individuals» temperaments may lead to more student engagement in kindergarten, more teacher emotional support to kindergarten and first grade students, and better classroom organization and less off - task behavior in first - grade classes, according to research by NYU's Steinhardt School of Culture, Education, and Human Development.

To support the development of young students — particularly in low - income schools, which are at risk for having less effective teachers and less engaged students — researchers are looking to classroom interventions focused on social - emotional learning.

In their applications, districts will have outlined a variety of strategies to improve student performance, Utrup noted, including changes in teacher preparation and retention, professional development, and evaluation of classroom performancIn their applications, districts will have outlined a variety of strategies to improve student performance, Utrup noted, including changes in teacher preparation and retention, professional development, and evaluation of classroom performancin teacher preparation and retention, professional development, and evaluation of classroom performance.

But Science Buddies realizes that teachers also need concrete support in the form of physical science materials that can be used for student projects, for classroom STEM experimentation and exploration, or to fuel the development of a school Maker Space.

Through development and support of career profiles and hands - on student science projects and classroom activities related to cybersecurity and computer programming, Science Buddies and Symantec are hoping to encourage more students to consider these critical, in - demand 21st century STEM fields.

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.

While classroom learning is fundamental for the growth and development of students, it's not the only environment in which they can learn.

Jennings is a founder of CARE for Teachers, a «mindfulness - based professional development program designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.»

Teacher Development: «The best teacher - preparation programs emphasize subject - matter mastery and provide many opportunities for student teachers to spend time in real classrooms under the supervision of an experienced mentor.

Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms.

These resources on the Geographical Association website contain high quality images that can be used in the classroom at all levels to stimulate enquiry among your students into a variety of human and physical geographical topics, including resource management, landforms and processes, people and place, hazards and risk, and global development.

Thousands of schools for African American students across the Jim Crow South were built with the backing of the Rosenwald Fund, one of the earliest and most important foundations in education; philanthropist Grace Dodge founded Teachers College, now at Columbia University, in 1887, which led to training of teachers in pedagogy; the Ford Foundation was involved in promoting the employment of classroom aides, National Merit Scholarships, and the development of Advanced Placement curricula and tests; the National Board of Professional Teaching Standards grew out of work funded by Carnegie Corporation of New York, which also funded the Educational Testing Service to develop objective ways of measuring academic merit, which led to the SAT.

An overview of the Edutopia professional development guide for understanding the many ways to assess student learning in the classroom.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studeStudents and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

Likely, it's not covered in professional development or faculty meetings or college coursework, but I believe it is, nonetheless, a vital, living, breathing component of the classroom, which can transform learning and uplift students and teachers.

However, little is known about the benefits of such initiatives in the classroom, and even less is known about how these efforts shape students» cognitive development.

«We are thrilled that the Ed School has selected us for the work that we have done over many decades — work that has included the creation of curriculum for classroom use, national surveys to document the extent of the problem, development of teaching training materials, and, when necessary, serving as expert witnesses in federal lawsuits when school districts have been reluctant to grant civil rights to their students,» Stein says.

Second, à la the Shanker manifesto, efforts should be made [by the federal government] to develop all manner of tools, materials, lesson plans, professional development, curricula, and more that [the federal government determines] will help teachers implement the standards in their classrooms — and to help students master them [as determined by the federal government].

The unpacking process led to building teacher capacity and understanding, and the development of plain language statements that classroom teachers could use to make accurate, fair and consistent judgements about student progress and achievement within and across teams in the school.

If we are saying schools are in charge of these things, but also social - emotional development for students, then it really needs to be incorporated in the classroom on regular basis.

Through local collective bargaining agreements, teachers have a say in district salary schedules, the number and type of sick and personal leave, the length and timing of the school day and year, the number of students per classroom, the amount and type of support services offered to students, and the professional development provided for teachers.

As a result, it has been difficult for observers to determine which factor or group of factors was most responsible for these gains: a revised and strengthened licensing system; revised or new licensure tests; the use of first - rate standards in most classrooms, in annual state student tests, and in the professional development programs all teachers took for license renewal; and / or the major changes in K - 12 governance and finance introduced by the Massachusetts Education Reform Act of 1993.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

These include using literature that focuses on mathematical content to engage students, using mathemagic that links to the development of meaningful mathematics, games that have a clear purpose and specific mathematical content, investigations that focus on interesting problems or using mathematical trivia and making links between the mathematics students complete in the classroom and their everyday life.

Another reason teachers require a deep understanding of the nature of long - term learning progress is that, in any given classroom, students are likely to be at very different points in their learning and development.

Students learn how theory and practice inform each other through coursework that investigates adolescent development; race and power in urban classrooms; social - emotional learning; and methods of teaching particular subject matter, special education students, and English - language lStudents learn how theory and practice inform each other through coursework that investigates adolescent development; race and power in urban classrooms; social - emotional learning; and methods of teaching particular subject matter, special education students, and English - language lstudents, and English - language learners.

The hope is that this in turn will lead to schools providing more learning outside the classroom opportunities, as group leaders and parents can be more confident that school trips are safe; leading to better educational experiences, which are vital to the development and academic achievement of students.

The core curriculum addresses topics like the development of adolescents living in urban contexts; classroom dynamics of race and class; and strategies for teaching students with diverse academic and social - emotional needs.

The projects — models of high - quality student work in subjects across the disciplines, from classrooms across the country — were the focal point of a workshop for arts - inspired educators, part of a three - day professional development summit earlier this month called Arts and Passion - Driven Learning.

«If there are concerns about the impact of having students with disabilities in our classrooms, perhaps the focus should be on providing additional teaching and professional development resources rather than singling out a student or group of students.»

In fact, Hadyn Hasty, a former teacher and president of MindSpring Consulting, a personal development consulting company in Asheville, North Carolina, maintains that the teacher, not the students, creates much of the conflict in classroomIn fact, Hadyn Hasty, a former teacher and president of MindSpring Consulting, a personal development consulting company in Asheville, North Carolina, maintains that the teacher, not the students, creates much of the conflict in classroomin Asheville, North Carolina, maintains that the teacher, not the students, creates much of the conflict in classroomin classrooms.

Discovery Education, the leading provider of digital content for school classrooms, has announced that it has partnered with Mission Grove Primary School in Walthamstow, London on a new professional development effort that will support teachers as they prepare today's students to meet tomorrow's challenges.

Numerous professional development programs instruct teachers on how to meet the needs of the gifted students in mainstream classrooms, including how to adapt assignments and help students move through course material at a faster pace.

Join us for a discussion with renowned mathematics expert and author, Gladis Kersaint, on how teachers and administrators can support the development of productive math discourse in the classroom through well - planned and well - sequenced discussions of student work.

Much of the professional development training conducted in the month before school began centered on how to manage a classroom and build trust with students.

Strong personal literacy and numeracy skills form an essential part of the personal attributes and skills needed for teachers to be effective in the classroom, and to foster the development of these skills in students.

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.

They set clear learning goals and expectations, establish a positive classroom climate, possess high degrees of efficacy, and involve all students in sharing ideas and in the learning process (Darling - Hammond & Bransford, 2005; Burns & Strategic Planning Development Team, 2012).

The assessment solution calculates each student's instructional reading level and zone of proximal development, helping teachers guide their students to appealing books and differentiate instruction in the classroom.»

Engaged Classrooms, one of our core professional services, offers an approach to instruction, classroom management, and discipline that fosters academic, social, and emotional learning and development in each and every student.

Only one in 10 elementary classrooms across the country emphasizes the development of cognitive skills; other researchers have advocated for explicit instruction of metacognitive, cognitive, and other strategies to facilitate the process of learning as a way to engage and motivate middle and high school students.

In partnership with the VDOE School Improvement Office, school divisions were prioritized for professional development in the areas of co-teaching, specially designed instruction in the general classroom, standards - based IEP, and using data to improve outcomes for students with disabilitieIn partnership with the VDOE School Improvement Office, school divisions were prioritized for professional development in the areas of co-teaching, specially designed instruction in the general classroom, standards - based IEP, and using data to improve outcomes for students with disabilitiein the areas of co-teaching, specially designed instruction in the general classroom, standards - based IEP, and using data to improve outcomes for students with disabilitiein the general classroom, standards - based IEP, and using data to improve outcomes for students with disabilities.

Research shows that in order for professional development to be effective, it should be a deliberate process that occurs within the context of teachers» daily activities in the classroom environment and connects back to student learning.

«The development and use of creativity in every classroom... optimizes student learning, student achievement, concept retention, and encourages learners to expand their horizons through creative learning opportunities.»

The school has instigated partnerships with a number of local New Jersey school districts to help offer professional development for educators in those districts, as well as offer students at the graduate school in - the - classroom experience.»