Sentences with phrase «science teacher participants»

The case further documents how three middle school science teacher participants developed knowledge about how to teach with technology as they planned and implemented a blog activity in science over a 4 - week period.

Not exact matches

School districts are limited to two participants, preferably math, science, and technology teachers or guidance counselors.

Throughout the year, Speakers Bureau participants will visit Buffalo Public Schools, engaging students in hands - on activities and demonstrations designed to spark interest in science while complementing the teacher's lessons.

In working with a group of 34 early career teachers, cognitive and learning sciences researcher Joshua Ellis from Michigan Tech and his co-authors asked participants to use role - play in their online discussions to deepen the feedback between group members.

Sue Ann began her career in STEM education 31 years ago as a science teacher, but after attending a summer residential teacher enrichment program as a participant, she knew Green Bank was where she could make the greatest contribution to the field.

Professor Laura Penman, a participant in BTI's Plant Biology Curriculum Development Project and three - week summer Teacher Fellow, has infused her Biology 101 curriculum with plant science that engages students because it is being taught within the context of societal challenges.

Teachers» commitment to equity also came through in how Forum participants embraced learning - science and pedagogical innovation.

As a participant in NASA's India Spaceward Bound Program, he delivered science workshops and training courses to Indian teachers, and has recorded online lessons for India's National Institute for Open Schooling.

The U.S. participants consisted of five math teachers, two science teachers, five English teachers, one music teacher, and two social studies teachers.

Harford, MacRuairc, and McCartan (2010) examined a similar video club model with 20 preservice science teachers, wherein the participants viewed and discussed a wider selection of teaching episodes selected by their peers.

The teachers in this study were the participants in the TEC professional development program that focused on technology integration in science classrooms.

The Institutes used primary sources to provide participants with examples of how effective history and social science instruction may be enhanced for students in each course range and how teachers can improve student achievement in content areas of greatest challenge.

During the first semester of the second year of the master's program, each participant completed a full - time student teaching experience in a public school setting under the direct supervision and guidance of a regular classroom science teacher.

Additionally, each preservice participant worked with a cooperating teacher who volunteered to have a typical science lesson videotaped as a means of determining any influences the cooperating teacher may have had upon the student's science teaching skill development.

Although previous research has emphasized the difficulty teachers have in employing such reforms - based instruction (e.g., Johnson, 2006; Gess - Newsome, 2003; Loucks - Horsley et al., 1998), we often observed the participants in this study using the IDS to implement instructional approaches consistent with current science education reform documents.

The collected videos consisted of two inquiry science lessons from each participant in two separate cohorts of preservice teachers.

Participants: Tiffany Huitt, Principal, School of Science and Engineering, Dallas Independent School District Jon Schnur, Executive Chairman, America Achieves (moderator) Jon Schnur's PowerPoint Presentation Jennifer Shepard, PhD, Science Teacher, Glenelg High School, Howard County (MD) Public School System Al Taylor, Principal, Berkmar High School, Gwinnett County (GA) Public Schools

Erica Avent is a sixth - grade science teacher at Oxford Intermediate School in Oxford, MS and was a Year 2 participant in TLI.

Learning sessions are differentiated to meet the needs of participants, whether they are new to Achieve3000 or veteran users; ESL or general education teachers; elementary, middle or high school teachers; or ELA, science or social studies teachers.

The results of the study showed that (a) Model - It, through its scaffolds (i.e., Plan, Build, and Test modes), enabled the majority of preservice teachers to build models that were structurally correct, (b) participants» models were structurally correct but simplistic, and (c) 65 % of the participants preferred to teach science using the explorative modeling method, 27 % the expressive method, and only 8 % both the explorative and the expressive methods.

Summary: Participants will develop an understanding of conceptual learning in science and the cognitive barriers that get in the way that must be addressed for both student and teacher learning.