Sentences with phrase «interviews with teachers»

In in - depth interviews with teachers, parents, ECSE personnel, and therapists as part of a qualitative study, it was Therapists» willingness and ability to provide services within daily routines rather than using a pull - out model that was key to successful inclusion of young children with severe disabilities.

Accordingly, in - depth interviews with teachers show that teachers feel strongly connected with «their» students and talk about love and respect and the internal rewards they gain from close relationships with students (Hargreaves 2000).

In sum, both in - depth interviews with teachers and correlational research indicates that teachers get intrinsic rewards from close relationships with students and experience negative affect when relationships are characterized as disrespectful, conflictual, or distant.

For schools, teachers, and other interested parties, a pledge of $ 300 will get the full set of video tutorials and curriculum designed for middle and high schools, which will also include interviews with the teachers and students who helped develop the program.

Data sources included professional development training logs and observations, professional development teacher surveys, and interviews with teachers and principals.

Interviews with the teachers were audio recorded and transcribed verbatim.

In addition to videos showcasing DI in the classroom, this page also offers interviews with teachers, video case studies, and an interview with Zig Engelmann, creator of Direct Instruction.

Downer and his team point out that while many studies have pointed to increased levels of engagement and learning related to teacher - student racial and ethnic match, notably,» no studies of ethnic match / mismatch effects in preschoolers have examined academic achievement outcomes,» and most of the work done in this area has been based on interviews with teachers or classroom observations, Downer said.

This report summarizes interviews with teachers, students, and administrators and observed them at work — in classrooms, teams, exhibitions, and the community — and... Read More»

Conducted Kansas City specific focus groups and interviews with teachers, parents and community leaders.

We're creating a video series of interviews with our teachers, which will be released on Facebook.

The mixed - methods approach included interviews with teachers and analysis of CPAA and DRDP data.

WestEd collected data from 13 schools across the country using teacher and student surveys (N = 216 and 842 respectively), phone interviews with teachers (N = 19) and principals (N = 12), and analyzed student achievement in 26 schools implementing Tribes TLC for one or more years, and in a select set of high - growth schools.

Interviews with teachers and students who are veterans of the Soka system helped bring the actual functioning of the schools into focus.

Interviews with teachers reveal what teachers really want to receive for Teacher Appreciation Week

Collaborating with local partners, including the Ministry of Education in Zambia, data generation includes an analysis of school documents and semi-structured interviews with teachers, school leadership, and students with disabilities in Lusaka, Zambia.

The archive also includes interviews with teachers about their approaches to teaching writing, especially the principles and practices that inform their responses to student work.

At the board meeting, the Fellows will be presenting academic research and interviews with teachers that has culminated in recommendations for strengthening new teacher support and career leadership opportunities in OUSD.

Fellows will be presenting academic research and interviews with teachers that has culminated in recommendations for

Watch last week's new Teacher Support in an Opportunity Culture video — drawn from our interviews with teachers and multi-classroom leaders, who just couldn't stop talking about the long - awaited support they get and give to help everyone extend great teaching to all their students.

These investigations began to link macro - and microlevels of analysis using classroom artifacts such as lesson assignments and interviews with teachers and administrators to get at the classroom perspective.

Data was collected from surveys, teaching plans, observations in classrooms, interviews with teachers and principals and focus groups with students.

Besides the interviews with teachers and administrators, we also conducted four or five classroom observations in each building.

For the project as a whole, we collected two rounds of survey data from principals and teachers and three rounds of site - visit data from schools and districts, including classroom observations and interviews with teachers and building and district administrators.

Their analysis was based on telephone and on - site interviews with teachers and administrators, and examinations of assignments and daily logs gathered from 23 teachers in each state.

The interviews with teachers were especially valuable in providing insight into how, exactly, teachers spent their time «preparing» for the Iowa Tests of Basic Skills (ITBS).

But data we've gathered from the field through surveys and interviews with teachers suggests that the time - saving benefits of blended learning are often not coming to fruition.

All students received formative assessment during this time through journal checks, quizzes and tests, as well as interviews with teachers.

A recent white paper from Learning Forward and the National Commission on Teaching and America's Future (NCTAF), Moving from Compliance to Agency: What Teachers Need to Make Professional Learning Work, draws from interviews with teachers and administrators to report on the current state of professional development and what it will take to transform it to really support educator learning.

Eighteen months later, follow - up interviews with these teachers are now underway.

Interviews with teachers and students as well as classroom observations provided the bulk of the data as researchers looked into the effectiveness of the practices in action.

Almost all the research to date about the quality of teacher preparation has been based on highly aggregated data that makes no distinctions between education schools or on interviews with teachers - college faculty members and their students (future teachers) about their personal experiences in college.

Teacher Radio, an Internet audio show presented by Scholastic, features interviews with teachers, researchers, and authors.

For the project, our reporters drew on interviews with teachers, administrators, and scholars.

To better understand this phenomenon, Gardner and Davis conducted 40 in - depth interviews with teachers, convened seven focus groups of educators and leaders, analyzed visual and literary works, and surveyed over 2,000 youth to gain insight into the question.

Researchers used questionnaire data generated from almost 600 Maths and English teachers based in 82 UK secondary schools, alongside interviews with teachers, to understand how grouping students into sets influenced the independence of lower attaining students.

Informal interviews with teachers and students have revealed that many of them would like similar clear and standardised materials for other health issues.

It's a three year project, every year we've been conducting individual interviews with out - of - field teachers, we've had group interviews with the teacher and a mentor (where they've had them) and I have to say in some of our schools they don't always have one so we haven't been able to do that.

I recall an interview with a teacher at a Chicago charter school, started and run by the Christian Brothers, an ancient Catholic order, during which the teacher complained that the school's problem was that it could not teach about God.

Great interview with teacher Dave Burgess, author of Teach Like A Pirate, has inspired me to read the book.

We observed teachers during one instructional period usually lasting from 30 to 55 minutes and conducted the interview with the teacher, lasting about a half hour, as soon as possible after the lesson.

In this interview with teacher leader Maya Kruger, Luis discusses community building in his classroom and beyond and shares about his passion for ending racial disparities in discipline.

In this interview with teacher leader Maya Kruger, Luis discusses...

Increasing potential with microcredentials: An interview with teacher Katie Hoff.

An interview with teachers and / or classroom observations could answer the final question.

Data sources for this case study included syllabi from University courses (n = 26), exit interviews with teacher education faculty (n = 19), exit interviews with project coordinators and their staff members (n = 5), and end - of - grant surveys from University faculty members (n = 55), principals (n = 7), and in - service teachers (n = 35).

For example, teacher candidates can examine a student writing sample, the writing assignment sheet, and an interview with the teacher who assigned and responded to the writing by following a series of links among these artifacts.

In order to establish triangulation (Patton, 2002), multiple sources of data were collected: classroom observations, individual interviews with each teacher, and member checking of the data during the data collection.

The data included field notes for all activities, videotapes of Book Club group discussions, whole - class discussions, and mini-lessons, and interviews with the teacher and the focus students.

In a recent interview with Teacher Magazine, Richard Allington, who has called RTI «our last, best hope,» identified his own wish for implementing RTI: investing in reading specialists and improving the quality of reading instruction in kindergarten and 1st grade (Rebora, 2010).