Sentences with phrase «in teacher research»

Teacher educators or professional development specialists who are experienced in teacher research may submit manuscripts that describe innovative practices in their professional preparation programs, teacher research issues, and / or innovative ways to support teacher research in early childhood communities and settings.

Based on my passion for responsive education and background in teacher research, I felt that conducting a study would be the best way to examine my initial challenges and build my understanding of the school in order to make recommendations for improvement.

The resources listed here provide early childhood education professionals with tools to learn more about the teacher research process, explore accounts of teachers conducting research in their own classrooms, and connect with others in the field interested in teacher research.

Members of our group are actively engaged in teacher research, though in various stages, from defining questions to collecting data, to analyzing and going public with what we have learned.

According to Zeichner, to improve their learning and practices, teachers should become teacher researchers, conduct self - study research, and engage in teacher research groups.

Our concerns led us to engage in teacher research examining this assessment system and its impact on our English Learner students.

Engaging in teacher research, reading professional periodicals and texts, and regularly reflecting on our practice has helped us adapt to the ever - changing educational climate.

Not exact matches

Ron Mock, a former Ontario Hydro Electrical engineer and founder of Phoenix Research and Trading, now oversees $ 171 billion in assets in more than 50 countries on behalf of 316,000 past and present teachers.

As Schulich puts it: «Having been at university and seeing that half my professors are involved in research and had no interest in teaching and were therefore lousy teachers, we try to incentivize teaching.

«A Pew Research poll showed that viewers of humorous news shows such as The Daily Show and The Colbert Report exhibited higher retention of news facts than those who got their news from newspapers, CNN, Fox News, or network stations,» points out teacher Sarah Henderson in Edutopia.

«But all it takes is a couple of dedicated teachers with a little support and guidance to run important research programs that can produce winners in this competition and more importantly kids who are going to go on to become scientists and change the world.»

While no study is going to find you can master Beethoven or calculus by kicking back with your feet up all the time (sorry), new research is finding that rest plays a larger role in memory than your nagging mother or exasperated music teacher ever imagined.

The no - holds - barred piece draws on recent research published in Teaching and Teacher Education, as well as older reviews of the scientific literature on so - called digital natives, to review whether the recent mania for tech in education has solid scientific foundations.

As Vox's German Lopez explains, there's no good research that supports this theory, particularly when it comes to arming teachers or others in schools:

Ranked 10th in the world for research by the Financial Times in 2012, Rotman faculty will be your teachers, mentors, and team - builders.

The curricula of such schools is designed to be of particular usefulness to teachers, physicians, clergymen, social workers, law enforcement and probation officers, industrial leaders, directors of alcoholism programs, and other persons interested in alcoholism education, research, and rehabilitation.

His seminar on Tertullian was my introduction to serious historical research — one came away with a sense of having been in the room with that fiery Latin teacher and having glimpsed the whole oikoumené of classical and Christian antiquity.

In Europe the academic teacher is expected to do both research and teaching, and there can be no doubt that this combination is very healthy and has good effects on the quality of both research and instruction.

The full exercise of this right requires that trustees and administrators protect teachers and students against pressures from outside in favor of certain methods and conclusions of inquiry, and that support for teaching and research be kept as free as possible from exerting a controlling influence on academic pursuits.

Instead, the teacher is basically a researcher who needs the student to help achieve the goal of research in a cooperative enterprise.

There is fear in many hearts; a sense, as Professor Trevor Cooling's Transforming Lives research among teachers showed, that in the workplace our faith is not «an asset to be celebrated but a problem to be managed».

It is not clear, however, whether Brown's constant stress on high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace in the 1930s in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged in original research.

It is better done in research institutes; also teachers in graduate schools may share in this work.

Before coming to Stanford, Yeager had taught English at a low - income school in Tulsa, and he was especially motivated to find ways to translate some of this innovative research into practices that could help teachers improve the lives of their students.

Farrington's research background, plus her history as a teacher in high - poverty neighborhoods, helped her think differently about what happens to students when they're at school.

I'd talk about the latest research on the biology of adversity and describe the doctors and mentors and teachers and children I encountered in my reporting.

Each year, our 60 faculty and staff members work with more than 6 intern teachers, 25 student teachers, researchers, and visitors to perform the major functions associated to Laboratory Schools: the development of innovative practices in education, research, the preparation of new teachers, professional development for practicing teachers, and the education of children using best established principles of education.

Her major research interest has been in finding practical applications of current brain research for teachers and parents.

Research confirms that teaching kindness in schools increases the well - being of not only the students but the teachers as well AND when you combine it with Social and Emotional Learning (SEL) and mindfulness, the outcome could be quite astounding!

-- Christof Wiechert Social Emotional Intelligence: The Basis for a New Vision of Education in the United States — Linda Lantieri Rudolf Steiner's Research Methods for Teachers — Martyn Rawson Combined Grades in Waldorf Schools: Creating Classrooms Teachers Can Feel Good About — Lori L. Freer Educating Gifted Students in Waldorf Schools — Ellen Fjeld KØttker and Balazs Tarnai How Do Teachers Learn with Teachers?

Volume XI, Number 1 Puberty as the Gateway to Freedom — Richard Landl Soul Hygiene and Longevity for Teachers — David Mitchell The Emergence of the Idea of Evolution in the Time of Goethe — Frank Teichmann The Seer and the Scientist: Jean Piaget and Rudolf Steiner on Children's Development — Stephen Keith Sagarin The Four Phases of Research — adapted from Dennis Klocek Reports from the Research Fellows Beyond Cognition: Children and Television Viewing — Eugene Schwartz PISA Study — Jon McAlice State Funds for Waldorf Schools in England — Douglas Gerwin On Looping — David Mitchell The Children's Food Bill — Christopher Clouder All Together Now!

Download one chapter at a time due to the very large file size Chapter One Waldorf Education and Education Reform Chapter Two The Waldorf Understanding of the Purpose of Education Chapter Three Research Objectives and Procedures Chapter Four How Waldorf Teachers Set Learning Goals Chapter Five Teaching and Making Assessments in a Waldorf Classroom Chapter Six Formal Assessments in Waldorf Education Chapter Seven Learning - centered Assessments: Waldorf Methods in Concept Chapter Eight The Preparation, Profession, and Practice of a Waldorf Class Teacher Chapter Nine Teacher Evaluation in Waldorf Elementary Schools Chapter Ten Waldorf Education and the Future of Assessment for Learning

We publish a Research Bulletin twice a year and prepare and distribute educational resources, including a growing collection of e-books and articles to help teachers in all aspects of their work.

Volume XVII, Number 1 (Download) The Task of the College of Teachers: Part 2 — Roberto Trostli «Spirit is Never without Matter, Matter Never without Spirit» — Liz Beaven The Artistic Meeting: Creating Space for Spirit — Holly Koteen - Soule Contemplative Practice and Intuition in a Collegial Context — Martyn Rawson Contemplative Work in the College Meeting — Elan Leibner Work of the Research Fellows Review of The Social Animal by David Brooks — Dorit Winter Report on the Online Waldorf Library — Marianne Alsop

-- Stephen Keith Sagarin Love and Knowledge: Recovering the Heart of Learning through Contemplation — Arthur Zajonc Teachers» Self - Development as a Mirror of Children's Incarnation: Part I — Renate Long - Breipohl Of Seeds and Continents: Reliability, Predictability, and Scientific Knowing — Michael D'Aleo Reports from the Research Fellows Honest, Complete Assessment and Social Renewal: A Revolution — Patrice Maynard Crisis in the Kindergarten — Joan Almon and Edward Miller Henry Barnes and Waldorf Education: A Personal Tribute — Douglas Sloan

In my reading and personal research on early childhood development, I have discovered a wealth of activities that are easy - to - do and beneficial to your preschool children's development as well as information and resources that will build your confidence and make you a more knowledgeable parent or teacher.

A student before a teacher, Geoff is constantly researching and learning the newest techniques in CPR, AED, First Aid and Child Passenger Safety.

Research found that the children from two - parent homes where fathers participated in activities (such as school meetings; parent - teacher conferences; school or child care activities or events; or volunteerism) were more likely to receive higher grades, participate in extracurricular activities, and be happier in a child care or school setting.

These are the main results of the research carried out on a sample of 350 young girls and boys representing the Italian population aged 9 - 17 years old «Smartphones, social network and instant messaging services: challenges for children, parents and teachers» presented today in Rome at the «Global Trends in Online Safety: Creating a National Framework» conference, an event developed and co-hosted by the Family Online Safety Institute (FOSI) and TIM.

'' [T] he research offers no reason to believe that students in high - quality classrooms whose teachers give little or no homework would be at a disadvantage as regards any meaningful learning.»

And I would go further to say that whole concept of holding teachers and students accountable for these skills doesn't make sense and isn't supported in the research.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

Last year, research involving thousands of elementary school students, and published in the February 2009 issue of Pediatrics, demonstrated an association between daily recess and better classroom behavior as reported by teachers.

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.

However, because specific licensing requirements and / or government regulations for teachers vary from state - to - state in the US and from country to country, it is important to research these appropriate regulations and requirements.

In an interview, Tough, a former editor of The New York Times Magazine, said much of the new research points to a different way of thinking about a child's environment and how parents, caregivers and teachers can change it.

By studying the most recent research on early childhood education, the Orfalea Fund was able to invest where it mattered most: in the relationships among directors, teachers, and parents, in the quality of environments, and in the establishment and documentation of best practices.

Tough also explores research suggesting once they're in school, many low - income students often find themselves in a kind of «tension and conflict» feedback loop with teachers that's hard to overcome.

In addition to American folk music, the songs and dances you'll learn will offer your students a breadth of diverse cultural riches, brought to you by a teacher who has done extensive research into dances of many cultures.

Why aren't the parents and teachers looking to the research and the experts in the field on this issue?