«The evidence clearly shows the huge and transformational
difference early years teachers can make for children.
Not exact matches
«Far better — and I can see the
difference in the
teachers, believe me — is the practice of having
teachers join the school staff during the orientation days in
early August and stay with the school full - time through the staff Christmas party and the end of the
year festivities.
More specifically, the researchers 1) examine possible
differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade
year; 3) characterize the variability in the levels of
teacher understanding of the chosen literacy model and of
early literacy development; and 4) assess whether there are qualitative
differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.
Early on the journey, driven by a passionate belief that all children deserve a quality education, Steve dedicated over eight
years to teaching and learning where he made a
difference in the lives of children, firsthand, while serving as a traditional classroom
teacher, therapist and special education
teacher from 1977 through 1985.
Propelled toward making a
difference for all students,
early in her career Molly dedicated over eight
years to teaching and learning, where she contributed to growing students as a mathematics instructor, and growing
teachers as a Cognitive Coach, for White Pine Middle School and Arrowwood Elementary, respectively.
Early on her journey, driven by a passionate belief that all children deserve a quality education, Sherry dedicated over 25
years to enriching the lives of students, where she made a
difference, firsthand, while serving as a classroom
teacher and school leader.
And whilst some of the proposals in the Department for Education's QTS and career progression consultation
earlier this
year appeared to present some challenges, I am heartened today to see that the proposals which will be taken forward are those which will make the biggest
difference for our
teachers and the children they support every day.
The Australian Professional Standards for
Teachers and the Australian Professional Standard for Principals have brought a sense of certainty to our professional identities, a tangible
difference from my
early teacher days some 25
years ago.
year Publication
year, N total sample size, #ES amount of effect sizes, AC child age category of the child at the start of the program, Design research design, PCDC parent child development centers, CB community - based, CPEP child — parent enrichment project, FGDM family group decision making, HS healthy start, PCIT parent — child interaction therapy, CBFRS community - based family resource service, PUP parents under pressure, SEEK safe environment for every kid, HF healthy families, STEP systematic training for effective parenting, TPBP teen parents and babies program, TEEP Turkish
early enrichment project, IFPS intensive family preservation services, ACT adults and children together, CBT cognitive behavioral therapy, PSBCT parent skills with behavioral couples therapy, PCTT parents and children talking together, FIRST family information, referral and support team, NFP nurse family partnership, HSYC healthy steps for young children, REACH resources, education and care in the home, PMD parents make the
difference, CPC child — parent center, MST - BSF multisystemic therapy — building stronger families, PriCARE primary child — adult relationship enhancement, SSTP stepping stones Triple P, CAMP Colorado adolescent maternity program, STEEP steps toward effective and enjoyable parenting, FGC family group conferences, MST - CAN multisystemic therapy for child abuse and neglect, PAT parent as
teachers, CM case management, CPS child protective services, NS not specified, QE quasi-experimental, RCT randomized controlled trial, R risk group, GP general population, M maltreating parents