Sentences with phrase «teachers reported difficulty»
Second, teachers reported difficulty with locating sources and «usable materials within the collection» examined.
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They found that the teachers reported difficulties from participating in online group projects, yet the positive experiences outweighed the negative ones.
Not exact matches
Several years ago, the National Education Association reported that about twenty percent of our public school teachers could profit from psychotherapeutic help because of minor emotional difficulties.
Parents and teachers then reported on children's conduct problems - such as getting in fights or having difficulty paying attention - between age four and 10.
The psychosocial outcome receiving the most attention from researchers is problem behaviour, with most studies finding perceived negative reactivity in infancy to predict problem behaviour in childhood33, 34 and adolescent.35 Specifically, infants prone to high levels of fear, frustration, and sadness, as well as difficulty recovering from such distress, were found to be at increased risk for internalizing and externalizing problem behaviours according to parental and / or teacher report.
A Centre for Economic Performance report by the London School of Economics and Political Science (LSE) found there had been an incentive effect for those teachers gaining above - average performance related pay, but that this was offset «by a more widespread demotivating effect arising from difficulties of measuring performance fairly».
The comparative difficulty of exams in languages in relation to other subjects, and widely reported harsh and inconsistent marking, are deeply de-motivating for both pupils and teachers.»
The survey also found that 62 per cent of respondents reported difficulty recruiting teachers for non-core subjects, and 65 per cent finding recruitment more difficulty than in previous years.
Similarly, after reporting that all schools in low - income neighborhoods have difficulty finding good teachers, they conclude that the conditions of teaching in all such schools must be the same.
The report by exam and testing regulator, Ofqual, examines problems with the 2017 moderation arrangements for teacher assessments of writing and highlights difficulties in training, differences in how long schools had to prepare for moderation and variations in the way that moderators» visits were conducted.
This is an Ofsted report undertaken in 2008 that examines the factors that contribute to good training for intending and newly qualified teachers in preparing them to meet the needs of pupils with learning difficulties and / or disabilities.
Rural schools were more likely to have vacancies in STEM positions, and were more likely to report difficulty than non-rural schools in filling vacancies for ELL teachers.
Recent reports (from The Chronicle of Higher Education and Walden University [PDF], for example) point to teachers» continuing difficulties integrating technology into classroom learning.
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«Many schools all over the country report great difficulties in recruiting trainee teachers of the right calibre, newly qualified teachers in specialist subject areas and also recruiting people into more senior posts, especially heads of departments in core subjects.
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Reports provide instructionally relevant data for teachers by instantly reporting each student's strengths, areas of difficulty, progress toward milestones, and risk.
51 % of all school districts and 90 % of high poverty school districts report difficulty attracting highly qualified special education teachers
From the same report: «As the number of children with difficulty speaking English has increased (from 1.25 million in 1979 to 2.44 million in 1995), so has the burden on school systems to recruit teachers with the skills necessary to teach these classes.
Most teachers report that children who learn handwriting exclusively show no difficulties reading print.
In 2006, Sharon E. Russell, a professor at California State, Dominguez Hills, published one of several reports that highlighted the difficulties in tracking the impact of the teacher preparation reforms and argued for creating a system to connect teacher performance with student achievement as a way to see if they were working.
Teachers in treatment schools were less likely to report difficulties in transitioning to classroom learning activities after recess and reported taking significantly less time to transition from recess to learning activities than teachers in control Teachers in treatment schools were less likely to report difficulties in transitioning to classroom learning activities after recess and reported taking significantly less time to transition from recess to learning activities than teachers in control teachers in control schools.
Teachers report that when a test is looming, students feel an urgent need for help with preparation and have difficulty focusing on learning concepts beyond the test.
Essential job duties highlighted on a Fourth Grade Teacher resume sample are delivering lessons, preparing lesson materials, administering tests, assessing student work, assigning homework, identifying learning difficulties, and reporting to parents.
Cronbach alphas of 0.70 and above for the Total Difficulty scores have consistently been reported (Goodman, 2001; Goodman, Meltzer & Bailey, 2003; Hawes & Dadds, 2001; Mellor, 2004; Widenfelt et al., 2003; Smedje et al., 1999) and investigators consistently report Cronbach alphas of 0.70 and above for all Teacher rated subscales (Goodman, 2001; Mellor, 2004; Widenfelt et al., 2003).
Mental health was assessed using the teacher, parent and self - report versions of the Strengths and Difficulties Questionnaire (SDQ), including an impact section, used to measure symptom dimensions and probability of psychiatric disorders.
An overall score representing total difficulties was computed by summing the externalizing and internalizing behavior subscales; α coefficients for parent and teacher reports ranged from 0.70 to 0.85.
We focus on these outcomes in kindergarten because academic skills and behaviors at that time point are strong predictors of educational trajectory.10 We hypothesized that ACEs in the birth - to - age - 5 time period would be associated with poor teacher - reported academic skills including emergent literacy and behavior difficulties.
Parent and teacher reports of child behavior problems were obtained at ages 5, 6, and 9 years by using the Strengths and Difficulties Questionnaire (SDQ).34 The SDQ is a 30 - item scale designed to assess a number of child behavior domains, including externalizing behaviors (conduct problems and hyperactivity / inattention) and internalizing behaviors (emotionality and peer difficulties) during the 6 months beforeDifficulties Questionnaire (SDQ).34 The SDQ is a 30 - item scale designed to assess a number of child behavior domains, including externalizing behaviors (conduct problems and hyperactivity / inattention) and internalizing behaviors (emotionality and peer difficulties) during the 6 months beforedifficulties) during the 6 months before assessment.
Teachers and parents also reported they were better equipped to help those students experiencing mental health difficulties.
Similar results have been reported in an evaluation of Zippy's Friends in Norway which found that neither the teachers nor the parents reported improvements in children's emotional and behavioural problems as measured by the Strengths and Difficulties Questionnaire [17].
When compared, data from teachers is better at predicting externalising disorders such as difficulties with conduct and hyperactivity, whereas parent reports are better for the detection of internalising disorders related to emotional symptoms.
We plan to triangulate these results using teacher - reported measures of children's behavioural and emotional difficulties, gathered shortly after the age 10 home interviews.
These patterns were similar for teacher - reported and parent - reported behavioural difficulties.
Measures utilized include the Difficulties in Emotional Regulation Scale (DERS), the Maternal Emotional Style Questionnaire (MESQ), Parent Emotional Style Questionnaire (PESQ), the Peabody Picture Vocabulary Test — Third Edition (PPVT - III), the Eyberg Child Behavior Inventory 6 (ECBI), and the teacher report on the Sutter - Eyberg Student Behavior Inventory.
Measures utilized include the Modified Life Experiences Survey (LES), the Child PTSD Symptom Scale (CPSS), the Children's Depression Inventory, and the Strengths and Difficulties Questionnaire (SDQ)-- Parent Report and Teacher Report.
Teachers will be invited to complete teacher - report versions of measures of children's social and emotional functioning (eg, Strengths and Difficulties Questionnaire) at 5 and 7 years.
Abbreviations: SDQ, Strengths and Difficulties Questionnaire; SDQ - T, Teacher version Strengths and Difficulties Questionnaire; SDQ TDS, SDQ Total Difficulties Score; TRF, Teacher's Report Form; TRF TPS, TRF Total Problem Scale
These mother - reported difficulties may seem to contradict the positive report by the siblings and teachers regarding siblings» prosocial behavior; however, these constructs represent different aspects of social functioning and could easily coexist.
In a British population - based adolescent sample, teacher - reported externalising behaviour was associated with financial difficulties in adult life (after 40 years).19 This association persisted after adjustments for father's social class, cognitive ability and depression or anxiety in adolescence.