Sentences with phrase «teacher knowledge acquisition»
New approaches to teacher evaluation, combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, can support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core Standards and assessments.
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Supporters of teacher certification often make analogies to professions like law and medicine, where being an effective professional requires the acquisition of vast knowledge and skills.
The Royal Society for the Arts recently reported that for DT teachers: «the acquisition of specialist technical knowledge takes on a greater urgency than learning about design.»
«We found gaps in teachers» and TAs» knowledge concerning meeting the needs of pupils with Statements, and the acquisition of skills and knowledge relating to SEND.
Using various techniques, teachers can help students see that hard work and incorrect answers — the «productive struggle» crucial to real knowledge acquisition — represent steps on the path toward mastery, rather than seeing them as signs of failure.
The classroom teacher contributes knowledge of the curriculum and of all the students in the class while the ESL teacher brings information about teaching strategies, second language acquisition and diverse cultures.
Based on a cross-case analysis of online and on - campus courses, the results of the study indicate that while there was no significant difference between online and on - campus courses in terms of teacher acquisition of knowledge related to CLD instruction and assessment, questions remain about whether distance learning can promote critical self - reflection, culturally responsive teaching practices, and collaboration within schools, when teacher learning is not supported and situated in schools and communities in an ongoing and structured way.
Instead the report strongly recommended subject - specific CPD, to ensure the «maintenance and acquisition of subject knowledge» among teachers.
Ultimately, scales of items are constructed and disseminated to individuals seeking to measure the effect of teacher education programs on mathematics teachers» knowledge acquisition.
This intervention resulted in an increase in teacher knowledge of language acquisition and an increased use of oral language development strategies.
Teachers are supposed to make children partners in the acquisition of knowledge, helping them to see that math isn't only — or even mainly — about right answers, it's about exploration and discovery, and the sort of critical thinking and problem - solving they'll do in college some day.
Mishra and Koehler's (2006) TPACK model holds the potential to support preservice teachers» knowledge acquisition through the combination of assistive technology with other forms of traditional technology knowledge.
Content - area teachers with a wide range of knowledge and comfort levels in supporting English learner students benefit from building their ability to facilitate language acquisition — and ELL teachers benefit from receiving training on evidence - based strategies for supporting language acquisition that also facilitate students» content learning.
«The «pre-fab» template tasks are intended to respect teachers content knowledge while scaffolding their practice to in turn scaffold student skill acquisition», said Vignola.
How does professional development (PD) with a linguistic focus from a functional perspective make (or not make) an impact on teachers» knowledge acquisition, skill development, and classroom practice for students» content specific literacy?
While survey and interview data revealed teachers» acquisition of knowledge and change of perceptions, the findings from instructional planning and classroom observations provide statistical evidence of the impact of the project on teachers» professional practice.
To address our research question, we examined the change in teachers» perceptions from their knowledge acquisition and then connected these to how their practice changes.
While teachers» «concerns about ELL students» academic and behavioral skills may actually be a reflection of their ability to meet ELL students» instructional needs» (Cheatham et al. 2014, p. 54), we see teachers» knowledge acquisition as the starting point for improved instructional ability.
Essential to sheltered instruction are teacher willingness and capacity to learn about and incorporate the prior knowledge of ELLs into instruction, to understand second language acquisition and address the linguistic needs of ELLs, to deliver comprehensible yet rigorous input, and to use spiraling and scaffolding techniques whereby every piece of information learned and every skill acquired provides the next - level substructure for building higher - order knowledge.
OUR MISSION: To help transform educational systems through digital curriculum strategies; enhance the creative construction of digital learning resources between teachers, administrators and publishers; and ultimately help all learners everywhere become more engaged in knowledge acquisition for life success.
Although coursework plays a key role in teachers» acquisition of content knowledge, program completion should not replace the requirement of an assessment, which is the only way to ensure that teachers possess adequate knowledge of the subject area.
Help teachers design high - quality work and teach in ways that engage students, cause them to persist, and result in student satisfaction and acquisition of knowledge, critical - thinking, and problem - solving skills.