Sentences with phrase «teacher of a particular course»

While I was there, the problems did not escalate enough to cause formal hearings, although I do know some few cases were escalated as far as the teacher of a particular course.

Not exact matches

It is of course true that this particular parish had unique opportunities for drawing on experts in the field who are experienced teachers.

Waldorf is dedicated to providing its middle school students with an academic curriculum with rigor and purpose — one that is creatively designed to meet the particular needs of middle school students — along with exceptional teachers, regular class travel, a no - cut athletic program, and fine arts and performing arts courses.

While the state cites Kentucky (in the course of lowering expectations here), critics of Common Core implementation, in particular the main statewide teachers» union, contend that the comparison is flawed.

The report recommends narrowing the number of core ideas to be covered within a particular course while emphasizing the cross-disciplinary nature of science, and it urges teachers to integrate the principles that scientists follow in doing their work into every course, at every grade level.

He took the 500 - hour Viniyoga Teacher Training Course and developed a particular passion for Sanskrit chanting and the role of sound in asana.

For example, a science teacher may choose to focus on one particular section of a lab report each time; an English language arts teacher may choose to focus on one particular stage of writing, shifting from one stage to another throughout the course of the year.

With micro-chartering, one or more classrooms or individual teachers could receive a charter to provide course access to students beyond the walls of a particular school — or to incubate new charter school models on a small scale before growing them.

In the course of a teacher's preparation, prejudices and errant assumptions must be confronted and expunged, with particular emphasis on those related to race, class, language, and culture.

«My practicum in particular gave me concrete ideas about organization and working within the system for the benefit of my students,» she says, noting that many aspects of the program helped her grow as an educator including advanced teaching methods courses with Associate Professor Tina Grotzer and Boles» course Teachers, Leadership, and Power, where she learned that teaching goes beyond being able to work alongside other tTeachers, Leadership, and Power, where she learned that teaching goes beyond being able to work alongside other teachersteachers.

We stand for quality in terms of initial teacher education and we believe it's vitally important that students have access to high - quality teaching courses and that those courses provide them with the particular expertise they need to be classroom ready at the end of that study.

[ix] We build on the work of other researchers [x] in examining the likelihood of taking additional courses in a subject area as a measure of teaching excellence — the more likely a student is to continue studying in a particular discipline, the better the teacher is thought to have been.

Instead of following a typical list of course and credit - hour requirements, the organization sponsoring the internship or residency - style program tailors coursework to meet the needs of the particular school or type of school in which the teacher will be employed.

During the course of the volume, NAEP and Current Population Survey data are used to probe a broad range of variables, including teacher qualifications, hours spent watching television, levels of socioeconomic inequality, degrees of racial segregation, particular school - reform policies, family structure, and race - specific cultural attitudes.

Instead of considering how they can use particular OER content and OER curation platforms to transform instruction, schools too often look only at whether OER solutions cover the required content for given courses or are easy and appealing for teachers and students in traditional classrooms to pick up and use.

The overall instructional goal for this course was to support teachers in developing particular mathematical insights, understandings, and skills needed to teach algebra from a functions - based perspective (Chazan, 2000) through analysis and extension of tasks and concepts from the school mathematics curriculum.

Because his teacher, Angela, knows that James and four of his low prior - attainment peers seem to be having particular difficulty with geometry she can now book herself on to a course that gives her more teaching strategies in geometry with these pupils.

Tshannen - Moran, Woolfok, Hoy and Hoy (1998) define teacher efficacy as «the teacher's belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context.»

Use the topics separately over the course of a school year for inservice teachers, with each session focusing on a particular aspect of fostering reading success.

But over the course of the the last two decades, but particularly the last eight years in particular, teachers have been denied the right to exercise their professional judgement.

Each path begins with a common focus of each type of course, includes a guiding inquiry question, proposes a set of examples from the archive for teacher candidates to examine and respond to in a particular sequence, and ends with possible extensions for further reading on this topic (to access these paths, sign in to http://23.21.225.52/ as «citeuser» with password «Sw@p2013» and click «Possible paths» on the Home page, or follow the links in the following section).

With the input of colleagues who teach writing pedagogies and linguistics courses at my university, I designed an interview protocol meant to elicit a variety of information about curriculum, instruction, beliefs about teaching writing, and the particular qualities of their students from participating teachers.

Although designing assignments is a common focus in English teaching methods courses (e.g., Smagorinsky & Whiting, 1995), teacher candidates often have fewer opportunities to see the results of those assignments and the consequences of particular design decisions.

The idea is that these hinge - point questions encapsulate what we know about student misconceptions, which of course many teachers share, and by presenting «answer - choice rationales» (the reason someone might have chosen a particular incorrect response) we engage in a form of «just - in - time» teacher subject knowledge development.

Of course, given that numerous elements of our methods course and teacher education program are designed to encourage colearning, assessing exactly how much the Ning exercise in particular contributed to our students positive disposition toward colearning is impossiblOf course, given that numerous elements of our methods course and teacher education program are designed to encourage colearning, assessing exactly how much the Ning exercise in particular contributed to our students positive disposition toward colearning is impossiblof our methods course and teacher education program are designed to encourage colearning, assessing exactly how much the Ning exercise in particular contributed to our students positive disposition toward colearning is impossible.

-- Matt Trask, a secondary senior physics teacher is having students make musical instruments to learn about wavelength — Kelly Skehill using design and software for students to apply calculus models to create new pop bottle designs — teachers are using technology to capture assessment information during the learning process — one particular good example at PJ Elementary — Kindergarten teacher (Sonia Southam) using iPads to engage parents and transform communication by capturing daily learning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning experiences

Of course, it's hard to draw any sweeping conclusions from these data because a lot of factors determine what the «right» teacher salary should be in any particular state (to the extent that the «right» teacher salary even existsOf course, it's hard to draw any sweeping conclusions from these data because a lot of factors determine what the «right» teacher salary should be in any particular state (to the extent that the «right» teacher salary even existsof factors determine what the «right» teacher salary should be in any particular state (to the extent that the «right» teacher salary even exists).

And standards - based grading is more fair to students in that course outcomes and the quantity and quality of student work needed to get a particular grade will be consistent across teachers of the same course.

Teachers hoping to teach in mainstream education (primary, secondary, tertiary) should always check the requirements of that particular sector, per country, before embarking on a training course.

In particular, these recommendations focus on the core component of teacher training, teaching methods courses and their faculty.

The beliefs and perceptions preservice teachers have about a particular subject area, of teaching that subject, and of integrating technology when teaching that subject are juxtaposed with the courses they take in these programs and the teaching situations they observe.