Sentences with phrase «kinds of teacher knowledge»

What kinds of teacher knowledge most effectively promote student achievement in mathematics?

A recent revision of the INTASC teaching standards has been aligned with the Common Core Standards in order to reflect the kind of teacher knowledge, skills, and understandings needed to enact the standards.

Not exact matches

A knowledge of the process of communication is assumed, and teachers then proceed to present and analyze different kinds of sermons, their structure and delivery.

12:28, teaching is at least mentioned first earlier in the same chapter: «To one is given through the Spirit the utterance of wisdom, and to another the utterance of knowledge [are two kinds of teachers being designated?]

To help teachers hone this knowledge, Sadler and his colleagues have made the kind of tests used in their study publicly available.

If a teacher doesn't have this special kind of knowledge, though, it's nearly impossible to change students» ideas.

The mentors come to you with the depth and breadth of knowledge necessary to offer you the most supportive, constructive and uplifting feedback to transform yourself into the kind of yoga teacher you always wanted to be.

Programming, laptops, tables and other uses of educational technology have a long history - Seymour Papert was discussing why it was important in the 1970s, but we have only recently started talking about the best methodologies for using the technology, and the kinds of knowledge and skill that teachers need to be able to access if they are going to deploy it effectively.

On a first - ever report card of its kind, 13 out of 20 states earned a grade of C or lower for the quality of the standards they have set to assess whether teachers now in the classroom have adequate knowledge of subjects they teach.

* Ensure agreement between labor and management about the kinds of knowledge and skills teachers need to support student achievement.

The best teachers will be able to reflect on their own cultural position in the classroom, challenge this racism, and identify where «white privilege» perpetuates inequality for Indigenous students by favouring Western knowledge over other kinds of cultural knowledge.

What kind of resources teachers and schools need to be able to ensure all learners acquire knowledge and skills associated to global citizenship?

Models like Montessori and Waldorf are catnip to these folks; they want teachers who can role - model a kind, soulful, tolerant, mindful way of living in the world — a sort of wisdom that goes beyond mere knowledge.

This kind of argument is not completely unfamiliar to elementary or primary school teachers, who are often required to be generalists - and often acknowledge that they don't have the same level of subject knowledge as high school teachers.

The ETS is very upfront about the issues surrounding the use of teacher - licensure tests and entry tests as a measure of teacher quality, but it also points out that doing so does make sense, because using this kind of test can show that, as it says, «an individual has acquired a level of knowledge that is acceptable for licensing a beginning teacher, and that teachers without this knowledge are unlikely to become effective teachers.»

In this section, we describe the types of teaching decisions the preservice teachers made, identify the kinds of knowledge underlying those decisions, and convey participants» perceptions regarding the implementation of iPad apps during the lessons.

So, in curriculum implementation efforts, too often new materials are acquired because they are «shown to be effective,» but teachers get insufficient support in terms of what kind of knowledge and skills they need to use those materials effectively.

Teacher leaders may engage in a variety of practices, which draw on different kinds of knowledge and skills.

Experiencing this kind of informal, collaborative learning is a good antidote to the traditional ideas many of these aspiring teachers bring with them as they enter the program — that knowledge in their elementary classroom should properly be transmitted by the teacher, and they must at all times be «the expert» or lose credibility with their students.

Although conversations between students can tell teachers a lot about students» content knowledge, thinking, and conversational skills, teachers and schools rarely look to this kind of «student work» to inform them about learning or to improve teaching.

While working on design projects within this branch, future teachers will build a special kind of TPACK — knowledge that enables observation of the technologically enriched enactment of 21st - century skills.

In particular, when teachers are asked to compare software of different type and to discuss what kinds of knowledge they engender (building on Squires & Preece, 1996; Squires, 1997) and at what points in the curriculum they should be used, we have found that they develop more pedagogically rich conceptions of and positive attitudes toward technology (Kurz, 2004).

Invisible in both of these performances are the many kinds of knowledge, unseen plans, and backstage moves — the skunkworks, if you will — that allow a teacher to purposefully move a group of students from one set of understandings and skills to quite another over the space of many months.»

The only master's degree of its kind in the state of Iowa, Drake's Master's degree in STEM Education (Science, Technology, Engineering, and Math) allows teachers to gain proficiency in both knowledge of fundamental STEM content and STEM teaching strategies that get results.

What kinds of knowledge and skills will teachers require?

For future research, longitudinal studies on the impacts of such kind of teacher development programs on student change in academic performance would be useful to address several questions: First, the classroom practice observation revealed nuances when knowledge and beliefs are translated into practice.

Providing a teacher with a script about, say, different kinds of rock relieves her of the burden of acquiring all that knowledge herself.

In fact, KidWind offers everything from do - it - yourself kits that teachers can use in the classroom, to all kinds of curricular materials, lesson plans, science fair ideas, and in - school seminars specifically for teachers to improve their own knowledge that have been given across the country.

I have to admit to a «proud teacher» moment as Ed attended one of my «Introduction to eDisclosure» courses in July 2015 and was kind enough to credit that as the foundation of his current knowledge.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software