Sentences with phrase «teacher as the driving force»

Whereas dominance focuses on the teacher as the driving force in the classroom, cooperation focuses on the students and teacher functioning as a team.

Not exact matches

Keen to explore the causes of variation in performance across different types of schools, I'll be looking at the possible driving forces behind a school's high or low performance, such as its geographical location, changes in leadership, freedom to innovate, the nature of the curriculum, recruitment of teachers, and so on.

The only force standing in their way is the teachers union — «the champions of equity,» who «define solutions that drive excellence and success for all students,» as described by former NEA president Dennis Van Roekel in his keynote address to the Representative Assembly in July 2014.

The author focuses on distributed or shared leadership as a facet of social capital, a driving force in the success of teacher leadership.

In this model Hammond and Manfra stated that TPACK should actually be represented as the nested expression (T (PCK)-RRB-, as a teacher's PCK is the driving force in instructional practice.

Join Paul Mielke, coauthor of Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth, in an engaging webinar where he will introduce a comprehensive roadmap to help schools and districts move beyond judgment as the driving force behind systems of teacher evaluation.

Former Secretary of State Hillary Clinton said teachers are often scapegoated to explain low - student achievement when policymakers refuse to properly fund K - 12 education — and she doesn't appear to see unions as the driving force behind keeping less - than - stellar teachers at low - performing schools.

In a relatively short time, a stunning number of accountability - based leaders have been forced from office on a tide of voter resentment even while, as documented by historian Diane Ravitch, the likes of Gates, Broad, and hedge fund billionaires continue their corporate - style push toward school closures, choice, data - driven student and teacher evaluation, and high - tech innovation.

As part of my work this year, I've created this online space and this Twitter account where teachers can find student voice resources and classroom spotlights where student voice is a powerful driving force in both teacher and student growth.

Maria Pereira, who also finished up her tenure on the Bridgeport Board of Education this week and former Connecticut Superior Court Judge Carmen Lopez, who has been the driving force on behalf of Bridgeport's students, parents and teachers deserve equally loud accolades as well

While this brief focuses on Act 10's impact on Wisconsin teachers based on the data available, the same forces driving changes in the teaching workforce can also affect the broader public sector.3 Proponents of Act 10 insisted that reducing collective bargaining rights for teachers would improve education by eliminating job protections such as tenure and seniority - based salary increases.

Over a decade of research shows that an over emphasis on high - stakes standardized tests narrows curriculum, creates social and emotional stress for students and families, drives committed teachers out of the profession, and turns schools into test - prep factories with principals forced to comply as overseers — especially in low - scoring schools.

These members of the Deformer «advance force» parrot a regressive agenda of union - busting, tenure - smashing, and teacher - demonizing, paired with an obsessive devotion to standardized testing, «data driven decision making», charter school expansion, and privatization as the «answers» to the «crisis in public education» — while remaining seemingly oblivious to the fact that it was their policies that manufactured the crisis they claim to be addressing, and which are paying off so handsomely for the investors who fund their charter schools and pay their generous salaries.

Instead of using rewards and punishments (proven by research to be ineffective long - term), these tools help teachers understand the «belief behind the behavior» (the driving force behind the behavior) and then how to use encouraging methods such as involving students in focusing on solutions.