Sentences with phrase «experienced teacher researchers»

More experienced teacher researchers like Barbara Michalove inspire me to keep going:

Not exact matches

Deborah completed a two - year post doctoral internship with Dr. Gordon Neufeld, is an award winning researcher, and has over 20 years experience as a teacher and counsellor working with leading institutions such as the University of British Columbia, Kwantlen Polytechnic University, the Canadian Mental Health Association, and the Vancouver School Board.

Noting that all of the researchers who carried out the case studies had been involved in developing the standards, Roseman wondered whether practicing K - 12 teachers or administrators would have the same amounts of time and experience to put toward using the tool.

The increase in student achievement from coaching is on par with the gain researchers typically see from students of a veteran teacher with five to 10 years of experience compared to a novice teacher.

Across all four districts, which together serve more than 465,000 students, the researchers found new elementary teachers were assigned students who had performed.1 to.3 of a standard deviation below their peers who were assigned to teachers with four years of experience or more — meaning that these students were about three to nine months of schooling behind their classmates.

«Steve's experience as a high school teacher, university faculty member, committed advocate for the arts, active participant in our national and international educational efforts, and imaginative researcher make him the ideal person to...

ECU School of Education researcher Dr Michael Fitzgerald received a $ 384,996 Discovery Early Career Researcher Award (DECRA) to investigate whether providing high school science teachers with authentic science research experience improve outcomes for both teachers andresearcher Dr Michael Fitzgerald received a $ 384,996 Discovery Early Career Researcher Award (DECRA) to investigate whether providing high school science teachers with authentic science research experience improve outcomes for both teachers andResearcher Award (DECRA) to investigate whether providing high school science teachers with authentic science research experience improve outcomes for both teachers and students.

Most IEP students arrive with professional experience in international education and development, perhaps as teachers or administrators at international schools, Peace Corps volunteers, field researchers with NGOs, or policy analysts with U.S. - based aid organizations.

He admitted that the pedagogical research component was often contested by students («we are teachers, not researchers»), but, he says, alumni later tell him that it was one of the most valuable parts of their educational experience.

«So, there's a real emphasis for us on experimenting thoughtfully, capturing our observations of kids and their experiences and then publishing those - acting as teacher researchers and having permission, not only permission but encouragement, to do that, that it's part of the mission of the school.

In their article, «Lost at Sea: New Teachers» Experiences with Curriculum and Assessment,» which appears in the current issue of Teachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state stTeachers» Experiences with Curriculum and Assessment,» which appears in the current issue of Teachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state stTeachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state stTeachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state stteachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state standards.

In the second and third year of the project, teachers and researchers met weekly, developed case studies of their classroom experiences, and helped to refine the theory and framework as it emerged from the collaboration.

According to researchers at the Project on the Next Generation of Teachers, schools can move toward retaining new teachers by accounting for the different career experiences, types of teacher preparation, and career orientations of the twoTeachers, schools can move toward retaining new teachers by accounting for the different career experiences, types of teacher preparation, and career orientations of the twoteachers by accounting for the different career experiences, types of teacher preparation, and career orientations of the two groups.

Critically, they enlisted the help of many other experienced teachers and researchers to develop, test, and refine an approach for effective teaching.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

SLP faculty members are experienced teachers, influential researchers, and passionate education reformers who are dedicated to developing the next generation of transformative school leaders.

Research and practice were connected in the development of the Teaching for Understanding Framework, a collaborative approach for effective teaching developed, tested, and refined by faculty at the Harvard Graduate School of Education along with many experienced teachers and researchers.

Teacher encourages school staff, education researchers and professional associations to connect and learn from each other by sharing their stories, experiences and expertise.

Researchers have shown that when teachers are more motivated, they tend to experience greater workplace wellbeing and their students tend to report greater motivation and attain higher levels of achievement.

The document was collated by an independent group of experts — teachers, school leaders, school business managers and researchers with a wide range of experience — which I was kindly asked to chair.

In this program, a group of experienced primary school teachers have become practitioner researchers, focusing on strengthening their practice and improving outcomes for students.

Researchers at the University of Virginia compared the views and experiences of kindergarten teachers in 1998 with those of their counterparts in 2010, and found dramatic differences in what teachers now expect of pupils and how they have structured their classrooms.

An experienced school teacher, mentor and researcher, Vincent's PhD focused on how learning outcomes can be improved through collaborative professional development (Lesson Study / Learning Study) and the use of a learning theory.

Drawing on years of experience as teachers, researchers, coaches, and curriculum developers, CAL staff provide the tools, training, and resources educators need to help students of all ages succeed.

Calling the program «possibly the largest, most aggressive overhaul of teacher induction in the country,» researchers at the New Teacher Center at the University of California, Santa Cruz, praised the 1.1 million - student district for spending $ 36 million to put experienced teachers on the job as full - time mentors, able to give new teachers at least 1 1/4 hours a week of individual coteacher induction in the country,» researchers at the New Teacher Center at the University of California, Santa Cruz, praised the 1.1 million - student district for spending $ 36 million to put experienced teachers on the job as full - time mentors, able to give new teachers at least 1 1/4 hours a week of individual coTeacher Center at the University of California, Santa Cruz, praised the 1.1 million - student district for spending $ 36 million to put experienced teachers on the job as full - time mentors, able to give new teachers at least 1 1/4 hours a week of individual coaching.

And for the students who identify with targeted groups, it can be «dehumanizing not to have their experiences addressed in schools and by their teachers who they spend so much time with,» says former teacher and school administrator Aaliyah El - Amin, now a lecturer and researcher on educational justice at the Harvard Graduate School of Education.

More recently, researchers have sought to isolate teachers» contribution to student performance and assess how much of their overall contribution can be associated with measurable teacher characteristics, such as experience and degree level.

The researchers focused on four first grade classrooms with experienced and commended teachers and similar demographics (70 % subsidized lunch, 60 % African American, 36 % Caucasian).

In a study of the Alaska Statewide Mentorship Program, our researchers and evaluators found that new teachers who were provided with experienced mentors were more likely than their peers to still be on the job after three years — and students in their classrooms were performing better in math and reading.

Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience.

Teacher educators and researchers could write about their specialty areas; teachers could write about activities for parents to do with their gifted children at home or curricular ideas for other teachers (particularly important during the current trend toward inclusive education); and parents could write about their personal experiences that were positive learning opportunities (Lewis & Karnes, 1997).

Ginger Berninger, a seasoned researcher and former teacher, partners with 40 - year teacher and teacher trainer veteran Beverly Wolf for a one - of - a-kind text that gives readers the best of both worlds: critical insights from scientific studies and lessons learned from actual teaching experience.

The «main course» approach is lauded by many researchers, professional developers, and teachers as the most authentic form of PBL, as it provides students with the challenge upfront and gives students the experience many experts face.

The Center deploys a team of experienced trainers and researchers who deliver customized, high quality, practice professional development for teachers and leaders.

The researcher posed three questions: 1) how do teacher participants in Arts Integration (AI) professional development describe their experience; 2) how are teacher practices influenced by the program; 3) how are teacher beliefs and self - efficacy influenced by participation in the program?

The researcher does not directly address prior experience in the arts as a factor in the teacher outcomes.

Dr. Geoff Colvin draws on his experience as a classroom teacher and administrator, researcher at the University of Oregon and a national public school consultant.

The researchers examine the relationship of teachers» past experience with arts education to their self - efficacy.

Teachers from these schools self selected to be in the program and to participate in either the first or second year of the program although researchers sought a balance of grade levels taught, years of teaching experience, and school based information for each year.

Researchers have identified a number of workplace conditions associated with teachers» decisions to stay or leave, including the quality of instructional leadership, school culture, collegial relationships, time for collaboration and planning, teachers» decision - making power, experiences with professional development, facilities, parental support, and resources.For a comprehensive review, see Simon, N. S., & Johnson, S. M. (2015).

Some researchers assert that if future teachers obtain technology skills they will design meaningful, technology - mediated learning experiences for their students (Koehler & Mishra, 2009).

Mike has wide experience as a teacher, an education system senior executive, and as a researcher, consultant and policy advisor to Australian governments in areas of education policy, curriculum and teaching practices appropriate to 21st century schooling

University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching / learning experience — middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their family history.

As a PhD researcher, not only will the programme enable you to become an excellent classroom teacher, you'll also be able to use all the experience and knowledge to help introduce pupils to research and evidence - based practice.

Previous experiences include: Director of Assessment, Research and Accountability for Fayetteville Public Schools, researcher at the National Office for Research on Measurement and Evaluation Systems, preschool teacher, and early elementary classroom teacher.

When a group of researchers invited a group of teachers and former teachers to watch, rate, and discuss videos of mathematics teaching, participants» reaction to the experience made it clear that this sort of professional development had potential.

The central purpose of this case study was to understand what impact this virtual early field experience had on the teacher candidates» understanding of VS through an examination of the participants» and a researcher's reflective journals.

Our annual conferences bring together researchers, school leaders and teachers from various countries to share their experience and practice of lesson studies.

As a teacher - researcher she has also studied the ways in which undergraduate student gain intercultural awareness and skills through campus life, course work, community - based learning, and study abroad experiences.

The work of these researchers — much of it focused on classroom learning behaviors — can help teachers support learners» progress along the trajectory from novice to expert, ensuring that students experience the rewards of hard work on a meaningful challenge.