Sentences with phrase «language arts teacher preparation»

When we infuse technology into our English language arts teacher preparation programs, we as teacher educators come face to face with these challenges.

From these principles and examples of infusing technology into English language arts teacher preparation, clearly the classrooms of today and tomorrow will look very different.

We offer the following seven principles as touchstones for infusing technology into English language arts teacher preparation programs.

Not exact matches

A pair of webinars last month offered an overview of how and why content knowledge for teaching (CKT) can be embedded in education course work, looking particularly at the preparation of elementary teachers in English / language arts (ELA) and mathematics.

We created a large - scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States, asking the question, «How do we, as the field of English language arts, recognize new areas of emphasis within the discipline?»

Based on their experiences with the GOALS Model in the elementary language arts methods class, all participants concluded that the project should be expanded to other methods coursework within the teacher preparation program.

Compose, draft, and publish for peer review a list of hardware and software deemed necessary for the effective preparation of English language arts teachers.

specialized preparation in reading / language arts for classroom and resource teachers, for reading and language development specialists, for clinic and curriculum supervisors, and anyone interested in learning more about literacy.

While results vary somewhat, these studies find that the students of teachers who enter teacher through highly - selective alternative routes experience better achievement gains than the students of the unlicensed teachers they replaced; comparable, or in some cases somewhat better, math achievement gains than the students of teachers from traditional preparation pathways; and comparable, or in some cases somewhat worse, achievement gains in English language arts than the students of teachers from traditional preparation pathways.

Washington is therefore encouraged to strengthen its teacher preparation requirements and ensure that all secondary English language arts candidates have the ability to adequately incorporate complex informational text into classroom instruction.