Sentences with phrase «more effective teacher preparation»

If I were entering the profession now, especially coming from the business world, I would want a more effective teacher preparation experience than the one I had 10 years ago.

Not exact matches

Studies suggest that teachers with bachelor's degrees and specialized training in early education are more effective than those educators who don't hold such credentials, says a report on early - childhood education and teacher preparation.

The teacher suggests that, instead of just reading the textbook the night before the exam, the students will spend class time brainstorming strategies for more effective test preparation.

And I'm all in favor of teacher preparation finding cost - effective ways to do less mediocre course work and more quality clinical training.

For instance, Ashton and Crocker (1987) cite numerous studies on teacher preparation to support their conclusion that coursework in education makes teachers more effective than coursework in their subject matter does.

The insistence that all preparation programs cover these topics discourages innovation or research on more effective approaches to teacher preparation.

We are focused on making things better — via stronger standards (Common Core), greater parental choice (vouchers, charters, and more), more effective teachers (upgrading preparation programs, devising new evaluation regimens) and lots else.

Can outcomes like student test performance reliably identify more or less effective teacher - preparation programs?

These students need considerably more intensive, individualized, and explicit teaching of transcription skills and composing strategies that incorporates effective adaptations to task demands, response formats, student supports, and teacher practices (Troia & Graham, 2003; Troia, Lin, Monroe, & Cohen, in preparation).

In this way, the authors raise critical issues that diverse stakeholders in teacher preparation — from practitioners to policy makers — must take into account to ensure more effective teaching.

The draft accountability rules, to be released this summer, will encourage states to identify high - and low - performing teacher preparation programs across all kinds of educational models, not just those based in colleges and universities; urge a transition from current input - based reporting requirements to a focus on more meaningful outcomes; and likely limit program eligibility for TEACH grants — which are available to students who are planning to become teachers in a high - need field in a low - income school — to only effective teacher preparation programs.

The updated guidelines address the complex nature of effective and appropriate technology integration in the social studies classroom and lay the foundation for future actions to support the preparation of social studies teachers to use technology as a tool to support the more inquiry - driven activities beginning to emerge more frequently in the social studies classroom.

This collection of papers was written to address two purposes: (a) to provide teachers in preservice LD preparation programs with an overview of validated practices that have been proven effective for children with language learning disabilities, and (b) to provide regular education teachers preparing to enter the field or already in the classroom with knowledge about validated teaching strategies so that they can work more effectively in collaboration with an LD consultant.

The Master of Teaching Program at the University of Calgary is a two - year teacher preparation program that fosters closer links between theory and practice and more effective one - to - one communication between teacher educators, classroom teachers, student teachers and learners.

Some supporters of traditional, university - led teacher preparation programs say that although there is room for improvement there, research doesn't necessarily show that new teacher prep models are any more effective.

Promises to Keep is the first document of its kind, in which leading educators help to outline clear policy actions state agencies can take to ensure that their preparation programs are more effective for teachers and principals educating students with disabilities.

A university - based program that was deemed by school administrators as a more effective approach for preparing teachers in bilingual / ESL theory and pedagogy and for linking teacher preparation to classroom practice.

Many programs that employ more comprehensive selection processes enjoy more diverse cohorts of teacher candidates.54 Teacher preparation programs should screen candidates for traits associated with being an effective teacher, including responsiveness to feedback.55 All programs should carefully analyze data on the placement and success of teacher candidates, and report these key data to their respective teacher candidates.54 Teacher preparation programs should screen candidates for traits associated with being an effective teacher, including responsiveness to feedback.55 All programs should carefully analyze data on the placement and success of teacher candidates, and report these key data to their respective Teacher preparation programs should screen candidates for traits associated with being an effective teacher, including responsiveness to feedback.55 All programs should carefully analyze data on the placement and success of teacher candidates, and report these key data to their respective teacher, including responsiveness to feedback.55 All programs should carefully analyze data on the placement and success of teacher candidates, and report these key data to their respective teacher candidates, and report these key data to their respective states.

Thus, technology integration experiences integrated with authentic teaching and learning experiences in teacher preparation are recognized as more effective than traditional stand - alone technology classes, in which technology skills and experiences are taught separate from the classroom context (Brush et al., 2001; Hoelscher, 1997; Strudler & Wetzel, 1999).

Me, I think that our education schools are unreliable judges of prospective teacher effectiveness (NPR: «The U.S. spends more than $ 7 billion a year preparing classroom teachers, but teachers are not coming out of the nation's colleges of education ready») but effective preparation is important.

But Arthur McKee, managing director of teacher preparation studies at the National Council on Teacher Quality, says it's not clear that training makes for more effective teteacher preparation studies at the National Council on Teacher Quality, says it's not clear that training makes for more effective teTeacher Quality, says it's not clear that training makes for more effective teachers.

However, Darling - Hammond points out that while an effective preparation program requires significant resources, «on a per - student basis, it represents a modest investment in a substantially more successful start for the principal, teachers and students in the school.»

Improving teacher preparation, better supporting teachers to develop professionally, and retaining more effective teachers are key to improving student outcomes.