Sentences with phrase «teaching and research look»

Some work positions that require teaching and research look for the candidates with a master's or doctor's degree.

Not exact matches

The best way to understand why she was drawn to it, she says, is to look at everything she was doing before it came along: She spent time organizing the 2012 SOPA protests against internet censorship; her graduate work at Harvard University included research on the spontaneous organization on the Internet; and she's taught classes at Stanford on the Internet copyright wars.

University tenure reviews look for evidence of research, teaching and service.

I would look at who is teaching key courses and research them.

This whole debacle has truly taught me to do my research, look deeper and look for more than the brand name.

The cover letters — essentially all of which outlined a foundation of great science and a forward - looking vision for teaching and research — failed to articulate why the applicants were specifically interested in us, our department, or our university.

They looked at how much time clinicians spent in teaching, research, patient care and administration as well as how they felt about how much time they spent in each area.

But if we look further, the latest analyses show that between 2000 and 2008 more than 60 percent of scientific production in Spain was carried out in universities (2), despite the fact that their professors are ``... civil servants whose focus is on teaching rather than original research».

His journey through graduate school took longer than usual because he taught at several universities, traveled quite a bit and undertook extensive research in astrophysics, looking in particular at how the composition of asteroids and meteoritic fragments affects their size.

The response to that paper was so dramatic, with requests for copies from scientists around the world, that DeLeon set her sights on a career in research and teaching and never looked back, continuing on for her doctorate at the University of Western Ontario.

«We are looking to carve out a special niche amongst universities in Ontario,» says William Smith, dean of the faculty of science, «From the get - go we have been about combining advanced teaching technologies with an innovative interdisciplinary approach to both education and high - quality research.»

And it is up to us as individual physicians to look at that research ourselves and find evidence for treatments that are not being taught to And it is up to us as individual physicians to look at that research ourselves and find evidence for treatments that are not being taught to and find evidence for treatments that are not being taught to us.

After spending hours reading and researching online and in books, I'd finally taught myself the right way of doing things, how to fuel my body with the right foods and feel better about the way I looked.

Our second lens focused on what national and international research shows about «hard to teach, hard to reach» (Boag - Munroe and Evangelo, 2010) and «closing the gap in educational achievement», including the debates about Leon Feinstein's research (2015); looking at definitions, causes and effects.

We synthesised a range of research — we looked at [John] Hattie, [Robert] Marzano, [Dylan] Wiliam, [Charlotte] Danielson and some frameworks from other states such as the New South Wales Quality Teaching Framework, and we developed a five point scale.

In this video from University College London we look at why UCL is renowned as a centre of world - class research and teaching, and why it is the place to go for expertise and evidence - based policy solutions.

We wanted to make sure that we had a common approach to teaching, something that we could articulate to new staff but something as well that was, in essence, based on research that was leading practice, I guess, in an alternate education setting or a detention centre environment; something that was proven to be working and something that we could continue to measure and look at to make sure that it was effective.

So as neuroscientists continue to discover the inner workings of the brain, as cognitive psychologists continue to look for explanations of learning behaviour and as educators continue to apply research to improve their teaching, this new field will greatly improve the quality and effectiveness of the educational experiences for children.

Now, we looked at doing that but we've actually moved away from that recommendation because of what the research says in relation to intervention strategies and the fact that getting my teachers to run the intervention and manage classes wasn't an effective teaching strategy in terms of how they were dealing with student improvement.

Our research review suggests that if you are looking for sustained impact on teaching and learning, you should be looking at a more sustained and long - term engagement with expertise.

Research was carried out by Dominic Wyse from the UCL Institute of Education and Carol Torgerson, of Durham University, who looked at evidence revealed by randomised controlled trials testing the effectiveness of teaching grammar.

teaching and learning — and as part of a years - long research effort to track implementation — we're pleased to present a new Fordham study: Common Core in the Schools: A First Look at Reading Assignments.

It involves teaching them how to look for information, organize this information into logical ideas, and then write a clear argument to support their research.

What's unique about the research is that instead of looking at teaching as simply a tool — a teacher teaches and there is an outcome for the learner — Rodriguez and Fitzpatrick show that teaching is an interaction.

«Our research project is looking at the influences our REAL - Relevant, Engaged, Active Learning - program has had on teaching and learning at Oakhill College,» Melissa Carson, Coordinator of Innovative Learning, explains.

Here, Gary Bryant from ITSI explains the benefits of a broad church approach to technology in the classroom and looks at some of the latest research on how we all learn, unpacking some of the most common «teaching myths» that persist within the education system, while providing insight into why this may be.

With research revealing that sixty - seven per cent of teachers feel that they can't effectively teach coding to children aged between eight and fifteen, Education Business looks at what help and support is out there from the technology industry

Pratt and her team set about looking at research around school improvement and decided to focus on differentiated teaching and learning, supported by formative assessment.

This fall, as school districts scattered around the country are considering «no homework» policies, teacher educator Curtis Chandler looks at research on whether and how homework can support learning and suggests teaching apps to help make it short, meaningful, and accessible.

Her extensive research looks at which teaching interventions and techniques are most effective in helping children acquire literacy and language skills.

«In my research, I'm looking at how different countries define the purposes of schools, what they try to teach in schools, and how they do it, because I think we can learn from those comparisons.»

We are disciplined about using research, reflection, and real - time data to understand what great teaching looks like in the classroom.

This information packed guide provides an important look at reading, writing, talking, and word study, while succinctly describing research - based instructional practices for high - impact literacy teaching.

Students advocating for educational improvement, researching classroom climate, and leading new approaches to learning and teaching stand together in the architecture of involvement, effectively demonstrating what school change looks like when the hearts, heads, and hands of students are infused throughout the process.

She has researched, written, and presented extensively on the topic of vocabulary instruction which is the subject of several of her books, including Teaching Vocabulary in All Classrooms, No More «Look Up the List» Vocabulary Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the Curriculum.

Her research addresses teacher policy, looking specifically at how teachers» preferences affect the distribution of teaching quality across schools, how pre-service coursework requirements affect the quality of teacher candidates, and how reforms affect teachers» career decisions.

«A wonderful guide for special educators who are looking for research - based strategies for organizing and managing their teaching environment to ensure learning for all students.»

Students advocating for educational improvement, researching classroom climate, and leading new approaches to learning and teaching stand along side one another in the architecture of involvement that Fletcher endorses, demonstrating what school change looks like when the hearts, heads, and hands of students are infused throughout the process.

Based on experience, the research base on coaching, and a forward - looking analysis, Read more about Coaching Roles That Achieve Their Potential to Improve Teaching and Learning -LSB-...]

As teachers submitted written lessons to the university, the third author looked for matches between the content of the lesson and the teaching and research interests of university faculty members.

After working as a research biologist for several years, he was presented the opportunity to teach Pre-K through 8th Grade computer literacy in 1996 and has never looked back.

You look at the research conducted on the efficacy of induction [programs], and the impact of induction on things like classroom teaching, teacher retention and student learning, and you struggle to find clear and lasting impact from single - year approaches.

In his research looking among several states, Elliott found that the most time any state was able to spend on teaching the standards was 81 percent of the time students were in school, and special education teachers covered even less of the content and standards.

Rather than implementing short - term fixes that often rely on underprepared or out - of - field teachers, policymakers at all levels should look to the research for strategies that are effective at building a high - quality and sustainable teaching workforce.

The value of this frame of reference was recently described by Ann Byrd, director of the South Carolina Center for Educator Recruitment, Retention, and Advancement: «Not only will we get a closer look at the working conditions of teachers and administrators in our own state, but we will also have the opportunity to compare our situation with neighboring states who have conducted similar research» (Center for Teaching Quality, 2005, p. 2).

Research has shown above - average effects for leaders who believe their major role is to evaluate their impact, who get everyone in the school working together to understand and evaluate their impact, who learn in an environment that privileges high - impact teaching and learning, who are explicit with teachers and students about what success looks like, and who set appropriate levels of challenge and never retreat to just «do your best.»

If you are looking for research about independent reading, here are a few of the research reports, journalistic articles by researchers, and professional books that have shaped my understanding of independent reading and informed my teaching:

When schools continually demonstrate meaningful involvement in research, planning, teaching, evaluation, decision - making and advocacy, their culture demonstrates what we are looking for.

In addition, the study looked at the instructional problems addressed, whether teaching plans included research - validated practice, the studies completed and in progress, and publications and presentations by teachers and researchers.

The work to fulfill the requests, headed by Nancy Love looked into the most credible research and best practice evidence at the time, and forged ahead in what was then a vast, barren landscape of data use by school practitioners to develop the processes, tools, and resources that have helped thousands of schools use their data to increase achievement, change teaching practices and inform school and district decisions impacting every aspect of service to their students.