Sentences with phrase «studies teachers only»

This workshop is designed for 8th — 12th grade social studies teachers ONLY.

The Offscreen Education Programme takes small groups of British schoolkids from working - class backgrounds on international expeditions most social studies teachers only dream about.

Not exact matches

In a study published in The European Journal of Social Psychology, students who wrote out self - advice using «you» not only completed more problems but said they would be happier to work on more in the future compared with students who used «I.» The researchers speculated this is because second - person self - talk may trigger memories of receiving support and encouragement from parents and teachers in childhood.

Some people conclude that the teachers of other religions are included in the «some others» that God has not told about, but other people say that only by studying the spirit and fundamentals of those religions can one determine whether or not they are of the same spirit as Islam, and their founders might be considered to have been prophets.

He was not the only minister and teacher to defend the newly discovered scientific study of the Scriptures, nor was he the only one to be tried for it.

The project has two subjects, Koko and Michael, who have learned to use American Sign Language (Ameslan), to understand spoken English, and to read printed words.10 Koko's instruction, begun in 1973, is the longest ongoing language study of an ape, and the only one with continuous instruction by the same teacher.

The Church, teacher of humanity, never tires of exhorting people, especially the young of whom you are a part, to remain watchful and not to fear choosing «alternative» paths which only Christ can indicate... Jesus calls all his friends to live in sobriety and solidarity, to create sincere and disinterested emotional relationships with others... From you, dear young students, he asks for honest commitment to study, cultivating a mature sense of responsibility and a shared interest in the common good.

And on June 21, 2002, the New York Times, in «Silently Shifting Teachers in Sex Abuse Cases,» noted a study of 225 complaints against teachers from 1990 — 94 and found that in only one percent of the cases did superintendents follow up to ensure that molesting teachers didn't continue teaching, while at least 16 percent of the teachers were able to get new teachiTeachers in Sex Abuse Cases,» noted a study of 225 complaints against teachers from 1990 — 94 and found that in only one percent of the cases did superintendents follow up to ensure that molesting teachers didn't continue teaching, while at least 16 percent of the teachers were able to get new teachiteachers from 1990 — 94 and found that in only one percent of the cases did superintendents follow up to ensure that molesting teachers didn't continue teaching, while at least 16 percent of the teachers were able to get new teachiteachers didn't continue teaching, while at least 16 percent of the teachers were able to get new teachiteachers were able to get new teaching jobs.

«Our members need skilled employees now more than ever, and our schools must provide our children with the skills necessary to compete outside the classroom,» said Heather C. Briccetti, Esq., president and CEO of The Business Council of New York State, Inc. «This study proves that New York is leading the nation — not only by setting high standards, but by taking the time to listen to parents and teachers about improving them.

Although I am very proud of the legal studies curriculum I developed, I would never dream of telling teachers that there is only one way to teach it.

Importantly, the study found that only teachers with high knowledge and skills for science — not literacy or math — created quality scientific opportunities for students, such as providing science materials and engaging children in science experiences in the classroom.

The study confirms what many parents and teachers already suspected: young people who play a lot of interactive English computer games gain an advantage in terms of their English vocabulary compared with those who do not play or only play a little.

Once Feldmann returned to Denmark, it was only a matter of time before he began studying with the great Ashtanga teacher, Lino Miele, who Feldmann describes as moving «better than any dancer or yogi I'd ever seen.»

John studied in India with B.K.S. Iyengar for 33 years, and is a certified advanced Iyengar Yoga teacher, one of only 13 teachers in the U.S. to hold that level of certification.

She studied to be a classroom teacher only to find that a life of travel and service is where it is at for her.

Our teacher training program offers a unique opportunity to study with, not only Dr. Dean — the Founder and Director of Rahini Yoga ®, but with a variety of our Yoga «Senior» or «Advanced Senior Teachers,» all of whom are at the 500 or 800 hour training levels.

Not only is the game great fun and easy to integrate into the curriculum, it also reinforces standards set by the National Council on Economic Education (NCEE), the National Council for Social Studies (NCSS), the National Council for Teachers of Mathematics (NCTM), and the International Society for Technology Education (ISTE).

In the READ study, Gaab and her team not only screened incoming kindergarteners, but they also offered a report for each child, reading strategies for teachers, information nights for parents, and «brain awareness days» for the schools.

To ensure plenty of time for puzzling and reasoning, she started her lesson with independent work time, moving into the teacher - centered portion of the lesson only after students had been studying the problem, first independently and then in pairs, for more than half of their math block.

We wanted the study to be realistic in terms of the degree of professional development (PD) support districts might be likely to provide to teachers, so PBL - group teachers received only three hours of initial PD in our approach to PBL and the first PBL unit.

As Pasi Sahlberg notes in The secret to Finland's success: educating teachers, only one in 10 applicants is accepted to study to become a primary teacher in Finland.

A study looking at a costly pension enhancement in St. Louis found it only affected the behavior of a very small group of teachers who were right on the cusp of retirement.

As a staff, we have studied the standards at each grade level to ensure that teachers are familiar not only with their particular grade level, but with vertical expectations as well.

A study of Illinois teachers by Maria D. Fitzpatrick found that, when given the opportunity to purchase pension credits to boost their benefits, they were only willing to pay 19 cents for a dollar of future compensation.

Yet only a handful of studies have evaluated the impact of teacher merit pay on student achievement.

Studies have shown that only about 25 percent of today's teachers produce enough progress — well over a year's worth of learning growth in a year's time — to help students close achievement gaps and leap ahead.

We include in our study only those staff members who serve as regular classroom or special education teachers.

And there's another benefit, according to Steve Graham, an education professor who has studied writing instruction for three decades: When «teachers rate multiple versions of the same paper differing only in terms of legibility, they assign higher grades to neatly written versions of the paper.»

Such a study would ask not only whether the achievement scores of students of National Board teachers improved more than the scores of students of unsuccessful candidates, but also whether National Board certification was a cost - efficient way to identify excellent teachers.

We are only beginning to understand how teachers learn through lesson study and how it influences teaching practices.

One is the lesser profile accorded to curriculum and instructional practice and to what happens once the teacher closes the classroom door; another is the view that random assignment is premature, given its dependence on expert school management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and management are best understood through intensive case studies.

«A 2014 Gates Foundation study shows only 29 % of teachers satisfied with current teacher PD.

A study released last September, The State of Teacher Diversity in American Education by the Albert Shanker Institute, examined nine cities across the country and found that only in Los Angeles were minority teachers the majority.

Previous studies of evaluations by principals have used only the overall rating of the teacher, a less direct assessment of a teacher's ability to raise student performance.

The largest federal study to date found that, on average, children left Head Start knowing only one letter of the alphabet, and that many teachers were discouraged from teaching the alphabet.

Instead, let's say his teacher uses the test results (the student in our example was not the only one who did poorly) as the foundation of a lesson on metacognitive and cognitive strategies to improve study habits.

In our new study, published today in Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studied.

Researchers have proposed that districts pay teachers a bonus for the days they don't take off, or give their schools the money that would have been spent on subs as a collective incentive, or set up a reward system for teachers with good attendance (the Columbia study found that only 3 percent of teachers had perfect attendance).

The full study, «A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education,» will be available and free to all on the Teacher's College Record website for one week only beginning today, April 15.

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.

The latest survey follows a 2017 study by the Public Service Commission which found that only 40 per cent of teachers believed that their level of work - related stress was acceptable, leaving 60 per cent to deal with what they believed to be unacceptable stress levels.

A Queensland study has found that fractions are not only difficult for students to learn, but also difficult for teachers to teach.

She intended to study the students» writing ability only to discover that there were many issues with the school structure, particularly inconsistencies among the many teachers who had adopted a strict learning process and several other teachers who had abandoned such changes.

In the past, we used to study a course, focus on our course books provided by the school, college, or organization, and learn from teachers only by attending classes in particular places at fixed times.

Bryan, a teacher at Maplewood (Minnesota) Middle School, fears that that kind of misguided logic leads her students to believe that only poor students have to study and that working for something is somehow a badge of dishonor.

The only «strong research» NCTQ cites for support of the claim «that entering teachers learn crucial methods of instruction and management through observation of and supervised practice in schools where staff are successfully teaching students living in poverty» is a study by Matthew Ronfeldt.

The benefits of mastering particular domains of history, engaging with specific texts chosen by teachers from a rich menu of options, and undertaking a systematic study of not only math and science, but also geography, religion, and philosophy, would be substantial.

Prospective teachers are well advised to pursue studies at a college or university within the state where they expect to teach, because it is often only within that state that students can get the courses required for state certification in the subject area and for the grade levels that they will be teaching.

«Findings from the study suggest that teachers need professional learning not only in inquiry - based teaching techniques but also in understanding how students learn,» she writes in [rd].

Such studies often unleash stinging rebukes of administrators and teachers for spending scarce dollars on expensive machinery that fails to display superiority over existing techniques of instruction and, even worse, is only occasionally used.