Sentences with phrase «e.g. classroom needs»

The «Go Fund My Education» contest is open to anyone, as long as they are from the UK and are raising money for a cause related to education (e.g. classroom needs, field trips, school sports, alternative learning, tuition fees, etc.).

Not exact matches

Administrators and teachers can also take advantage of the Report Card items to identify both individual students and classrooms that need additional help, e.g., a classroom in which a lot of students are receiving low scores on self - management skills is a classroom in which the teacher needs help in classroom management.

Depending on your business needs, the focus might be more on the classroom, in - person training (e.g. if you are a martial arts school or a driving instructor), or it might be more into the eLearning side of things (if you are like the average enterprise or educational institution).

Teachers need support (e.g., professional development) to use new literacies and technology in their classrooms.

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

In short, it appears from this small sample that teachers in schools where our observation measures indicated less ambitious instructional practices were more likely to externalize their needs for instructional support (e.g., resources, backup for classroom management decisions) than to value support focused more directly on developing their instructional expertise.

In elementary schools, it is common for principals to create similar classrooms (e.g., with similar numbers of low - performing and special needs students).

They will provide students an opportunity to choose between learning models that meet their individual needs and stated goals, e.g., traditional classroom, Blended - Learning, online learning, college campus, etc..

Professional development needs to be provided for teachers who may not be comfortable engaging their students using new technologies such as discussion boards in their classrooms, in open discussions of difficult issues (e.g., slavery), or in examining how the video portions of a VFT act as historical sources with values and perspectives from the present as well as the past.

Such early identification permits a prevention - oriented approach to service delivery by providing needs assessment data of an entire population of students (e.g., classroom, school, district) to determine how school - based resources can best be allocated to support at - risk students.

Additionally, while the benefits of instructional technology in the social studies classroom have been reported by many researchers in the field (e.g., Berson, 1996; Bolick, 2006; Friedman & Hicks, 2006; Manfra & Lee, 2012; Swan & Hofer, 2013; Waring, 2014; Waring & Bentley, 2012) and the need for teacher preparation is critical, teachers often refer back to more familiar instructional practices (Lortie, 1975).

It has been widely recognized that in order to use technology effectively in their own classrooms, preservice teachers need to experience it in their professional preparation (e.g., Moursund, 1999).

The wide range of studies conducted with the ISCCP datasets and the changing environment for accessing datasets over the Internet suggested the need for the Web site to provide: 1) a larger variety of information about the project and its data products for a much wider variety of users [e.g., people who may not use a particular ISCCP data product but could use some ancillary information (such as the map grid definition, topography, snow and ice cover)-RSB-; 2) more information about the main data products in several different forms (e.g., illustrations of the cloud analysis method) and more flexible access to the full documentation; 3) access to more data summaries and diagnostic statistics to illustrate research possibilities for students, for classroom use by educators, or for users with «simple» climatology questions (e.g., annual and seasonal means); and 4) direct access to the complete data products (e.g., the whole monthly mean cloud dataset is now available online).