Sentences with phrase «teacher interviews conducted»

PAIR treatment teacher data sources included annual surveys and reflections on PD sessions, years and intensity of participation in PD events, teacher content knowledge and the ability to document student work, and performance on teacher interviews conducted during student portfolio conferences.

Not exact matches

The Templeton Foundation put up the money, and the Gallup organization polled approximately a thousand teenagers and conducted interviews with 41 high school teachers.

«I conducted interviews in English and Spanish, talked to students, parents, teachers, security guards, police officers.»

To conduct the study — the second in a series — the researchers observed and interviewed 30 fifth - through eighth - grade teachers in public and private schools in New York.

The researchers, among others Pär Stihl, a policeman and teacher at the university's police academy, have created an avatar that is a real child that trainees can practice conducting sensitive interviews with.

To better understand this phenomenon, Gardner and Davis conducted 40 in - depth interviews with teachers, convened seven focus groups of educators and leaders, analyzed visual and literary works, and surveyed over 2,000 youth to gain insight into the question.

It's a three year project, every year we've been conducting individual interviews with out - of - field teachers, we've had group interviews with the teacher and a mentor (where they've had them) and I have to say in some of our schools they don't always have one so we haven't been able to do that.

The researchers conducted 47 semi-structured interviews in schools with 15 parents, 17 teachers and 15 DSTAs.

Jobcentre staff were seen as a credible addition to teachers when providing employment advice and tips on writing CVs, conducting mock interviews and feedback sessions as well as holding industry taster days.

When the school needed an additional first - grade teacher, Lewis - Carter met with the candidates, but it was the current first - grade teachers who conducted formal interviews and made the final choice, since they were the ones who would be charged with teaching their new colleague the Behrman way.

Principal investigator Susan Moore Johnson and researchers Sarah Birkeland, Susan M. Kardos, David Kauffman, Edward Liu, and Heather G. Peske dedicated the first year of the Project to conducting an interview study with first - year and second - year Massachusetts teachers.

Next, students conducted interviews with fellow students and teachers around the school, asking them why they believed there was a decline in respect.

Joan Becker, an American - studies teacher in North Clackamas, Oregon, started by simply adding to her year - end research - paper assignment the requirement that students conduct an interview with someone who has experience or expertise related to their topic.

One of the best ways I found to help prepare teacher candidates, both psychologically and practically, is to bring in principals to conduct mock interviews and discuss the types of questions that surface during interviews.

I conducted all of the interviews for this post through Voxer, allowing me to connect with teachers and administrators, many of whom I've never met.

When the voucher program first began, we conducted about 100 interviews with principals, teachers, parents, and students in 13 participating private schools.

Together we conducted a major teacher survey, and I personally visited 28 charter campuses in Arizona run by 20 different operators and conducted in - person and phone interviews with more than 200 policymakers, district school officials, and charter school teachers, operators, students, and parents between November 1997 and May 2001.

In addition to the survey data collected, in - depth interviews were conducted with 43 teachers who taught in the promotion-gate grades (3rd, 6th, and 8th, where students faced their test - score Rubicons) at five K - 8 schools in the system.

After visiting with the 11 teachers in their classrooms and conducting follow - up interviews, we learned that most teachers used technology during their literacy instruction and thought differently about their use of technology.

Besides the interviews with teachers and administrators, we also conducted four or five classroom observations in each building.

We conducted one round of interviews at the end of the course with teachers divided into four groups.

After reviewing project documents to get a sense of each project's context, goals, and strategies, interviews with MSP Principal Investigators were conducted with a sample of 27 MSP projects targeting teachers of mathematics and / or science within the entire K - 12 spectrum.

Focus group interviews were conducted with 15 BME teachers from different geographical locations and stages of schooling.

We observed teachers during one instructional period usually lasting from 30 to 55 minutes and conducted the interview with the teacher, lasting about a half hour, as soon as possible after the lesson.

During the site visits, we observed 10 - 12 classrooms in both elementary and secondary schools, and we conducted individual interviews, using role - specific interview protocols, with district leaders, school principals, and classroom teachers.

In order to follow up with some of the teachers once the school year started, we conducted individual interviews with 11 of them the following fall semester (Note: These teachers are identified with an * in Table 2).

In July and August, 35 follow - up interviews were conducted with teachers of English and social studies.

Interviews conducted during the course of the study reveal that participants saw great potential for teachers to use DocSouth in their classrooms, since both they and their students have the requisite technology skills, the teachers already use the Internet to plan instruction and for research purposes, and perhaps most importantly, part of their goal in teaching history is to present multiple perspectives.

Create a standardized exit interview to be conducted with every teacher who chooses to leave the district

Additionally, we held more than 20 focus groups with roughly 150 teachers, conducted over 120 peer and administrator interviews to gather critical stakeholder feedback, and surveyed over 300 teachers and school leaders.

Our assessments are completed by conducting standardized assessments and surveys, interviewing the students, parents, and teachers as well as researching educational backgrounds, health and developmental information and conducting behavioral observations.

The researcher conducted classroom observations of teachers using technology and one - on - one interviews to support the data collected via the questionnaires.

Toward the end of the study, an interview was conducted in English with the E2020 online credit recovery course students and their teacher.

The researchers will then conduct in - person interviews and focus groups with teachers and parents from four large districts using PTHV to better understand whether and how meeting families in their home leads to positive mindset shifts among teachers and parents.

The Bill & Melinda Gates Foundation partnered with gravitytank, a design and innovation firm, and TNS Global, a market research company, to conduct interviews, observations, and surveys with teachers in schools across the U.S..

Findings are based on interviews with state education officials in all states and surveys of nationally - representative samples of districts, principals, and teachers conducted in 2004 - 05 and 2006 - 07, as well as surveys of parents in eight large urban school districts in those same years.

Also, six interviews were conducted with four of the teachers.

The researchers analyzed these data and then selected five schools from the 12 surveyed at which they then conducted a qualitative investigation observing classrooms, interviewing teachers, and examining student work.

Focus group interviews were also conducted with the teachers using a protocol that included items that focused on the effectiveness of the materials to support teacher enactment of the Web GIS investigations.

With the VS teacher, the semistructured interview and follow - up questions were conducted via e-mail.

When conducting preliminary interviews for a position by phone or online — and onsite finalist interviews — all teachers should use the same prewritten questions and an instrument to evaluate candidates» answers.

In the month following each videotaping, individual open - ended interviews (as described by Seidman, 1991) were conducted to assess which technologies were beneficial to the beginning teacher and how the technologies might be improved for better use.

Semistructured interviews were also conducted during summer 2008 with the cooperating VS teacher and the university field placement director.

Individual interviews from a random selection of VIPs, student learners, and teacher candidates (5 parents, 4 students, 2 teacher candidates, and instructors) were conducted and videotaped.

Semistructured interviews were also conducted with the participating VS teacher and the field experience director at the participating university.

Using teachers» expertise and experience in every step of the hiring process — from creating the job advertisement to conducting interviews — would benefit the search for the best teachers for a school.

During this visit, extensive data were collected, and dozens of interviews were conducted with students, teachers, parents, administrators, business partners, and the principal.

Our Policy Team conducted peer and administrator interviews to gather critical stakeholder feedback and surveyed 170 E4E members and nonmembers to understand the most essential strategic components of a teacher preparation program for teachers.

We conducted over 120 peer and administrator interviews to gather critical stakeholder feedback, and we surveyed more than 300 E4E - LA members and nonmembers to understand the most essential strategies for improving teacher compensation.

There is no better way to know this transfer takes place than to provide supportive follow up after professional learning experiences and providing feedback on teacher practice (e.g., through observations and videotaping) and teacher work (e.g., on teacher - created assessments and by conducting student interviews).