Sentences with phrase «teachers changed beliefs»

In the process that I engaged in, for example, teachers changed beliefs and practices, and their students gained in reading achievement (Richardson, 1994a).

He further suggested that prior to establishing a community of practice, PD developers should have well - prepared activities and support to help teachers change their beliefs and attitudes toward technology.

Not exact matches

Unless it was meant for us as a new system to drop Republican systems for the Royalist systems that are taking place now that Jordan and Morocco both Royelists are planed to join GCC as one with a change to the name of the GCC since the Royalist empire will be extending to countries outer of the Arabian Gulf Countries... What ever it is all we need is freedom of rights, justice, peace, equality and to live in prosperity... Egypt is not in the heart of Egyptions only but as well in the heart of every Arabic nation, Egyptions were our teachers in our schools and Egypt was the university of our Yemeni students... Egypt was the source of islamic educations, Egypt was the face of all arts, books, papers, TV plays and movies to all of Arabian speaking countries... Egypt is our Arabian Icon so please please other nations are becoming larger and stronger in the area on your account as a living icon for the Arabian Unity what ever our faiths or beliefs are we are brothers in blood, culture and language, God Bless to All.Amen.

A North Carolina State University study of middle school science classes explored whether teachers» beliefs about climate change influenced students» perceptions.

Researchers found that having a teacher who believed climate change was occurring — as 92 percent of students in the study did — was a «strong, positive predictor» of students» belief in global warming.

«Do teachers» climate change beliefs influence students?

Students who believed climate change was happening concluded it was caused by humans regardless of their teachers» beliefs.

If teachers are to help students change their incorrect beliefs, they first need to know what those are.

A study published in the journal PLOS ONE reveals that teachers» climate change beliefs may influence students.

Perhaps the biggest challenge for math educators is not only training teachers differently, but changing society's beliefs on how math should be taught.

We've worked one - on - one with hundreds of students over the last decade, and while they always start from «my teacher hates me» or «I'm just bad at this subject,» a change in their own behaviors and beliefs consistently leads to a turnaround in grades.

Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.

Teacher technology change: How Knowledge, Confidence, Beliefs, and Culture Intersect (PDF).

• Good principals are likely to make more personnel changes in grade levels where students are under - performing, supporting the belief that «improvement in teacher effectiveness provides an important channel through which principals can raise the quality of education.»

The studies in this section suggest that instructional change in language arts does occur with reform, but that it is mediated by teachers» beliefs, knowledge, and their sense of accountability pressure.

We can not make claims about the teachers» beliefs changing since we did not collect data on this specifically.

A caution we would offer in this regard, however, is that many of the deeper levels of change in teacher beliefs and practices associated with literacy learning do not lend themselves to simple directives.

Teacher diversity as an influence on change: Capturing the multiple dimensions of teacher bTeacher diversity as an influence on change: Capturing the multiple dimensions of teacher bteacher beliefs.

Most interestingly, surveys and observations revealed that teachers with different beliefs about teaching writing changed in different ways.

Lampert, Heaton, and Ball (1994) observed that traditional approaches to teaching prospective teachers about reform - oriented approaches to mathematics instruction was ineffective in changing teachers» beliefs.

The primary barrier to teachers using value - added data to improve their practice is their belief that there's no information in the data that are worth taking seriously or that can support a change in teaching practice.

Lisa, the Coordinator of the State Standards Project, indicated that she had some initial concern about Michelle's inquiry approach to the staff development; however, she eventually became enthusiastic about the results and adjusted some of her beliefs about the nature of teacher change.

Paul extends his belief in teaching and student achievement by supporting change and teacher evolution.

Recent research suggests strong relationships between teachers» beliefs and practices and the importance of beliefs in processes of fundamental change (Richardson, 1996).

«I hope to change the lives of many Chicago students by building on the UChicago Charter School's strong culture of belief in students» capabilities, and tradition of teacher learning and accountability grounded in research and data,» said Island Childress.

The belief interviews (Richardson, Anders, Tidwell, & Lloyd, 1991) focused on individual background, perception of the facilitator role, description of the program, vision for successful professional development, beliefs about teacher change, and views regarding autonomy.

MCIEA embraces the belief that we can only change the educational system if teachers are at the forefront, working collaboratively toward a shared vision.

Their model is based on transformation in three areas: changing teacher and learner roles, using Universal Design for Learning ® as the lens to personalize learning, and developing a culture of learning based on a shared belief system.

The program, developed in partnership with Leading Educators, stems from a central belief that schools are a critical unit of social change, and teacher leaders should be drivers of that change in pursuit of equity.

Teacher educators seek to integrate various forms of reflective practice throughout teacher preparation, acknowledging that reflection supports teachers» ability to analyze issues of teaching and learning from differing perspectives, as well as their efforts to make changes to practice and belief (Calderhead, 1992; Zeichner & Liston,Teacher educators seek to integrate various forms of reflective practice throughout teacher preparation, acknowledging that reflection supports teachers» ability to analyze issues of teaching and learning from differing perspectives, as well as their efforts to make changes to practice and belief (Calderhead, 1992; Zeichner & Liston,teacher preparation, acknowledging that reflection supports teachers» ability to analyze issues of teaching and learning from differing perspectives, as well as their efforts to make changes to practice and belief (Calderhead, 1992; Zeichner & Liston, 1996).

Many secondary teachers need to not only adjust their practices, but also change their beliefs, accepting greater responsibility for their students» literacy development.

The goal is to «change mindsets, practices, and beliefs» so that teachers, principals and other school leaders «have a complex understanding about how structural bias and structural racism works within the fabric of schooling» resulting in disproportionality.

«It is our strong belief that positive change in education must be driven by the profession and shaped by the invaluable experience of teachers working in classrooms.

The researchers worked with 39 intermediate grade (3 — 6) teachers over a period of three years, examining changes in their beliefs and practices in response to readings and discussions about improving students» reading comprehension.

Changes in teachers» beliefs and practices in technology - rich classrooms.

The relationship between changes in teachers» self - efficacy beliefs and the science teaching environment of Danish first - year elementary teachers.

Respondents were nearly unanimous in their belief that changes and improvements are needed in the way we treat teachers.

Teachers» beliefs regarding science reform ideas are important elements of educational change, as there is a relationship between what teachers believe and what they do in the classroom (Haney, Lumpe, Czerniak, & EganTeachers» beliefs regarding science reform ideas are important elements of educational change, as there is a relationship between what teachers believe and what they do in the classroom (Haney, Lumpe, Czerniak, & Eganteachers believe and what they do in the classroom (Haney, Lumpe, Czerniak, & Egan, 2002).

They also wondered about the state's approach of using policy changes as a catalyst for changing teacher and administrator beliefs would catalyze the type of change the state is moving toward.

Having teachers edit videos of their child interviews, plan their lessons according to their analysis, plan their instruction with the intent to change children's misconceptions, and edit their own videos helped them make connections with their own values, beliefs, and desires to improve that arguably may not have been attainable by other means.

Changes in beliefs about teaching and learning during teacher preparation: The impact of a video - enhanced math methods course.

Yerrick et al. (2005) recognized that «engaging preservice teachers in a process of recognizing children's ideas and examining preservice teachers» personal belief systems during their reflection on practice is a promising area of research for understanding how to make change among tomorrow's teachers» (p. 352).

Indeed, a major breakthrough was the finding that in their naturalistic (under local teacher control) change setting, teachers often changed their beliefs prior to changing their practices (or changed beliefs interactively with changes in practice), thus contradicting the more common finding, especially in studies of mandated change, of changes in practice preceding changes in beliefs.

Central to that idea is the belief that expansion and change is also critical to advance the development of all teachers — to lift the culture of teaching, and thereby, the profession itself.

All of Teach to Lead's work is based in a belief that teachers are experts in schools and instruction, and as such, should be supported to lead the key changes and innovations that their students, colleagues and profession deserve to do their best work every day.

Research has shown that even when beliefs are changed teachers do not teach a certain way just because they know about how to teach that way or believe it is a good way to teach.

Changing the common sense beliefs of teachers about heterogeneous grouping effects on the learning of struggling students requires those providing leadership to bring relevant evidence to the attention of their colleagues in accessible and convincing ways, to encourage actual trials with heterogeneous groupings under conditions which include opportunities for practice, feedback and coaching and to help teachers generate «the kind of assessment information that will make the impact of tracking and detracking more visible» (Riehl, 2000).

Teacher technology change: How knowledge, beliefs, and culture intersect.

At the other school, teachers and staff told me about their collective struggle to improve instruction, talked about their desire for more professional learning, and described how they were challenging and changing their own beliefs about student abilities.

To examine teachers» change in beliefs, perceptions, and knowledge, data in the form of survey and interview were collected.