Sentences with phrase «reported teacher knowledge»

The General section also provides a description of Archambault and Crippen's efforts to measure self - reported teacher knowledge in the domains of technology, content, pedagogy, and all the various combinations of these domains.

Not exact matches

Volume XV, Number 2 The Inner Life and Work of the Teacher — Margaret Duberley The Human Body as a Resonance Organ: A Sketch of an Anthropology of the Senses — Christian Rittelmeyer Aesthetic Knowledge as a Source for the Main Lesson — Peter Guttenhöfer Knitting It All Together — Fonda Black The Work of Emmi Pikler — Susan Weber Seven Myths of Social Participation of Waldorf Graduates — Wanda Ribeiro and Juan Pablo de Jesus Pereira Volunteerism, Communication, Social Interaction: A Survey of Waldorf School Parents — Martin Novom A Timeline for the Association of Waldorf Schools of North America — David S. Mitchell Reports from the Research Fellows More Online!

-- Stephen Keith Sagarin Love and Knowledge: Recovering the Heart of Learning through Contemplation — Arthur Zajonc Teachers» Self - Development as a Mirror of Children's Incarnation: Part I — Renate Long - Breipohl Of Seeds and Continents: Reliability, Predictability, and Scientific Knowing — Michael D'Aleo Reports from the Research Fellows Honest, Complete Assessment and Social Renewal: A Revolution — Patrice Maynard Crisis in the Kindergarten — Joan Almon and Edward Miller Henry Barnes and Waldorf Education: A Personal Tribute — Douglas Sloan

You can be proactive by arming your child with knowledge on how to deal with a bully, and when to report a problem to a teacher, you or another elder — and when to let something slide.

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.

This special report, «Joining Forces,» examines the attempts by a small but growing number of districts and unions to work together to enhance the knowledge and skills of teachers and, in turn, improve the achievement of schoolchildren.

Teachers have also reported that their knowledge of students is better than ever before, enabling them to plan appropriate Term 1 activities.

Here was a report that placed the highest value on the teacher, even as it recommended «develop [ing] a career continuum and compensation systems that reward knowledge and skill.»

Teachers also report that lesson study has been a means for them to deepen their content knowledge and their knowledge about effective instruction.

If Allegretto and Mishel had incorporated recent methodological advancements involving pensions, retiree health benefits, wages, and work time, then their report would have been a genuine contribution to the state of knowledge on teacher - pay trends.

Teacher education programs are so focused on content knowledge that they often fail to provide adequate preparation on child and adolescent development, concludes a report scheduled to come out this week from two leading organizations in those respective fields.

This is the new finding from the National Council of Teachers of Mathematics, which released a report that forcefully advocates an instructional emphasis on reasoning and sense making — comprehending based on prior knowledge or experience — in high school.

The Royal Society for the Arts recently reported that for DT teachers: «the acquisition of specialist technical knowledge takes on a greater urgency than learning about design.»

Also here PISA suggests that there is much teachers can do about this: Even after accounting for students» performance, gender and socioeconomic status, students who said their teacher adapts the lesson to the class's needs and knowledge were less likely to report feeling anxious when they are well prepared for a test, or to report that they get very tense when they study.

They report that prominent organizations such as the National Research Council and the National Council of Teachers of Mathematics, for at least the last three decades, have «called for teachers to engage students in constructing their own new knowledge through more hands - on learning and group workTeachers of Mathematics, for at least the last three decades, have «called for teachers to engage students in constructing their own new knowledge through more hands - on learning and group workteachers to engage students in constructing their own new knowledge through more hands - on learning and group work.»

The NRC report suggests several possible reasons, including a lack of knowledge about such opportunities among teachers and administrators; a bias among principals for more traditional methods; and institutional resistance from district professional development staff who might see their own jobs disappear if teachers bypass their programs and engage in training created from afar.

Along the way, Brill gives background on Albert Shanker and the rise of the American Federation of Teachers (AFT), the 1983 report of President Reagan's National Commission on Excellence in Education and what presidents have done since, the creation of TFA by Wendy Kopp, and on David Levin and KIPP (Knowledge Is Power Program) and other successful efforts to create charter schools.

The key to successfully undertaking this process was to build teacher knowledge, capacity and confidence, and to actively engage the parent - carer body in the process as they are the audience of the student reports.

So that's what teachers and schools need to address: Even after accounting for students» performance, gender and socio - economic status, students who said their teacher adapts the lesson to the class's needs and knowledge were less likely to report feeling anxious when they are well prepared for a test, or to report that they get very tense when they study.

Evertson, Hawley, and Zlotnik neglect to report that Eisenberg found a significantly positive effect from a better measure of teachers» knowledge of mathematics: their knowledge of algebraic concepts and postgraduate coursework in calculus.

The Federal Government's response [ii] to the TEMAG Report recommendations said that timely, high - quality, structured and supported practical experience was critical for teacher education students to develop the knowledge and skills they needed to be effective teachers.

The report suggests that the apparently high proportion of non-specialist teachers of ICT may help to explain the recurrent finding that students» ICT capability often outstrips the teachers» subject knowledge.

This special report examines examines the attempts by a small but growing number of districts and unions to work together to enhance the knowledge and skills of teachers and, in turn, improve the achievement of schoolchildren.

As one science teacher reports, «With the vast majority of my students, I am truly facilitating big chunks of their learning by focusing them on diverse artistic expressions of their knowledge.

Teachers who explain these findings report that the knowledge has a positive effect on students» perceptions of their abilities as well as on their expectations for success.

The report says, `... Teachers should have access to professional development opportunities to improve their knowledge and appreciation of the local community's historical, cultural and social context.

Teachers report that their knowledge and skills in teaching increased dramatically as a result of their involvement in leadership positions (Porter, 1987; Lieberman et al., 1988; Troen & Boles, 1992).

The annual AITSL Initial Teacher Education Data Report will contribute to our knowledge base about teacher education in Australian and allow for a more informed Teacher Education Data Report will contribute to our knowledge base about teacher education in Australian and allow for a more informed teacher education in Australian and allow for a more informed debate.

The report from the Global Teacher Education Knowledge Mobilisation Summits, held in 2016/7 outlines a low cost «marginal gains» strategy and Knowledge Management system for the education sector to resolve the problem of access to all, to the latest kKnowledge Mobilisation Summits, held in 2016/7 outlines a low cost «marginal gains» strategy and Knowledge Management system for the education sector to resolve the problem of access to all, to the latest kKnowledge Management system for the education sector to resolve the problem of access to all, to the latest knowledgeknowledge.

The Best Articles (And Blog Posts) Offering Practical Advice To Teachers In 2012 — So Far The Best Multimedia Resources For Introducing Students To The Advantages Of Charts, Graphs & Infographics The Best Posts / Articles On This Year's Phi Delta Kappa and Gallup Education Poll — 2012 «The Best Posts & Articles On Parent Trigger Movie «Won't Back Down»» The Best Funny Movie / TV Clips Of Bad Teachers The Best Resources On Using Drama In The Classroom The Best Education Week Posts From My First Year Blogging There... The Best Articles, Videos & Posts On Education Policy In 2012 — So Far The Best Posts On The «Flipped Classroom» Idea The Best Online Videos Showing Teachers In The Classroom The Best Videos Showing The Importance Of Asking Good Questions The Best Resources On The Newly - Released California Educator Excellence Task Force Report The Best Places To Find The Most Popular (& Useful) Resources For Educators — 2012 (So Far) The Best Resources On The Chicago Teachers» Strike A Sampling Of The Best Tweets With The #SaidNoTeacherEver Hashtag The Best Theory Of Knowledge Resources In 2012 — So Far The Best Articles I've Written In 2012 — So Far My Best Posts On New Research Studies In 2012 — So Far

The groups argue in the report that the traditional approach of having teachers impart knowledge to essentially passive students has failed to foster the ability to read, write, speak, and listen effectively.

This is why, when the American Federation of Teachers issued its Setting Strong Standards report in 2003, it emphasized repeatedly the importance of knowledge in all the disciplines, including English.

It has given teachers knowledge, strategies,» reported the principal at Wheeler.

In their report «Teacher Professional Development in the Use of Technology,» authors Sam Carlson and Dr. Cheick Tidiane Gadio said, «Experience around the world in developing, industrialized and information - based countries has shown that teacher training in the use and application of technology is the key determining factor for improved student performance — in terms of both knowledge and skills development enabled by technology.Teacher Professional Development in the Use of Technology,» authors Sam Carlson and Dr. Cheick Tidiane Gadio said, «Experience around the world in developing, industrialized and information - based countries has shown that teacher training in the use and application of technology is the key determining factor for improved student performance — in terms of both knowledge and skills development enabled by technology.teacher training in the use and application of technology is the key determining factor for improved student performance — in terms of both knowledge and skills development enabled by technology.»

Teacher leaders reported that their prior experience using Everyday Math (along with their reflections and the professional development provided to them by the MSP) provided the knowledge and experience needed to act as leaders in support of other teachers and administrators.

Teachers we have worked with report that when equipped with effective brain - based frameworks, knowledge, and strategies that assist them to deliver such instruction, they can successfully reach more students more of the time.

These studies echo several of the findings found in the NCTAF report, including evidence of the positive effects of STEM PLCs on deepening teacher knowledge of disciplinary content and pedagogy, influencing teacher classroom practice, and inconclusive evidence on the impact of STEM PLCs on student achievement.

Instead the report strongly recommended subject - specific CPD, to ensure the «maintenance and acquisition of subject knowledge» among teachers.

All eighteen of the studies reported positive effects on teacher leader knowledge and skills based on participation in a preparation program.

A few teachers reported using the Internet to expand their knowledge.

Despite the backlash, legislators have determined that PARCC and Smarter Balanced will eventually factor into report cards and teacher reports, and many educators are scrambling to ensure that their students can demonstrate significant depth of knowledge.

Successes reported by field - test teachers consistently identified the high quality of student discussion mentioning use of knowledge and vocabulary, listening to and challenging other students, and considering different points of view.

During the 2013 AACTE Annual Meeting (February 28 - March 2, 2013, Orlando FL), the Preparing Teachers for Practice strand examined specific problems of preparing new teachers to teach in core subject areas and reports on the state of knowledge related to those pTeachers for Practice strand examined specific problems of preparing new teachers to teach in core subject areas and reports on the state of knowledge related to those pteachers to teach in core subject areas and reports on the state of knowledge related to those problems.

Teachers report that these techniques motivate students to participate in learning, as they build confidence and are supported by compelling and safe ways to demonstrate their knowledge and understanding of lessons.

Most of these teachers reported that they were applying their gained knowledge and skills by regularly using technology «to improve their efficiency and productivity, especially for tasks such as maintaining attendance, grades, data on students; creating instructional materials; and communicating with staff members and other colleagues» (Maryland State Department of Education, 2002, p. 2).

In comparison to the four international systems studied, U.S. teacher education programs require lower levels of initial content knowledge in foundational reading, math, and science for teacher candidates, the report finds.

The report notes that many U.S. preservice education programs have teachers continue to take higher math courses, such as calculus, rather than focusing on building pedagogical knowledge of the math they will be teaching.

Teacher - learners reported using a range of instructional strategies to teach concepts and knowledge, including United Streaming videos (a video subscription service, now called Discovery Education streaming), interactive science notebooks, textbooks, teacher demonstrations, worksheets, and reTeacher - learners reported using a range of instructional strategies to teach concepts and knowledge, including United Streaming videos (a video subscription service, now called Discovery Education streaming), interactive science notebooks, textbooks, teacher demonstrations, worksheets, and reteacher demonstrations, worksheets, and research.

This paper reports a case study of a pilot virtual early field experience designed to expand preservice teachers» knowledge, experience, and preparation for VS, which is also relevant for the induction of new teachers and site facilitators in VS. To showcase good practice, preservice teachers were placed with an award - winning exemplary teacher from Iowa Learning Online (ILO).

For example, teachers in one district were struggling with their district's report card format, as their new approach to instruction focuses less on teaching skills and standards in isolation and more on holistic knowledge - building.