Sentences with phrase «examine teacher learning»

In addition to attempting to improve assessment practices, these collaborations provided opportunities to examine teacher learning when it is focused on highly specific goals.

In a series of studies, Pearson and his collaborators (Sarroub, Lycke & Pearson, 1997; Sarroub, Pearson, Dykema & Lloyd, 1997) have examined teacher learning, teacher practice, and student response to new assessment initiatives.

Not exact matches

Through the guidance of a highly experienced Waldorf early childhood educator, you'll delve into child development; learn about rhythms, transitions, and the cycle of the year; explore the importance of play; examine the inner development of the teacher; experience circle time activities and lessons in handwork, art, and movement; go though an early childhood student's morning routine; and develop a true practical understanding of Waldorf early childhood education.

Fatigue, it turns out, can be a terrific teacher, giving you a chance to slow down and examine your life, learn more about yourself, and consider what's really important.

Participants will examine their personal strengths, fears and cultural histories in relation to their role as a teacher, understand the needs of students and schools, learn classroom management techniques, write lesson plans and practice teaching Bent On Learning's yoga curriculum for primary, middle and high school students.

In the next section, we discuss models of professional learning that focus on supporting continual professional learning and community - based feedback cycles that help teachers to critically and collaboratively examine and refine their practices.

Learning means not being afraid to examine mistakes that teachers make and encouraging students to think in ways that might produce mistakes.

This report examines what research has revealed about professional learning that improves teachers» practice and student learning.

The aging of the nation's teacher workforce underscores the importance of examining how ERI programs influence student learning.

Classroom Instruction — It's About the Journey, Not Racing to the Finish The No Child Left Behind Act and achievement tests that test the entire wide curriculum require teachers like Max Fischer to get control of the curriculum; to examine how best to create learning experiences that make important concepts memorable.

Among the more salient conclusions are: 1) that what children bring to school is vastly more important than what happens thereafter, as the Coleman Report found; 2) in examining all of the variables that impinge on student academic performance (teacher effectiveness, socio - economic advantage, appropriate evaluation criteria, etc.), none is demonstrably more significant than time spent learning «one - on - one»; and 3) that only an individualized computer program can address all these issues effectively and simultaneously.

With this activity kit teachers and learners can: examine why people use cartoons to communicate; investigate how cartoons express people's opinions, beliefs and experiences; and use cartoons to bring global learning into the classroom through a wide variety of topics.

The 3 - hour time period provides an opportunity for professional discourse, during which teachers can learn from one another, learn from examining student work, and discuss best paths for instructional practice.»

This article examines 3 types of evaluation models that you can use to evaluate online learning programs for teachers.

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.»

Brenda Dyck examines the place teacher - research has in the classroom and how it can develop into a kind of «dance» between students, teachers, and learning.

This randomized - controlled experiment examined the effects of project - based economics curriculum developed by the Buck Institute for Education on student learning and problem solving skills in a sample of 7,000 twelfth graders, taught by 76 teachers in 66 high schools.

Early Education Study To Examine Local Participants (The Patch) The Bloomberg Baystate Business Hour: Teachers and Doctors (Bloomberg) Nonie Lesaux and Stephanie Jones discuss the Early Learning Study at Harvard as part of the Saul Zaentz Early Education Initiative.

In this week's Voice of Experience, educator Brenda Dyck examines the place teacher research has in the classroom and how it can develop into a kind of «dance» between students, teachers, and learning.

In a recent study published in the journal Learning and Instruction (Collie, Shapka, Perry & Martin, 2015), we examined teachers» beliefs about SEL.

The report examined teachers» working hours, pay, and experience in secondary schools using the OECD's latest Teaching and Learning International Survey (TALIS).

The research and consultancy organisation has been examining teacher professional learning in four high performing systems - Shanghai, Singapore, Hong Kong and British Colombia.

A number of key teachers identified for their ability to innovate and push the boundaries though their use of digital learning have been asked to join a group to examine how apps for creating can be promoted across the curriculum.

These mini-case studies examine three common struggles for personalized - learning schools: training teachers, differentiating instruction, and letting students work at their own pace.

This is an Ofsted report undertaken in 2008 that examines the factors that contribute to good training for intending and newly qualified teachers in preparing them to meet the needs of pupils with learning difficulties and / or disabilities.

I have reached for my complete set of 40th anniversary Dr Seuss books to help me examine two positive personal attributes for teachers — humour and enthusiasm — that combine with the effectiveness competencies and contribute to a positive karma for teaching and learning.

This paper foreshadows the larger research project we have launched in New York City Schools that examines in depth teacher perceptions of their work environment and how conducive school climate is to learning behaviors (e.g., experimenting with new teaching practices) and, at the same time, to retaining high standards for accountability.

Technology Counts 2017: Classroom Technology: Where Schools Stand, the 20th edition of Technology Counts, examines how schools are tackling tech training for teachers, «passive» vs. «active» use of digital tools, and online learning needs.

Much of the research examining how professional development influences teacher practices and subsequent student outcomes has focused on the content and process of effective professional learning.

Examining the scholarly literature published since a seminal review in 2000, this working paper discusses the principles that underlie project - based learning, how it has been used in K - 12 settings, the challenges teachers have confronted in implementing it, and what is known about its effectiveness in improving students» learning outcomes.

This brief summarizes a Learning Policy Institute report that examines indicators of the current shortages, discusses their impact on students, and analyzes factors influencing teacher supply and demand in California and nationally.

When planning high quality professional learning for educators, administrators and teachers should begin by examining the context of the school.

The papers that were presented examined an array of issues, including lessons learned on accountability, standards, school turnarounds, teacher quality, research, state capacity, and more.

Participating LEAs can use this tool to identify turnover trends and shortage areas; examine which schools lack access to effective teachers; determine where to direct more intentional recruitment resources; and study the degree to which professional learning experiences are tied to improvements in effectiveness.

Cooking up delicious teaching and learning experiences with the Marzano model In my previous post on the power of the Marzano Teacher Evaluation Model, we examined ways to look at the model holistically.

Section 1.2 focuses more narrowly on relationships among actors within schools, examining leadership shared by principals and teachers as it may affect classroom practice and student learning.

This study examines an innovative approach to professional development in which teachers in a grant - funded graduate program «give back» to their schools by providing professional development activities to pass on their learning to colleagues on - site.

Among these studies, demonstration lesson or modeling appeared in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as demonstration lesson or modeling, and changes in teachers» classroom practice and student learning outcomes.

None of these studies examined the direct impact of teacher leadership on student learning, and instead investigated how teacher leadership affected the conditions for student learning at the school level.

· Examine a range of teacher - designed Task Rotations that show how the strategy can be used to scaffold student learning and conduct formative and summative assessments.

Coaches who focus on teaching strategies help teachers examine their instruction to determine whether the proper techniques are being employed to maximize student learning.

There is not an adequate research base that examines teacher use of digital primary sources and student learning outcomes.

When teachers work together to examine student work and analyze classroom lessons, they figure out collectively what works and what doesn't, and they build a culture of learning across grade levels in elementary school s and within departments in secondary school.

Given these critical viewpoints toward collaborative learning in online environments and the dearth of empirical studies on teachers» perspectives toward online collaborative learning, An and Kim (2007) examined the ways in which in - service teachers enrolled in an online master's program perceived their online group project experiences.

The strands advocate for: a) synthesizing our knowledge base and developing guidelines for a repertoire of supervision and mentoring practices; b) examining essential practitioner roles occurring in today's new partnerships and models; unpacking the teacher educator's boundary - spanning roles and practices; and teacher educators learning from others about current research and practices in professional development schools.

Researchers should examine more carefully the extent to which teacher supply can be manipulated and the ways in which it impacts (or doesn't impact) student learning and human resources for schools.

Specifically, the authors examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation continued to do so when they reflected on their teaching effectiveness as full - time teachers.

This report examines the perceptions of frontline educators regarding the support they receive in understanding and implementing the Teacher and Principal Evaluation (TPE) system, and the use of Student Learning Objectives (SLOs) to measure student growth and improve instruction.

It also examines teachers» observations of the impacts of arts integration on student learning.

I recently completed a study with my co-authors Elham Beheshti (Northwestern University) and Carolyn Staudt (Concord Consortium) that examined whether teacher customization benefited student learning.