Sentences with phrase «secondary teachers in this study»

Factor analysis confirmed the multifaceted nature of teacher autonomy; however, somewhat different factor structures were found for the elementary and secondary teachers in this study, in comparison to that of Friedman.

Not exact matches

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

Lori Ihrig, a graduate student in ISU's School of Education, followed 10 new secondary science teachers during the first two years of their careers to study their teaching practices and the socialization process.

In the last the discussion of the meeting there were 4 conclusions about improving education in science: to motivate and pay teachers well (primary and secondary levels), to promote science via the media (government back up), to inspire leaders to start the change, and to develop a good mentoring system so the student can study at home and go back to the professor with questionIn the last the discussion of the meeting there were 4 conclusions about improving education in science: to motivate and pay teachers well (primary and secondary levels), to promote science via the media (government back up), to inspire leaders to start the change, and to develop a good mentoring system so the student can study at home and go back to the professor with questionin science: to motivate and pay teachers well (primary and secondary levels), to promote science via the media (government back up), to inspire leaders to start the change, and to develop a good mentoring system so the student can study at home and go back to the professor with questions.

He has also led experimental studies of several widely used teacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading Intervteacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading IntervTeacher Study Groups, and the Strategic Adolescent Reading Intervention.

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.

The summer I graduated from college (1965), I began the Master of Arts in Teaching program at the Harvard Ed School, specializing in social studies, in which field Massachusetts certified me as a secondary teacher.

Many of the current mathematics teachers in secondary schools today have not studied the topics they are teaching since they themselves were middle - or high - school students.

A new study from the RAND Corporation finds that nearly every teacher in America — 99 percent of elementary teachers, 96 percent of secondary school teachers — draws upon «materials I developed and / or selected myself» in teaching English language arts.

This is particularly challenging for primary school teachers who must teach all subjects, but equally for some secondary school teachers who teach all science domains but may have studied only one or two in depth.

A study of 1,450 Virginia secondary schools, published this month in Psychological Science, suggests that students» scores on state tests may be partly a function of where they live, how poor their classmates are, and whether they have access to competent teachers.

There is one focused course of study (history, language - English and Spanish - and the arts; mathematics, science, and technology; and health); everyone is enrolled in it; an appropriate path for each student is developed (every child has a «personal learning plan»); most teachers have responsibility for no more than 50 students (this on a per - pupil budget that is the same or less than in nearby public secondary schools).

A study of highly successful senior secondary teachers in public schools in New South Wales by Paul Ayres, Wayne Sawyer and me demonstrated the importance of feedback in influencing student achievement.

He explains today there are many types of lesson study activities in terms of the context, focus and size — intra-school (in elementary schools and some secondary schools), within whole school districts or cities, at a prefecture level and national events where thousands of teachers visit a school to observe and discuss.

I have taught six - year - olds in a Year 1 Mathematics Intervention program, senior secondary students studying Year 12 mathematics subjects and adults studying to be early childhood, primary and secondary teachers.

In light of this, it has been promised that every secondary school pupil will have the opportunity to study computing by tripling the number of trained computer science teachers to 12,000.

A new ACER report looks at the extent to which secondary school teachers in Australia are teaching subjects they haven't specialised in during their studies.

As part of an international study collating results from surveys covering 3,328 primary and secondary teachers in the UK, Denmark, Norway, Sweden, Brazil, the US and Australia, the report shows that the 11 hours is considerably more than those in the US (nine per cent) and Australia (seven per cent) where the time spent on teaching is typically higher.

JE: One of the research questions that your study addresses is: Does the representation of male teachers in Australia differ by education level (primary, secondary — obviously this is in a school context) or by sector (government, Catholic and independent) over time?

Anthony Pellegrino, PhD, a 10 - year veteran high school social studies teacher, is currently assistant professor of history and social studies education in the College of Education and Human Development at George Mason University where he teaches methods of teaching history / social studies in the secondary school, foundations of secondary education, and research on teacher education.

The study, which includes 150 secondary school teachers in twenty - eight states, is measuring «the impact of these instructional changes, such as more frequent assessment and types of classroom discourse, on student performance in algebra.»

In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbooIn this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbooin the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook.

(Un) Commonly Connected: A Social Network Analysis of State Standards Resources for English / Language Arts AERA Open, November 2017 This article examines the results of two quasi-experimental studies of the implementation and impact of the Literacy Design Collaborative (LDC), an intervention designed to support secondary teachers» transition to Common Core State Standars in Enlish language arts.

In a study supported by the Spencer Foundation, Ben works with secondary school teachers to provide opportunities for their students to discuss, investigate, and take action to dismantle educational barriers, such as unsafe school climates or inadequate facilities.

Kim has also led experimental studies of several widely used teacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading Intervteacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading IntervTeacher Study Groups, and the Strategic Adolescent Reading Intervention.

But some students who choose to pursue this path may also be interested in the two options for teacher certification currently available to Harvard College students — the Undergraduate Teacher Education Program and Harvard Teacher Fellows — though neither will have a formal relationship with the Secondary Field in Educational Steacher certification currently available to Harvard College students — the Undergraduate Teacher Education Program and Harvard Teacher Fellows — though neither will have a formal relationship with the Secondary Field in Educational STeacher Education Program and Harvard Teacher Fellows — though neither will have a formal relationship with the Secondary Field in Educational STeacher Fellows — though neither will have a formal relationship with the Secondary Field in Educational Studies.

Teachers in private secondary schools have more positive opinions about their principal, school administration, fellow teachers, and students than teachers in public schools do, a study by the U.S. Education Department haTeachers in private secondary schools have more positive opinions about their principal, school administration, fellow teachers, and students than teachers in public schools do, a study by the U.S. Education Department hateachers, and students than teachers in public schools do, a study by the U.S. Education Department hateachers in public schools do, a study by the U.S. Education Department has found.

These studies examined teacher leadership in mathematics and science and in elementary and secondary grades, suggesting that teacher leader support which includes demonstration lessons has a positive impact on teacher instruction in various settings.

My award winning doctoral study of exemplary teachers» knowledge of technology integration in NSW primary and secondary public schools developed a new framework for technology enhanced learning known as «High Possibility Classrooms».

In this study, I examined the experiences of a group of secondary preservice teacher candidates (N = 38) who followed various Twitter hashtags for 1 hour and then reflected upon these experiences in a brief written reflectioIn this study, I examined the experiences of a group of secondary preservice teacher candidates (N = 38) who followed various Twitter hashtags for 1 hour and then reflected upon these experiences in a brief written reflectioin a brief written reflection.

We informed them that in our survey data collection we would be inviting principals, assistant principals, and teachers to respond to a written survey about leadership policy and practices that bear on teaching and learning; that we would conduct the principal and teacher surveys in four schools per district representing elementary and secondary schools; and that we would be conducting a second round of surveys in the final year of the study (2008).

The article's abstract reads in part, «This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons.

This study examines the use of a digital video annotation tool used by beginning in - service secondary science and mathematics teachers in the Teacher Induction Network (TIN).

In addition to case study data, this report also draws on data from secondary sources (spring 2007 district and teacher surveys from the U.S. Department of Education's National Educational Technology Trends Ststudy data, this report also draws on data from secondary sources (spring 2007 district and teacher surveys from the U.S. Department of Education's National Educational Technology Trends StudyStudy).

Role: Select a Role Director Head Teacher Principal Vice Director Vice Principal Head of Primary Head of Secondary Deputy Head of School Deputy Head of Primary Deputy Head of Secondary Head of Early Years Head of Prep School Director of Studies Academic Registrar Grade Level Coordinator Head of Department Head of Section Head of Subject Head of Year IB Coordinator Phase Coordinator Principal Inspector Second in Department Senior Inspector Teacher

An analysis of the use of the Internet and World Wide Web by secondary social studies teachers in Indiana.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

During the 1999 - 2000 academic year, as the Internet had begun to make inroads in schools and received wide acclaim in the social studies literature, VanFossen (2000) published a study of secondary social studies teachers in Indiana and their instructional use of the Internet.

This research is preceded by a Wales - based study published by Stonewall Cymru, which identified that more than two in five primary school teachers and nearly nine in ten secondary school teachers surveyed said that pupils in their schools experienced homophobic bullying.

Though a growing body of research has studied the theory and best practices for developing students» disciplinary literacy skills in the high school classroom, research that investigates the ways preservice secondary teachers use instructional technology during their student - teaching internship is an emerging area of study.

Lisa Clarke, a 2012 Washington Fellow and a social studies teacher from Kent - Meridian High School in Kent, Wash., will serve as the program's inaugural Team Lead and work in the Office of Elementary and Secondary Education;

One of the studies in the book discusses a secondary - level teacher training program designed to address behavior, improve student - teacher engagement, and improve achievement.

Amy is certified (grades K - 8 Elementary, and grades 9 - 12 Secondary Social Studies) by the Commonwealth of Pennsylvania and also has certification in the Teacher Education Program by the National Coalition of Alternative Community Schools.

Although less frequently than their secondary school colleagues, elementary preservice teachers in this study used word processing, Internet search tools, graphic organizers, and webquests to maximize student learning.

This longitudinal 5 - year study examined work samples and reflections of 223 elementary and secondary preservice teachers in a graduate teacher education program.

Data from 88 elementary and 135 secondary teachers were included in this study.

Prior to his role at Westside, he served as director of secondary curriculum, high school building administrator, and junior high school social studies teacher for Papillion - La Vista Public Schools in Nebraska.

The program used a cohort model, and the teachers in this study participated in three elementary (preK - 6) and five secondary (7 - 12) cohorts between June 2002 and June 2007.

Designed to facilitate more authentic and deeper learning, teachers will brainstorm ways to integrate the Essential Skills in Economics to also develop students» mastery of other K - 12 English / language arts and social studies skills such as analyzing and synthesizing primary and secondary sources; using evidence to draw conclusions and make generalizations; articulating and defending positions using content vocabulary; comparing and contrasting historical, cultural, and political perspectives; explaining cause - and - effect relationships; and practicing good citizenship skills while collaborating and compromising.

The richest examples of K - 12 students demonstrating digital citizenship skills were seen in the work samples and reflections of elementary and secondary preservice teachers who taught social studies units.