Sentences with phrase «studies of classroom practice»

Not exact matches

Whereas Australia has made Asia an important focus of its national curriculum, Canada, where education is a provincial matter, could follow the model practiced in the US, where a network of universities across the country acts as hubs for teachers to deepen their understanding of Asian geography, history, social studies and arts, so they can introduce that content into their classrooms.

As program officer for the IES Cognition and Student Learning research grants program, Dr. Albro oversaw the preparation of an IES Practice Guide, Organizing Instruction and Study to Improve Student Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research on learning and memory.

Another study will assess the impact of different frequencies of observations on teachers and whether teachers trained as observers also improve their own classroom practice.

George Theoharis, a former teacher and principal, is a professor in the Department of Teaching and Leadership at Syracuse University, where he studies classroom inclusion practices and other special education issues.

Here are two strategies I discovered through The Learning Scientists and use in my classroom almost daily in an attempt to teach my students more efficient and effective study and practice habits and to maximize their retention of material.

Key findings of the study indicate that teachers are using Twitter primarily for professional development and improved classroom practice.

«I am truly delighted that I decided to further my own learning through postgraduate study, and I sincerely value the continuing influence of that learning on my teaching beliefs and practices in the classroom,» she says.

Similarly, in a case study of four middle school math teachers who participated in a yearlong series of ten video club meetings to reflect on their classrooms, teachers in the video club «came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process of teaching and learning» in a supportive, nonthreatening setting (Sherin and Han, 2004).

As educators who have spent over 20 years researching, observing and studying classroom practice, we are even more convinced that many of the past practices in classroom observation relied on snapshot observations made by supervisors with little professional or academic learning.

Imagine if such studies — both of traditional classroom practices and the digital variety — became much more common.

The goal was to establish a program that reflected the diversity of the field itself, bringing artists, teaching artists, researchers, administrators, classroom teachers, and out - of - school educators together for a year of study on the foundational issues that inform all aspects of arts education theory and practice.

Just as professionals in medicine, architecture, and law have opportunities to learn through examining case studies, learning best practices, and participating in internships, exemplary teacher - preparation programs allow teacher candidates the time to apply their learning of theory in the context of teaching in a real classroom.»

According to more than 40 studies of elementary, middle, and high school English classrooms, discussion - based practices improve comprehension of the text and critical - thinking skills for students across ethnic backgrounds and socioeconomic contexts (Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2009; Applebee, Langer, Nystrand, Gamoran, 2003).

For example, past Specialized Studies candidates have included physicians interested in understanding the education of medical students, a career military officer interested in translating classroom practices into training, social entrepreneurs leading innovative educational ventures in the U.S. and abroad, teachers and administrators interested in implementing cutting edge reform in unique settings, as well as so many others who have benefited from designing their own courses of study.

From active practice to mastery case studies, the guide gives you all you need to know to make targeted effort a central feature of your classroom and to cultivate growth mindsets across the board.

A new study tracking the classroom impact of the No Child Left Behind Act in California, Georgia, and Pennsylvania suggests that teachers are adjusting their teaching practices in response to the law — but not always in ways that educators and policymakers might want.

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.

In a recent study, 100 % of Initial Teacher Training participants felt that C - Live helped to prepare them for classroom practice and 95 % would recommend C - Live to other trainee teachers.

In a further more recent good practice case study they also reported that; «Neston High School secures high attainment and levels of progress through a well - integrated curriculum with a broad programme of learning outside the classroom (LOTC).

«When you look into classroom teaching, a lot of professional development is done outside of classroom content and practice,» said Dr. Yoshida, who consults with districts and works with teachers to set up lesson study programs.

Meeting the needs of the most diverse classrooms we will ever face in history will require much study and practice.

Complex questions of learning and development require just as complex modes of investigation and practice, which can be formulated by the collaborative work of those studying cognitive and neurobiological phenomena in laboratories, those observing learning in classrooms, and those making educational decisions in Capitol Hill.

Illustrations of practice cover a range of learning areas such as Science, Work Studies, HASS and Technologies, demonstrating how the three dimensions of the Australian Curriculum can work together in any classroom setting.

In a further more recent good practice case study, Ofsted also reported that: «Neston High School secures high attainment and levels of progress through a well - integrated curriculum with a broad programme of learning outside the classroom (LOtC).

Khan Academy is a learning platform which is comprised of practice exercises, instructional videos, dashboard analytics and teacher tools which empower learners in and outside of the classroom to study at their own pace.

As well as offering workshops and presentations, we now offer an online lesson - study approach, in which social - learning cohorts of teachers apply these insights to classroom practice via our new online course on Building Student Motivation.

The program brings together educators from across the county to study the theory, research, and practice of teaching and leading for equity in the classroom, school and beyond.

Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom.

It presents six in - depth mixed - media case studies of highly motivating classroom practice — complete with commentary from learning scientists as well as from the teachers and students involved.

The information and resources selected here are intended to inform classroom practice and to expose teachers to research (both empirical research studies and reviews of research) that support their work with English language learners.

«It is clear from these findings and the MET project's earlier study of classroom observation instruments that classroom observations are not discerning large absolute differences in practice,» the authors wrote.

He received his doctorate from St. John's University where he conducted a study on the effectiveness of classroom observation practices for the purpose of instructional improvement.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

The Marzano strategies are based on 40 years of research into best practices and have been tested in multiple on - site studies conducted in real classrooms across the U.S.

Second, because we were able to combine both school - level and classroom - level analyses of programs and practices, we learned more about how these two levels of analysis and implementation support or interfere with one another than has been possible in studies that focus on one or the other.

In order to gage success rates for the intructional practices withing each classroom, the authors assessed children's reading periodically throughout the study, focusing of their ability to read and their ability to utilize word learning strategies such as phonemic awareness, etc..

Interpreting policy in real classrooms: Case studies of state reform and teacher practice.

None of these studies examined the unique effect of demonstration lessons on teacher classroom practice, relative to other teacher leader support practices.

A number of research studies indicate that the work of teacher leaders, particularly when focused on classroom instruction, helps change teachers» practice in ways that may impact student outcomes.

It is clear from this study that a combination of sound building decisions and collaborative efforts as well as effective practices within individual classrooms are needed if schools are to succeed at beating the odds in terms of primary grade students» reading achievement.

Fourteen studies reported on the impact of teacher leaders» work on teachers» classroom practice.

Specific results indicate a positive change in the facilitation of mathematical communication and inquiry - based instruction in the classroom teacher's practice as well as sustained use of GSP beyond the time span of the pilot study.

Among these studies, demonstration lesson or modeling appeared in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as demonstration lesson or modeling, and changes in teachers» classroom practice and student learning outcomes.

As we wrote in our proposal to Wallace, ideally we would have wished to administer the same achievement tests to students in sampled classrooms of the 180 schools in the study, but in practice that was not possible.

Studies of teacher leader practice provided converging evidence that, due to a lack of release time, teacher leaders were unable to provide substantive direct instructional support to classroom teachers.

While all studies in this set reported positive effects due to various teacher leaders practices in support of the implementation of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more effective than other forms of support.

In addition, through direct measurements of teaching practices through classroom observations, the CNA study also found that applicants for Board certification had higher ratings of instructional quality compared to non-applicants.

Findings from this set of studies indicate that teacher leaders provide support to classroom teachers through designing and / or facilitating professional development and that this practice occurs across grade levels K - 12 and subject areas.

These studies echo several of the findings found in the NCTAF report, including evidence of the positive effects of STEM PLCs on deepening teacher knowledge of disciplinary content and pedagogy, influencing teacher classroom practice, and inconclusive evidence on the impact of STEM PLCs on student achievement.

Impact of the Teacher Study Group Professional Development Program on student vocabulary and observed teaching practice: A replication in first - grade classrooms