In order to develop strategies to improve student learning by raising the quality of teaching, the group evaluated existing
methods for teacher development.
Not exact matches
Birthing from Within Advanced Mentor Retreat with Virginia Bobro, 2017 Doula Trainings International Doula Training with Jackie Davey, 2017 Creating a Culture of Breastfeeding in the NICU with BreastfeedLA, 2017 Diversity, Determinants, and Disparities in Maternal Mental Health, 2017 Hypnobirthing
for Birth Professionals with Ellie Shea, 2017 (certified 2017) Working with Diverse Populations in Maternal and Child Health with Shafia Monroe, 2017 Changing the Paradigm: Social and Historical Trauma, 2017 Seeking Safety with Treatment Innovations, 2017 Holding Space
for Pregnancy Loss with Amy Wright Glenn, 2017 Working with Childhood Trauma with Echo Parenting, 2017 Breastfeeding Full Circle with Dr. Jack Newman, 2016 Art of Sacred Postpartum and Mother Roasting with Sara Harkness, 2016 (certified 2017) Birth Story Medicine Part I with Pam England, 2016 Supporting Perinatal Mental Health as a Doula with Sonia Nikore, 2016 Prenatal and Postpartum Nutrition with Elizabeth Kotek, 2016 Sacred Blood Mysteries Online Class with Sacred Living, 2016 Birthing from Within Introductory Workshop with Virginia Bobro, 2016 Supporting Breastfeeding as a Doula with Kate Zachary, 2016 Homebirth Caesarean Workshop with Courtney Jarecki, 2016 Return to Zero Training
for Supporting Fetal and Infant Loss with Kiley Hanish and Ivy Margulies, 2016 Acupressure
for Pregnancy, Labor, Birth and Postpartum with Abigail Morgan, 2016 Becoming Dad Workshop with Darren Mattock, 2015 Diversity Roundtable
for Birth Workers with Debra Langford, 2015 Babywearing
for Doulas with Laura Brown, 2015 Co-leader, BabywearingLA, 2014 - 2016 DASC Director of Hospitality, 2014 - 2015 Co-leader, Silver Lake meeting of the International Caesarean Awareness Network, 2013 CAPPA Lactation Educator Training with Christy Jo Hendricks, 2013 (certified 2015, recertified 2018) Acupressure
for Labor and Birth with Abigail Morgan, 2013 Essential Oils
for Doulas with BluJay Hawk, 2013 Babywearing
for Birthworkers with Laura Brown, 2013 Rebozo Techniques with Angela Leon, 2013 Massage Techniques
for Doulas with Jenna Denning, 2013 Breeches, Twins and VBACs with Stuart Fischbein, 2013 DASC co-Director of
Development, 2012 - 2013 Co-founded Two Doulas Birth, 2012 Spinning Babies Training with Gail Tully, 2012 Featured as the Doula Expert in LA Parent Magazine, 2012 Advanced Doula Training with Penny Simkin, 2012 CAPPA Postpartum Doula Training with Darla Burns, 2012 (certified 2014, recertified 2017) Yoga Instructor, Yogavidala, Los Angeles, CA, 2011 - 2012 Billings Ovulation
Method Teacher Training, 2011 CAPPA Labor Doula Training with Angie Whatley, 2010 (certified 2011, recertified 2014, recertified 2017) CAPPA Childbirth Educator Training with Angie Whatley, 2010 (certified 2011, recertified 2014, recertified 2017) Neonatal Resuscitation Program Workshop with Karen Strange, 2010 (certified 2010) Herbs and Homeopathics in the Care of Women and Infants, 2010 The Farm Midwifery Center Midwife Assistant Workshop with Ina May Gaskin, 2009 Birthing from Within Introductory Workshop with Pam England, 2009 Iyengar Yoga Introductory I Assessment passed, 2010 Yoga Instructor, Eastern Sun Yoga, Memphis, TN 2008 - 2011 Yoga Instructor, Evergreen Yoga Center, Memphis, TN, 2009 - 2011 Eastern Sun Yoga Iyengar
Teacher Training with Lou Hoyt, 2008 - 2011 Audubon Yoga Iyengar
Teacher Training with Karin O'Bannon, 2010 - 2011
We will cover... Why Yin: The Physiology of Stretch Skeletal Anatomy Relevant to Yin History, Culture + Players of Yin Yoga Introduction to Meridians Theory Ayurvedic Lens on Yin Yoga Teaching
Methods for a Healing Atmosphere Yin Sequences
for Beginners and Advanced Practices Supportive + Advanced Posture Prop Use Reflective Homework
for Practice and Teaching
Development Participants with a 200 Hour Yoga
Teacher Certification will earn a Yin Yoga Teaching Certificate and 32 hours of Continuing Education Units
for Yoga Alliance.
Professional
development for maker educators should introduce the materials and
methods involved so that the
teachers understand what students can learn from making.
Online Professional
Development for Teachers: Emerging Models and Methods — featuring authors from across a range of organizations, including HGSE — examines how educators can utilize online technology to make the most of professional d
Development for Teachers: Emerging Models and
Methods — featuring authors from across a range of organizations, including HGSE — examines how educators can utilize online technology to make the most of professional
developmentdevelopment.
Online Professional
Development for Teachers: Emerging Models and
Methods.
This may fine
for self - paced learning, but, increasingly as
teacher professional
development moves online (everywhere), I'd argue that online learning
for teachers should model the same instructional
methods with which
teachers are expected to teach students.
The NRC report suggests several possible reasons, including a lack of knowledge about such opportunities among
teachers and administrators; a bias among principals
for more traditional
methods; and institutional resistance from district professional
development staff who might see their own jobs disappear if
teachers bypass their programs and engage in training created from afar.
Professional
development courses
for teachers and administrators — like computer science's Hector Chacon — are offered in many school districts in the cooperative
method of teaching required to make CTE a success, while professional organizations and so
Collectively, the 12 Design Challenges seek to attract the most talented students to teaching, providing them and their practicing peers with support and actionable information about what good teaching looks like; ensuring introductory and ongoing training that provides them with the requisite skills and knowledge
for classroom and student success; identifying certification
methods that are rigorous and performance - based; and forging new career pathways where master
teachers both anchor
teacher training and ongoing knowledge
development.
Yet to encourage
development and improvement of technology - based
methods, we must find ways
for public dollars to do just that — and to follow kids to online providers chosen by their parents,
teachers, or themselves.
In order to increase innovative teaching practices, the report recommends increased collaboration among
teachers, a school culture that offers a common vision of innovation and support
for new types of teaching, and professional
development that provides
teachers opportunities to experiment and apply innovative teaching
methods.
From these journals and her class experience, Tatum outlined a
method for teachers to help students frame their experiences in a meaningful way that both validates their emotions and facilitates positive
development.
IES to Seed New
Methods for Studying Schools Education Week, October 16, 2012 «For example, NBES member Hirokazu Yoshikawa, the academic dean at the Harvard Graduate School of Education, said he used rapid prototyping, which includes 90 - day, intervention - testing cycles, to adapt a teacher professional - development program in Chile.&raq
for Studying Schools Education Week, October 16, 2012 «
For example, NBES member Hirokazu Yoshikawa, the academic dean at the Harvard Graduate School of Education, said he used rapid prototyping, which includes 90 - day, intervention - testing cycles, to adapt a teacher professional - development program in Chile.&raq
For example, NBES member Hirokazu Yoshikawa, the academic dean at the Harvard Graduate School of Education, said he used rapid prototyping, which includes 90 - day, intervention - testing cycles, to adapt a
teacher professional -
development program in Chile.»
An English language arts
methods course developed through a professional
teacher network offers many advantages of a professional
development school (PDS) but is easier
for individual
teachers and university instructors to initiate than a PDS.
Even more recently, we have witnessed the call
for and the
development of hypermedia instantiations of case - based
teacher education (e.g., Lampert, Heaton, & Ball, 1994; Kinzer & Risko, 1998) as a way of rendering case - based instruction more viable
for teacher educators and novice
teachers in preservice
methods classes.
Unfolding a vision where students and
teachers work collaboratively to create learning paths that build competencies and prepare students
for success requires new
methods of instructional design, curriculum
development, and assessment.
CT3 is redefining the nature of transformative professional
development with our unique training model that delivers feedback at the point of instruction, Real Time
Teacher Coaching, and with our research - validated
method for classroom management, the No - Nonsense Nurturer approach.
Mary has authored over 100 publications, most recently Distance Education
for Teacher Training: Modes, Models and
Methods and Where It's Needed Most: Quality Professional
Development for All
Teachers.
The purpose of this mixed -
methods study was to examine
teachers» ratings of 37 field - tested social studies lesson plans that incorporated digital primary sources as part of a Library of Congress Teaching with Primary Sources professional
development program
for K - 12
teachers.
i.e.: inquiry in education IAFOR Journal of Education IAFOR Journal of Language Learning ICHPER - SD Journal of Research IEEE Transactions on Education IEEE Transactions on Learning Technologies Improving Schools Independent School Industry and Higher Education Infant and Child
Development Infants and Young Children Informatics in Education Information Research: An International Electronic Journal Information Systems Education Journal Innovation in Language Learning and Teaching Innovations in Education and Teaching International Innovative Higher Education InSight: A Journal of Scholarly Teaching Insights into Learning Disabilities Instructional Science: An International Journal of the Learning Sciences Intellectual and Developmental Disabilities Interactive Learning Environments Interactive Technology and Smart Education Interchange: A Quarterly Review of Education Intercultural Education Interdisciplinary Journal of e-Skills and Lifelong Learning Interdisciplinary Journal of Problem - based Learning International Education Journal: Comparative Perspectives International Education Studies International Electronic Journal of Elementary Education International Electronic Journal of Environmental Education International Journal
for Academic
Development International Journal
for Educational and Vocational Guidance International Journal
for Mathematics Teaching and Learning International Journal
for Research in Learning Disabilities International Journal
for Research in Vocational Education and Training International Journal
for Technology in Mathematics Education International Journal
for the Advancement of Counselling International Journal
for the Scholarship of Teaching and Learning International Journal
for Transformative Research International Journal of Adult Vocational Education and Technology International Journal of Art & Design Education International Journal of Artificial Intelligence in Education International Journal of Behavioral
Development International Journal of Bilingual Education and Bilingualism International Journal of Christianity & Education International Journal of Computer - Supported Collaborative Learning International Journal of
Development Education and Global Learning International Journal of Developmental Science International Journal of Disability,
Development and Education International Journal of Distance Education Technologies International Journal of Early Childhood International Journal of Early Childhood Environmental Education International Journal of Early Years Education International Journal of Education & the Arts International Journal of Education and
Development using Information and Communication Technology International Journal of Education and Literacy Studies International Journal of Education in Mathematics, Science and Technology International Journal of Education Policy and Leadership International Journal of Educational Administration and Policy Studies International Journal of Educational Leadership and Management International Journal of Educational Leadership Preparation International Journal of Educational Management International Journal of Educational Methodology International Journal of Educational Psychology International Journal of Educational Reform International Journal of Educational Technology International Journal of E-Learning & Distance Education International Journal of Emotional Education International Journal of English Studies International Journal of ePortfolio International Journal of Evaluation and Research in Education International Journal of Game - Based Learning International Journal of Higher Education International Journal of Inclusive Education International Journal of Information and Communication International Journal of Information and Learning Technology International Journal of Instruction International Journal of Language & Communication Disorders International Journal of Leadership in Education International Journal of Learning and Change International Journal of Lifelong Education International Journal of Listening International Journal of Mathematical Education in Science and Technology International Journal of Mobile and Blended Learning International Journal of Multicultural Education International Journal of Multilingualism International Journal of Music Education International Journal of Progressive Education International Journal of Qualitative Studies in Education International Journal of Research &
Method in Education International Journal of Research in Education and Science International Journal of School & Educational Psychology International Journal of Science and Mathematics Education International Journal of Science Education International Journal of Science Education, Part B: Communication and Public Engagement International Journal of Social Research Methodology International Journal of Special Education International Journal of Sustainability in Higher Education International Journal of
Teacher Leadership International Journal of Teaching and Learning in Higher Education International Journal of Technology and Design Education International Journal of Testing International Journal of Training and
Development International Journal of Training Research International Journal of Virtual and Personal Learning Environments International Journal of Web - Based Learning and Teaching Technologies International Journal of Whole Schooling International Journal of Work - Integrated Learning International Journal on E-Learning International Multilingual Research Journal International Research and Review International Research in Early Childhood Education International Research in Geographical and Environmental Education International Review of Education International Review of Research in Open and Distributed Learning International Studies in Catholic Education International Studies in Sociology of Education Intervention in School and Clinic Investigations in Mathematics Learning Iranian Journal of Language Teaching Research Irish Educational Studies Issues in Educational Research Issues in Interdisciplinary Studies Issues in Science and Technology Librarianship Issues in
Teacher Education Issues in the Undergraduate Mathematics Preparation of School
Teachers
Core reading instruction materials and
methods should be evidence - based and accompanied by regular professional
development for all
teachers to ensure that the core can be implemented with integrity.
Additionally, the
development and use of computer laboratory facilities similar to the Verizon Interactive Classroom at Texas A&M serve not only as an instructional tool
for science and mathematics content courses, but also provide a means
for demonstrating appropriate pedagogical
methods and building technological literacy in preservice
teachers.
Professional
development for teachers — using personalized learning
methods — has been critical
for CICS West Belden's progress.
The College of Education at Saint Bonaventure University (NY) has embraced the professional
development school model in its initial
teacher certification programs as a
method for providing rich clinical experiences
for teacher candidates.
The new evaluation system, which the TEA has been piloting
for over a year, would replace the 20 - year old
method known as Professional
Development and Appraisal System, which consistently produced results reflecting over 95 % ratings of excellence among
teachers in spite of student achievement.
Rather, perhaps the best place
for this sort of technology is with
teacher educators or professional developers working with preservice and in - service
teachers, perhaps in a mathematics teaching
methods or content course or in a professional
development course focused on noticing student's mathematical thinking.
Conference participants will identify
methods for strengthening
teacher education and improving
teachers» professional
development in order to ultimately impact the quality of teaching and learning throughout the OECS.
Personalized Learning Approach Proven Effective in Advancing Foundational Reading Skills
for Students of All Abilities in Grades Pre-K — 5 BOSTON — Feb. 10, 2014 — As educators strive to strike the right balance between technology and traditional
teacher - led instructional
methods, KIPP Delta Elementary Literacy Academy in Arkansas and E.L. Haynes Public Charter School in Washington, D.C., are joining thousands of schools nationwide who have turned to Lexia Reading Core5 ™ to help students accelerate the
development of critical foundational literacy skills and help empower higher levels of
teacher effectiveness.
As external evaluators
for the project, our
methods included observations of
teachers» professional
development, classroom activities, and family engagement activities, as well as interviews with parents,
teachers, and project team members, and surveys of
teachers and parents, including family forms to track project resource use.
Instructional Coaches support
teachers with current and effective
methods for providing the best instruction
for students through their leadership in professional
development, modeling instruction and coaching support
for teachers.
Through the analysis of survey data, we have a greater understanding of preservice secondary education science
methods teachers» preferences toward the technology and their need
for technical skill
development when creating instructional experiences in the science
methods courses.
(e) The board shall establish the information needed in an application
for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative
methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the
method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan
for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of
teachers and administrators to be employed; (xiii) procedures
for evaluation and professional
development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans
for disseminating successes and innovations of the charter school to other non-charter public schools.
(b) The purposes of establishing charter schools are: (i) to stimulate the
development of innovative programs within public education; (ii) to provide opportunities
for innovative learning and assessments; (iii) to provide parents and students with greater options in selecting schools within and outside their school districts; (iv) to provide
teachers with a vehicle
for establishing schools with alternative, innovative
methods of educational instruction and school structure and management; (v) to encourage performance - based educational programs; (vi) to hold
teachers and school administrators accountable
for students» educational outcomes; and (vii) to provide models
for replication in other public schools.
For school communities already committed to providing arts integration practice, the alternative
methods and tools developed in the PAIR project demonstrate how to qualitatively and quantitatively assess the impact of individual
teacher arts integration professional
development variables on individual student arts integration and academic learning outcomes.
The speakers were Joan Duffell, executive director of Committee
for Children; Maurice Elias, director of the Rutgers Social - Emotional and Character
Development Lab; Janice Deguchi, executive director of the Denise Louie Education Center and Head Start program in Seattle; and Keeth Matheny, a
teacher at Austin (Texas) High School who offers a popular class titled «
Methods for Academic and Personal Success.»
In Part One, Stevenson: (a) describes the underpinnings of middle level education and establishes the context
for the reader's personal and professional
development as a
teacher of young adolescents, (b) guides the reader in using shadowing and inquiry techniques as
methods for observing and learning from and about young adolescents, and (c) presents the domains of
development (i.e., social, physical, and emotional) that are characterized as «interactive.»
The assessments were developed by a team of secondary science
teachers, science curricular and
methods experts, and educational psychologists, the assessments are an invaluable tool
for measuring the
development of secondary students» science skills.
• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying
methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human
development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials
for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent
for assisting
teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect
for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner
Observations lasted
for 50 minutes on 2 different days in the fall and spring each year using the interactive teaching map to document the use of the targeted teaching strategies in all conditions.37 Greater use of the experimental instructional and management
methods was observed in intervention classrooms, as discussed elsewhere.38
Teachers» use of the experimental instructional and management
methods has been found to predict short - term variation across classrooms in students» levels of social
development constructs related to school bonding.38
The speakers were Joan Duffell, executive director of Committee
for Children; Maurice Elias, director of the Rutgers Social - Emotional and Character
Development Lab; Janice Deguchi, executive director of the Denise Louie Education Center and Head Start program in Seattle; and Keeth Matheny, a
teacher at Austin (Texas) High School who offers a popular class titled «
Methods for Academic and Personal Success.»