Sentences with phrase «teachers in this study attended»

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

Not exact matches

Gross cites an unpublished study that found a cohort of fourth graders in schools with Vermont Mathematics Institute — trained teachers performed significantly better in math four and six years later than a matched group attending schools without such teachers.

He's gotten certified as a yoga teacher, studied astrology, released a line of cannabis - themed personal care products, and now is attending the Emperor's College of Traditional Oriental Medicine in Santa Monica.

In 71 of the nation's 100 largest cities, the percentage of public school teachers whose children attend private schools exceeds that of the general public, according to the study by the education analyst and consultant Denis P. Doyle.

In the past, we used to study a course, focus on our course books provided by the school, college, or organization, and learn from teachers only by attending classes in particular places at fixed timeIn the past, we used to study a course, focus on our course books provided by the school, college, or organization, and learn from teachers only by attending classes in particular places at fixed timein particular places at fixed times.

Meeting or activity shall mean those school - initiated meetings or activities attended by parents or persons in parental relationship who are hearing impaired, which are specific to the academic and / or disciplinary aspects of their child's educational program, including, but not limited to, parent - teacher conferences; child study or building level team meetings; planning meetings with school counselors regarding educational progress and career planning; suspension hearings or any conference with school officials relating to disciplinary actions.

In a 1994 study, Ronald Ehrenberg and Dominic Brewer found that students score higher on standardized exams if their teachers attended more selective undergraduate institutions.

That right vouchsafes to families the options of private schooling and home schooling but not of no schooling, for it is balanced by «high duty» and by the «power of the state,» as recognized in the same Court decision, to «reasonably to regulate all schools, to inspect, supervise and examine them, their teachers and pupils; to require that all children of proper age attend some school, that teachers shall be of good moral character and patriotic disposition, that certain studies plainly essential to good citizenship must be taught, and that nothing be taught which is manifestly inimical to the public welfare» (emphasis added).

Although some interpret these turnover patterns as evidence of teachers» discontent with their students, recent large - scale quantitative studies provide evidence that teachers choose to leave schools with poor work environments and that these conditions are most common in schools that minority and low - income students typically attend.

Findings from these three studies suggest that initiatives that feature teacher leaders engaged in instructional support practices, including demonstration lessons, should attend to factors such as time, peer support, and teacher leader knowledge that may influence their practice.

A recent report from the Learning Policy Institute, a research and policy organization in Palo Alto, cites studies that found «that teachers of color boost the academic performance of students of color,» on measures such as improved reading and math scores, graduation rates and greater aspirations to attend college.

This research study focuses on six teachers who attended the Documenting the American South Summer Writing Institute in June 2004.

A glimmer of hope is that most educators are homegrown; more than 60 percent of teachers work within 20 miles of where they attended high school, according to a Stanford University study published in 2012.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poAttend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poattend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

This tension was especially evident in the case study, wherein the preservice teachers attempted to make sense of how and why the case study teacher chose to follow her «mathematical agenda» while attending to and using students» thinking.

North Carolina researchers analyzing another large data set found similar results in 2007.27 More recently, in a study published by the Institute of Labor Economics, researchers and university economists found that low - income black male students in North Carolina who have just one black teacher in third, fourth, or fifth grade are less likely to drop out of high school and more likely to consider attending college.

He currently serves as Academy Lead Teacher and Chair of the Social Studies Department.He started his teaching career in Atlanta, Georgia, where he attended Georgia State University and earned a B.A. in History.

Researchers began rigorously studying coaching in the late 1990s and have been ramping up in the past 10 years to see how well coaching works and if coaching programs are any better than the kind of training seminars that teachers typically attend to further their «professional development.»

L'aurelei participated in last year's Oakland Book Study Group and attended the Black Teacher Leadership and Sustainability Institute this summer.

While prior research on the use of video in teacher preparation has provided support for its use as a tool to develop future teachers» ability to attend to the details of student thinking, this study extended that work in two different ways.

Several studies have examined the use of this framework with both preservice and in - service teachers and have reported overall positive impact on teachers» abilities to attend to student thinking and use evidence of student thinking and learning to reason about the teaching - learning process (Krammer, Hugener, Frommelt, der Maur, & Biaggi, 2015; Santagata, 2010; Santagata & Angelici, 2010; Santagata & Guarino, 2011; Santagata et al., 2007).

In a recent study by Harvard University, children that had good teachers early in school were so affected by the experience they were 1.25 percent more likely to do well in school and attend collegIn a recent study by Harvard University, children that had good teachers early in school were so affected by the experience they were 1.25 percent more likely to do well in school and attend collegin school were so affected by the experience they were 1.25 percent more likely to do well in school and attend collegin school and attend college.

In summer 2017, LFHS math, science, English and social studies teachers in grades 6 — 12 attended four days of training to empower them to raise academic expectations in the school and support students to achieve at higher levelIn summer 2017, LFHS math, science, English and social studies teachers in grades 6 — 12 attended four days of training to empower them to raise academic expectations in the school and support students to achieve at higher levelin grades 6 — 12 attended four days of training to empower them to raise academic expectations in the school and support students to achieve at higher levelin the school and support students to achieve at higher levels.

In about 2 weeks, Angelina Cruz, a 6th grade social studies and reading and language arts teacher, will attend a meeting she hopes will result in her district taking a hard look at the number of high - stakes, standardized tests students are required to takIn about 2 weeks, Angelina Cruz, a 6th grade social studies and reading and language arts teacher, will attend a meeting she hopes will result in her district taking a hard look at the number of high - stakes, standardized tests students are required to takin her district taking a hard look at the number of high - stakes, standardized tests students are required to take.

Click here» In about 2 weeks, Wisconsin educator Angelina Cruz, a 6th grade social studies and reading and language arts teacher, will attend a meeting she hopes will result in her district taking a hard look at the number of high - stakes, standardized tests students are required to takIn about 2 weeks, Wisconsin educator Angelina Cruz, a 6th grade social studies and reading and language arts teacher, will attend a meeting she hopes will result in her district taking a hard look at the number of high - stakes, standardized tests students are required to takin her district taking a hard look at the number of high - stakes, standardized tests students are required to take.

BTP fellows will commit to: • engaging in leadership & inquiry for three years • classroom observation • attending the Black Teacher Leadership & Sustainability Institute in Oakland (June 8 to 10, 2018) • participation in a BTP learning track series (ie, Inquiry Group or Book Study Group) • four to five meetings a semester (on Sundays)

In some of our clusters each member school sends a small group of teachers from each school along to the Core Lesson Study training and then send a senior leader from each school attends our Advanced course in leading and facilitating the procesIn some of our clusters each member school sends a small group of teachers from each school along to the Core Lesson Study training and then send a senior leader from each school attends our Advanced course in leading and facilitating the procesin leading and facilitating the process.

Teachers might participate in workshops, attend webinars, visit classrooms, and complete book studies.

Students in First through Fifth Grade are taught Language Arts, Mathematics, and Social Studies from the classroom teacher, and attend classes in Art, General Music, Science, PE and Library, taught by specialist teachers.

A Brookline native, she attended the town's public schools from kindergarten through high school and returned as a high school Social Studies teacher after earning a PhD in American Studies at Brown University and teaching Women's Studies, Science in Society, and the history of political movements at the college level.

(From a recent study: «Having at least one Black teacher in the third through fifth grade significantly reduces the likelihood that Black male students will drop out of high school and increases the likelihood that both Black male and female students will aspire to attend a four - year college.»)

Albers studied to become a teacher and attended the Royal Art Academy of Berlin; moreover he studied lithography and entered the Bauhaus in Weimar at the age of 23.

Then, he attended the Architectural Association School of Architecture in London and continued his Studies at the Athens School of Fine Arts in the Department of Sculpture (1976 - 1981) with teachers Yianis Pappas and George Nikolaides.

[5][107][108][note 29] After graduating in 1915, [110] she studied at the Brooklyn Training School for Teachers and, having attended for an extra semester in the fall of 1917, earned her certificate as a drawing teacher.

From 1946 to 1949 she attended Black Mountain College, in whose innovative arts program she studied under such renowned teachers as Buckminster Fuller and Josef Albers as well as weaver Trude Guermonprez.

In 1976, Kelley and Shaw (Art MFA 78) left the band to attend graduate school at CalArts, where Kelley studied with teachers that included John Baldessari, Douglas Huebler and David Askevold.

In a study on social anxiety and aggression in behaviorally disordered children (Gonzalez, Field, et al., 1996), 39 boys (mean age = 10 years) attending classes for behaviorally disturbed children were given questionnaires on trait anxiety, social anxiety, empathy, depression and self - esteem, and the teachers rated them on aggressioIn a study on social anxiety and aggression in behaviorally disordered children (Gonzalez, Field, et al., 1996), 39 boys (mean age = 10 years) attending classes for behaviorally disturbed children were given questionnaires on trait anxiety, social anxiety, empathy, depression and self - esteem, and the teachers rated them on aggressioin behaviorally disordered children (Gonzalez, Field, et al., 1996), 39 boys (mean age = 10 years) attending classes for behaviorally disturbed children were given questionnaires on trait anxiety, social anxiety, empathy, depression and self - esteem, and the teachers rated them on aggression.