Sentences with phrase «particular classroom of students»

Moreover, there may be other factors, unrelated to class size, that lead to swings in classroom performance, such as a dog barking in the parking lot on the day of the test or special classroom «chemistry» reflecting a good match between a particular classroom of students and a particular teacher.

Not exact matches

«These are things any great teacher would be able to do for a small group of students in a particular classroom,» Baker says, but D2L can do it on a massive scale.

If I think my students were being affected in a negative way by a symbol, be it the cross, the particular face that might be on the cross, or the lack of respect for divinity, I would change my classroom environment.

As her report put it: «The research suggests that, while there may be little return to trying to make students more gritty as a way of being (i.e., in ways that would carry over to all aspects of their lives at all times and across contexts), students can be influenced to demonstrate perseverant behaviors — such as persisting at academic tasks, seeing big projects through to completion, and buckling down when schoolwork gets hard — in response to certain classroom contexts and under particular psychological conditions.»

... But elements of the flipped classroom, where you're just identifying things in your teaching and learning practices in the classroom... perhaps maths is a great example even in primary school, where a lot of students just require a particular maths example to be explained over and over and over, using different examples.

With micro-chartering, one or more classrooms or individual teachers could receive a charter to provide course access to students beyond the walls of a particular school — or to incubate new charter school models on a small scale before growing them.

Even with a plethora of how - to advice on creating community in a classroom, it can be difficult to know what will work best for any particular group of students.

As soon as the Report Card is turned into a test in which a teacher learns not that a student is having trouble making friends but rather that the student is at the 18th percentile for the district in terms of sociability; or not that four particular students in her class are frequently late or absent but rather that the classroom is at the 40th percentile on the dimension of student timeliness, the function of the Report Card is lost.

In particular, growth in use of tablet devices by teachers and students was clear; 81 per cent of participating school leaders now own and use tablets for professional learning, and the majority of CC21 schools used project funds to purchase and trial iPads in the classroom.

For example, if students throughout a school were asked to redesign their classrooms, each classroom would look different as it would be tailored to the needs of that particular group of students.

For the classroom teacher, this might take the form, for example, of a roster of students who are flagged because they are consistently receiving low scores on a particular Report Card item or group of items, e.g., having friends.

In particular, black students are far more likely than other students to have been in a classroom of a teacher who received a layoff notice.

So, when students resist social justice education, it is possible they don't reject social justice per se, but only the version of social justice offered in that particular classroom.

It is the outcome of particular struggles and is always related to the specificity of particular contexts, students, communities, available resources, the histories that students bring with them to the classroom, and the diverse experiences and identities they inhabit.

Students who struggle to meet your expectations of good behaviour in the classroom work better if they know what they have to do, where they have to sit, where you will stand, what particular signals mean — and if that stays the same, routinely, in every class.

We stand for quality in terms of initial teacher education and we believe it's vitally important that students have access to high - quality teaching courses and that those courses provide them with the particular expertise they need to be classroom ready at the end of that study.

The observer and teacher should discuss specific interactions to get a sense of the context, prior conversations, students» academic history, an understanding of who the student is in that particular classroom, and what challenges and opportunities they present to the teacher.

A team - oriented approach to teaching, one that encourages educators to think about the success of a student well beyond the year they spend in a particular classroom, is a vital part of education, agreed panelist Tim Daly, president of the education nonprofit TNTP, which addresses issues of teacher quality.

In addition, expert teachers are more likely to be able to respond to the needs of any particular classroom, recognising students who are struggling and changing the way the information is presented in order to make it more understandable.

Students learn how theory and practice inform each other through coursework that investigates adolescent development; race and power in urban classrooms; social - emotional learning; and methods of teaching particular subject matter, special education students, and English - language lStudents learn how theory and practice inform each other through coursework that investigates adolescent development; race and power in urban classrooms; social - emotional learning; and methods of teaching particular subject matter, special education students, and English - language lstudents, and English - language learners.

This, in turn, has required better measures of student performance and, in particular, measures that can be compared reliably across classrooms and schools.

It's not that they're, let's say, may be categorised as low performing in maths, it's that they're particularly struggling with proportional reasoning — and if we know that then we can provide particular targeted support to those students that might need that, in the context of a classroom.

Turn your lessons into blended lessons — In many classroom the teacher talks at the front of the class for the entire period while the students take notes about that particular lesson.

Instead of considering how they can use particular OER content and OER curation platforms to transform instruction, schools too often look only at whether OER solutions cover the required content for given courses or are easy and appealing for teachers and students in traditional classrooms to pick up and use.

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.

Description According to Harvey Daniels, author of Literature Circles: Voice and Choice in the Student - Centered Classroom, a classroom literature circle is a small group of students who read and discuss a particular piece of literature.

The working plan was that a new student assessment, likely aligned with Common Core State Standards, would create three years of data — the 2013 - 14, 2014 - 15 and 2015 - 16 — with which administrators could judge the progress of a student in a particular teacher's classroom.

Inclusion: The Considerations and Rights of Placing Special Education Students in Regular Education Classrooms This report discusses the considerations and rights of inclusion, the process of obtaining inclusion for a disabled child, the appeal process, and the issues arising from inclusion for particular disabilities....

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

He has studied mathematical work, student thinking, and teacher decision - making in geometry classrooms with particular attention to the use of reasoning and proof to solve problems and develop new ideas.

Of particular interest is the technology - mediated communication that occurs between and among teachers and students in the VS «classroom.»

While it may seem like scribing provides an extra — and perhaps unfair — advantage for special needs students, this particular strategy can mean the difference between enabling the student to participate in general education and segregating the student into a separate classroom, depriving him of opportunities to socialize and participate in mainstream education.

The entire program is geared to enhance classroom learning by filling gaps that a particular student may have and prepares them to meet the rigor of the Common Core State Standards.

From a summative point of view, users at the classroom and periodic assessment levels want evidence of mastery of particular standards; at the annual testing level, decision makers want the percentage of students meeting each standard.

By measuring how much a particular teacher's students learn and coupling these measurements with professional observation of teaching practice and other measures — such as surveys of students» perceptions of the classroom experience — education leaders can pinpoint which teachers are helping students learn the most, and which are struggling.

Therefore, a graduate assistant was instructed to excerpt 1 - to 2 - minute video segments that seemed to represent units of activity, but without regard to the video clip showing examples of particular teacher or student behaviors (in this case, classroom management and student questioning).

Of particular interest is teacher quality and experiences provided to students in the classroom in the area of science and the use of interventions to strengthen underrepresented youths» retention of learning over the long summer breaOf particular interest is teacher quality and experiences provided to students in the classroom in the area of science and the use of interventions to strengthen underrepresented youths» retention of learning over the long summer breaof science and the use of interventions to strengthen underrepresented youths» retention of learning over the long summer breaof interventions to strengthen underrepresented youths» retention of learning over the long summer breaof learning over the long summer break.

I use multiple data sources — including eight months of participatory classroom observation; in - depth interviews with educators, school leaders, and staff; and document and media analyses — to probe teachers» decision - making processes and to examine how, why, and under what conditions they elect to employ discipline in relation to particular students.

In a unanimous opinion, SCOTUS Chief Justice John Roberts ruled that public schools must provide students with disabilities an «educational program [that is] appropriately ambitious in light of [a particular student's] circumstances, just as advancement from grade to grade is appropriately ambitious for most children in the regular classroom.»

Addressing the needs of their diverse students, in particular, English Language Learners and students with special needs, the authors discuss how a technology - rich learning environment influences critical features of the classroom.

Measures should also include student work drawn from specific undertakings in the classroom that can be analyzed in terms of teachers» practices focused on particular learning goals.

The activity focused student attention on the overview of the lesson provided by the teacher, the classroom video segments dealing with the lesson implementation, and the teacher's reflection regarding the effectiveness of the particular teaching strategy exemplified in the video case (particularly, his discussion of how he used technology within the lesson).

Underlying many school reform efforts is the notion that classroom teachers are in the best position to know their students» needs and interests, and therefore should be the ones to make decisions about tailoring instruction to a particular group of students.

Small - group activities were to include within - grade and across - grade study groups which focused on particular aspects of classroom reading instruction and student work (e.g. comprehension instruction, phonemic awareness instruction).

And growing numbers of classrooms feature a bank of computers, where students work on reading or math problems that are, in theory, aligned to their particular needs.

Studies published in the best economics and education journals have shown unequivocal evidence of excessive teaching to the test and drilling that produces inflated measures of students» growth in learning; cheating on tests that includes erasing incorrect answers or filling in missing responses; shifting of students out of classrooms or other efforts to exclude anticipated poor performers from testing, or alternatively, concentrating classroom teaching efforts on those students most likely to increase their test scores above a particular target, and other even more subtle strategies for increasing testing averages.

In particular, students will: develop skills to prepare students to learn independently and collaboratively; learn to create and deliver lesson plans and develop curriculum; learn the benefits of education technology in the classroom; develop management and leadership skills; examine the theoretical and applied components of learning, motivation, and human development; and work in secondary classroom settings nearby to gain first - hand knowledge and experience.

Evaluating the performance of a group of students (e.g., classroom, grade level) on a test question may provide evidence of the effectiveness of instruction of specific knowledge or of a particular skill.

While we know that having a socio - economically integrated student body has been shown to be especially beneficial in raising the achievement of low - income students, we also know that it poses particular challenges to classroom teachers, who must cater to a wide range of abilities and preparation levels among their students.

Facilitating a series of one - to - one or small group discussions, how members of a particular sub-group of students (the disengaged, high - achievers, young women, young men, or students not from the majority culture in the surrounding community, for example) are feeling about their learning experiences; or shaping a new initiative in the classroom or school.