Sentences with phrase «researching teacher instruction»

Not exact matches

In Europe the academic teacher is expected to do both research and teaching, and there can be no doubt that this combination is very healthy and has good effects on the quality of both research and instruction.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

Superintendent District Leadership - Technology District Leadership - Curriculum, Instruction, Assessment, PD District Leadership - Business, Communications, HR District Personnel - Other (Admin., Specialist, etc.) School - based Leadership (Principal, Asst. Principal) Teacher - Early Childhood / Elementary Teacher - Middle School Teacher - High School School - based Technology Coordinator School - based Personnel - Other (Admin., Specialist, etc.) Library Personnel / Media Specialist University or College Faculty / Administration Federal Government Personnel State Government Personnel Education Product / Service Provider (including Consultants) Investment Community Association / Advocacy Organization Philanthropy Education Research / Analysis Media Education Services Agency School Board Member Student Parent / Community Member

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

A.A.Y.T. (Authorized Astanga Yoga Teacher) A.Y.R.I. (Astanga Yoga Research Institute) Vinyasa Chikitsa (Movement Therapy) Instruction Authorization Astanga Yoga Research Institute Mysore, South India

But the exclusive survey, conducted by the Education Week Research Center for this year's edition of Technology Counts, found that teachers, on the whole, still face systemic challenges in adapting their instruction to new technologies in transformative ways.

How have you seen teachers explore, integrate, and apply research as they adapt their instruction to reflect the CCSS?

While the rationale is perhaps a bit misguided (some evidence suggests that our students already experience as much instructional time as their peers ~ and other research confirms that teachers in the United States spend more time on instruction than teachers in other nations do) ~ there are certainly reasons to focus on the issue ~ not least of which is the summer learning loss that disproportionately impacts our nations most disadvantaged youth.

One strand of his research, which has sought to replicate effective charter - school practices in public school contexts, has shown that when a school increases instructional time, has excellent teachers and administrators, and instills data - driven instruction, small - group tutoring, and a culture of high expectations, it can eliminate gaps in math performance.

My teaching and research interests include culturally relevant literacy instruction, teacher development, and social justice education.

And, while they're at it, please also offer data, research, and evaluation evidence that speak to the sorts of questions I posed at the outset: How well is differentiated instruction carried out and by how many teachers?

The Instructional Leadership strand is designed for individuals who have taught at least three years, seek to increase their knowledge of instruction and curriculum in their subject area (science, mathematics or social studies) or English Language Arts (ELA) at the elementary and secondary levels, and are interested in finding ways to extend their influence beyond the classroom into areas such as coaching, curriculum development or teacher research.

Strategies That Work: Differentiated Instruction Discover how research into how students learn led to changes in how teachers teach — and the differentiated model of education.

Yet the research shows that guidance or teacher instruction can be important, particularly with some subjects in the early years.

Currently, Dillon is a post-doctoral fellow at Haskins Laboratories, a research institute in New Haven, Conn., that focuses on speech, language, and reading and biological basis, where she investigates the effects of a three - year study in which first - grade teachers were provided professional development seminars and in - class coaching in literacy instruction.

Longitudinal research has demonstrated that students who perceive school discipline as unfair are more likely to disobey teachers, disrupt classroom instruction, and in general fail to develop behaviors conducive to educational success and related positive outcomes.

Teachers here know that our research - based reward system measures the progress individual students make in their classrooms, and educators who do the best job tailoring instruction to meet each child's specific needs tend to receive the highest marks.

It alleges that a review of the research on charter schools leads to the conclusions that, overall, charter schools: 1) fail to raise student achievement more than traditional district schools do; 2) aren't innovative and don't pass innovations along to district schools; 3) exacerbate the racial and ethnic isolation of students; 4) provide a worse environment for teachers than district schools; and 5) spend more on administration and less on instruction than public schools.

What I began to write about and to call «differentiated instruction» was rooted in what I learned through classroom practice and now has become more fully developed through observing many other practicing teachers, conducting research, and studying the research of others.

Lee Canter's Assertive Discipline and Jon Saphier's Skillful Teacher discuss scores of moves, like the «10 - 2» rule (have kids summarize for 2 minutes in small groups after 10 minutes of teacher - led instruction), much of it supported by nonrandomized reTeacher discuss scores of moves, like the «10 - 2» rule (have kids summarize for 2 minutes in small groups after 10 minutes of teacher - led instruction), much of it supported by nonrandomized reteacher - led instruction), much of it supported by nonrandomized research.

In my research I have identified 34 different examples of charter school innovation, including small size; untenured teachers; contracts with parents; real parent and teacher involvement in school governance; outcome -(rather than input --RRB- based accreditation; service learning fully integrated into the curricula; unusual grade configurations; split sessions and extended school days and years to accommodate working students; and computer - assisted instruction for at - risk and other frequently absent students.

[1] But a wide variety of quantitative and qualitative research finds that standards implementation — the extent to which teachers use the standards in classroom instruction — is typically moderate, at best.

Small Market, Beat Reporting Special Citation — Colleen Gillard, Lucy Hood, Patti Hartigan, Laura Pappano, Brigid Schulte, David McKay Wilson, The Harvard Education Letter, Harvard Education Letter's Education Coverage «Stopping Sexual Harassment in Middle School» by Colleen Gillard «The Greening of Environmental Ed» by Lucy Hood «Bringing Art into School, Byte by Byte» by Patti Hartigan «Integrated Data Systems Link Schools and Communities» by Patti Hartigan «Differentiated Instruction Reexamined» by Laura Pappano «Using Research to Predict Great Teachers» by Laura Pappano «Hybrid Schools for the iGeneration» by Brigid Schulte ««Clicks» Get Bricks» by Brigid Schulte «Leading a System Where Everyone Gains» by David McKay Wilson «With Cheating on the Rise Schools Respond» by David McKay Wilson

The only «strong research» NCTQ cites for support of the claim «that entering teachers learn crucial methods of instruction and management through observation of and supervised practice in schools where staff are successfully teaching students living in poverty» is a study by Matthew Ronfeldt.

Our diverse student body represents classroom teachers from a variety of school settings (locally, nationally, and internationally), literacy volunteers from community based programs, and students from many disciplines who wish to further their understanding of literacy instruction and research.

The only «strong research» they cite in support of the «Early Reading» standard examines whether teachers are familiar with the «five components of effective reading instruction,» and whether teachers who are certified and have masters degrees are more likely to know those five components.

The quality of teachers and instruction is another important focus of research today, as reformers are realizing that a teacher's effectiveness in helping kids learn is just as important as his or her knowledge of the material.

Strategies That Work: Reading Aloud Many teachers believe reading aloud enhances classroom instruction and improves academic achievement — and recent research supports their beliefs.

Teachers will want to browse through the archive of research reports and articles on such topics as differentiating literacy instruction, how television impacts the development of reading comprehension and early literacy for inner - city children among others.

Join Peggy Coyne, a research scientist at the Center for Applied Special Technology in Wakefield, Mass., and Lori DiGisi, a curriculum coordinator for Framingham Public Schools in Massachusetts, for a discussion of how teachers can use differentiated instruction, universal design for learning and assistive technology to help struggling readers at all grade levels.

Many teachers believe reading aloud enhances classroom instruction and improves academic achievement — and recent research supports their belief.

Her recent research focuses on: teacher professional development, instructional coaching, teacher evaluation, changes over time in teachers» mathematical knowledge and instructional quality in mathematics, and the teacher experiences and characteristics that lead to high - quality instruction and stronger student outcomes.

Dr. Forzani's research focuses on identifying instructional practices that are essential to competent beginning instruction and on the implementation of reform in teacher education.

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.

First, mathematics educators have both researched and attempted to improve teacher knowledge, curriculum, and instruction for over two decades; examining current levels of each would provide evidence about the extent to which these goals have been met.

Literacy Instruction for English Language Learners: A Teacher's Guide to Research - Based Practices.

Research findings from the study demonstrate that the use of video increased teachers» willingness to open up their instruction to peers and other instructional experts, compared to teachers who were not randomly assigned to use video.

Designed for teachers, literacy leaders and district administrators — Make fountasandpinnell.com your daily literacy retreat to reflect, recharge, research, and redefine your literacy instruction.

Research suggests that although many elementary teachers integrate social studies with the language arts, this instruction tends to be poorly designed with little emphasis on social studies learning.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Lisa Wilson, Director of Assessment & Research, Blue Valley School District, KS Lisa Wilson has served in public education for twenty - seven years as a junior high and high school English teacher, lead teacher, Associate Principal for Curriculum and Instruction, and currently as the Director of Assessment and Research for Blue Valley School District, a public district in Overland Park, Kansas.

Specifically, we've called for giving teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.

Informed by CAL's ongoing research, our experienced SIOP team provides a wide range of services, including SIOP Model workshops, job - embedded professional development such as guided lesson design and coaching, hybrid workshops that combine online coureses with face - to - face workshops, and technical assistance to help teachers integrate content and language instruction effectively.

In addition, Dr. Jones has developed research - based methods of group management that are extremely cost - effective — that free the teacher to focus on instruction rather than discipline.

This paper introduces a research - based model of sheltered instruction that promotes teaching practices that make teachers more effective in promoting the learning of limited - English - proficient (LEP) students.

The research is clear: If a student is not motivated to read and is not engaged in the text, all of the strategy instruction a teacher might provide may be for naught (Guthrie and Klauda, 2014; Ivey, 2014; Wanzek et al, 2014).

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.

Therefore, the RRSG proposes three specific domains as having the highest priority for further research: instruction, teacher preparation, and assessment.

This robust website offers research - based tools, resources, and services to help teachers plan and deliver highly effective instruction aligned with college - and career - ready standards.

Cognitively Guided Instruction (CGI) is a professional development program based on an integrated program of research focused on (a) the development of students» mathematical thinking; (b) instruction that influences that development; (c) teachers» knowledge and beliefs that influence their instructional practices; and (d) the way that teachers» knowledge, beliefs, and practices are influenced by their understanding of students» mathematicaInstruction (CGI) is a professional development program based on an integrated program of research focused on (a) the development of students» mathematical thinking; (b) instruction that influences that development; (c) teachers» knowledge and beliefs that influence their instructional practices; and (d) the way that teachers» knowledge, beliefs, and practices are influenced by their understanding of students» mathematicainstruction that influences that development; (c) teachers» knowledge and beliefs that influence their instructional practices; and (d) the way that teachers» knowledge, beliefs, and practices are influenced by their understanding of students» mathematical thinking.