Sentences with phrase «quality has in the classroom»

Not exact matches

Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance.

Breakfast - in - the - classroom has been a great opportunity to give them additional, high - quality nutrition,» said Ferrua.

'' [T] he research offers no reason to believe that students in high - quality classrooms whose teachers give little or no homework would be at a disadvantage as regards any meaningful learning.»

Incompetence is when NPP increased the duration of SHS without corresponding increase in classrooms to cater for extra numbers of students coming on board and also provide for other key facilities that should have preceded the change, if quality was not to be jeopardized.

The Conference, which is being held in Cardiff, has heard that too many employers are denying teachers the opportunity to engage in appropriate training and professional development to support high - quality classroom practice.

According to the poll, having a quality teacher in every classroom is seen as the most important factor in providing a good education of the twelve factors that were tested.

Having a quality teacher in every classroom is seen as the most important factor in providing a good education of the twelve factors that were tested.

And Assemblymember Karim Camara, Chairman of the Black, Puerto Rican, Hispanic & Asian Legislative Caucus, said «One of the greatest determining factors in ensuring that a child has the high quality education they deserve is the capacity of the teacher in the classroom.

... Things like, I guess, wisdom and experience and being able to link concepts together, ask probing questions that encourage students to think at a deeper level, giving quality feedback... just because a teacher's recorded a video to explain a concept, doesn't necessarily mean that students have to watch that at home - they could be watching that in the classroom while the teacher's working with another student on something that can't be automated.

What have changed are the personal qualities deemed most important for success in the classroom.

The situation provides an early indicator of states» responses to the new teacher - quality mandates in the «No Child Left Behind Act» of 2001 — and of how a state that has had chronic problems finding qualified teachers for its toughest classrooms might meet them.

Teachers clearly value the support that the CAS Master Teachers provide, with over 99 per cent of those teachers benefiting from CPD, reporting that the CPD provided was high quality, implementable and would have an impact in the classroom.

On a first - ever report card of its kind, 13 out of 20 states earned a grade of C or lower for the quality of the standards they have set to assess whether teachers now in the classroom have adequate knowledge of subjects they teach.

I've previously outlined the role that quality outdoor learning can play in engaging pupils and providing an approach that stands as both an alternative and an enhancement to classroom - based activity.

Where the sound quality in the classrooms is poor, teachers have to shout to make themselves heard (increasing their stress and ill health), and children may not hear what is being said.

Teachers clearly value the support that the CAS Master Teachers provide, with over 99 per cent of those teachers benefiting from CPD from CAS Master Teachers reporting that the CPD provided was high quality, implementable and would have an impact in the classroom.

During the past year, Bonnie Mackintosh has been conducting classroom - level observations and child assessments in community - based preschool programs throughout Boston's Circle of Promise and East Boston neighborhoods as part of an initiative to improve access to high - quality early childhood care and educational programs.

Efforts to Improve Teacher Quality: Although Delaware requires only a basic - skills test for teachers to earn their initial licenses, it also has a performance assessment, consisting of classroom observations, to evaluate novice teachers once they are in the classroom.

• 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!

He addressed K - 12 education, too, but only on the «compulsory attendance» and «teacher quality» fronts — and while the latter hinted at merit pay and nodded at schools having the flexibility to «replace» instructors «who just aren't helping kids learn» — mostly what he did was urge more money for schools - as - we - know - them and those who teach in their classrooms.

A story in the May 1, 2002, issue of Education Week about air quality in schools («EPA Pushing Improved Air Quality in Schools») should have said that the Mesa, Ariz., school district tested classrooms for high levels of carbon dquality in schools («EPA Pushing Improved Air Quality in Schools») should have said that the Mesa, Ariz., school district tested classrooms for high levels of carbon dQuality in Schools») should have said that the Mesa, Ariz., school district tested classrooms for high levels of carbon dioxide.

Between 1994 and 2004, the percentage of students with disabilities spending 80 percent or more of the school day in a regular classroom showed an overall increase of 5 percent, which shows that our nations schools are moving in the right direction but still have a long way to go to ensure a quality education for an increasingly diverse student population.

For this reason, we focus primarily on information from the principal survey, which likely reflects teacher behaviors or qualities that parents might learn from observing the teacher's classroom or speaking with friends and neighbors who have had experience with the teacher in the past.

The Quality Instruction Incentive Council, established this summer in a special legislative session to develop recommendations for a statewide merit - pay system, has three classroom teachers as members, one of whom represents the feau.

The difference is that these students» teachers have helped them develop the skills and mindsets necessary to produce work of exceptional quality, and have built classroom and school cultures in which exceptional work is the norm.

In other words, when California law forces schools to retain ineffective teachers, low - income students pay one way or another, either in the quality of the teachers in their classrooms or in the redirection of resources they would have for other expenditures (or bothIn other words, when California law forces schools to retain ineffective teachers, low - income students pay one way or another, either in the quality of the teachers in their classrooms or in the redirection of resources they would have for other expenditures (or bothin the quality of the teachers in their classrooms or in the redirection of resources they would have for other expenditures (or bothin their classrooms or in the redirection of resources they would have for other expenditures (or bothin the redirection of resources they would have for other expenditures (or both).

Discover how some teachers have creatively applied the flipped learning model to increase quality class time in PE, woodworking, dance education, and elementary classrooms.

But teachers have a direct impact on only those students in their classroom; differences in principal quality affect all students in a given school.

Schwerdt and Wuppermann observe that in recent years, a consensus has emerged among researchers that teacher quality «matters enormously for student performance,» but that relatively few rigorous studies have looked inside the classroom to see what kinds of teaching styles are the most effective.

The quality of configurations and personalised experiences that we see in classrooms have a direct correlation and a very short line between how well that teacher is collecting, analysing, managing and using student achievement data.

First: The classroom would exhibit instructional practices referred to collectively as quality instruction — research - based practices shown in the literature to be effective.

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.

If school boards, superintendents, and local teacher unions put top priority on raising standards, narrowing gaps, emphasizing quality in the classroom and running world class schools, America wouldn't be where it is.

• A different Chetty study reports that «students who were randomly assigned to higher - quality classrooms in grades K — 3 — as measured by classmates» end - of - class test scores — have higher earnings, college attendance rates, and other outcomes.»

He also pointed out that University of Virginia researchers studying first - grade classrooms found low - income and nonwhite students were more likely to be in «lower overall quality classrooms» (which isn't quite the same thing as having lousier teachers).

The goal in school reform is fairly simple — to replicate, school by school, classroom by classroom, those qualities that have always driven the highest - performing schools and classrooms.

While the conversation would be broad, the agenda should be narrow and focus on three immediate needs: 1) radically improving the quality of candidates coming to the field; 2) identifying the specific content of coursework necessary to improve teacher knowledge; and 3) and detailing the practical experiences that new teachers need in order to ensure they are effective in the types of classroom contexts in which they plan to teach.

«Research and enquiry has a major contribution to make to effective teacher education in a whole variety of different ways; it also contributes to the quality of students» learning in the classroom and beyond,» inquiry steering group chair, John Furlong, says.

On the challenges teacher preparation programs face in Common Core implementation: The challenge continues to be the same one that universities have always had having enough time for students to develop a complex understanding of the learning and teaching process as well as providing enough quality experiences (with successful teachers in classrooms) before someone enters the classroom on his / her own.

Now, in a recent study, Hill and her colleagues have dug more deeply into the relationship between teachers» mathematical knowledge for teaching and the quality of their teaching in actual elementary school classrooms.

To raise the quality in the classroom, we should have competency...

Additionally, in an age where anyone can access the world's knowledge on the internet, how one thinks and uses what one knows has become increasingly important - creativity, critical thinking and problem - solving are all skills which can be nurtured and advanced by bringing high quality arts programs into every classroom.

Starting again with the estimates of the difference in effectiveness of teachers, it is possible to calculate the long - term economic impact of policies that would focus attention on the lowest - quality teachers from U.S. classrooms.

Ambition on is closing the word gap by boosting access to high quality early language and literacy, both in the classroom and at home, ensuring more disadvantaged children leave school having mastered the basic of literacy that many take for granted.

When the children at risk were placed in high - quality classrooms, these gaps were eliminated: children from low - education households achieved at the same level as those whose mothers had a college degree, and children displaying prior problem behavior showed achievement and adjustment levels identical to children who had no history of problems.

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.

«This investment is improving education: we have more teachers in Scottish classrooms, better quality school buildings and the vast majority of children in S3 achieving the minimum attainment level expected of them or better.

«If we want to have high quality teachers in our schools we need to select the best graduates for teaching courses, ensure that courses are rigorous, and give beginning teachers support and professional development when they begin in the classroom.

In particular, we have seen significant growth with our range for primary schools as they break away from the traditional classroom and invest in quality furniture which allows more flexible learning spaces.&raquIn particular, we have seen significant growth with our range for primary schools as they break away from the traditional classroom and invest in quality furniture which allows more flexible learning spaces.&raquin quality furniture which allows more flexible learning spaces.»

Since 1986, Lee has championed the power of summer learning for students through his organization, Aim High, a free summer learning and enrichment program that brings high - quality classroom experiences to low - income middle school students in the San Francisco Bay Area.