Sentences with phrase «research on classroom instruction»

Even though the comments of Willms (1992) and Reynolds and Teddlie (2000) address the broader issue of school reform, they are quite applicable to research on classroom instruction.

Not exact matches

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.

GLEE, first offered in 2010, included classroom instruction, hands - on activities, demonstrations, tours of research facilities, and a team project.

Ways to achieve this outside the scope of work at SRIC includes classroom instruction, publications, and attending and presenting at conferences that focus on education and research related to the environment.

Based on this expertise, they are expected to engage in scholarly endeavors, such as consuming and producing research, and are provided tremendous autonomy to make decisions about curriculum, instruction and assessment in their classrooms.

Content: This U.S. Department of Education - sponsored site, whose mission is translating research - based practices into practical tools to improve classroom instruction, draws heavily on material from the What Works Clearinghouse.

The final piece was my participation in a class through the Gateway Writing Institute, where I read Nonfiction Matters, by Stephanie Harvey, and conducted an action research project on inquiry - based instruction in my classroom.

With colleagues from the Center for Research on Education, Diversity, & Excellence, a federal research center at the University of California campus here, Tharp has identified five standards that he says mark effective instruction in classrooms with high concentrations of students from backgrounds outside the U.S. cultural maiResearch on Education, Diversity, & Excellence, a federal research center at the University of California campus here, Tharp has identified five standards that he says mark effective instruction in classrooms with high concentrations of students from backgrounds outside the U.S. cultural mairesearch center at the University of California campus here, Tharp has identified five standards that he says mark effective instruction in classrooms with high concentrations of students from backgrounds outside the U.S. cultural mainstream.

A second - order meta - analysis of 25 meta - analyses encompassing over 1,000 studies and 40 years of research on technology and classroom learning found that the use of technology in the classrooms shows a small to moderate positive effect on student learning, as compared to technology - free traditional instruction.

The percent of 4th grade students whose teachers say they've received training on how to integrate computers into their classroom instruction has remained flat since 2009, according to a new Education Week Research Center analysis of survey data from the National Center for Education Statistics.

Comprehensively addresses the five essential components of effective reading instruction, with a focus on translating research to classroom application

No other professional development is as comprehensive or successful in addressing the five essential components of effective reading instruction, plus writing, with a focus on translating research to classroom application.

According to research, students with LD spend more time on task in the classroom when technology is thoughtfully integrated into instruction.

For instance, a 2010 National Bureau of Economic Research study concluded, on the basis of a controlled experiment to compare online and face - to - face enrollment in a microeconomics course, that «much more experimentation is necessary before one can credibly declare that online education is peer to traditional live classroom instruction, let alone superior....»

Liu's research examines secondary and postsecondary classrooms as developmental settings and focuses on the role of effective instruction in building teacher - student relationships and supporting student outcomes.

A number of research studies indicate that the work of teacher leaders, particularly when focused on classroom instruction, helps change teachers» practice in ways that may impact student outcomes.

Such research would, in a single effort, examine school level factors (e.g., building climate, home - school relations, schoolwide organization for reading, collaborative efforts) while examining classroom / teacher factors (e.g., time spent in reading instruction, time on task, student engagement, approaches to word recognition and comprehension instruction, teachers» interactive styles).

The model embeds Dr. Marzano's research on teaching strategies providing teachers clear guidance on how to improve their classroom instruction in order to raise student achievement, therefore, identifying the «causal» links between teacher practice and student learning gains.

Our main question for the research described in this section is, «What leadership practices on the part of school principals are considered, by principals and teachers, to be helpful in supporting and improving classroom instruction?»

Districts and Schools — Implement Dr. Marzano's research - based common language / model of instruction with aligned walkthroughs, observations, induction program, professional development and a district / school data hubs to monitor and support the implementation and gather data on teacher effectiveness in every school and classroom.

She shares her passion for student - centered instruction in the classroom by regularly presenting on learning and thinking styles, research - based strategies, thoughtful assessment, and educator evaluation.

Learning Difficulties Australia is an association of teachers and other professionals dedicated to assisting students with learning difficulties through effective teaching practices based on scientific research, both in the classroom and through individualised instruction.

«In developing a starting point for this six - year study, we claimed, based on a preliminary review of research, that leadership is second only to classroom instruction as an influence on student learning.

She has researched, written, and presented extensively on the topic of vocabulary instruction which is the subject of several of her books, including Teaching Vocabulary in All Classrooms, No More «Look Up the List» Vocabulary Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the instruction which is the subject of several of her books, including Teaching Vocabulary in All Classrooms, No More «Look Up the List» Vocabulary Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the Curriculum.

The Center for Educational Improvement (CEI) research into rigor in the classroom centers on cutting - edge best practices to improve instruction in schools.

One - on - one teacher coaching generates meaningful improvements to both classroom instruction and student achievement, according to a newly published meta - analysis of existing research.

First, acknowledging that middle level students (age 10 - 14) learn differently than their elementary and high school friends and siblings, they began by reviewing the developmental research on young adolescents and taking those unique learning needs as a starting point for planning changes in classroom instruction, increasing electives, providing intervention, reviewing their discipline procedures, and attending to the social and emotional needs, a key to success with middle level student success.

In the PBS News Hour video below, Will Miller from Wallace Foundation says, «The most important thing from what the research tells us is that the principal needs to concentrate their time on improving instruction in the classroom, because that's the thing that makes the most difference for the kids.»

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

After reviewing research on effective prevention and literacy instruction delivered in preschool, kindergarten, and primary grades, as well as organizational factors at the classroom, school, and district levels, Snow et al. (1998, pp. 314) conclude that «effective instruction includes artful teaching that transcends — and often makes up for — the constraints and limitations of specific instructional programs.»

Research on academic literacy development in sheltered instruction classrooms.

Effective classroom instruction involves research - based approaches and is based on sound, systematic assessments and ongoing monitoring of each child.

Because teachers say it is difficult to stay current on research about effective instruction, this paper helps teachers become consumers of educational programs and materials, provides guidance on how to recognize scientifically based instructional strategies, how to use the concepts of research in the classroom.

Implement a nurturing and talent development model for transforming K - 12 instruction and curriculum for all students that provides: 1) Professional Development on best research - based practices and curriculum for teachers, principals and curriculum directors; 2) Concept - based curriculum for all students and 3) Differentiated classrooms that engage students in gifted intelligent behaviors, interests and learning styles to solve problems through performance tasks within interdisciplinary concept - based curriculum units.

On a positive note, the one school that had made the most consistent gains in students» reading and writing growth was also the school in which teachers had made the most research - based shifts in the delivery of their classroom reading instruction.

Another way, research suggests, is to emphasize formative data — low - stakes classroom assessments created by teachers to guide instruction, which can have a strong, positive influence on student performance and motivation (Wiliam & Thompson, 2007).

Providing practical tools and drawing on current research, the engaging professional development we facilitate empowers teachers to target student needs by examining content standards and curriculum, designing effective classroom assessments, making data - based decisions, and delivering engaging instruction.

Except for the increase in teacher - directed stance and decrease in student - support stance categories, all differences in classroom practices were in the direction which would be expected based on the research on effective classroom reading instruction, which had been shared with the teachers before Year 1 and between Years 1 and 2.

Research shows that digital resources used for classroom instruction have a statistically significant impact on student learning.

In literacy, Raphael and her colleagues» research on book clubs demonstrated that ambitious goals for comprehension instruction could be manageably achieved inside the classroom (McMahon & Raphael, 1997).

Based on rigorous research reviewed by the National Center on RTI at the American Institutes for Research, the authors highlight several recommendations for implementing RTI with fidelity: 1) Institute a continuum of instructional supports for students through a multi-level prevention system, including primary prevention through high quality core instruction in the classroom, secondary prevention through supplementary interventions of moderate intensity for students most at risk, and tertiary prevention through individualized interventions for those who do not respond to secondary prevention approaches; 2) employ universal screening through brief, valid and reliable assessments; and 3) monitor student progress using research - based assessmenresearch reviewed by the National Center on RTI at the American Institutes for Research, the authors highlight several recommendations for implementing RTI with fidelity: 1) Institute a continuum of instructional supports for students through a multi-level prevention system, including primary prevention through high quality core instruction in the classroom, secondary prevention through supplementary interventions of moderate intensity for students most at risk, and tertiary prevention through individualized interventions for those who do not respond to secondary prevention approaches; 2) employ universal screening through brief, valid and reliable assessments; and 3) monitor student progress using research - based assessmenResearch, the authors highlight several recommendations for implementing RTI with fidelity: 1) Institute a continuum of instructional supports for students through a multi-level prevention system, including primary prevention through high quality core instruction in the classroom, secondary prevention through supplementary interventions of moderate intensity for students most at risk, and tertiary prevention through individualized interventions for those who do not respond to secondary prevention approaches; 2) employ universal screening through brief, valid and reliable assessments; and 3) monitor student progress using research - based assessmenresearch - based assessment tools.

In the digital age, illiteracy is not an option; with a solid track record advocating for individuals with dyslexia, supplying foundational research, codification of the definition of dyslexia, and centering national debate, the IDA is focused on helping shape reading instruction in American classrooms.

At the Head Start National Research Conference in Washingon, DC, NIEER Director Steve Barnett spoke on instruction for English language learners in preschool education classrooms.

In developing a starting point for this six - year study, we claimed, based on a preliminary review of research, 8 that leadership is second only to classroom instruction as an influence on student learning, After six additional years of research, we are even more confident about this claim.

Research shows the most effective anti-bullying campaigns rely on a multifaceted approach that includes school - wide training and awareness, classroom instruction / activities, and intervention.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

(NCSM, 2013)-RSB- This position is based on research supporting the use of manipulatives in classroom instruction.

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

The duties and responsibilities of this position include, but are not limited to, the following functions, which are not listed in any particular order of significance: • Teach one or two sections of Legal Research and Writing per semester, which includes providing classroom instruction, timely written feedback on assignments, and individual academic counseling on progress towards course learning objectives.

There is a great deal of pedagogy research to be done on MOOCs — at Berkeley our approach is to blend the MOOC with in - classroom experience, so the rest of the world gets the MOOC but the Berkeley students get a combination of MOOC and live instruction.