Sentences with phrase «studies of their classroom experiences»

In the second and third year of the project, teachers and researchers met weekly, developed case studies of their classroom experiences, and helped to refine the theory and framework as it emerged from the collaboration.

Not exact matches

We learned a major pain point at this life stage is the lack of funding for those critical out - of - classroom experiences (i.e., study abroad and attending conferences / seminars) that can change lives.

Whether it is through study and work experiences abroad, learning more about Asia in the classroom, or even engaging with newcomers in our local communities, our government needs to help us be more proactive in stepping out of our comfort zones.

And while I know of no academic studies looking at the latter two categories of classroom food, in my experience (and in the reported experience of my readers), food used as a teaching tool and as a reward also almost always falls into the «junk food» category.

Waldorf teacher education at Sunbridge Institute includes a deep exploration of child and human development; development of a teacher's contemplative capacities; exploration of pedagogical approaches and skills; studies in the arts; courses that develop abilities for working in a group of colleagues; and practical learning or mentored teaching in the classroom with experienced teachers.

Elizabeth Hufnagel of Pennsylvania State University, who has been studying how students use emotional language in writing about environmental issues, also is interested in how teachers can use the experiences students bring to the classroom.

The success of this study may provide the foundation for an improved program for high school students to foster their interest in research and gain invaluable experiences outside of the classroom while providing bacteriophages that can serve as the base chassis of synthetically engineered phages for diagnosis and treatment of MDR pathogens.

With over 16 years of classroom teaching experience and 6 years of studio teaching experience, Stephanie continues to study Tantra and train with her teachers Pandit Rajmani Tigunait, Yogarupa Rod Stryker, Jean Mazzei and Brenna Geehan.

You will get the benefits of thier combined decades of direct study with Yogi Bhajan as well as their thousands of hours of classroom teaching experience.

About Blog The mission of the Montessori Teachers Institute for Professional Studies is to provide experienced Montessori teachers the opportunity to move beyond the initial learning gained from Montessori training courses and the first years of classroom teaching by offering a variety of services that will advance their knowledge, improve their skills as practitioners.

Second, he points to a well - known study by Brian Jacob and Steven Levitt (which I also cite in Charade) in which they estimated that 4 - 5 % of classrooms in Chicago experienced cheating.

I was a founding faculty member of Mid-Pacific Institute's eXploratory Program, a core subject curriculum with project - based learning as the primary focus of student work, with 10 years of experience in the Social Studies classroom.

According to a Brandon - Hall study, the average eLearner will spend 40 to 60 percent less time learning the same material compared to someone studying in a traditional classroom setting: When you calculate the time you save by not having to commute, as well as time saved by avoiding other potential distractions that you'd have experienced in a traditional classroom, it becomes clear that one of the biggest advantages of eLearning is that it saves you time.

Several studies, including our own, clearly demonstrate that teacher evaluation systems that are based on a number of components, such as classroom observation scores and test - score gains, are already much more effective at predicting future teacher performance than paper credentials and years of experience.

Because of my experience in his class, I went on to participate in Model United Nations and study abroad in Italy, just to experience learning outside the four walls of a classroom.

I do not think the game will serve to learn when you are outside the classroom, I think it has to be induced by the community of teachers to be experienced in the classroom, and to be used every week to learn through play and to progress and strengthen traditional content that the student is studying, but through play.

A bonus for her students, Adrianna has extensive field experience — she spent six months in the Congo studying fruit dispersal by birds — and enjoys the opportunity to take lessons outside of the traditional classroom.

I hope over the long term that those types of classroom experiences will help kids and get them to love social studies, history, and being in school.»

A recent study of studies found that preschool is only as effective as the people at the front of the classroom, and that makes sense: At a time when social - emotional learning is so crucial, the presence of well - trained, sensitive, loving teachers can make or break a preschool experience.

Nine of those studies found that school choice provided a more integrated classroom experience, one found no visible difference, and no empirical study had ever found that a school choice program made ethnic segregation worse.

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.

In a study of the Alaska Statewide Mentorship Program, our researchers and evaluators found that new teachers who were provided with experienced mentors were more likely than their peers to still be on the job after three years — and students in their classrooms were performing better in math and reading.

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.

Sure, a lot of the students in these classrooms had very little experience with social studies but that shouldn't be a reason to NEVER give them that experience.

Future studies should seek to examine the impact of identified PD experiences on how teachers integrate and utilize iPads in their classroom.

If preservice teachers were to view only the classroom videos that are part of this case study, they would not be privy to the changes and decisions the teachers made as a result of prior experiences gained from teaching the lesson in similar situations.

We believe that many PhD graduates have the skills to become effective classroom teachers as a result of previous experiences of teaching at university and managing varied and demanding projects throughout their studies, equipping them with the foundational skills needed for working in a busy school environment.

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.

Though this multimedia case study can help teacher educators address other difficulties raised at the beginning of this paper — providing preservice teachers with quality field observations and providing them with a common experience to reflect upon together — our focus in this paper has been examining more closely lessons we have learned about how to provide preservice teachers access to the complexities of classroom teaching.

She has 25 years of classroom experience in private and public school districts, grades 6 - 12, in both English Language Arts and Social Studies.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

This survey study of preservice teachers analyzed if technology is used as practice in the English language arts classroom, and if these practices transferred from the methods classroom to the field experience and beyond.

The program includes the use of the MY LOGO Local Government Handbook for classroom learning, classroom visits from government officials, and field experiences (site visits to city halls and local courthouses) so that students can study local government first - hand.

A case study examines the experience of a middle school mandated to provide differentiated instruction for academically diverse learners and considers factors affecting movement toward differentiated classrooms.

This section discusses a number of lessons learned based on our extensive experiences with an ongoing longitudinal research study of preservice teachers learning to use inquiry - based science methods in the elementary classroom.

This finding lends itself to the rationale for the current study to examine science teachers» experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games specifically in the science classroom.

I can touch the future by supporting teachers who develop young people through the study of history and through the experiences in classrooms where respect, civility and justice are valued.

The results of this study show that, after experiencing these PDs, STEM and non-STEM teachers alike were successful at implementing STEM - based MLAs in their classroom, as evidenced by positive student learning gains.

However, once they recognize and experience the positive results of cooperative learning (validated by more than 1000 studies), the majority use classroom tribes as much as possible.

In a 2009 study of class sizes in California, published in the Journal of Human Resources, the authors found that the positive achievement benefits that accrue for smaller class sizes were diminished by allowing emergency credentialed teachers into the classroom who had not obtained regular credential coursework and student teaching experiences.

The studies provide important new evidence on the significance of early classroom experience to later success.

The environmental studies program is a chance to experience hands - on learning outside of the classroom and make a difference.

It's a set of actions that form the basis for what students should experience in an inquiry - based social studies classroom.

The research reviewed here has shown that it is possible to trace long - term effects of classroom experience, so we can anticipate more studies of this type.

Other researchers (Roche & Gal - Petitfaux, 2015) have studied the effects of a tool that helps students identify the bodily skills needed to act in the classroom (in physical education) and showed that video - based training sparked a sensory immersion allowing students to develop reflection processes, both individual (about bodily experience in the classroom) and collective (about professional rules).

Graduate study at William James College is grounded in an integrative philosophy of training and education, with ongoing application of classroom instruction in structured, closely supervised field experiences.

Positive experiences in racially integrated classrooms make it more likely for students to bring fewer stereotypes with them into the workplace, according to a University of Maryland study.

The study addresses outcomes for the student teachers, classroom teachers, school community and elementary students using a model for academic service - learning and community engagement that emphasizes interdependent components of experience, reflection, and knowledge.

Throughout this study, Kathy and Susan stated many advantages of using technology in classroom instruction: reaching a variety of learning styles, differentiating instruction, providing visual supports, providing new experiences, and motivating students.

The study does not address whether the students in question specifically experienced disengagement nor does it follow this group of students to learn if authentic arts - based learning is transferred into their classrooms.