Sentences with phrase «of teachers reported»

Over 79 per cent of teachers reported feeling confident that students will be able to develop healthier relationships with other children when they commence primary school.

Regarding the use of classroom teaching aids, 81 % of teachers reported using written materials, 62 % used charts, 24 % used other audio - visual materials and 8 % employed demonstration kits (Table 4.11).

While a sizable proportion of teachers reported receiving pre-service training, this is usually general and does not often include dedicated sexuality education modules, since sexuality education is not a stand - alone subject.

Linking information to sexual and reproductive health services outside of the classroom is an essential component of a comprehensive sexuality education program, but only 52 % of teachers reported providing information about health services where adolescents could obtain contraceptive methods or counseling.

While a national CSE curriculum exists, fewer than half of teachers reported having access to lesson plans or national textbooks on the subject.

A majority of teachers reported emphasizing in their classes that abstinence is the best or only method to prevent pregnancy and sexually transmitted infections.

Nearly all of the teachers reported that the training had led to changes in their classrooms.

Nationally, almost two - thirds of teachers reported participating in an induction program during their first year, and 71 % had a mentor (Darling - Hammond, Wei, Andree, Richardson, & Orphanos, 2009).

78 % of the teachers reported that their content and / or instructional methods were different from methods used in their traditional teaching.

90 % of the teachers reported that, compared to their overall teaching, their Learning Studios projects had more real - world applications.

And just a quarter of teachers reported taking «significant steps» to improve family support.

New polling shows broad voter support for a 2012 ballot initiative that would tax millionaires to raise money for education as well as public safety and social services, sponsors of the measure - led by the California Federation of Teachers reported Thursday.

However, in 2015, more than 60 % of teachers reported in the questionnaire that participating in online workshops (68 %) and online PLNs (61 %) were useful online PD delivery approaches to support their use of technology.

Nonetheless, 58 % of teachers reported that they are either «very satisfied» or «quite satisfied» with the «level of parent engagement they currently achieve.»

Just four years ago, more than 62 percent of teachers reported feeling very satisfied with their jobs — an all - time high.

Lastly, researchers found that in 2014, «79 % of teachers reported that the evaluation process had increased their levels of stress and anxiety, and almost 60 % of teachers agreed or strongly agreed the evaluation process takes more effort than the results are worth.»

This same survey showed that only 27 % of the teachers reported feeling very well prepared to integrate educational technology into the grade or subject taught.

A small, but growing, number of schools are using their funding for disadvantaged pupils to offset budget cuts elsewhere — 6 % of teachers reported this as the main priority for their school's pupil premium spending, an increase from 2 % in 2015.

One of the most alarming is that half (51 %) of teachers reported feeling under great stress several days a week.

Many of the teachers reported that because of these relationships, they were often in a unique position to deal with students with behavioral challenges, a fact that often led to them taking on disciplinarian roles.

78 percent of teachers reported that their evaluations are at least somewhat helpful, although just 21 percent said that evaluations are very helpful; 22 percent stated that their evaluations are not at all helpful.

One of these teachers reported portfolios as improving her teaching every time she was interviewed, while two other teachers mentioned it in two of their three interviews.

In Maryland, 53 % of teachers reported being comfortable using the Internet in 1997.

«On a recent national survey, 69 percent of teachers reported that low academic motivation is a problem in their classrooms — a higher percentage than cited poor student behavior, bullying, or a negative school climate.

The majority of teachers reported that they did not use several instructional strategies that might address these issues, such as those relating to student choice, student inquiry, the use of technology and varied texts, and student discussion of text materials and what they have learned.

In surveys conducted by Research for Action, a large majority of teachers reported that the literacy modules have led to both improved student writing and deeper understanding of content.1 A majority of math teachers surveyed reported that the math modules have encouraged students to engage in mathematical discussions and have improved students» math reasoning skills.2

Most of these teachers reported that they were applying their gained knowledge and skills by regularly using technology «to improve their efficiency and productivity, especially for tasks such as maintaining attendance, grades, data on students; creating instructional materials; and communicating with staff members and other colleagues» (Maryland State Department of Education, 2002, p. 2).

6 % of teachers reported this as the main priority for their school's pupil premium spending, an increase from 2 % in 2015.

In addition, roughly half of teachers reported using technology for online lesson plans, and a bit under half reported using digital devices for online games and activities.

The majority of teachers reported that their writing instruction had improved; they incorporated more writing into their classrooms and, once more writing was in place, they used the portfolio scoring criteria as part of their instructional talk with students.

The 2008 Fordham Institute teacher survey found: • 65 % of teachers reported that their education courses and programs focused very little, or not at all, on how to teach academically advanced students.

Although more than 50 percent of teachers reported substantive changes in their writing instruction since the Kentucky Education Reform Act (KERA), about one - third of them reported little change because their instruction was already in line with the new assessments.

of teachers reported that our professional coaching significantly strengthened their instruction.

Stress among teachers has reached unprecedented levels, and according to the latest MetLife Survey of the American Teacher (PDF), over half of teachers reported «great stress at least several days a week.»

More than half of the roughly 5,000 parents polled by the United Federation of Teachers reported such conditions in the nation's largest school district.

In addition, 62 per cent of teachers reported that teaching assistant posts have decreased at their school since 2015, and 21 per cent stated that numbers had stayed the same.

In a recent study on people who had been on our CPD, 94 per cent of teachers reported that the CPD had positive impacts on themselves, and 86 per cent of teachers confirm positive impacts on their students.

In 2013, 58 per cent of teachers reported that STF Approval was either an essential prerequisite or likely to influence their decision when choosing a supplier.

In their article, «Lost at Sea: New Teachers» Experiences with Curriculum and Assessment,» which appears in the current issue of Teachers College Record, researchers from HGSE's Project on the Next Generation of Teachers reported that few of the 50 first - and second - year teachers who participated in the study began teaching with a clear, detailed curriculum in hand and even fewer received curricula that aligned with state standards.

The survey also found that 50 per cent of teachers reported applications taking far too long to complete, with 34 per cent would prefering to submit a CV.

More than 40 per cent of teachers reported a decline in support from the Department in relation to student behaviour and welfare.

In a recent survey by the Bill & Melinda Gates Foundation, the majority of teachers reported that they believe that data and digital tools make them better teachers.

The finding may not be surprising, though, after a 2012 survey by the American Federation of Teachers reported that new teachers found their training too theoretical for application in the classroom.

In the post-intervention survey, 100 per cent of teachers reported that they feel confident using a PBL approach — up from 30 per cent in the pre-intervention teacher survey.

Additionally, 79 per cent of teachers reported positive impacts on their teaching practice.

Ninety percent of teachers reported having participated in professional development, and the majority of those teachers also reported that it was «totally useless.»

Although 64 % of teachers reported the incidents, many also felt they were not supported properly or the complaint was not taken seriously enough.

· half of teachers reported their ability to teach is compromised once classroom temperatures exceed 24 degrees and three quarters said their was a very considerable adverse impact on their ability to teach once classroom temperatures exceed 30 degrees.

· nearly half (44 %) of teachers reported that pupils» ability to learn is compromised when classroom temperatures exceed 24 degrees.

More than 50 percent of teachers reported a difference in behavior based on the curriculum.