Sentences with phrase «on classroom practice as»

By increasing the focus on classroom practice as the core of teacher preparation, the Department expects to better prepare new classroom teachers to be day one ready.»

Those advocating instructional leadership emphasize the need to maintain a singular focus on classroom practice as the key to improving student achievement, and they point to the important role of the principal as a model.

Not exact matches

Campers will use the indoor and outdoor grounds of the Museum as their classroom to foster critical thinking, social - emotional skills, and science practices through hands - on experiences with museum collections, exhibits, and live animal critter connections.

My perspective on guiding children comes from years of practice as a mindful educator, and draws from my experiences teaching in the classroom, working one - on - one with families, and as the Early Childhood Specialist at the Children's Creativity Museum in San Francisco.

As program officer for the IES Cognition and Student Learning research grants program, Dr. Albro oversaw the preparation of an IES Practice Guide, Organizing Instruction and Study to Improve Student Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research on learning and memory.

The theme of the biennial institute, which is modeled on a similar summer gathering in Europe called the European Science Education Research School, was connecting research on science education to classroom practice and policy issues such as the Next - Generation Science Standards.

Participants will examine their personal strengths, fears and cultural histories in relation to their role as a teacher, understand the needs of students and schools, learn classroom management techniques, write lesson plans and practice teaching Bent On Learning's yoga curriculum for primary, middle and high school students.

Another study will assess the impact of different frequencies of observations on teachers and whether teachers trained as observers also improve their own classroom practice.

Dr. Willis, with her background as a neurologist and classroom teacher, is an authority on brain research regarding learning and the brain and correlations of this research to best teaching practices.

As part of the School's focus on using research findings to improve classroom practice nationwide, Murphy established a dedicated office to work with Massachusetts public school systems.

New technology has also broken down the barriers to evaluating practice; observing one another's classroom is now as easy as setting up a smart phone on a tripod.

«Administrators build their credibility as instructional leaders when they consistently demonstrate classroom expertise by modeling instructional practices, collaborating on curricular initiatives, and enacting the classroom culture they envision for the whole school,» she says.

Similarly, in a case study of four middle school math teachers who participated in a yearlong series of ten video club meetings to reflect on their classrooms, teachers in the video club «came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process of teaching and learning» in a supportive, nonthreatening setting (Sherin and Han, 2004).

As educators who have spent over 20 years researching, observing and studying classroom practice, we are even more convinced that many of the past practices in classroom observation relied on snapshot observations made by supervisors with little professional or academic learning.

• Make it a «non-negotiable» • Recruit and hire teachers who buy - in from the get - go • Provide them with hands - on professional development and plenty of examples • Share and celebrate «best practices» • Identify teachers who do it well and have others visit their classrooms • Give instructional teams time to collaborate and to develop quality prompts • Stockpile successful A.R.T. plans and incorporate them into the school's curriculum map • Hire and / or bring in practicing artists to participate • And, most importantly, get excited - as though you had just seen a narwhal tusk for the first time!

In particular, the report described the relationship between classroom practices, as observed by students, and value - added on the standardized tests.

The final report on the Early Reading First program, conducted by outside researchers under contract to the research arm of the U.S. Department of Education, found the program has had the most significant effect in improving classroom activities and materials, as well as teacher practices related to literacy development.

Substantive classroom discussion is demanding on students and teachers alike, to say the least, and yet research indicates that this practice is as important in citizenship formation as civics classes and, for some students, can compensate for a home life bereft of such debates.

The tricky research question is how to measure the impact of that professional learning on actual classroom practice and, as a result, on student learning.

Add in the highly individualized learner feedback on that practice from the skill simulator, and you have to ask: how can classroom training or traditional elearning build skills as effectively?

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

In addition, the insistence on banishing theory from teacher education programs, if not classrooms in general, while promoting narrowly defined skills and practices is a precursor to positioning teachers as a subaltern class that believes the only purpose of education is to train students to compete successfully in a global economy.

Global classroom collaboration to share good practice - does anyone do it on quite the same scale as Edmodo?

As a school leader, or classroom practitioner, how do you keep up to date with research on effective teaching practices?

Her work focuses on teacher professional development and training, pedagogical practices in and out of the classroom, english language learners, equity & social justice and media literacy as a means for professional development.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objectives.

From posters for your classroom wall to games to practice fractions of shape, fractions of a set and fractions as a number on a number line.

Student - test - based measures of teacher performance are receiving increasing attention in part because there are, as yet, few complementary or alternative measures that can provide reliable and valid information on the effectiveness of a teacher's classroom practice.

No child should get the classroom that doesn't go on field trips or practice math or reading in the same way as the classroom next door.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

As for teachers, they are «left to discover effective classroom practices [on their own] because they haven't been taught them.

Formal classroom training still has a place, particularly when a situation calls for hands - on practice, but it does not offer the same just - in - time flexibility of technology - centric solutions such as videos, demos, or brief self - paced eLearning.

We will focus on applications to the practice of education, from classroom teaching to school leadership, so that we are equipped to reflect upon and improve our work as educational practitioners, scholars, and activists.

Meeting like - minded teachers through organisations like Musical Futures and connecting with Industry bodies such as APRA and Music Victoria who endorsed our classroom approach meant I have received a lot of great advice on classroom practice and how to link it effectively with the music industry.

This reflects the call by government for a more clinical focus on teacher preparation whereby would - be graduates are required to observe and be engaged in classroom practices in a systematic and sustained manner with quality teachers; teachers who are identified and upgraded as lead or mentor teachers.

«Jon Star is a top - flight researcher and scholar in math education, and his work, informed by his years as a classroom teacher, has had significant impact on teaching practice and curriculum design,» said Ryan.

This one volume brings together in readable, concise language the authoritative research on effective classroom practices in all major disciplines currently taught in elementary and secondary schools: the arts, foreign language, health, language arts, physical education, mathematics, social studies, and science, as well as generic practices that apply across all disciplines.

Suggested learning activities include: taking students on a field trip to the local shop or bank to see real money and consumer practice in action; using the $ 50 as a stimulus, exploring the life of Indigenous entrepreneur and inventor David Unaipon; setting up a classroom economy such as a shop, showcasing learning through planning and creating a market or small enterprise; and planning, budgeting and managing an event, such as the school fete or an Elders lunch.

Technology can be used to advance learning by bringing exciting curricula based on real - world problems into the classroom, providing scaffolds and tools to enhance learning, such as modeling programs and visualization tools, giving students and teachers more opportunities for feedback, reflection, and revision, and building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people expanding opportunities for teacher learning.

As well as offering workshops and presentations, we now offer an online lesson - study approach, in which social - learning cohorts of teachers apply these insights to classroom practice via our new online course on Building Student MotivatioAs well as offering workshops and presentations, we now offer an online lesson - study approach, in which social - learning cohorts of teachers apply these insights to classroom practice via our new online course on Building Student Motivatioas offering workshops and presentations, we now offer an online lesson - study approach, in which social - learning cohorts of teachers apply these insights to classroom practice via our new online course on Building Student Motivation.

In addition to test scores in math and science, the TIMSS data include background information on students» home and family life as well as data on teacher characteristics, qualifications, and classroom practices.

Teach for America trainers defend the program's reliance on «no excuses» discipline, saying it is the fastest way for corps members to learn to control a classroom, and that they are free to expand their disciplinary toolkit as their practice improves over time.

These time demands should also decrease as blended learning scales beyond pilot classrooms and piloting teachers are able to train their colleagues on the best practices they had to figure out through trial and error.

As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive effective professional development, based on a growing body of research demonstrating the effectiveness of intensive professional development for improving teacher practices in early care and education settings [301302303] and research demonstrating that such strategies support are associated with improved teacher practice in the classroom and a positive increase in classroom quality.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

Elmore and the Network focus on effective instructional practice as a means of achieving successful student learning; by observing actual classroom settings in schools with particular focuses in mind, they hope to find effective strategies to meet their goals.

Three studies that looked at the relationship between teacher leaders» practice as teachers in their own classrooms and outcomes from their students each reported a positive impact on student outcomes.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

NBFA is a tuition - free, public charter school, proudly distinguished by: • A progressive educational model that weaves trauma - sensitive, emotionally responsive practice into every classroom • Social emotional learning steeped in child development best practices • Parental involvement, in and outside of the classroom • Consistent, competitive high - school placement at such schools as Kolbe Cathedral, Hopkins and Fairfield Prep NBFA is located on an «urban campus» at 184 Garden Street, Bridgeport, CT (within a mile of the University of Bridgeport and the beach at Seaside Park).

We found that the teachers who made the most gains in their classroom practice (as measured by the CLASS ™ observation tool) focused their conversations with mentors on classroom practice — following a cycle in which mentors observed teachers and collected data, interpreted the data with mentees in post-observation meetings, planned next steps together and kept in touch between monthly visits.