Sentences with phrase «teachers in this study demonstrated»

Not exact matches

But a recent study by Joseph Allen, a psychology professor at the University of Virginia, and Robert C. Pianta, the dean of the education school there, demonstrates that when teachers are trained in how to create a better environment in the classroom, that can have a measurable effect on student performance.

Couple that with a condition known to the plant community as «plant blindness» - the tendency for students to be more interested in studying animals than plants, and biology teachers» preference for using animal systems to demonstrate biological concepts - and you have yourself a plant publicity crisis.

Education Week referred to the program as the «toughest in the nation,» and in a study of 24 states, researchers Matthew Kraft and Allison Gilmour demonstrated that it rated 28.7 percent of teachers ineffective — more than twice as many as the next closest state in the nation, Oregon.

Guest blogger Ross Flatt, a sixth grade teacher at Quest to Learn, demonstrates how studying geography with Galactic Mappers can be a viable strategy for embedding assessment in a classroom game.

Getting back to the big picture, the evidence in the paper demonstrates the critical importance, I think, of understanding teachers when studying, creating, or choosing educational technology.

An innovative teacher, Fran coordinates actual and digital global projects with partnering classrooms across the globe to co-create and produce authentic digital artifacts where students think and work creatively, then implement tech tools to demonstrate quality communication in studied target languages.

In a study of 24 states, researchers Matthew Kraft and Allison Gilmour demonstrated that NMTEACH rated 28.7 percent of teachers ineffective — more than twice as many as the next closest state in the nation, OregoIn a study of 24 states, researchers Matthew Kraft and Allison Gilmour demonstrated that NMTEACH rated 28.7 percent of teachers ineffective — more than twice as many as the next closest state in the nation, Oregoin the nation, Oregon.

A study of highly successful senior secondary teachers in public schools in New South Wales by Paul Ayres, Wayne Sawyer and me demonstrated the importance of feedback in influencing student achievement.

There still remains a huge teacher shortage, but research such as this study might make us all feel a little better because our profession continues to demonstrate positive growth in some areas.

I think this study has really clearly demonstrated that we can help teachers to find ways to relax, to manage anxiety and to build emotional resilience, by training them in mindfulness and compassion.

This report summarizes and analyzes two recent studies that demonstrate that more than 80 percent of seniority - based layoffs would result in better teachers leaving classrooms and worse teachers staying.

Using 2008 data for almost 5,000 pupils from the Millennium Cohort Study, it demonstrates biases in teachers» average ratings of sample pupils» reading and maths «ability and attainment» which correspond to every one of these key characteristics.

In one study, Robert Pianta, dean of the Curry School of Education at the University of Virginia, found that in observations of 700 preschool classrooms across 11 states, teachers in less than 15 percent of the classes demonstrated «effective teacher - student interactions.&raquIn one study, Robert Pianta, dean of the Curry School of Education at the University of Virginia, found that in observations of 700 preschool classrooms across 11 states, teachers in less than 15 percent of the classes demonstrated «effective teacher - student interactions.&raquin observations of 700 preschool classrooms across 11 states, teachers in less than 15 percent of the classes demonstrated «effective teacher - student interactions.&raquin less than 15 percent of the classes demonstrated «effective teacher - student interactions.»

«This study clearly demonstrates that, far from a «drill and kill» block of time, test preparation is a set of multifaceted strategies some of which teachers find valuable and some of which they do not,» said Dr. Celine Coggins, CEO of Teach Plus, in a prepared statement.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

The value of this study lies in its emphasis on what teachers are doing and demonstrates the necessity of increased support for teachers who integrate technology.

Also a recent NASN Bill Summary of the Student - to - School Nurse Ratio Improvement Act of 2013, references a 2011 study demonstrating that having a school nurse in the building can save 13 hours a day of the total time spent by other staff (including principals, administrative staff, and teachers) addressing health concerns.

As examples, studies that use student test performance to measure teachers» effectiveness — adjusted for prior achievement and background characteristics — demonstrate that, on average, teachers add more to their students» learning during their second year of teaching than they do in their first year, and more in their third year than in their second.

In addition, as a major scientific study of Morningside Center's 4Rs Program demonstrated, SEL programs can improve the classroom climate and teachers» effectiveness.

A recent study speaks to the unintended consequences of this pressure to perform well on tests; demonstrating that the majority of teachers deemed less effective in terms of test scores were moved out of the tested grades.

Previous findings from experimental and non-experimental studies have demonstrated that teachers differ in their effectiveness.

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 policies

The study found that teachers who participated in a mindfulness - based professional development program «were more emotionally supportive and demonstrated greater sensitivity to students than those in the control group.»

Every teacher posted in the classroom the content that the class was currently studying; where the class was in that study; a list of products that students were required to create to demonstrate learning; and the completed student work products.

The richest examples of K - 12 students demonstrating digital citizenship skills were seen in the work samples and reflections of elementary and secondary preservice teachers who taught social studies units.

Heafner and Friedman's (2008) study on the use of wikis demonstrated a pedagogical shift from traditional teacher - centered instructional approaches to student - oriented, constructivist learning, which resulted in increased student self - efficacy and motivation (p. 288).

The results of the study demonstrate how student teachers used a relatively inexpensive IDS to support reforms - based instruction in the single computer classroom.

She provided embedded professional development in Burlington by demonstrating writing lessons, creating assessments, writing units of study, and holding trainings for teachers.

Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long - lived school — university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student's learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups.

Any good (especially progressive) school of education will show its teachers - in - training any number of studies that demonstrate just that danger of rewards.

In light of the fierce civic consciousness and empowerment demonstrated by the survivors of the Marjory Stoneman Douglas High School shooting, this elementary teacher implores her colleagues to consider social studies differently.

Recent studies have also demonstrated this marked increase over the last few years (see another forthcoming with my former doctoral student Clarin Collins in Teachers College Record), but this article in the Huffington Post provides a decent graphic illustrating where the nation currently is in terms of these initiatives / policies.

A study of Arizona's career ladder program, which requires the use of various methods of student assessment to complement evaluations of teachers» practice, found that, over time, participating teachers demonstrated an increased ability to create locally - developed assessment tools to assess student learning gains in their classrooms; to develop and evaluate pre - and post-tests; to define measurable outcomes in hard - to - quantify areas like art, music, and physical education; and to monitor student learning growth.

There are some studies that connect teacher perceptions to their development and professional practices (Aguirre - Munoz et al. 2008; Huang 2004; Hart and Okhee 2003), such as Aguirre et al.'s study that provided clear evidence demonstrating the effectiveness of a systemic functional linguistic approach to teacher development for attention to academic language / literacy in teachers» instructional practice, but the findings are limited to teacher development in the area of middle school language arts.

In sum, this study demonstrates that when schools using a systematic, curriculum - embedded performance assessment make an effort to keep parents informed about the assessment, and when consistent informal communications between parents and teachers take place, parental reactions to performance assessment can be very positive.

This case study of Garden Grove Unified School District demonstrates what a comprehensive approach to maximizing teacher quality can look like in practice.

We demonstrate that much of the inequity in teacher value added in Washington state is due to differences across different districts, so studies that only investigate inequities within districts likely understate the overall inequity in the distribution of teacher effectiveness because they miss one of the primary sources of this inequity.

Robert M. Mattingly and Ronald L. VanSickle Cooperative learning techniques usually demonstrate superior effects in instructional goals important to social studies teachers.

Academic achievement is the most critical instructional goal for most secondary social studies teachers, and cooperative learning techniques usually have demonstrated relatively greater effectiveness in achieving that goal than have various whole - class instructional procedures.

It's meaningful that racial and ethnic match isn't an «across - the - board strong predictor of teacher perceptions and directly assessed skills,» he said, but the study's findings also demonstrate that mismatch in pre-K classrooms «can't be completely ignored.»

This practitioner article discusses uses of geospatial technologies in a social studies teacher education program as a way of demonstrating how other teacher educators might use geospatial technologies to prompt teacher candidates to new ways of thinking about pedagogy and the world at large.

On the research that has been produced as part of PKP, Willinsky highlighted a few strains (some of which are noted at the PKP website), including studies of school teachers and * registered * massage therapists that demonstrated their keen interest in research and strong propensity to self - education, when access to the literature was provided.

CAREER HIGHLIGHTS • Over five years» experience teaching Mathematics to students of different backgrounds • Highly skilled in planning effective classroom instructions • Hands on experience in teaching mathematical concepts to young students • In - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin planning effective classroom instructions • Hands on experience in teaching mathematical concepts to young students • In - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin teaching mathematical concepts to young students • In - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenIn - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin preparing effective and appropriate lesson plans • Current teacher's license

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

Program has sound program logic, and effectiveness is somewhat demonstrated by a large randomized - controlled study on the implementation of Mindful Schools across 3 schools in 2012 involving 937 children and 47 teachers.

The study found that teachers who participated in a mindfulness - based professional development program «were more emotionally supportive and demonstrated greater sensitivity to students than those in the control group.»

In addition, as a major scientific study of Morningside Center's 4Rs Program demonstrated, SEL programs can improve the classroom climate and teachers» effectiveness.