Sentences with phrase «influence of teacher practices»
Reading growth in high - poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning.
http://www.ciera.org/ Not exact matches
«It will be a powerful tool to enable supply teachers to influence the market, shining a spotlight not only on the poor practices of bad agencies but also highlighting those agencies that treat their teachers well.
Personally, I believe it's the former, although one can definitely be influenced by modelling such a characteristic, which brings me to your conscious choice of making it a habit to teach by example, your lucky students, who, unlike their lovely teacher, will have the sweetest and fondest memories of her lessons in kindness, having both studied and practiced them in her class.
Honan, who served as a case teacher at GFE's conference in San Francisco this fall, summarizes a few key considerations that are influencing the funding practices of today's leading educational philanthropies:
Many of you said Teacher helps you on a really practical level, «[I take the articles] to professional discussions with a focus on reflective practice, to feed into professional learning communities, influence strategic planning agendas and to focus on the bigger picture through strategic steps towards improvement.»
The report includes several randomised controlled trials and documents how dosage (participation in certain activity), fidelity (ongoing support), quality of implementation (support from principals) and acceptability (teachers» participation and attitudes to that activity) influence students» academic and behavioural outcomes, and teachers» attitudes and practices.
The goal of these school choice «patriots» was to free teachers to practice their craft in new and innovative ways, including by opening their own public or private schools, and to empower parents with greater choice and influence over their children's education.
Board certification is important in its own right, but the influence of the board's methodology - evaluating teachers based on demonstrated practice rather than credit hours alone - is already influencing other domains.
«A central part of our focus, particularly in the professional learning we do with schools, has been about enabling research to influence practice in ways that can achieve improved outcomes,» Buchanan tells Teacher.
«This easily accessible book is likely to influence the practice of any teacher reading it, whether or not their pupils are already experienced at shifting the furniture!»
Much of the research examining how professional development influences teacher practices and subsequent student outcomes has focused on the content and process of effective professional learning.
Cognitively Guided Instruction (CGI) is a professional development program based on an integrated program of research focused on (a) the development of students» mathematical thinking; (b) instruction that influences that development; (c) teachers» knowledge and beliefs that influence their instructional practices; and (d) the way that teachers» knowledge, beliefs, and practices are influenced by their understanding of students» mathematical thinking.
If we are able to assess an educator's effectiveness accurately, we can improve the array of policies and practices that influence our teachers and school leaders.
This study draws together results from multiple data sources to identify how the new accountability systems developed in response to NCLB have influenced student achievement, school - district finances, and measures of school and teacher practices.
Another is that, in fact, only some of the core leadership practices have much influence on teachers «classroom practice.
This concern echoes other studies that have shown the importance of administrators in influencing teachers» practices (Dawes, 2001).
The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.
Among these studies, release time was investigated as a factor that may influence teacher leader practice (Doyle, 2000; Gigante and Firestone, 2007; Latz et al., 2009; Manno and Firestone, 2006; Moore, 1992; Neufeld and Woodworth, 2000; Ryan, 1999; Spillane et al., 2001; Zepeda and Kruskamp, 2007) and engagement in teacher leader practices that contribute to the development of teacher leadership (Edge and Mylopoulos, 2008; Lewthwaite, 2006).
Of these, eleven studies reported that teacher leaders had influenced instructional practices.
Melody (first author) developed the new literacies course to accomplish three main objectives: (a) to provide teachers with a scholarly foundation in literacy studies that recognizes how advances in technology influence literacy practices; (b) to support teachers in building their pedagogical knowledge of digital texts and tools as well as social practices influencing composing practices; and (c) to provide teachers with a setting for direct application of the theories and practices discussed in class as they worked with children in a writing camp.
In contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communication).
Stephens et al. raise the question of whether reform aimed at teacher empowerment can coexist with external accountability when school culture exerts such a strong influence on teachers» practice.
While these studies provide evidence that teacher leaders engage in the practice of designing and / or facilitating professional development, they did not investigate the factors that influenced when and how teacher leaders engage in this practice.
These studies echo several of the findings found in the NCTAF report, including evidence of the positive effects of STEM PLCs on deepening teacher knowledge of disciplinary content and pedagogy, influencing teacher classroom practice, and inconclusive evidence on the impact of STEM PLCs on student achievement.
One set examined the influence of the principal, in their work with teacher leaders, on the development of teacher leadership and teacher leaders» practice with classroom teachers.
How do internal influences affect these teachers» perceptions of their own pedagogical practices integrating technology?
In this diagram, the teachers talked through the influence of different types of technologies on their instructional practice.
One - on - one interviews with participating teachers consisted of 17 questions that focused on the arts integration training and how it influenced their teaching practices.
Since the factors previously identified as influencing teacher instructional use of technology likely impacted the teachers in this case study, the TPACK framework is a logical construct with which to examine their instructional practice.
Researchers found that the Wolf Trap PD program demonstrated six features of high - quality PD that have been previously shown to influence teacher practice and student learning.
In spring 2014, ASCD hosted its inaugural symposium, a series of in - person and online events in which experts, policymakers, teachers, and students discussed education policies, processes, and practices and their influence on children, societies, and economies in the future.
This contextual analysis provides information about the condition or level of functioning of the various key school - based factors that influence the impact that professional development can have on teacher practices and student achievement.
Situated in informal reflection (Shoffner, 2008), preservice English teachers» choice of a specific technology medium for reflective practice is examined for satisfaction with their choice and understanding of that medium's influence on their reflection.
Additionally, on the end - of - semester evaluations only, the preservice teachers were asked to consider the influence of their chosen medium on their reflective practice.
Yet, until recently, there's been little follow - up discussion about whether, in practice, teachers have been able to shift their role to one in which they collectively make many of the decisions influencing these schools» success.
Also, development of a strategy to communicate, disseminate, and revisit evaluation of the effectiveness of in - service teacher training and mentoring models would significantly benefit the field and result in an increasingly comprehensive approach to preparing social studies teachers to use technology effectively in the classroom, while also providing a model for influencing policy and continually improving practice.
Examples of ways this enhanced TPACK model can influence preservice teachers» practice are also included, along with a list of essential technology skills that support inclusive educational practices.
While the formal or informal leadership roles of teachers may vary in different schools and districts, teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.»
These groups are often called «teacher - voice organizations,» and in many cases they are established with the aim of giving practicing teachers direct access to influence the policies that affect their practice.
The Area of Focus Institute will help teams of educators build a process to identify areas of focus and ensure that teachers» goals positively influence student learning and their own instructional practice.
Those student teachers not using technology were influenced by their cooperating teacher's practices and perceptions of access to technology at their placements.
NCTR identifies, explores, and disseminates best practices and lessons learned from residencies to influence teacher preparation practices nationwide and to support the continuous improvement of NCTR's other core strategy areas.
Thirty - five percent of the respondents indicated that they followed no standards when asking teacher candidates to integrate technology into their instructional practices, illustrating a need to investigate the reasoning behind and influences for standards adoption in this and other areas.
The influence of video clubs on teachers» thinking and practice.
An exploratory study of the influence that analyzing teaching has on preservice teachers» classroom practice.
REA's research during the first phase will focus on investigating the implementation of training program and its influence on teachers» practice and communication with families.
How teachers understand practice is directly influenced by the culture of the school and district.
Additionally, New Teacher Center advocates for multi-year induction programs that incorporate co-teaching models.44 Teachers supported by New Teacher Center demonstrate higher proficiency in both engaging students and using assessment in instruction, while 90 percent of new teachers agree that working with their New Teacher Center mentor influences their practice and meets their needs as a growing professional.45 Moreover, a preliminary independent Evaluation of Investing in Education, or i3 evaluation, showed that «after just one year, students of teachers supported by New Teacher Center gained 2 to 3.5 months of additional learning in reading compared to control teachersTeachers supported by New Teacher Center demonstrate higher proficiency in both engaging students and using assessment in instruction, while 90 percent of new teachers agree that working with their New Teacher Center mentor influences their practice and meets their needs as a growing professional.45 Moreover, a preliminary independent Evaluation of Investing in Education, or i3 evaluation, showed that «after just one year, students of teachers supported by New Teacher Center gained 2 to 3.5 months of additional learning in reading compared to control teachersteachers agree that working with their New Teacher Center mentor influences their practice and meets their needs as a growing professional.45 Moreover, a preliminary independent Evaluation of Investing in Education, or i3 evaluation, showed that «after just one year, students of teachers supported by New Teacher Center gained 2 to 3.5 months of additional learning in reading compared to control teachersteachers supported by New Teacher Center gained 2 to 3.5 months of additional learning in reading compared to control teachersteachers.»
The preservice English teachers indicated some awareness of the technology medium's influence on their reflective practice.
The preservice English teachers noted the influence of the technology medium on their approach to reflective practice, an issue related to the element of personal expression in informal reflection.