Sentences with phrase «study focused on student learning»

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The main focus of the study was on the interaction between the teacher and students in various technology supported learning environments.

Students learn so much during the teacher training process, it's hard to know what to focus on while you are studying for your final test out.

Minneapolis, MN 55455 About Blog The Learning Abroad Center Blog focuses on the student perspective of studying abroad.

In «Age of Distraction: Why It's Crucial for Students to Learn to Focus,» Katrina Schwartz refers to studies showing that the ability to focus on a task has been linked to future sucFocus,» Katrina Schwartz refers to studies showing that the ability to focus on a task has been linked to future sucfocus on a task has been linked to future success.

Sadler's research, «Psychometric Models of Student Conceptions in Science: Reconciling Qualitative Studies and Distractor - Driven Assessment Instruments,» recently published in the Journal of Research in Science Teaching, focuses on integrating the newest discoveries on how students» understand and learn scientific concepts into the...

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Students will learn whole plot but close study focuses on: - Conflict (Act 1 Scene 1, Act 3 Scene 1)- Mercutio (Act 1 Scene 4, Act 2 Scene 4, Act 3 Scene 1)- Stagecraft at the Party (Act 1 Scene 5) Homeworks: - Learn the Prologue by heart (getting them familiar with speaking Shakespeare aloud - plus it's something awesome to know for llearn whole plot but close study focuses on: - Conflict (Act 1 Scene 1, Act 3 Scene 1)- Mercutio (Act 1 Scene 4, Act 2 Scene 4, Act 3 Scene 1)- Stagecraft at the Party (Act 1 Scene 5) Homeworks: - Learn the Prologue by heart (getting them familiar with speaking Shakespeare aloud - plus it's something awesome to know for lLearn the Prologue by heart (getting them familiar with speaking Shakespeare aloud - plus it's something awesome to know for life!)

At the end of last week and again yesterday, I wrote about grim news from a new study regarding what teachers think students are learning when it comes to citizenship, and how distant our focus on education as the «new civil right» is from traditional concerns about preparing students for the rigors of citizenship.

There is also a research study open to participating Victorian government schools focusing on «Realising the Potential of Australia's High Capacity Teachers», which contains a substantial amount of pedagogical training on understanding and teaching self - regulated learning skills to primary and secondary schools students (Grades 5 - 8).

Normally, research studies focus on scores for No Child Left Behind assessments, rather than on how much or little academically gifted students are learning.

Joellen Killion, the former NSDC director of special projects, added that a solid repertoire of professional learning is focused on student results — standards - based, school - based, and content - specific — and includes training, study groups, action research, and observation.

Stigler and Hiebert note that, rather than reform, the aim of lesson study is to produce «small, incremental improvements over long periods of time» and however long the process there remains «an unrelenting focus on student learning».

There is one focused course of study (history, language - English and Spanish - and the arts; mathematics, science, and technology; and health); everyone is enrolled in it; an appropriate path for each student is developed (every child has a «personal learning plan»); most teachers have responsibility for no more than 50 students (this on a per - pupil budget that is the same or less than in nearby public secondary schools).

Sadler's research, «Psychometric Models of Student Conceptions in Science: Reconciling Qualitative Studies and Distractor - Driven Assessment Instruments,» recently published in the Journal of Research in Science Teaching, focuses on integrating the newest discoveries on how students» understand and learn scientific concepts into the design of standardized tests.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

Future success is better predicted by students who have exercised an element of choice and autonomy in their learning and a broad curriculum focused on literacy, numeracy, social studies, science, and the arts.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

The Smithsonian Center for Learning and Digital Access (SCLDA)(formerly the Smithsonian Center for Education and Museum Studies, and even more formerly the Smithsonian Office of Primary and Secondary Education) focuses on making the Smithsonian more accessible to teachers and their students.

With more time to study, sleep — something every student needs more of — and focus on other commitments, online learning allows students to engage in activities they would be unable to otherwise.

The RAND study focuses on three key variables that schools focused on to varying degrees — flexible pacing, student choices to personalize learning, and evaluation based on evidence of proficiency.

And so we have really focused on how can we support struggling readers, English learners, students who might have learning gaps and not have all the prerequisite skills to be successful in a course, and how can we best help those students who don't have good study habits and skills.

In addition to the lesson study concept, we discussed the importance of focusing planning on the key concepts you want students to learn, what the misconceptions are and how you plan your lessons to help students get around them.

The Social Studies Collaborative focuses on supporting student and professional learning in states by exploring opportunities and addressing challenges within the field of social sStudies Collaborative focuses on supporting student and professional learning in states by exploring opportunities and addressing challenges within the field of social studiesstudies.

From January to April, when delivering professional development to help close achievement gaps, in recent years we have focused on strategies such as studying and test taking skills, fluency, vocabulary development, writing and rewriting, and even for some students meta - cognitive strategies to help them understand their own learning process.

The concerns are focused on whether or not social studies teachers integrate computer - based resources and, when they do, whether this integration warrants an appropriate use — one that improves student learning outcomes.

Focusing on how students learn in the social studies will also address a major gap in the research literature in our field focused on technology integration.

Working collaboratively, the group spends time studying the topic, planning a research lesson, collecting observational data during implementation of a research lesson, and discussing what they learned through the research lesson with a focus on the effect of the instructional approach on students.

Now students can safely study, learn, and collaborate on class assignments while on the bus with safe CIPA - compliant / education - content filters to keep students focused on schoolwork.

The goal of this study tour was for participants to learn about schools that promote a focus on deeper learning through personalized learning experiences that prepare students for college and career success.

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.36

73 Growing research demonstrates the value of focusing on learning mindsets and strategies, and a wealth of studies shows, for instance, that students gain more when they think about their thinking.

Worst of all, these changes are often made in the middle of students» courses of study, making it impossible to plan properly or to focus on learning rather than constant administrative change.

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

Through 2005, there is little research focused on implementing technology in the K - 12 social studies classroom (Swan & Hofer, in press), yet many authors advocate that teachers need to explore this frontier without models of classroom success, examples of «tried and true» curricula, and evidence of increased student learning.

The Social Studies collaborative focuses on identifying, developing, and sharing high - quality educational resources that support student and professional learning through rigorous standards, engaging curriculum, balanced assessments, effective professional development and attention to equity.

A PLC focused on at risk freshman might begin their study by observing those at - risk students in each of their classrooms and recording student learning behaviors in each class.

«Specifically, when faced with increased accountability pressure, schools appear to focus on low - performing students, lengthen the amount of time devoted to instruction, adopt different ways of organizing the day and learning environment of the students and teachers, increase resources available to teachers, and decrease principal control,» the study said.

Ideas for NYC Principals: A Step - by - Step Approach to Distributed Leadership at Creston Academy for Responsibility and Excellence is one out of five case studies written for the New York City Department of Education's Office of Instructional Policy focusing on the impact of the Citywide Instructional Expectations (CIE) on school leaders, teaching and learning, and student achievement at a group of schools.

These studies focused on observed pedagogies associated with the classroom - based use of two learning technologies: digital video (student - generated), and interactive whiteboards.

The research study described in this paper focused on the blending of current teaching and learning theory with technology advances in the form of computer animation vignettes to make lessons more effective and significant in students» learning activities (Bailey et al., 2006; Schank, 1997).

Motivate students interest, (with a strand focused on women and STEM), to further high level STEM education and careers through dynamic academics combined with external learning experiences such as field trips that demonstrate «real world» STEM academic study connections to successful businesses and industries

Students can also co-facilitate learning opportunities for adults focused on the critical study of power, language, culture, and history as they are related to Meaningful Student Involvement, ultimately and appropriately teaching teachers to value that their experiences and contributions to education.

This study focused on an underexamined aspect of teacher competence — the ability to draw on evidence of student thinking and learning directly linked to lesson learning goals to assess the effectiveness of teaching.

Utilizing a social design approach in which participating teachers and the researcher co-construct student learning cycles focused on the analysis, design, and sharing of digital political narratives, the study will highlight the literacy aspects of participatory politics and its implications for re-imagining the nature and purpose of civic expression.

Researcher Tony Bryk summarizes a landmark study of school improvement, making the case for leadership focused on a set of five organizational supports empirically linked to student learning.

Bilingual education students, who learn to read and write in their native language and then transfer those academic skills into English, are - after a slower start - as fluent by sixth grade as those focused on and immersed in English with minimal support in their home language, according to the study.

This study, which focuses on three districts in New York State, uses interviews with the districts» and schools» personnel and documents from the state's and districts» websites to examine practices for identifying learning disabilities among students who are English language learners and the...

Each part of the model focuses on a different expectation for student learning in the social studies classroom.

Because she kept a sharp focus on teacher professional development, students are now using Wixie, an online publishing and creativity platform; coding in Scratch; learning math and robotics with the help of Sphero; and more engaged in science and social studies with after the recent introduction of drones.

Teacher training programs that focus on particular subject areas like social studies or mathematics can help students learn about different ways in which a subject can be presented.