Sentences with phrase «teacher time generally»

Meta - analyses, like The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K — 12 Classrooms: A Meta - Analysis, and Evaluation of Evidence - Based Practices in Online Learning: A Meta - Analysis and Review of Online Learning Studies found that blending technology with face - to - face teacher time generally produces better outcomes than face - to - face or online learning alone.

According to findings culled from five meta - analyses, blending technology with face - to - face teacher time generally produces better outcomes than face - to - face or online learning alone (Cheung and Slavin, 2011; Cheung and Slavin, 2012; Tamim, Bernard, Borokhovski, Abrami, and Schmid, 2011; Means et al, 2009; Means et al., 2013).

Not exact matches

John Holt, who was for a time a public school teacher, was very influential in fostering and molding what is now generally called «unschooling.»

«The NASUWT raised questions about the provision of study leave and additional non-contact time for newly qualified teachers who chose to pursue the Masters qualification, about the impact that the scheme could have on teacher workload and working hours for newly qualified teachers, the external mentors and the school workforce generally, and about the costs associated with the scheme.

Just accepting something at face value because you've heard it a few different times or even because a teacher or a professor says it is generally not the best way to acquire knowledge, so kudos to Melissa for asking that question and for getting some clarification.

The teacher wins because going deeper on a few topics generally takes less time than marking everything, and students win because they get clear, quality feedback that does a better job of teaching them the most important lessons.

As Cole notes: «By focusing on concrete actions that generally can be understood and implemented in a relatively short period, and then improved over time, teaching capacity is built step by step and the armoury of strategies and techniques available to the teacher is extended,» (Cole, 2012).

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

«Teacher supply remains a significant challenge for schools generally, and it seems evident that this is constraining schools» ability to increase teaching time of EBacc subjects, especially science and languages.»

Researchers generally define VAMs as statistical models designed to measure a teacher's influence — the «value» added or subtracted — on student achievement over time.

Teachers have reduced time to teach, are forced to teach many remedial courses, and generally seek to leave; middle - class parents of all races do the same.

First and most obvious, we've organized the entire, massive K — 12 system around an age - based, grade - level, 180 - days - per - year calendar; around mostly self - contained and generally low - tech classrooms; and around a pedagogical model centered on a single teacher teaching a uniform curriculum to twenty to thirty children for a prescribed amount of time each day, children who don't have much in common except that they're more or less the same age and (usually) live in pretty much the same community.

I say «superfluous» because the 19 days does not include the time devoted to actually observing teachers or providing feedback (all of which the principals generally regarded as useful), but simply the additional end - of - year paper - pushing.

They also provide more opportunities for professional development and joint planning time with accomplished veterans, and generally pay teachers more in relation to other highly skilled occupations.

Generally, teachers now expect children to come in knowing much more, spend more of the day in literacy and math instruction, and devote less time to nonacademic subjects such as music and art.

At the same time, increased public and elite concern about the effect of underperforming schools on national equity and economic competitiveness has created new political incentives for policymakers to embrace innovative approaches to teacher quality and school reform generally.

Teachers generally can dedicate little time for learning complicated programs on top of their other duties.

Generally, teachers are not provided time to hone their craft, nor time and opportunities to acquire additional strategies and skills to reinforce their instructional methods.

Rather than spending abundant class time silently journaling, completing graphic organizers, or receiving misinformation from peer editors, neophyte writers need every teacher to serve as the over-the-shoulder writing coach their parents can not generally be.

I generally recommend some time for teachers to experiment with these new within - year learning expectations and to design their curriculum and instruction around these learning standards to help the teachers themselves grow and learn and become more comfortable with a standards - based environment.

Teacher's efforts to increase time and resources may be few in number but are generally well tailored to student needs.

While the content - specific vocabulary is generally introduced to all students at the same time by the teacher who is teaching in that specific content area, non-content-specific vocabulary is subject to the literary experiences and to the exposure that each student has had to words in books and through sophisticated conversations with the adults in their lives.

Generally, teachers are not provided time to hone their craft, nor time and opportunities to acquire additional strategies and skills reinforce their instructional methods.

The teacher from this school reported having relatively small class sizes and a school environment that is generally conducive to science teaching and learning (e.g., few interruptions, adequate time, space, and materials, administrative support).

In a fall 2016 survey of 211 school districts that are part of the California School Boards Association's Delegate Assembly — a sample that generally reflects the demographics of California's districts — 75 % of districts reported having a shortage of qualified teachers at that time, with over 80 % of these districts reporting that shortages had gotten worse since the 2013 — 14 school year.Podolsky, A., & Sutcher, L. (2016).

Teachers said that setting goals generally made their teaching more coherent and forced them to be more organized and mindful of how they used time.

A teacher from the Midlands said: «Parents generally expect an instant response, but the school has been working very hard to explain to parents that teachers need time to relax in the evenings and weekends.»

Students did not attempt to use cell phones, were generally silent when a teacher or a classmate was speaking, and they arrived on class (mostly) on time.

The emphasis on fulfilling PD requirements, which are generally measured in «seat time,» can lead to teachers taking courses that have little to do with what they want or need to improve their craft.

Generally, the fourth - year student teachers at the university study part time while working as part - time teachers.

Principals and teachers generally don't have the time or research expertise to perform careful evaluations of CSR studies or developer's portfolios.

For example, we were pleased that teachers were generally able to report very similar topic coverage between the logs and the surveys, giving us some confidence that teachers can recall their instruction across this length of time.

Student interactions are generally kept to a minimum with silent lunches, silent transition times, and talking in class limited to being called on by a teacher to answer specific questions.

A generally unconfident student, he became interested in writing when he was twelve and an English teacher praised one of his stories - «it was about the first time I'd ever done anything that got an A. I was so pleased I never stopped.»

In spite of there a lot of time teachers generally commit to a specific student for an exploration and thesis composing, practice demonstrates that it is still may be insufficient.

Generally, the institution or the teacher allots a good period of time to research and to complete the assignment.

Classes are generally pretty small, too, with a student - to - teacher ratio of 10 to one, so you're guaranteed quality time with your peers and professors.

SEN teachers generally work a school day; from around 8.30 am to 3.30 pm, Monday to Friday, during term time.