Sentences with phrase «teachers in this study»

Six of the beginning teachers in the study reported that online discussions at one time or another helped them to improve their teaching practice.

Each of the tools was recognized by the beginning teachers in this study for professional development purposes and, as such, might be introduced into teacher induction practices and continuing professional development programs.

Other teachers in the study were seen to insist on student note - making rather than note - taking or copying.

In fact, most teachers in the study did not improve substantially from year to year.

All prospective teachers in the study participated in whole group discussions.

Teachers in this study received typical training «well within the budget of the average kindergarten classroom,» researchers note.

The student teachers in this study acknowledged that, with time, their online students began to share more personal information with them.

Teachers in the study attempted to implement research - based teaching methods that promote science education goals.

The two teachers in this study shared the same external barriers but presented their own unique individual barriers that prevented technology integration into their lessons.

The final three suggestions were made by three individual teachers in the study and seemed to be fairly specific to their personal needs.

Teachers in the study continuously questioned the researcher and one another about the fit of technology into their classroom practice.

Furthermore, 60 percent of the 81 teachers in the study stayed at the low - performing schools even after the bonus payments ended.

The public expression of reflective thought might not have been as appealing to the beginning teachers in this study.

Although less frequently than their secondary school colleagues, elementary preservice teachers in this study used word processing, Internet search tools, graphic organizers, and webquests to maximize student learning.

TNTP reported that less than one percent of teachers in their study received «unsatisfactory» performance reviews, with most teachers receiving ratings of «good» or «great.»

In contrast to Franklin's (2004) finding that elementary teachers did not use technology for instructional purposes, 73 % of elementary preservice teachers in this study used technology for instruction with their K - 12 students.

Jennifer was one of many preservice biology teachers in this study who taught students about karyotypes, the microscopic images of sorted and paired chromosomes.

While the preservice teachers in this study taught in a variety of settings (urban, suburban, and rural), as well as a variety of grade levels and subjects, they faced a consistent challenge in using technology as a tool for learning: lack of access to adequate technology in the K - 12 schools.

These results provide supporting evidence that the beginning teachers in this study valued the computer technologies for gaining self - awareness and professional development and, therefore, might be inclined to use these tools in the future.

However, preservice teachers in this study also used a variety of other technologies, including presentation and graphic organizer software, LCD projectors, streaming video, and webquests, for instructional purposes.

Wharton - MacDonald et al. (1998) found that the most effective first - grade teachers in their study taught decoding skills explicitly and provided their students with many opportunities to engage in authentic reading.

Finally, preservice teachers in this study tended to integrate technologies modeled in their teacher education program.

As a group, the first - year teachers in this study reported the three technology tools as most effective for encouraging meaningful reflection on their teaching in the following order:

«However, it seems the preschool teachers in our study were more confident of their ability in literacy than in science — likely creating a gap between children's literacy development and science skills.»

What's more, all the PBL teachers in the study have provided professional development to colleagues.

The findings might have been strengthened if measures of teacher ability had been included in the analysis, because the alternatively certified teachers in the study, from Teach For America (TFA) and the NYC Teaching Fellows program, represent high - achieving students from the nation's elite universities.

When asked about opting for certain classroom arrangements, the 50 teachers in the study mentioned between two and 19 reasons — most of them were academic (31 per cent) but 17 per cent of the reasons were related to classroom management.

Most of the uncertified teachers in the study who did not enroll in the master's degree program left after the first or second year of teaching; indeed, only 18 percent remained by year five.

While the preservice teachers in this study planned to show their portfolios to other teachers, few believed they would advocate for electronic portfolios in their future teaching positions.

Results indicated that all language arts teachers in the study used their blogs as reflective journals and that the depth of reflection occurring in the blogs varied from casual reflection (i.e., regarding the proceedings of the school day) to metareflective posts that could lead to changes in practice.

Factor analysis confirmed the multifaceted nature of teacher autonomy; however, somewhat different factor structures were found for the elementary and secondary teachers in this study, in comparison to that of Friedman.

Although preservice teachers in our study universally report looking forward to working with a collaborating teacher, many expressed disappointment with the teaching they observed in their school placements.

However, findings suggested that sustained, collaborative experiences with digital educative curricula helped teachers in this study begin to articulate and demonstrate tenets of problem - based historical inquiry (e.g., purposeful student - inquiry grounded in recurring societal concerns, structuring classroom events to promote historical thinking).

The preservice teachers in this study attended a seminar where they were introduced to the underlying concepts and the pedagogical advantages of multirepresentational fluency.

The majority of field - testing teachers in this study used PowerPoint to present the digital primary sources.

Nine out of 10 Kindergarten teachers in the study report that Ready, Set K!

The prospective teachers in this study who posted inappropriate items on Facebook clearly did not consider that their conduct outside of their school - based experiences had anything to do with their role as a teacher.

As one Latino teacher in the study put it: «I want to help build the best problem - solvers and critical thinkers possible, because those are the two elements that we need to really prepare our kids for this crazy world.»

The preservice teachers in this study relied heavily on the IDS for instructional use.

Additionally, similar to the findings of Sottile and Brozik (2004) and Mason et al. (2012), preservice teachers in this study demonstrated knowledge about ethics as they selected effective, ethical interventions in challenging scenarios.