TEP faculty members are
experienced classroom teachers whose diverse research interests span teaching, learning, and teacher leadership.
Not exact matches
Many philosophers are themselves
classroom teachers whose personal
experiences may serve to concretize their more theoretical speculations about teaching and learning.
Students
whose teachers have not switched grades show greater improvement in test scores than students in similar
classrooms with equally
experienced teachers who switched grades frequently.
Speaking from more than 40 years of
experience in the field — and speaking for all learners who hope to succeed, the
teachers who want them to succeed, and the local school leaders
whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the
classroom.
Shortening
teacher preparation into 30 instructional hours and 100
classroom hours certainly makes it easier for these schools to recycle
teachers at a rapid clip while not having to worry about regulations requiring them to retain
teachers whose preparation
experiences make them far more likely to want to stay in the profession — and
whose accumulated coursework and
classroom experiences may give them ideas of their own about how teaching and learning happen that might contradict the in - house model.
Imagine your first teaching
experience being in a school with high
teacher turnover, high student mobility, and limited resources to support you, working with students
whose needs — financial and social — reach beyond the
classroom.
These two related factors resulted in
teachers who
experienced MELAF in the context of directed, concentrated attention to the direct application of standards to their practice, and
whose views of themselves as change - agents focused almost exclusively on the
classroom.
Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experi
Teachers whose preparation programs focused on the work of the
classroom, provided a supervised clinical
experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the
classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective
teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experi
teachers who had a longer clinical
experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student
teacher was adequate, compared with their peers who had shorter clinical
experiences.57