Not exact matches
The researchers developed a hands - on curriculum
and professional development lessons teaching basic physics using the popular toys, then conducted a randomized controlled trial in about 60 fourth - grade classrooms in a California school district
comparing student
learning under the project - based
and traditional textbook based
instruction over three weeks.
Studies
comparing learning outcomes for students taught via project - based
learning versus traditional
instruction show that when implemented well, PBL increases long - term retention of content, helps students perform as well as or better than traditional learners in high - stakes tests, improves problem - solving
and collaboration skills,
and improves students» attitudes towards
learning (Strobel & van Barneveld, 2009; Walker & Leary, 2009).
A second - order meta - analysis of 25 meta - analyses encompassing over 1,000 studies
and 40 years of research on technology
and classroom
learning found that the use of technology in the classrooms shows a small to moderate positive effect on student
learning, as
compared to technology - free traditional
instruction.
Three paper assignments were central to the course,
comparing the use of whole language
and skills orientations to teaching reading, management
and use of different grouping arrangements (small group, whole class,
and individual
instruction),
and the awareness
and impact of diverse learners on teaching
and learning.
This important three - part study of 20 secondary schools
compares the impact of deeper
learning instruction between schools that «do»
and those that «don't».
In these, students
compared the use of whole language
and skills orientations to teaching reading, discussed the management
and use of different grouping arrangements (small - group, whole - class,
and individual
instruction),
and considered the awareness
and impact of diverse learners on teaching
and learning.
CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching
and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration
and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of
Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics
and Technology Education Canadian Modern Language Review Canadian Social Studies Career
and Technical Education Research Career Development
and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher
Learning Changing English: Studies in Culture
and Education Chemical Engineering Education Chemistry Education Research
and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching
and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education
and Society Christian Higher Education Citizenship, Social
and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues
and Ideas Cogent Education Cognition
and Instruction Cognitive Science Collected Essays on
Learning and Teaching College & Research Libraries College
and University College Composition
and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research
and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy
Compare: A Journal of Comparative
and International Education Complicity: An International Journal of Complexity
and Education Composition Forum Composition Studies Computer Assisted Language
Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology
and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education
and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum
and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health
and Physical Education Cypriot Journal of Educational Sciences
Compared with the general student population, students with mild or severe
learning disabilities received more benefits from differentiated
and intensive support, especially when the differentiation was delivered in small groups or with targeted
instruction (McQuarrie, McRae, & Stack - Cutler, 2008).
Popham urges the adoption of purposeful educational assessment, a measurement approach in which tests are built
and appraised according to their one primary purpose, be it to
compare student test scores, improve
instruction and learning, or evaluate
learning.
Michael D. Coyne, D. Betsy McCoach,
and Sharon Kapp, «Vocabulary Intervention for Kindergarten Students:
Comparing Extended
Instruction to Embedded
Instruction and Incidental Exposure,»
Learning Disability Quarterly 30 (2007): 74 — 88.
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 teachers.»
During this discussion, the observer (s)
and the teacher examine how the
instruction impacted the students collectively as well as individually by taking an in - depth look at what students can articulate about what they are
learning and how this
compares to the work they've produced.
A good school should cover the basics for training which are: The history of dog training, since it began in the late 19th century, which will also
compare it to other animal training, Animal
learning which deals with positive
and negative reinforcement, punishment, habituation, sensitization
and desensitization
and the comparison of human
learning to dog
learning, Dog behavior
and everything associated with that, Designing classes which is how to design your courses
and instruction materials
and deals with counseling people
and motivating them
and of course Business management, how to operate your business properly
and successfully.
The ESDM has also been studied in an early effectiveness trial39 wherein the research team
compared distance
learning and live
instruction for community - based therapists implementing intervention
and training parents.
According to the Collaborative for Academic, Social,
and Emotional
Learning (CASEL), a group that advocates the widespread adoption of SEL
instruction, students exposed to SEL see their scores on standardized achievement test scores rise by an average of 11 percentile points,
compared to students who are not exposed.