Sentences with phrase «positive change in a teacher»

An iterative process of observation and conferencing focused on improving lesson planning and preparation, the classroom environment, and instructional techniques should drive positive changes in teacher practice.

Researchers found some positive changes in teachers» attitudes to research, but said it could not be directly linked to the study.

Not exact matches

Teachers and those responsible for linking the intervention to schools also felt that involvement in the intervention produced positive changes in reading behaviour and attitudes towards reading among participating children.

Researchers found that having a teacher who believed climate change was occurring — as 92 percent of students in the study did — was a «strong, positive predictor» of students» belief in global warming.

Teaching and celebrating the engineering method is a positive change in K - 12 science education, and Science Buddies can help teachers sort out the differences between scientific and engineering methods — and how the methods may play out in student projects and at the science fair.

After seeing the life changing effects that stretched far beyond the positive physical benefits of the practice, she decided to become a certified yoga teacher so she could pass on this knowledge to children and adults in her community.

For the past six years, New Leaf's committed teachers have been working with young men and women who are creating positive change in their lives.

You just got out of Yoga Teacher Training and want to help Everybody you can get in front of, because you know how Yoga can facilitate positive changes and cause true inner and outer transformation.

Jenn's journey from special education teacher to professional dating authority is far from typical, but the transition felt natural to her because it all had to do with sharing knowledge and inspiring positive changes in people's lives.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

Four characteristics were inherent in learning communities that worked to promote positive changes in teaching cultures: collaboration, a focus on student learning, teacher authority, and continual teacher learning.

With regular changes to the curriculum and prescribed thinking on teaching strategies, as well as the more prominent role of IT in classrooms, retraining schemes were cited by 27 % of teachers, while a quarter (25 %) answered that a change in attitude within the education sector to become more accepting of older teachers would have a positive impact.

For example, the failure to find positive student - achievement impacts in a series of IES - funded studies of professional development programs has produced a broader appreciation of the difficulty of adult behavior change and more healthy skepticism about the traditional approach to teacher training.

Evaluations of the impact of the Resolving Conflict Creatively Program (RCCP) in four multiracial, multiethnic school districts in New York City showed that 84 percent of teachers who responded to a survey reported positive changes in classroom climate, 71 percent reported moderate or significant decreases in physical violence in the classroom, and 66 percent observed less name - calling and few verbal insults.

According to the three - year study, which is being conducted by the Santa Monica, Calif. - based RAND Corp., majorities of elementary and middle school science and math teachers in all three states report in surveys that they are making positive changes in the classroom by focusing on their states» academic standards or searching for better teaching methods.

Consider Meredith Phillips and Jennifer Flashman's examination of standards - based reform in the 1990s, which finds evidence that testing and accountability can change teacher behavior in positive ways.

The FFLP approach is a simple one — to take a «whole school» approach to food and engage pupils, parents, teachers, caterers and the local community in delivering positive change.

Children whose teachers taught a high number of lessons in the conflict resolution curriculum demonstrated positive changes in their social - emotional developmental trajectories and deflections from a path toward future aggression and violence.

Teachers in the treatment group reported that they observed positive changes in their students» behaviors after using Design Squad.

The study also concluded that the favorable changes in daily environment and teacher behavior were linked to positive changes and accelerated growth of at - risk preschoolers» early literacy skills.

Game Change brings together students, teachers, coaches, and sexual assault and domestic violence service providers to create positive change in their schools and communChange brings together students, teachers, coaches, and sexual assault and domestic violence service providers to create positive change in their schools and communchange in their schools and communities.

In addition, teachers are forging a number of new and unique leadership roles through their own initiative by developing and implementing programs they personally believe will result in positive change (Troen & Boles, 1992In addition, teachers are forging a number of new and unique leadership roles through their own initiative by developing and implementing programs they personally believe will result in positive change (Troen & Boles, 1992in positive change (Troen & Boles, 1992).

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 addition to the positive results, the academics discuss what it is about lessons in nature that may make the difference, highlighting previous research findings on: the benefits of physical activity (in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather»In addition to the positive results, the academics discuss what it is about lessons in nature that may make the difference, highlighting previous research findings on: the benefits of physical activity (in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather»in nature that may make the difference, highlighting previous research findings on: the benefits of physical activity (in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather»in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather».

... every teacher can be a positive role model and change agent in students» lives and has the ability to become a No - Nonsense Nurturer.

The game - changing approach that empowers teachers to establish a positive classroom culture in which all students are set up to succeed.

In studies which integrate professional development with assessment reform, results are most positive both in terms of teachers» learning and attitudes toward change, and in terms of usable assessment informatioIn studies which integrate professional development with assessment reform, results are most positive both in terms of teachers» learning and attitudes toward change, and in terms of usable assessment informatioin terms of teachers» learning and attitudes toward change, and in terms of usable assessment informatioin terms of usable assessment information.

The test results, which take months to arrive, rarely result in positive changes or benefits for students that either parents or teachers can observe.

Specific results indicate a positive change in the facilitation of mathematical communication and inquiry - based instruction in the classroom teacher's practice as well as sustained use of GSP beyond the time span of the pilot study.

In schools nominated as implementing positive innovations in response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacIn schools nominated as implementing positive innovations in response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacin response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacin instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacin literacy.

Percentage of Teachers Who Have Seen a Positive Change in Their Students» Abilities as a Result of Implementing Common Core State Standards

While it may not be widely known, many of the positive changes seen in education reform over the past few decades — from replication of high - quality charter schools to expansion of teacher residency programs — have been made possible, at least in part, through partnerships with AmeriCorps and other national service programs.

Passionate teachers, parents and leaders from the community often choose to open charter public schools in order to drive positive change in public education.

In E4E - New York, a teacher - driven policy paper from 2015, Climate Change: Creating Safe, Supportive Schools for All Students, presented recommendations to create positive, student - centered school climates.

Findings from these studies suggested that principals seek out teacher leaders» input around instructional issues and that these efforts have a positive impact on changes in school - wide instruction.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Whether you are starting out in the field, an experienced teacher or an organizational leader looking to drive systemic change, USC Rossier's programs can prepare you to create positive learning outcomes.

(7/9/2014) Principals and teachers from 17 D.C. public schools are gathering this week to identify challenges they want to tackle in the coming school year and the leadership roles teachers can play in driving this positive change.

«New York Assembly Bill 3873 will change the course for a generation of students by ensuring schools work with families to promote positive discipline strategies and social emotional learning; practices collectively known as restorative justice,» said Claudia Whittingham, special education teacher at PS 59 in Brooklyn and member of E4E - New York.

Rather than the same old, entrenched fights you read about in the paper, we're talking about the changes that would make evaluations more meaningful to teachers, which will result in more positive experiences for our students.

Others realized that if video cameras were used as tools for control, they could profoundly damage teacher morale and decrease the likelihood of any positive change occurring in schools.

It is crucial, however, to convince those who are in fact implementing such changes, such as teachers and school principals, that the reforms make sense and will bring positive outcomes.

After one year of operation, these partnerships have resulted in a number of positive changes in the education of our preservice teachers, including

In two schools with recent leadership changes, however, the feedback was less positive and teachers expressed concern about «unilateral» decision - making.

The survey also asked whether CTs and principals saw positive changes in teaching practice as a result of the supported teachers participating in the program and receiving CT support.

Positive relationships are essential for success in teaching and learning, and changing assessment strategies can have a profound effect on the relationship between teacher and student.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

Dean Benbow: Becoming a teacher you want to create positive change, you want to work with kids and you want to be a positive force — you can make a positive difference in the lives of kids, and you hope that the kids you work with will go on and be better because of your interactions with them.

It is clear from this study that GE not only increases student achievement, but it also creates positive attitudinal and behavioral changes for principals, teachers and students at schools, in classrooms as well as in other domains.

«It is our strong belief that positive change in education must be driven by the profession and shaped by the invaluable experience of teachers working in classrooms.