Sentences with phrase «teacher participating in the research»

Teachers participating in the research raised concerns about how class groupings can widen «gaps in attainment» and worsen inequalities that already exist in the system, such as the underachievement of summer - born children.

One teacher participating in the research said grouping «benefits some children at the expense of others».

Not exact matches

Research found that the children from two - parent homes where fathers participated in activities (such as school meetings; parent - teacher conferences; school or child care activities or events; or volunteerism) were more likely to receive higher grades, participate in extracurricular activities, and be happier in a child care or school setting.

Gaab frequently leads professional development workshops for teachers, participates in school «brain awareness days,» and meets with teachers and principals to help them find ways to translate research on how the brain learns into meaningful classroom applications.

In this way the teachers gain the fundamental skills needed to participate in their mentor's research projecIn this way the teachers gain the fundamental skills needed to participate in their mentor's research projecin their mentor's research project.

Through workshops and a science mentor program, teachers learn molecular biology techniques and participate in laboratory research.

Another benefit to participating teachers is the connection to other teachers that share a similar interest in plant science, and research in the classroom.

She has participated in numerous professional development opportunities to improve her astronomy teaching, including the National Optical Astronomy Observatory's (NOAO) Teacher Leaders in Research Based Science Education Program where Ms. Sepulveda learned to bring authentic astronomy research into the clResearch Based Science Education Program where Ms. Sepulveda learned to bring authentic astronomy research into the clresearch into the classroom.

This staff development can take many forms: attending conferences, reading professional articles and discussing them with colleagues, observing each other, participating in teachers - as - readers groups, and engaging in action research.

However, research we conducted last year amongst primary school teachers showed that seven in ten of participating teachers had not undertaken any professional development in «food» during the past two years.

Nine school districts in Maine will participate in Re: Learning, a research - based effort that encourages teachers and administrators to redesign their schools to get all students more directly involved in their learning.

Teachers and pupils alike feel that they are part of a big international research team when they participate in these Internet projects, said Evgenia Sendova, a research associate at the Institute of Mathematics and Informatics in Bulgaria.

Our research suggests that an expanded school schedule offers a multitude of educational benefits, including more time on task, a broader array of enrichment programs to engage students in school, and time for teachers to participate in real collaborative planning and additional professional development.

Our vision at Teacher is for all teachers to consider themselves «teacher - researchers», to participate actively in broadly defined continuous professional education — coaching, mentoring, peer observation, team teaching, action research, formal learning, reflective practice, etcetera — and to place evidence at the centre of their prTeacher is for all teachers to consider themselves «teacher - researchers», to participate actively in broadly defined continuous professional education — coaching, mentoring, peer observation, team teaching, action research, formal learning, reflective practice, etcetera — and to place evidence at the centre of their prteacher - researchers», to participate actively in broadly defined continuous professional education — coaching, mentoring, peer observation, team teaching, action research, formal learning, reflective practice, etcetera — and to place evidence at the centre of their practice.

Learn about a unique program that gives K - 12 teachers the opportunity to travel to the ends of Earth to participate in polar research expeditions!

Thus, teachers were invited to participate in the research study based on having received a teaching award from a national organization granting recognition across content areas and grade levels.

CEC and the California Labor Management Initiative are among several organizations encouraging school districts to participate in the research study, including the National Education Association and the American Federation of Teachers.

Randi Weingarten, president of the American Federation of Teachers, which has several affiliates participating in the research, also expressed reservations.

In February 2018, over 1,200 Oakland teachers — from both district - run and charter - run schools — participated in this research - based surveIn February 2018, over 1,200 Oakland teachers — from both district - run and charter - run schools — participated in this research - based survein this research - based survey.

It should be noted that these studies were not designed to investigate the particular role of teacher leaders in these teams, indicating that additional research is warranted to examine how teacher leaders affect the interactions within the teams that they participate.

It is still important that teachers and their students learn how to develop and participate in discipline - specific inquiries, which means learning to manage research, organize data, and prioritize and unpack evidence in the construction of accounts and narratives.

Previous research has found a number of benefits for teachers, or at least for some teachers in certain circumstances, from participating in online teacher communities (Hur & Brush, 2009; Lieberman & Mace, 2010; Schlager et al., 2009).

For example, research reveals that educators who work at schools with fewer than 150 students are significantly less likely than teachers in larger schools to participate in mentoring and coaching, to collaborate regularly with other teachers, and to take college courses.

While in Seattle, she also directed a parent leadership and training initiative for under - represented parents, participated as a Brainerd Fellow at Social Venture Partners Seattle, and worked as a Research Assistant focused on diversity recruitment and retention and school / community partnerships at the University of Washington's Teacher Education Program.

One goal of the program was to have participating teachers and administrators focus on research - based projects directly relevant for improving teaching and learning in the district.

Our recent research examines the evaluation of the Student Achievement Guarantee in Education (SAGE) program (Molnar, Smith, and Zahorik, 2000; Molnar et al., 2001; Zahorik, Molnar, Ehrle, & Halbach, 2000), an initiative that requires participating schools to maintain the student - teacher ratio in K — 3 classes at 15:1 and develop rigorous, standards - based academic curriculums.

Here are some suggestions for how teachers can help students address these three critical questions, with examples from teachers who have participated in the Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) project, a professional development and research project for middle school mathematics tteachers can help students address these three critical questions, with examples from teachers who have participated in the Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) project, a professional development and research project for middle school mathematics tteachers who have participated in the Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) project, a professional development and research project for middle school mathematics tTeachers and Students (FACETS) project, a professional development and research project for middle school mathematics teachersteachers.

Teachers and their students must still learn how to develop and participate in discipline - specific inquiries, which means learning to manage research, organize data, and prioritize and unpack evidence in the construction of accounts and narratives» (Hicks et al., 2014, para. 7 under «Use Technologies to Promote Effective Student Learning»).

A social studies teacher may participate in a moderated #sschat on historical thinking, use the #FergusonSyllabus hashtag to research how to talk with students about systemic race issues, exchange ideas with digital colleagues, challenge local or federal policy by contacting legislators or informing the public, or organize a face - to - face Edcamp unconference in the community (see Swanson, et al., 2014, and Carpenter, 2015b, for more).

Further research is needed to find the effects of participating in a learning community during and after the professional development program in teachers» development of TPACK.

The other two beginning teachers did not participate in the study, as they did not have enough time to devote to the research study.

(The names of participating teachers — and which group they were in — have been kept confidential by the research team.)

At the same time, although the principal can not be the example and end - all of everything, so much research does support a building principal making a strong impact on student learning when he / she is the instructional leader (a «master» teacher who knows pedagogy well and can participate as a «master» teacher in a shared leadership approach leading, learning, and working cooperatively).

In addition to participating in the inquiry group, these teachers also took part in individual and collaborative curriculum development, wrote journals, conducted research in their classrooms, attended conferences, were active members in professional organizations, and mentored new colleagueIn addition to participating in the inquiry group, these teachers also took part in individual and collaborative curriculum development, wrote journals, conducted research in their classrooms, attended conferences, were active members in professional organizations, and mentored new colleaguein the inquiry group, these teachers also took part in individual and collaborative curriculum development, wrote journals, conducted research in their classrooms, attended conferences, were active members in professional organizations, and mentored new colleaguein individual and collaborative curriculum development, wrote journals, conducted research in their classrooms, attended conferences, were active members in professional organizations, and mentored new colleaguein their classrooms, attended conferences, were active members in professional organizations, and mentored new colleaguein professional organizations, and mentored new colleagues.

Three social studies teachers (pseudonyms are used for each) in one southeastern US state participated in the research study: Dill, who had taught for 9 years; and Rose and Fiye who had each taught for 2 years.

Every teacher at the school currently signs up to participate in an action research project, focusing on a topic of interest or concern to that group of professionals.

In the Ashford Teaching Alliance Research Champion programme, a senior teacher based at one of five participating schools was named as a «research championResearch Champion programme, a senior teacher based at one of five participating schools was named as a «research championresearch champion».

One of their first opportunities to participate will be in focus groups, during which members of the research team will meet with small groups of teachers, parents and students to gather information about how they would be interested in using the map.

In addition, Loud was one of 50 Teachers in Tennessee selected to participate in an Educator Fellowship through SCORE, (The State Collaborative on Reforming Education), an independent, nonprofit, and nonpartisan advocacy and research institution that drives collaboration on policy and practice to ensure student success across TennesseIn addition, Loud was one of 50 Teachers in Tennessee selected to participate in an Educator Fellowship through SCORE, (The State Collaborative on Reforming Education), an independent, nonprofit, and nonpartisan advocacy and research institution that drives collaboration on policy and practice to ensure student success across Tennessein Tennessee selected to participate in an Educator Fellowship through SCORE, (The State Collaborative on Reforming Education), an independent, nonprofit, and nonpartisan advocacy and research institution that drives collaboration on policy and practice to ensure student success across Tennessein an Educator Fellowship through SCORE, (The State Collaborative on Reforming Education), an independent, nonprofit, and nonpartisan advocacy and research institution that drives collaboration on policy and practice to ensure student success across Tennessee.

The 2013 - 14 school year requires third grade teachers in the state of Ohio who work with students that are either on a reading improvement and monitoring plan, or have been retained to hold a credential or participate in a scientifically research - based reading instruction training program.

The teachers who participated in this survey research study included a random sample of 854 public K - 12 school teachers, aged 18 and older, with Internet access, living in all 50 U.S. states and the District of Columbia.

The findings driven by the interview analysis informs all the other results and gives voice to the teachers who participated in this research as sought with an embedded mixed methods approach (Creswell 2014, p. 231).

Multicultural Education and Human Relations asks pre-service teachers to diagnose their present knowledge and skills, reflect on experiences, actively participate in exercises, discuss relevant theory and research, and integrate this information into their behavioral repertoires, they can then enter classroom situations from a background of first - hand awareness and experience.

For three years they have trained groups of teachers who wanted to participate, training them in Action Research methods and selecting good questions to study in their classrooms.

National research studies have confirmed significant gains in writing performance among students of teachers who have participated in NWP programs.

Fuel Education requires all of our teachers to participate in ongoing professional development focusing on current research, best practices, data analysis, and compliance.

She consults with parents and educators, plans and interprets assessment to guide educational planning, participates in research using our data on over 6000 gifted children, provides teacher training (e.g., a 3 - day retreat for teachers from Edmonton, Alberta), and promotes effective gifted assessment (she has worked with Pearson, Riverside, and Pro Ed to respond to gifted needs in test development).

Amplify promises the tablet will simplify administrative chores for teachers, enable shy children to participate more readily in discussions, and allow students to complete coursework at their own pace while drawing upon carefully selected online research resources.

Indeed, we know from our research that private school parents become more involved in a variety of activities, including communicating with teachers, participating in school activities and volunteering and community service.

Traditionally, teachers participating in the action research alternative meet with principal to establish topic, submit a report at the end of the year and present to staff.