Sentences with phrase «how teacher beliefs»

The following section reviews the literature on professional development for technology integration as well as the literature on how teacher beliefs and other forms of support interact with teachers» ability to integrate technology.

Not exact matches

I don't care about how school buildings are used unless teachers in those buildings are forced to teach a particular religious belief.

Many public school teachers that are Christians have been fired because of their beliefs, especially around Christmas and Easter time, when they merely mention the reasons behind the seasons and don't advocate Santa Claus and the Easter bunny with its colored eggs (funny how the different colors of eggs represent the rainbow's colors).

The teacher's approach to such problems might start from three assumptions: (a) the teacher should be concerned with how science fits into the larger framework of life, and the student should raise questions about the meaning of what he studies and its relation to other fields; (b) controversial questions can be treated, not in a spirit of indoctrination, but with an emphasis on asking questions and helping students think through assumptions and implications; an effort should be made to present viewpoints other than one's own as fairly as possible, respecting the integrity of the student by avoiding undue imposition of the lecturer's beliefs; (c) presuppositions inevitably enter the classroom presentation of many subjects, so that a viewpoint frankly and explicitly recognized may be less dangerous than one which is hidden and assumed not to exist.

Different labels for difficulties with reading have been found to be associated with varying beliefs in how effective teachers believe they can be.

YA settled on this benchmark with the belief that 200 hours is the minimum amount of time it takes teachers to learn how to keep their students safe.

Professionally, I'm consultant also a contractor who works with the laws of love / truth, teacher, astrologer, writer, i also wanna - be author who loves helping people unravel the misconceptions of their souls; discovering how they have organized parts of their lives around false beliefs that betray the best of who they are and the gifts they have come to give.

Perhaps the biggest challenge for math educators is not only training teachers differently, but changing society's beliefs on how math should be taught.

Nevertheless, research does show that teacher beliefs influence their classroom decisions, so it is not a wild notion to suppose that accurate beliefs about how children learn will lead to better classroom decisions than inaccurate beliefs will.

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.

This is important, because teachers» beliefs and understandings about their professional efficacy, combined with a belief that virtually every student can learn given the right support and pace of instruction, has been demonstrated to make a difference to how the teacher, and hence their students, actually performs.

Much of what I do as a teacher aligns with my core beliefs about how schools should function, and with my own classroom management style.

There is a deeply entrenched belief among many educators and parents that the role of teachers is to teach the curriculum for the year level; the role of students is to learn that curriculum; and the role of assessment is to judge and grade students on how well they have learnt what teachers have taught.

There's a measure of trust that hangs in the air, a shared belief that students will rise to claim a better version of themselves if the teacher shows them how to reach it.

Research coming from Europe (Dignath - van Ewijk and van der Werf, 2012) based on teachers» beliefs and behaviours relating to self - regulated learning has shown that teachers believe in the value of teaching self - regulated learning skills to their students, but do not know how to.

This belief is grounded in all that we've seen in the field, and emerging research on how and why students benefit from teachers with whom they share a background.»

Their paper, «Institutional Complexity and the Embedded Logics of Public School Reform,» employs a unique methodological approach to examine how teachers» beliefs about instructional reforms are informed by the logics of broad cultural institutions.

Part of the rationale for this approach was the belief, as a government report showed, that standards in the teaching of reading varied hugely from school to school, with many primary teachers not having had the opportunity to update their skills to take account of evidence about effective methods of teaching reading and how to apply them.

In particular, we were interested in how these three beliefs might combine for different teachers.

Projects should derive from teachers» beliefs about what is most useful to learn, how learning happens, and how one can tell when it's happened.

Teacher technology change: How Knowledge, Confidence, Beliefs, and Culture Intersect (PDF).

It is TI's belief that fun, interactive learning tools and resources nurture natural curiosity in how and why things work, inspiring future engineers, and even tomorrow's scientists, mathematicians, doctors and teachers.

Teaching is as much amoral effort as it is an intellectual enterprise; teachers not only educate our children how to think and solve problems, they also inform children's beliefs about what is right, good, and important in life, shaping their values in the process.

It explores how his parents, teachers and peers react to his strong beliefs and asks us to consider what happens when religious belief and personal freedom clash in a multi-faith society.

Today in The Global Search for Education, our teachers share their answers to this question: How do you help students accept and work well with people of different beliefs, cultures, languages, socio - economic statuses, education backgrounds, and learning styles?

Researchers wanted to gauge how teachers» career attitudes were impacted by «administrative climate,» defined as the routine beliefs and actions associated with administrator - teacher relationships.

Whatever the relationships among teachers (and we desperately need to learn more about how these relationships play themselves out and how to help skeptical teachers accept the belief that even the poorest children in their classes can learn), the fact that not every teacher in the most effective buildings is classified as a most accomplished teacher should be heartening to reformers who want to increase learning and achievement in our poorest schools.

How do teachers understand and interpret the intentions of new policies in the context of their knowledge, beliefs, and teaching circumstances?

In 2000, we simply highlighted how the Internet could be used by teachers to access information and people to support the development of children's (a) «personal civic beliefs,» (b) «capacity for social and public action,» (c) «ties to their localities and the world outside,» and (d) «awareness of past present and future» (Cogan, Grossman, & Lei., 2000, p. 50).

Other internal barriers identified in the prevention of technology integration were teachers» confidence with technology, beliefs about how students learn with technology, and teachers» perceived value of technology in the classroom.

During weekly staff meetings, professional learning communities and Real Time Teacher Coaching sessions, teachers will reflect on how beliefs are translating to action.

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 researchers determined that the strongest influences on how the teachers used the digital primary sources and technology centered on their own beliefs, the «purpose for teaching» (p. 159), and their level of «pedagogical content knowledge» (p. 163).

However, they did not directly address the preservice teachers» beliefs about how film should be situated within English language arts instruction.

What we have learned about the necessity of situating lessons in their larger contexts is discussed, as well as the tensions inherent in teacher decision making and how the decision making process may highlight discrepancies between teachers» espoused beliefs about teaching and what they do in practice.

A process for understanding how a field - based course influences teachers» beliefs and practices.

Teacher educators need to challenge preservice and in - service teachers» beliefs and dispositions about what mathematics is important to learn and how that mathematics needs to be learned, specifically when thinking about digital technologies such as digital videos.

Sellars begins by stressing the critical nature of a teacher's role and how their beliefs and attitudes affect their choices in the classroom.

An additional explanation for the discrepancy between a teacher's identified beliefs and the execution of those beliefs may be due to a lack of knowledge or understanding of how student - centered environments can be established through the use of technology.

Kim et al. (2013) sought to determine how teachers» pedagogical and epistemological beliefs related to their instructional use of technology.

The goal is to «change mindsets, practices, and beliefs» so that teachers, principals and other school leaders «have a complex understanding about how structural bias and structural racism works within the fabric of schooling» resulting in disproportionality.

«Not only has this curriculum provided me with a wealth of experience that I can provide for students and teachers that I work with, but it also has helped form my own beliefs of how humans impact this planet.»

Describe how PTP teachers communicate their beliefs in and expectations for student achievement.

Dedicated teachers and staff at Glendale Middle School in Utah show how hard work and a boundless belief in students can raise achievement in an environment where most of the students live in poverty and many have enormous challenges in their home lives to overcome.

These interview questions allow teacher candidates who use SWAP in different kinds of teacher preparation courses to hear from practicing professionals in diverse school contexts about various aspects of secondary writing teaching (e.g., how to respond sensitively to ELL writers, how to connect beliefs about writing to instructional practices, and how to use assessment to plan subsequent instruction).

Also recognizing that teacher beliefs are an impetus to action, she explains that both should be studied as preparation for the teaching profession, noting that «practice isn't just what teachers do in class..., it's about how they think about what they do.»

Yerrick et al. (2005) recognized that «engaging preservice teachers in a process of recognizing children's ideas and examining preservice teachers» personal belief systems during their reflection on practice is a promising area of research for understanding how to make change among tomorrow's teachers» (p. 352).

Research has shown that even when beliefs are changed teachers do not teach a certain way just because they know about how to teach that way or believe it is a good way to teach.

Students who hold this belief see classroom rules, protocols, scoring tools, and performance expectations as driven by the teacher's personal choice about how to structure the learning environment.

Teacher technology change: How knowledge, beliefs, and culture intersect.