Sentences with phrase «teacher participants did»

Of the informational texts teacher participants did read aloud, only 4.8 % addressed history

Not exact matches

A pilot programme will pay participants up to $ 5,000 per year for doing things such as attending parent - teacher meetings, going to a doctor and opening bank accounts.

Ministers are mostly male and shut women out of the ministery or even from Biblical instruction as though they are inadequate teachers, unable to merely regurgitate what scriptures say to participants as the men do; 5.

Participants took part in a real - time electronic poll which explored their views on a series of issues relating to their profession: Among the results were: over three quarters of BME teachers considered themselves to be ambitious, yet stated they are being held back by racial discrimination, and the attitude of senior colleagues; nearly two - thirds (62 %) of BME teachers felt their school or college was not seriously committed to addressing their professional development needs and aspirations; 63 % of BME teachers said their employers were not committed to ensuring their mental and physical wellbeing at work, with workload cited as the single most negative factor impacting on their wellbeing; the vast majority of BME teachers felt the Government does not respect and value teachers and does not understand the day to day realities of teaching (99 %); three quarters of BME teachers said they were not confident that their headteacher will make professional and fair decisions regarding their future pay.

18 hours of CEUs available for those registered with Yoga Alliance This course does not prepare participants to apply as a Registered Children's Yoga Teacher through Yoga Alliance.

One of my sessions is titled «Technology with a Purpose: Focusing Digital Technology as a Tool to Support Literacy,» and it was while I was putting slides together for it that I got to thinking: I worry that the average participant is going to want to hear how technology can be a silver bullet and do what no mere mortal, teacher or otherwise, has been able to do to date — namely, impart literacy to kids who have yet to attain it.

Participants in any one of the state's three alternative - route programs for teachers do not have to take tests or have majors or minors in their subjects before entering the classroom.

In the absence of well - considered, adequately funded programs, new teachers are thrust into a classroom, assigned a nominal teacher «mentor» who has a full teaching load of his or her own, and perhaps invited to attend a support group for novice teachers, where participants meet at the end of a school day and often sit in a circle and wonder why they don't get the professional support they need.

Accountability means that all participants in the education system - the child, the teacher, the school and district leader - know what they must produce by way of results, how they will be measured, and what will happen if they do or do not attain the desired results.

In doing this, experienced practitioners suggest, it is critical for preparation programs to clearly articulate the intended outcomes of the preparation as it relates to teacher leaders» practice, helping participants to identify their needs and make the best use of a program's offerings.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

The researcher posed three questions: 1) how do teacher participants in Arts Integration (AI) professional development describe their experience; 2) how are teacher practices influenced by the program; 3) how are teacher beliefs and self - efficacy influenced by participation in the program?

For example, when a teacher tweeted about having her students engage in a particular type of project, a participant asked, «What kind of timeline do you give your students?

By Module 2, access to the VS teacher's high school anatomy and physiology course was also provided for «lurking» purposes, where the participants navigated as invisible participants in the VS course and did not post any comments or contribute anything to the discussion boards or learning materials in the observed VS course.

Participants engage in the in - depth study of relevant course materials, establish a training classroom, do practice teaching, conduct workshops for teachers and caregivers at their home site, observe in classrooms and provide feedback to staff, meet with agency administrators to inform them of their progress, and keep a training journal to document and reflect on their activities.

Teachers should specify what the evidences are at each level and consider what they want students or participants to know and do at each level of cognition.

In addition to the larger institutes, Leadership Academy participants were also grouped into small cohorts of about 15 — organized by region — to do «learning walkthroughs» or classroom visits, to observe teachers in area schools and provide feedback.

Allison Zmuda's focus is to help every educator create a competent classroom — a learning environment where all participants believe it is possible for them to be successful — in which what teachers and students are expected to know and be able to do is challenging, feasible, and worthy of the attempt.

Participants enhance their knowledge and skills as facilitative leaders and coaches and work as an equity - focused community of practice to support teachers as they adapt practices to respond more effectively to the needs and aspirations of students of color and in so doing, all of the students they serve.

In our focus groups, some participants even argued that because black students don't share the same connection and familiarity with white teachers, they often behave more respectfully toward them.

Moderation participants provide information to help answer to questions such as: Do teachers find it useful in supporting teaching and learning?

Our research examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club participation.

«I thought I was doing a good job teaching (math), but I wasn't going to the depth that I needed to,» said training program participant Marilyn Cox, a 3rd grade teacher at Weaverville Elementary in Trinity County's Trinity Alps Unified School District.

While conducting a professional development with in - service teachers, Chazan and Herbst (2012) found that participants were able to identify with the fictional teacher and that the animation did not inhibit participants» discussion of the instruction depicted in the video.

The classroom teacher was present and supportive, but was not doing the teaching; they engaged more as a participant.

At Nolan, a climate and culture is being established that fosters student ownership of learning as students become active participants in both thinking and doing in partnership with their teachers.

As a group, the District D teachers did not arrive at MELAF with the camaraderie of District A's participants, nor did they experience the grass - roots organizing of District B's teachers.

Teachers» Intellectual Identity in the Study Group Experience Our research on the study group examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club particTeachers» Intellectual Identity in the Study Group Experience Our research on the study group examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club particteachers as part of course and club participation.