Sentences with phrase «studies teachers develop»

Throughout our study we asked, «Can sustained, collaborative professional development experiences with digital educative curriculum materials help in - service social studies teachers develop professional teaching knowledge?»

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.

Not exact matches

Teachers of parent - study groups prepare to conduct the small groups which have developed as offshoots of the Parent Education Center's Sunday morning program.

The need for theological understanding and criticism on the part of the preacher and teacher has always been understood, perhaps especially by the churches of the Reformation though it is probably no accident that theological studies in the Roman Church have been especially developed in times past by the preaching orders.

We are looking for an experienced teacher with some college level coursework and / or a Waldorf Early Childhood training certificate, or willingness to develop a plan for study of Waldorf early childhood pedagogy.

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.

The demonstrators touted a study by the teachers union - backed Alliance for Quality Education, which used a formula developed by Gov. Eliot Spitzer's administration to determine that the state still owes New York City schools $ 2.5 billion, or $ 2,667 per student.

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.

Noting that all of the researchers who carried out the case studies had been involved in developing the standards, Roseman wondered whether practicing K - 12 teachers or administrators would have the same amounts of time and experience to put toward using the tool.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

Now, with a $ 2.4 million grant from the U.S. Department of Education, AAAS's Project 2061 and the Biological Sciences Curriculum Study (BSCS) are embarking on a project to develop chemistry and biochemistry materials for middle school students and teachers, based on the latest research in learning.

These higher levels are consistent with reports from parents and teachers, and from other studies, that children with ASDs are more likely to be anxious in social situations than typically developing children.

The study's lead author Shannon Lipscomb, an assistant professor of human development and family sciences at Oregon State University - Cascades, said the findings point to the reason that some children develop problem behavior at care centers, despite the best efforts of teachers and caregivers.

Children with intensive needs (8 -10 percent of those in the study) were connected with a wider team of professionals (e.g., school psychologists, teachers, principals, nurses, and community agency staff) to develop additional supports.

Mathes and Allor, former special education teachers, developed the study's reading program after research into how children with dyslexia and other learning problems learn to read.

In the last the discussion of the meeting there were 4 conclusions about improving education in science: to motivate and pay teachers well (primary and secondary levels), to promote science via the media (government back up), to inspire leaders to start the change, and to develop a good mentoring system so the student can study at home and go back to the professor with questions.

An active physician, teacher and clinical researcher, Cohn works with other investigators locally and worldwide studying the biologic underpinnings of clinically aggressive, high - risk neuroblastoma in order to develop more effective, targeted treatments.

I've travelled far and wide to study with different teachers, but I've also consciously developed a daily practice of...

Kristian has been teaching informally since 2010, and has studied the nuances and complexities of Kundalini Yoga and Sikh Dharma very closely with Hari Kaur Khalsa, who developed the curriculum for Yogi Bhajan's teacher training programs for over two decades.

The curriculum was developed to explore Yoga's vast richness, including: applied anatomy and physiology as related to asana study and teaching methodology, philosophy, lifestyle, ethics, and principles of becoming and living as a Yoga teacher and lifelong student.

The opportunity to study and learn from a diverse team of experienced teachers will aid you in deepening your personal practice and in developing well rounded teaching skills.

Studying more from a biomechanics teacher, she found that many yoga students (myself included) have developed too much extension in lower lumbar / sway back and have lost ability for flexion.

The main activities implemented in the program by the students, under the coordination of their teacher, are: (1) analysis of the problems of the local Roma community; (2) selection of a problem for in - depth study by the class, a problem that can be solved through local public policies; (3) collecting information about the problem from various sources, including members of the Roma community, public institutions, NGOs, specialists, and analysis of possible solutions; (4) drafting a public policy that could solve the problem; (4) developing an action plan to influence public authorities to adopt the public policy proposed by the students; (5) organizing a showcase at local level in which students present their projects; (6) reflecting on the learning experience.

To ensure that her students were engaged, New York teacher Lauren Leigh Kelly also designed a Hip - Hop Literature and Culture class, «to engage students in the study of hip - hop texts, including songs, films, and music videos, as a means to develop media literacy and critical - analysis skills.»

As a curriculum specialist, I am often asked to assist teachers and other student stakeholders with developing lesson plans around a skill or unit of study.

The lessons progress through a range of tasks that engage student's interest, encourage them to: -: interact and share what they know -: develop their abilities to extract information from text and graphics -: view information critically -: check the credibility and validity of information -: develop online research skills -: use web based tools to create surveys and data visualisations The lessons cover a range of topics including: -: Advertising and how it influences us -: Body language and how to understand it -: Introverts and extroverts and how they differ -: Emotional intelligence and how it impacts on our relationships -: Facts about hair -: Happiness and what effects it -: Developing study skills -: The environment and waste caused by clothes manufacturing -: Daily habits of the world's wealthiest people -: The history of marriage and weddings Each lesson includes: -: A step by step teachers guide with advice and answer key -: Worksheets to print for students

To encourage a shared conversation about these tricky moments, Levinson and her team have developed three case studies — responding to contemporary scenarios — for teachers, school leaders, and parents.

Although 43 states are employing strategies that encourage elementary teachers to teach higher - order thinking skills, few have developed comprehensive policies for reforming the curriculum to include such skills in the early grades, a study by a federally sponsored research center shows.

It means that the district has had over 144 teachers on Common Core study teams for the past two years, and that the district convened teachers to develop and review instructional units when none were available.

In one case study, teachers met regularly to develop video clips of their best teaching practices for the National Board Certification application (Brantlinger et al., 2011).

To help address the lack of attention currently given to handwriting, the Write Your Future campaign, from Berol and Paper Mate, created resources to help teachers engage with handwriting and commissioned my team to undertake the Developing Mark Making and Letter Formation study.

Professors Develop Metrics for Teacher Performance The Dartmouth, 4/17/13 «Standardized test scores and student surveys successfully evaluate teacher effectiveness and identify the best educators, according to a study conducted by economics department chair Douglas Staiger and Harvard University education and economics professor Thomas Kane.Teacher Performance The Dartmouth, 4/17/13 «Standardized test scores and student surveys successfully evaluate teacher effectiveness and identify the best educators, according to a study conducted by economics department chair Douglas Staiger and Harvard University education and economics professor Thomas Kane.teacher effectiveness and identify the best educators, according to a study conducted by economics department chair Douglas Staiger and Harvard University education and economics professor Thomas Kane.»

In order to provide these lessons and aid educators, the PZC is organized around plenary sessions, study groups, and mini-courses that help teachers to encourage students» efforts to understand content, recognize and develop student's multiple intellectual strengths, help students learn to think critically and creatively, and assess student work in ways that promotes further learning.

A 1987 study found that less than 20 percent of the questions developed by secondary - school history teachers required the integration of ideas.

The grant program was developed after September 11 to help teachers and their students better understand Muslim culture and religion and to contradict ideas that all Muslims are terrorists, said Richard Benfield, the program coordinator of the institute and chairman of CCSU's geography studies group.

By contrast, studies of tests developed by teachers have found that the overwhelming majority of the questions were created to tap the lowest of Bloom's taxonomic categories: knowledge of terms, facts, or principles.

Through lesson study, teachers learn to work together to develop, teach, and refine a lesson.

Working with HGSE students, she has developed case studies focusing on particular dilemmas of justice in schools and school districts like ethics of grade inflation, eighth - grade promotion and retention policies, lottery - based school assignment, disciplining socially fragile children, and teacher firings.

Each student's course of study is completely individualized, developed with the help of a teacher advisor.

For starters, a Center for American Progress study titled America's Leaky Pipeline for Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokers.

Contextualized with case studies you can find elsewhere on TES online, teachers can print out slides as worksheets and help students to develop their knowledge of these two complicated terms.

Then, shifting gears, the remaining eight chapters engage readers with eight different case studies that offer real - life examples of how teacher teams actually function, what is successful, and what problems can be expected to arise as teams develop.

According to teacher Gayle Allensworth, the students then «wrote grants, developed a budget, formulated fund - raising plans, spoke to civic organizations, appeared on local radio and TV shows, researched liability laws, and studied park design.»

A team of teachers is also responsible for developing curriculum and for training staff in the study - skills component of their plan.

In this ideal school, all members of the community — students, teachers, administrators, parents, school staff, and business and community members — would participate in developing and implementing studies.

The leader and inspiration for this teacher study tour offered for professional development credits is Dr. Mary Ann De Mello, Assistant School Superintendent in Hopkinton, MA who recently completed her doctoral dissertation titled: «The Impact of Study Tours in Developing Global - Mindedness Among PK - 12 Educators» (2study tour offered for professional development credits is Dr. Mary Ann De Mello, Assistant School Superintendent in Hopkinton, MA who recently completed her doctoral dissertation titled: «The Impact of Study Tours in Developing Global - Mindedness Among PK - 12 Educators» (2Study Tours in Developing Global - Mindedness Among PK - 12 Educators» (2011).

Nearly half of teachers in the RAND study reported spending more than four hours per week developing or selecting their own instructional materials.

A new study of Massachusetts teachers from researchers at the Harvard Graduate School of Education showed that even in a state with a highly developed system of standards and accountability, new teachers were not provided with the curricula they needed to teach to standards.

A new study from the RAND Corporation finds that nearly every teacher in America — 99 percent of elementary teachers, 96 percent of secondary school teachers — draws upon «materials I developed and / or selected myself» in teaching English language arts.

In the evaluation of the Learning Away case studies, Maggie Rose, head teacher at Timberley Academy quotes about the development of her staff: «Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms of the types of approaches they could use in their work.