Sentences with phrase «teachers in this study tended»

When asked individually to indicate which of the three technology tools was the most effective for eliciting and encouraging their reflective teaching practice, the beginning teachers in this study tended to vary their responses across the interview dates.

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

Not exact matches

This study, conducted with fifth grade students, shows that when teachers use personal praise (for their intelligence), it tends to put students in a fixed mindset, whereas using process praise (for their effort or procedure) tends to foster a growth mindset.

In a 2002 pilot study involving three middle school classrooms in Boston, Dede found that students who played his game River City surpassed the test group in three areas: They were more motivated to do the work, performed better on postlesson tests, and tended to look to their teachers to facilitate rather than give directioIn a 2002 pilot study involving three middle school classrooms in Boston, Dede found that students who played his game River City surpassed the test group in three areas: They were more motivated to do the work, performed better on postlesson tests, and tended to look to their teachers to facilitate rather than give directioin Boston, Dede found that students who played his game River City surpassed the test group in three areas: They were more motivated to do the work, performed better on postlesson tests, and tended to look to their teachers to facilitate rather than give directioin three areas: They were more motivated to do the work, performed better on postlesson tests, and tended to look to their teachers to facilitate rather than give direction.

Students do spend long hours in self - study after school, which helps undoubtedly, but for many, they tend to excel because their parents spend huge sums to send them to hagwons after the self - studying, in which students do their «real» learning, teachers, parents, and school leaders told me again and again.

Two groups of students were studied: elementary - school students in grades 3 through 5 (where most students have a single teacher throughout the year) and middle schoolers in grades 6 through 8 (where students tend to have a different teacher in each subject).

According to the study, even in those districts that have adopted an aspect of merit pay as part of their teacher compensation practices, these merit pay plans are not as rigorous as they tend to be in the private sector.

By contrast, researchers have devoted considerable attention to studying racial disparities in educational opportunities and outcomes — and there is compelling evidence that when students have a teacher of the same race, they tend to learn more at school (see «The Race Connection,» research, Spring 2004).

A 2010 study of 3,500 students and 250 teachers in six Bay Area high schools by researchers at Stanford University and UC Berkeley found that, under their model, teachers with more African American and Latino students tended to receive lower value - added scores than those with more Asian students.

These studies found that teacher leaders tended to reproduce in their practice the model of preparation they had received: the proportion of time in the preparation programs devoted to subject area content, pedagogy and leadership corresponded with the time that teacher leaders spent in these areas in their work with teachers.

For example, the Minnesota - Toronto study found that in schools with higher achievement on math tests, teachers tended to share in leadership and believed that parents were involved with the school.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

Other studies support this finding, showing that teachers tend to expect more of students in higher academic tracks.

So, goal - setting in a large group (e.g., school - wide) and study and planning in smaller groups (where teachers can make known their struggles safely) tend to work well.

The black male teachers I have studied also tend to be intentional in how they develop and enact disciplinary - referral practices in their work.

Both tend to identify the same teachers as either effective or ineffective, the study found, suggesting they could be used in tandem to give teachers better feedback about their performance.

Although several studies in other disciplines report that teachers planning with print - based ECMs tend to develop a better understanding of instructional strategies and their impact on student thinking (Collopy, 2003; Grossman & Thompson, 2004; Lloyd, 1999; Remillard, 2000, 2005; Schneider, Krajcik, & Marx, 2000), little is known about the effects of technology - enhanced ECMs or those designed for teaching in the social studies.

In general, however, previous studies tended to focus on teacher work samples (Girod & Girod, 2008) and classroom management and instruction (Badiee & Kaufman, 2014; Carrington et al., 2011).

Indeed, studies suggest that coaches tend to have greater access to teachers when principals publicly support or participate in their work (i.e., Gibbons, Wilhelm, & Cobb, 2017; Matsumura, Garnier, & Resnick, 2010).

Significantly, this study also found that teachers who had personal or professional contact with students who had been accelerated tended to be much more positive in their attitudes.

Historically (and as researchers from Stanford University recently documented in one city, echoing findings from many previous studies), school systems have tended to assign teachers with the least experience to work with the students who need the most help, while assigning the most well - regarded veterans to work with the strongest students.

More specifically, they found that for the Danielson Framework and CLASS (the two more generalized instruments examined in this study, also of main interest in this post), teachers with relatively more racial / ethnic minority and lower - achieving students (in that order, although these are correlated themselves) tended to receive lower observation scores.

The study also found that black teachers rated black children's language and literacy skills higher upon school entry in the fall than white teachers did, but tended to report fewer gains in those skills at the end of the year, leading researchers to hypothesize that black teachers have higher standards for black children.

Kraft and Gilmour's study not only documents the high marks teachers in many states are earning but also asks principals in one district why they tend to grade teachers on a generous curve.

Studies in which achievement gains were greater with manipulatives instruction tended to be taught by university researchers or teachers with long - term training in the materials.

Several library impact studies suggest test scores tend to be higher where administrators, teachers, and librarians themselves think of the school librarian as a school leader; as a teacher, co-teacher, and in - service professional development provider; as a curriculum designer, instructional resources manager, and reading motivator; and as a technology teacher, troubleshooter, and source of instructional support (Lance & Schwarz, 2012).

Many studies have reported that kids who feel liked and supported by their teachers do better in school, and it's not merely because children who appeal to teachers tend to be more attentive or studious.