Sentences with phrase «specific teacher pedagogies»

Further research into the specific teacher pedagogies that are more appropriate for smaller classes.

Not exact matches

Efforts to Improve Teacher Quality: Arkansas has established a comprehensive system of teacher testing that continues after teachers enter the classroom.The state requires its prospective teachers to pass basic - skills, subject - knowledge, and subject - specific - pedagogy tests to earn their beginning liTeacher Quality: Arkansas has established a comprehensive system of teacher testing that continues after teachers enter the classroom.The state requires its prospective teachers to pass basic - skills, subject - knowledge, and subject - specific - pedagogy tests to earn their beginning liteacher testing that continues after teachers enter the classroom.The state requires its prospective teachers to pass basic - skills, subject - knowledge, and subject - specific - pedagogy tests to earn their beginning licenses.

South Carolina requires future teachers to pass basic - skills, subject - knowledge, and subject - specific - pedagogy tests to earn their licenses.

Tracey Mackin, Director of Curriculum and Pedagogy, adds: «Quite early on we latched onto the recognition that if any report is going to have any value for students across multiple year levels... it needs to be focused and specific enough to prompt questions, and to get the student talking to the teacher, or their parents, about what they might need to support their future [learning].

For teacher leaders, a solid understanding of the philosophy and overall pedagogy is more important than prior knowledge of specific units, since teacher leaders can gain logistical knowledge of units by working with teachers as they use the instructional materials.

With observed teachers, the focus was on specific activities during the lessons; general approaches to pedagogy; the role of the principal as well as other leaders within the school, district, and state on pedagogy; curricular and pedagogical decision making in the school; professional development; and student learning.

Are you targeting specific teachers to help them develop particular aspects of pedagogy, identified through your quality assurance triangulation of teaching and learning?

It implies that teachers must engage with content, pedagogy, and technology in tandem to develop knowledge of how technology can help students learn specific mathematics concepts.

Beginning teachers in Shanghai have two mentors — one for general pedagogy and classroom management and the other subject - specific.

In Search of Wholeness: African American Teachers and Their Culturally Specific Pedagogy by Jacqueline Jordan Irvine

This article provides examples from teacher education materials that were developed using an approach that integrally develops teachers» understandings of content, technology, and pedagogy to prepare them to teach data analysis and probablity topics using specific technology tools.

This paper includes a report of specific pedagogy and user interface design principles of web - based ECMs explicitly created to help social studies teachers develop their professional teaching knowledge.

This only happens when the principal articulates a strong vision for the school, visits classrooms constantly, knows the pedagogy he or she is looking for, occasionally makes specific requests for changes in teaching and — most important — provides teachers room to apply their own teaching insights and creates a climate where teachers feel safe to take risks.

Both teacher leaders and systems leaders can use the Mathematics: Knowledge of Content and Pedagogy tool which articulates the specific knowledge and skills teachers need to lead initiatives in mathematics.

Understanding the Digital Generation: Teaching and Learning in the New Digital Landscape This book gives specific reasons why teachers should incorporate technology into pedagogy to meet the needs of «Digital Immigrants».

Meaningful engagement with technology during preparation supports preservice teachers in their efforts to develop the technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]; Mishra & Koehler, 2006) needed to understand «complex relationships between technology, content, and pedagogy and [use] this understanding to develop appropriate, context - specific strategies and representations» (p. 1029) in their future teaching.

In response, our design and research team has developed GeoThentic, an online teaching and learning environment for K - 12 geography teachers and students focused on real - world issues (e.g., global warming), content - specific technologies (Google Earth), and appropriate pedagogies (e.g., problem - based learning), grounded in and designed using the technology, pedagogy, and content knowledge (TPACK) framework.

Research has suggested that kindergarten teachers who are educated on early childhood specific pedagogy and theory produce the best results.

As a framework for teaching with technology, TPCK requires that teachers are able to teach content - specific concepts using technology, implement strategies to support their pedagogy when using technology, and assess the abilities of different technologies to support student learning (Koehler & Mishra, 2009).

• Identify specific student groups whose needs are not being met; • Work closely with principals and teachers to change adult behavior and provide conditions in which students who have historically struggled can thrive; • Change system policies and practices that are barriers to students» success — school discipline and access to culturally relevant pedagogy are two key areas; • Engage parents to become involved in their children's education and empower them to be advocates; • Work with students through teachers and mentors to cultivate deep relationships and trust; • Provide students with leadership and advocacy opportunities to build agency.

The Place - based Education and Local Outdoor Learning thread weaves together emergent research and practice from these two fields, inviting specific consideration of time spent outdoors (TSO) in relation to in - / non - and formal learning contexts, local curricular mandates, teacher education and professional development, health and wellbeing, ethics, pedagogy, and more.

In this Guide, CASEL SELect programs include those that address teacher instructional practices and pedagogy and programs that fully integrate social and emotional learning with academic content in specific core content areas.