Sentences with phrase «programs on classroom practice»

Not exact matches

We will ask them what works and what doesn't, learn their best practices for a successful breakfast - in - the - classroom program, and learn more about what students want on their school breakfast menus.

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.

In a SYTT program, you will definitely be working on deepening your practice through course work, classroom time, and individual assessment of your self and with your mentor instructors.

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.

One is the lesser profile accorded to curriculum and instructional practice and to what happens once the teacher closes the classroom door; another is the view that random assignment is premature, given its dependence on expert school management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and management are best understood through intensive case studies.

The goal was to establish a program that reflected the diversity of the field itself, bringing artists, teaching artists, researchers, administrators, classroom teachers, and out - of - school educators together for a year of study on the foundational issues that inform all aspects of arts education theory and practice.

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.

It presses for a twin focus on fluency in decoding words and reading comprehension, urges reading improvement programs to stress impact rather than the number of children served, and calls for strengthening professional development and linking improved training in language development and reading to classroom practice.

One simple illustration is the absence, in many programs, of any substantive work on assessment and accountability and of helping administrators learn how, in Marc Tucker's words, to «recognize the elements of sound standards - based classroom organization and practice.»

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.

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.

The program's unique blend of theory and practice, combined with an emphasis on collaborative learning and peer support, gives you a field - tested foundation for success in an urban classroom.

Second, because we were able to combine both school - level and classroom - level analyses of programs and practices, we learned more about how these two levels of analysis and implementation support or interfere with one another than has been possible in studies that focus on one or the other.

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

This research - based program focuses on the premise of PLAN, TEACH, REFLECT, APPLY, with teachers examining their own classroom practice for the goal of student academic success.

She cultivates a broad generic understanding of classroom practices for the Literacy Program and a more fine - tuned focus on the individual child in her Reading Recovery role.

Impact of the Teacher Study Group Professional Development Program on student vocabulary and observed teaching practice: A replication in first - grade classrooms

Insight in action As part of a middle school science mentoring program, mentors met with classroom teachers on a fairly regular basis to help them improve instructional practice through lesson planning.

LEAP is defining and articulating the teacher practices that best meet individual student needs; determining the school - and classroom - level models that best personalize learning; and constructing the research methods and tools to best evaluate the impact of personalized learning and edtech programs on student achievement.

«What started as a one - year project in a Flagstaff district has spread across many Arizona districts as a recognized «program that works» and has created a culture of collaborative impact on classroom practice.

Ascend Public Charter Schools network has implemented more restorative practices in its schools, such as Responsive Classrooms, an evidence - based program focusing on the link between academic success and social and emotional learning.

SEEN also provides information on post-graduate degree programs and continuing education, best teaching practices, professional development, classroom products, educational travel, and personal and professional services for educators.

We lean on outside organizations to provide after - school programming for our students and rely on teachers to implement restorative practices in the classroom to deal with the fallout from neighborhood violence.

If we are going to develop facilitators / teachers to work in a virtual classroom, then they also have to practice with that and see a professional model, the kinds of experiences that they will have... If we use our teacher education program as a model, then the logical next step would be that the student facilitator would get practice teaching or facilitating a lesson, probably not taking on a whole curriculum.

When I worked with the West Orange School District in New Jersey to design professional development on applying brain research to classroom practice, we included teachers in the development and assessment of the program and planned ways to elicit positive emotions.

Professional development programs in which teachers collaborate with other teachers, reflect on their classroom practices, and receive support and feedback have been shown to foster teachers» professional development (Grossman, Wineburg, & Woolworth, 2001; Huffman, 2006; Loucks - Horsley, Love, Stiles, Mundry, & Hewson, 2003).

In this first segment of a two - part release, National Board focuses on programs that will directly advance classroom practice.

We serve millions of students with i - Ready ® (adaptive diagnostic, online instruction, and practice apps for math and reading); Ready ® (standards - based instruction build from scratch for the Common Core); BRIGANCE ® (assessment and instruction for special education, early childhood, and Head Start); and other programs because of our laser focus on educators» needs over our own bottom line and a belief that thoughtful and continuous innovation leads to a positive impact on classrooms and measureable growth for students.

Our program is based on a residency model that combines immersive hands - on practice in the classroom with educational theory and research in both seminars and online.

The two - day Training of Trainers will focus on deepening understanding and gaining presentation practice, preparing attendees to present the training to district early childhood program administrators, special educators and specialists, classroom teachers, paraprofessionals, and members of student study teams.

Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002) did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices at both the classroom level and the school level.

NJ EXCEL Model # 2: For classroom teachers and educational specialists holding supervisor certification and practicing supervisors with less than 5 years of supervisory experience; leads to New Jersey Certificate of Eligibility for Principal and certification for Director of School Counseling Services * upon completion of the State - approved program of instruction plus field - based experiences and School - Based Internship within a 12 to 15 - month period, and a passing score on the State - required test for Principal Certification (School Leader Licensure Assessment / SLLA).

«TORSH Talent has been an integral part of our Capital Teaching Residency (CTR) program, a highly selective teacher training program that provides a pathway for aspiring teachers to develop into outstanding educators prepared to serve in high - need schools in Washington, D.C. Through TORSH Talent, our resident teachers upload video of their classroom practice and receive feedback on those videos for training and certification purposes.

For future research, longitudinal studies on the impacts of such kind of teacher development programs on student change in academic performance would be useful to address several questions: First, the classroom practice observation revealed nuances when knowledge and beliefs are translated into practice.

Like the rest of the world, we recognize that government programs don't always deliver the reforms that they were designed to deliver, and we are increasingly recognizing that improvements in student achievement depend on improvements in teaching and learning practices in schools and classrooms.

Even when the time comes to learn the practice of student engagement, teacher preparation programs often ask students to read books on classroom management strategies and turn in a report on their «teaching philosophy.»

Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiences.57

On average, teachers spent 31 hours being trained in the Classroom Assessment for Student Learning approach (60 hours were required); no differences were observed in their classroom practices compared with teachers not using the program (Randel et al., 2011).

Non-Financial Teacher Incentives: Impact of the STIR program after one year on motivation, classroom practice, and student learning

Unfortunately, until now little research has been conducted regarding the impact of principal professional development programs on principal practice, classroom instruction and student achievement.

Our dive masters will begin with classroom instruction and testing, pool practice, and four open - water excursions in the Caribbean Sea on our Open Water Certification program.

The Library and Archives at the Center for Curatorial Studies serve as a vital and unique research center, an exhibition and discursive space, a classroom, and a social hub for a range of programs and activities focusing on and engaging with curatorial practices and the contemporary arts.

Educators apply individually, and accepted applicants will be paired with an alumni mentor from the program to develop lasting one - on - one relationships committed to expanding artistic practices in classroom environments.

While every program may title its courses slightly differently, you're looking for hands - on training, classroom and lecture - based classes, and disciplines such as pharmacology, human anatomy, physiology, medical law and ethics, medical terminology, cording and billing practices, lab techniques, diagnostics, and computer application training.

Programs usually last six months to a year and provide intensive career preparation through classroom instruction and hands - on practice.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

PERFORMANCE HIGHLIGHTS • Over 13 years of experience working as a teacher for third and fourth graders • Highly skilled in creating flexible elementary grade programs and classroom environment fit for learning • Hands on experience in instilling strong moral codes in students through unorthodox teaching practices • In - depth knowledge of grade - appropriate curriculum development and implementation

The primary focus of the Code is on daily practice with children and their families in programs for children from birth through 8 years of age, such as infant / toddler programs, preschool and prekindergarten programs, child care centers, hospital and child life settings, family child care homes, kindergartens, and primary classrooms.

Practice Activities / Services Provided Oliver, Wehby, and Reschly's (2011) review of universal teacher classroom - management practices identified three examples of programs, each focusing on elements of the classroom environment and techniques for proactive, prosocial student involvement.

The Student booklet consists of 10 modules and is structured with the following features to enhance the program implementation, i.e., (1) Resource sheets for some of the skill - based modules, (2) A practice exercise to generalize the skills at home and community settings beyond the classroom, (3) A key message and important points from each module, (4) A rating sheet to describe enjoyment and usefulness of the module, and (5) A skills checklist for students to reflect on and assess their understanding and skills learnt.