Sentences with phrase «from teacher study groups»

Not exact matches

That study, from researchers at the University of California, Riverside, the Oregon Research Institute and the University of Oregon, used personality ratings from elementary school teachers in an ethnically diverse group of children in Hawaii back in the 1960s, comparing those personality ratings to videotaped interviews of 144 of those people 40 years later.

The legislation, signed by Gov. Andrew Cuomo in August, received support from the Police Athletic League, civics education group Generation Citizen and the Association of Teachers of Social Studies.

The target group of the study consisted of first and second year vocational school students and their teachers from different fields.

While people can benefit from group classes or general suggestions about how yoga can be practiced these benefits don't compare to the potency and usefulness of studying yoga directly with a teacher who you know and trust.

The Offscreen Education Programme takes small groups of British schoolkids from working - class backgrounds on international expeditions most social studies teachers only dream about.

In the study the advocacy group moved from our nation's ongoing discussion of grade inflation at our colleges and universities to a specific look at grade inflation at our teachers» colleges.

What sets PZC apart from other conferences, says Hetland, is its unique study - group structure that requires participants and teachers to work closely together throughout the week.

The study, carried out by researchers Alice Bradbury and Guy Roberts - Holmes from UCL Institute of Education, University College London, involved more than 1,400 teachers and leaders who took part in focus groups, interviews, and a large - scale survey.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

The study sample includes some 10,000 teachers in total, drawn from four groups: regular certified, regular uncertified, teaching fellows, and Teach For America.

FOR GOOGLE CLASSROOM Included in this resource: • Title page • Native Americans of the Southwest reading passage with graphic organizer • Application / Closing / Higher Order thinking question • Answer Key for graphic organizer Students will research and analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?

FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now / Motivation student - centered question • The Algonquian reading passage with graphic organizer • Application / Closing / Higher Order Thinking Question • Answer Key for Graphic Organizer Students will research how the Algonquian lived: location, tribes, homes, adaptation based on environment, role of women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?

We sorted site - visit schools into high (one standard deviation or more above the mean), medium, and low (one standard deviation below the mean) data - use groups, and we selected six high data - use schools for case study analysis of the interview data from principals and from teachers.

Results Time spent in small group instruction for reading distinguished the most effective schools from the other schools in the study and was offered by teachers in these schools as a reason for their success.

Agile Mind Biology was developed in collaboration with teachers throughout the country and by distinguished science educators from the Biological Sciences Curriculum Study group (BSCS) and the Charles A. Dana Center at The University of Texas at Austin.

The study gathered data from 204 teachers in 19 states through a survey, focus groups, interviews, and classroom observations.

This research is limited in that it collected data solely from the teachers» point of view as expressed in focus groups and interviews in the first study phase, and the second phase is limited by its small sample of teachers.

As part of this study, RTI is creating an evaluation advisory group made up of representatives from PTHV, as well as parents, teachers, and leadership from schools participating in the program.

This section presents quantitative findings of the study by sharing the grouping strategies, uses of technology by teachers to present the digital primary sources, and the teaching strategies used in the lesson plans from the repository.

A future study may examine what information is needed in an online lesson plan to help teachers replicate complicated groupings from lesson plans or the extent to which student groupings for learning are context - based and are, therefore, not replicated from curriculum materials that teachers download.

Teachers are integrating differentiated instruction practices, demonstration classrooms are helping teachers learn with and from their peers, teachers are using video of their own classrooms to engage in lesson study, and teams are weaving online learning and study groups into their schTeachers are integrating differentiated instruction practices, demonstration classrooms are helping teachers learn with and from their peers, teachers are using video of their own classrooms to engage in lesson study, and teams are weaving online learning and study groups into their schteachers learn with and from their peers, teachers are using video of their own classrooms to engage in lesson study, and teams are weaving online learning and study groups into their schteachers are using video of their own classrooms to engage in lesson study, and teams are weaving online learning and study groups into their school day.

Full - time teacher salaries declined by an average of about $ 2,000 after Gov. Scott Walker signed Act 10, restricting collective bargaining rights for most public employees, according to a study from a conservative legal group.

Inspired by the idea that the field of ELA, as a whole, would benefit from an updated portrait of English teacher preparation, a group of English educators decided to investigate, broadly, just how the discipline of ELA has changed since Smagorinsky and Whiting's (1995) study.

The study, made possible by a gift from the Richard and Susan Smith Family Foundation, found that teachers who participated in a Facing History seminar and received coaching and support showed significantly greater self - efficacy for creating engaging classrooms and promoting academic skills and civic learning than control group teachers.

Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read (or are reading) West Meets East: Best Practices from Expert Teachers in the U.S. and China.

As 2nd / 3rd Grade Head Teacher at the Mills College Children's School for four years, Sarah mentored pre-service teachers and participated in frequent teacher - led inquiry projects, including collaborations with the Mills College Lesson Study Group and a partnership with Japanese math educators from Global Education ResTeacher at the Mills College Children's School for four years, Sarah mentored pre-service teachers and participated in frequent teacher - led inquiry projects, including collaborations with the Mills College Lesson Study Group and a partnership with Japanese math educators from Global Education Resteacher - led inquiry projects, including collaborations with the Mills College Lesson Study Group and a partnership with Japanese math educators from Global Education Resources.

In some of our clusters each member school sends a small group of teachers from each school along to the Core Lesson Study training and then send a senior leader from each school attends our Advanced course in leading and facilitating the process.

Six of them, Reading Recovery, Success for All, Sound Partners (1 - 1 tutoring by paraprofessionals), Lindamood (small group tutoring by teachers), Targeted Reading Intervention (1 - 1 tutoring by teachers), and Empower Reading (small group tutoring by teachers) all have large effect sizes from randomized experiments and have been proven in from two to 28 studies.

His research group has recently received National Science Foundation funding for a five - year project to develop and study a system of tools and tool - based practices for early career and pre-service secondary science teachers that support transitions from novice to expert - like pedagogical reasoning and practice.

In particular, this study examined data collected from one group of preservice teachers to determine how they viewed the TI - 83 handheld device and how they used the handheld technology in their social studies teaching.

How can two teachers share responsibility for teaching a diverse group of students whose reading, writing, research and study skills vary from well below to above grade level?

A teacher and their class from the target year group will be randomly selected for participation in the study.

Two categories of data were examined for this study: (1) artifacts and documents generated throughout the project's 4 - year history (e.g., materials from professional development meetings, teacher questionnaires, district curriculum documents, teacher and student writings, conference papers, and scholarly publications); and (2) individual and focus group interviews conducted with MELAF participants from the four districts at the project's completion.

Professional learning results from ongoing support of teachers through mentoring or coaching, peer group collaboration and discussions, and lesson studies.

Facing History social studies teacher, Megan Eadeh, started this group as a 2015 Margot Stern Strom Innovation Grant winner to help these 20 girls from diverse backgrounds share their experiences, go to movies, restaurants, and museums, and do acts of community service together.

Upper School Jewish Studies teacher, Rabbi Sharon Clevenger, explains that «both of these groups of people [Holocaust survivors and wounded Israeli soldiers] have faced the daunting task of rebuilding their lives, and we have lessons to learn from both of them.»

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

Marion School District, Madison, TN 2009 — 2010 Library Media Aide • Assisted in procuring library media materials and equipment • Conferred with teachers and administrators to determine their media information needs • Encouraged teachers and students to derive information through library media materials • Set up media equipment for and assist teacher and students in using and deriving information from them • Lead and oversee study groups and provide assistance with educational modules

An essential textbook for all preservice early childhood educators, this book is also a key resource for a wide range of in - service professionals - from principals and consultants to teacher study groups.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The study compared scores on measures of cognitive and social ability for children whose parents had participated in the New Parents as Teachers (NPAT)[now called Parents as Teachers] demonstration program with a comparison group from the same community.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The study investigated treatment fidelity and working alliance in the Parent Management Training — Oregon Model (PMTO) utilizing longitudinal data from the National Institute on Drug Abuse study (Forgatch & deGarmo, 2011; Ogden & Hagen, 2008), and investigated how these relate to children's externalizing problem behaviors, as reported by parents and teachers.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study utilizes information from Dishion et al. (2008) to examine the effects of yearly Family Check - Ups (FCUs) and tailored parent management training on parent report of problem behavior and teacher report of oppositional behavior.