Sentences with phrase «studies classroom during»

Mentored field experiences begin with a one - day - a-week school placement in freshman year, include pre-practicum experiences in schools, and culminate with full - time student teaching in a social studies classroom during senior year, affording preservice teachers the opportunity to design and implement inquiry - based, content - rich units of study, and to assess students» learning.

Not exact matches

Also at 10 a.m., Regent Roger Tilles will visit the classroom of fifth grade teacher Kate Hunter, National Council for the Social Studies Outstanding Elementary Social Studies Teacher of the Year, during his visit to the Three Village Central School District.

During the course of the experiment, sixth, seventh and eighth graders learned about science and social studies in one of two ways: 1) material was presented once, then teachers reviewed it with students three times; 2) material was presented once, and students were quizzed on it three times (using clickers like the ones in Bain's current classroom).

The flagship program brings fish — and the tools to study them — into the classroom for an entire week, during which time students observe much of the fish's life cycle, from mating to the hatching of larvae.

During the academic year, DAAD Young Ambassadors promote study and research in Germany by working with their universities» study abroad offices, volunteering at study abroad fairs, organizing classroom visits, info sessions, fun events, and answering their fellow students» questions.

Participating schools, regardless of group assignment, received program materials, teacher training, and substitute teachers to fill in for teachers during regular teacher training; control schools received these benefits for classrooms that did not participate in the study.

And over the course of my first year in the classroom, that same thought emerged several more times — at the school musical, visiting the graphic design class, and even just watching a couple of students do their math homework during study hall.

Results from this study provide evidence that school recess can be used to teach social — emotional competencies that can impact student behavior during recess and in the classroom.

Sixteen percent of black male elementary school students in the classrooms of white female teachers received exclusionary discipline in North Carolina during our study period.

Other studies of preservice teachers» decision making have used the TPACK framework as a basis for understanding their choices when completing design tasks during educational technology courses or during fieldwork experiences in general education classrooms.

Interviews conducted during the course of the study reveal that participants saw great potential for teachers to use DocSouth in their classrooms, since both they and their students have the requisite technology skills, the teachers already use the Internet to plan instruction and for research purposes, and perhaps most importantly, part of their goal in teaching history is to present multiple perspectives.

According to dozens of studies conducted over the last four decades, videotaping instruction and providing feedback offers many benefits to classroom professionals, such as improving their ability to identify mistakes that went unnoticed during actual teaching, as well as enhancing «self - evaluative» skills and decision making.

Units of study at the elementary level are organized into lab «kits» which are rotated into elementary classrooms during each school year.

During Dr. Stoddard's study, only one local classroom and teacher responded in time to requests for a classroom observation.

During a professional learning experience, a middle school social studies teacher shared his idea for using this task in his classroom.

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.

A multimedia case study can allow preservice teachers to observe and understand these tensions by hearing the teacher's reflections on the lessons, as well as seeing teacher decisions in action during the classroom video segments.

This phenomenological study will provide such a resource by providing insight into the pedagogical beliefs, methods, practices, challenges and support needs experienced during the transition to a flipped classroom model.

This individualization often goes well beyond the creation of classroom rules and routines — it includes what texts and topics are studied in depth, how student grades are calculated, what type of contribution is welcomed during class discussions, the extent to which technology tools are integrated into the classroom, whether students are required to conduct research, and how much homework is necessary to further student development.

Impairment to language acquisition because of excessive noise during classroom instruction also can lead to deficits in reading skills according to a study by Evans, G. W. and Maxwell, L. First - and second - grade students exposed to chronic noise scored lower on standardized reading tests taken in quiet conditions.

The impacts on teacher effectiveness and placement are inconclusive during the first couple of years of study; however, majorities of teachers have indicated that the feedback they received, especially from classroom observations, has prompted them to make changes in their practice.

Importantly, studies also show that strategies such as formative assessment (formal and informal assessments conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment) and metacognitive (awareness and understanding of one's own thought processes) approaches — techniques typically employed in personalized learning classrooms — improve student learning.

During the first four years of the CREATE study, researchers developed individual interventions and tested them in tightly controlled experiments and randomized field trials with classroom teachers in the middle grades.

Do you realize that the state has mandated that classroom teachers must take attendance during every math, ELA, social studies and science lesson — everyone, every day for the entire school year!

One limitation of the study is that we were only able to investigate school - and classroom - level practices in five project schools during the first year, and eight schools in the second year.

A recent study from the U.S. Department of Education discovered about 94 percent of public school teachers spent their money on classroom supplies without reimbursement during the 2014 - 2015 school year.

The second phase happens during classroom instruction, where the coach or study team and teacher talk to students as they are working independently and ask them the two questions in Figure 1: «What are you learning?»

Two of the 10 studies listed in Table 2 followed students from their elementary school classrooms into adulthood, obtaining data on long - term outcomes, including college attendance and the quality of the college attended around age 20, earnings at age 28, the quality of the neighborhood of residence during adulthood, and teen parenthood.

Rather, it unfolds over time during the some 13,000 hours that students spend in contact with classroom teachers from Kindergarten to 12th grade, a period that Dan Lortie called the «apprenticeship of observation» in his 1975 work, Schoolteacher: A Sociological Study.

When computer - based games and simulations were used, they were typically part of the classroom reward structure and did not approach the level of integration for instructional purposes observed during the New Social Studies (Clegg, 1991; Ehman & Glenn, 1991).

Michelle's deep experience in school design began during her 22 years in the classroom when she developed a sequential theatre arts program and helped create an award - winning integrated studies school in Northern California.

Collaborative Strategic Reading during social studies in heterogeneous fourth - grade classrooms.

Parent volunteers work with classroom teachers during the school day to discuss a particular artist's work and then help students with a related hands - on project; subject areas and artists range from language arts and social studies (Marc Chagall, Faith Ringgold) to science and mathematics (Claude Monet, Joan Miró), among others.

During the PADI Divemaster program, you learn dive leadership skills through both classroom and independent study.

We offer our Students maximum flexibility, with Drivers Education available either in a classroom format (most Saturdays, or weekdays during school breaks) or with an online home - study program.

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

This longitudinal study evaluated the learning and retention of task - specific training during the subjects» classroom performance of a one - person pivot transfer.

The 40 adolescent males and 5 adolescent females who participated in the 8 - week study were taught note - taking skills, social skills and problem solving in highly structured classrooms and intensive supervision by staff during a Summer Treatment Program for Adolescents (STP) conducted by the ADHD Program at the Western Psychiatric Institute and Clinic at the University of Pittsburgh Medical Center.

Participating schools, regardless of group assignment, received program materials, teacher training, and substitute teachers to fill in for teachers during regular teacher training; control schools received these benefits for classrooms that did not participate in the study.

In another study, observations of peer victimization during class time predicted restricted growth within one academic year on students» state - based standardized reading achievement test scores, after statistical control of their previous reading achievement test scores, ADHD symptom severity, and ability grouping (i.e., tracking) in their classroom [30].