Sentences with phrase «teachers reported using»

Regarding the use of classroom teaching aids, 81 % of teachers reported using written materials, 62 % used charts, 24 % used other audio - visual materials and 8 % employed demonstration kits (Table 4.11).

Thus, teachers reported using internal assessments more often and for more purposes than they used external assessments.

Conversely, few teachers reported using commercial assessments and standardized reading tests for these purposes.

Thirteen teachers reported using software for tracking students» skills, individualizing instruction, and calculating grades.

Each of the 151 reflections was analyzed for the types of technology that preservice teachers reported using with their K - 12 students.

One hundred percent of the physics teachers reported using simulations and electronic textbooks (100 %); spreadsheets, presentation software, and Internet research were each individually reported by 86 % of the physics teachers.

A comparison of Figures 2a and 3a highlights the differences between all of the activities and applications that physics teachers reported using on their laptops, compared to those reported by their biology colleagues.

Only 57 % of physics teachers reported using their laptops for word processing compared to 100 % of biology teachers, whereas 86 % of physics teachers reported using spreadsheets compared to only 40 % of biology teachers, and 71 % of physics teachers reported using science software compared to only 20 % of biology teachers.

Comparing between biology teachers and students (Figures 3a and 5a), it would appear that, although 90 % of biology teachers reported using simulations in their teaching, a degree of misalignment is apparent (as also identified in Crook et al., 2013).

Most often, physics teachers reported using simulations (71 %), and presentation software (43 %).

Nonetheless, in a 2014 survey, 31 % of K - 12 teachers reported using social media for professional purposes, such as communication with colleagues, students, and parents (University of Phoenix, 2014).

[ii] We dropped the 20 percent of students whose teachers reported they did not use a textbook, an additional 30 percent whose teachers did not use their textbook as their primary curriculum, and limited the sample to textbooks that at least two teachers reported using.

In addition, roughly half of teachers reported using technology for online lesson plans, and a bit under half reported using digital devices for online games and activities.

A few teachers reported using the Internet to expand their knowledge.

Although the teachers reported using technology in the classroom in traditional ways, they also mentioned occasions in which they incorporated technology in innovative ways.

Less frequently, principals and teachers reported using data in making decisions about professional development plans or in the course of conversations with parents about student performance and programming.

Most students now have access to computers and the Internet in their classrooms, nearly all students have access somewhere in their schools, and a majority of teachers report using computers or the Internet for instructional purposes.

And teachers report using books and materials from myriad sources, including those selected by their schools and districts.

These teachers report using a wide variety of digital tools in their classrooms and assignments, well beyond the typical desktop and laptop computers.

Although fewer teachers report using iPads in the classroom, they are still the most commonly used device, at 64 percent.

Once the initial training was complete, preservice teachers reported the use of technology became a peripheral concern.

Not exact matches

, an educational gaming platform used by 50 million monthly users in grades K - 12, includes in its new report responses from 580 US teachers, primarily from public schools, who answered questions about technology in their classrooms.

Using the one teacher for several schools in certain subjects would save money on salaries, according to the report.

Peter Knoblock and Arnold Goldstein report on the use of group interaction to overcome professional loneliness and to further teacher growth.

Merle M. Ohlsen describes group counseling of adolescents and children in schools.9 Helen Driver reports on two groups for high school seniors, three groups for college students, and four leaderless teachers» groups.10 The second part of Driver's book reports on forty - four projects using small groups in elementary, high school, college, and graduate professional schools (as well as mental health settings), as described by the leaders of each group.

The need for such testing may be brought to the attention of the principal through a search authorized by § 49-6-4204 or § 49-6-4205, observed or reported use of drugs by the student on school property, or other reasonable information received from a teacher, staff member or other student.

Last week I shared a reader's account of a teacher who used candy and other junk food to teach kindergarteners the ABCs and who was oblivious to two reported food allergies in her classroom.

On Sunday, a top Cuomo aide cited a Newsday report as evidence that most Long Island school districts used union - endorsed scoring to «skew» results and «ensure that their teachers are rated only «effective» and «highly effective.»»

Some of the concerns raised in Mr. Flanagan's report include: over-testing of students, inadequate professional development funding for teacher training, incomplete and missing modules and the use of test questions that were neither age - level nor developmentally appropriate.

Dealbreaker.com reported Monday he's used such comparisons in the past — one of his previous Facebook posts in 2016 said that the teachers» union «has done more to perpetuate poverty and discrimination against people of color than the KKK.»

A New York appeals court ruled last year that a less comprehensive form of teacher evaluations used by New York City's Department of Education — known as Teacher Data Reports — must be disclosed under the state's Freedom of Informatiteacher evaluations used by New York City's Department of Education — known as Teacher Data Reports — must be disclosed under the state's Freedom of InformatiTeacher Data Reports — must be disclosed under the state's Freedom of Information Law.

Teachers are increasingly reporting that overly prescriptive marking policies are being imposed which specify not only how work should be marked, but even the colour of the pens to be used.

The NY Post says the teachers union «broke» the governor, thanks to reports that he plans to abandon the effort to use student scores on state tests to help judge teacher performance.

Cuomo's task force on academic standards and testing expects to hand in its much anticipated report this month, amid a continuing push by teachers unions to end the use of student test scores in teacher evaluations.

The report is the latest step in the state's retreat from the Common Core school standards, national benchmarks that New York adopted in 2010, and especially from using student test scores in teacher evaluations.

United Federation of Teachers president Michael Mulgrew said the formula used to produce the reports was in its «developmental stage» and had a 60 point margin of error.

It also accused the department of using teacher data reports, which, the union charged, are «based on flawed tests and [have] a margin of error of more than 50 percent.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?&report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?&Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

Students who said they felt threatened by their teachers» messages that frequently focused on failure reported feeling less motivated and scored worse on the exam than students who said their teacher used fewer fear tactics that they considered less threatening, the study found.

A new report from the Royal Society on improving U.K. science and mathematics education contains a lengthy wish list: Upper - level students should take a lot more science and math; more college graduates with science degrees should go into teaching; current teachers should continually upgrade their skills and have a larger voice in the educational process; and the government should de-emphasize the high - stakes tests used to measure student achievement.

This is something which has been very well documented and mourned in a report from the National Academy of Sciences that was issued by a committee headed by Norman Augustine just a few months ago and this report — which is called «he Gathering Storm» — lays out in some detail the concern that that [leaves us] with a long hole over the next couple of decades, because of weaknesses in [the] way we fund basic physical sciences, the way we are training people to do physical sciences, the way we treat science in elementary and high - school programs — all of those factors, the way we pay teachers, the way we use the patent system where we try to provide incentives in some of the physical sciences; we are losing our leadership gradually to other countries, especially in Europe and [of] particular concern in Asia, where the rise of science in, particularly China, to a certain extent India and other parts of Southeast Asia, are cause for long - term concern.

A new report on how teachers use video games in classrooms identifies features they find most useful to track student learning, as well as gaps where better tools could help link games more closely to the curriculum.

Nearly all the teachers who used SnapThought reported that they valued it.

Game - using teachers reported conducting more «formative assessment» than those who didn't use games, and facing fewer barriers in doing so.

Among a raft of recommendations, his report calls for creating an Australian Innovation Board to identify priorities that would receive earmarked funding, adding to the rolls of science teachers, adopting a long - term R&D plan, and using science as a tool in Australian diplomacy.

Together with their teacher, the students developed a set of guidelines, known as an assessment rubric, to evaluate their reports according to use of text, images, graphics, and sound.

To help ensure worthwhile reporting, teachers can use a checklist of age - appropriate skills.

Assessment of emotional stability became more important, Stout reported, as students progressed through their teaching preparation, with more institutions using it to determine admission to student teaching than to the teacher education program.

«Teachers use the report component of that program to track student progress.

Explains Kliegman, «It used to be that you wrote a report, handed it in to the teacher, and maybe shared it with the class.