Sentences with phrase «than in a classroom based»

Also, since an online course is designed to be interactive, students generally are forced to pay more attention than in a classroom based drivers ed course.

Some people can be deceived easily in the internet than in the classroom based courses.

Not exact matches

There are reasons, for example, and reasons based on principles, that explain not only why classroom furniture should not be bolted to the floor, but why maps should not have political frontiers drawn in darker ink than other lines, and why epic poetry should be introduced by reading selections in their original language.

More important than the labels of «play - based» or «academic - focused,» though, is what actually happens in the classroom and how teachers respond to emotional situations, so ask about specific scenarios when you're considering a school.

But then it could be argued that the hoops action is almost incidental in this fact - based story, for the title character, Richmond High School (though actually filmed at my alma mater, Long Beach Polytechnic High School, which somehow became the go - to ghetto high school filming location after I graduated) basketball coach Ken Carter (Samuel L. Jackson), is less concerned with how his young charges fare on the court than they do in the classroom and, ultimately, in the game of adult life.

Teachers received bonuses based on the overall performance of all tested students in their school, rather than just on the performance of students in their own classrooms.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards statIn addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards statin the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

Rather than attempting to develop and implement solutions for defined student groups, a more effective strategy for closing achievement gaps may be to work to ensure that evidence - based best practice is implemented as widely as possible in every school and every classroom.

For example, in a seniority - based system, black students are far more likely than other students to have been in a classroom of a teacher who received a RIF notice.

Amplify, developers of tablets and digital curricula for education, has developed more than 40 digital games based on core content and then forbidden their use in the classroom or as homework.

This is in spite of the fact that blended learning approaches are continually found to be more effective than traditional learning approaches (i.e. classroom - based, instructor - led training).

The dearth of student accountability for test score results other than tests given by teachers in the classroom is a remarkable aspect of current test - based accountability systems in the U.S..

It is also recognized that children have a broader range of capabilities than they have been permitted to show in regular classrooms with the traditional text - based focus.

In addition, our analysis does not compare value added with other measures of teacher quality, like evaluations based on classroom observation, which might be even better predictors of teachers» long - term impacts than VA scores.

Through its inquiry - based approach, he says, Walden satisfies state content standards in greater depth than a conventional classroom could.

Despite the smaller (i.e., than for teachers and teaching), yet still significant measured effects on student learning for school - based factors beyond the classroom — Hattie has calculated an effect size of 0.39 for principals / school leaders [3]-- research evidence has confirmed that «school leaders can play major roles in creating the conditions in which teachers can teach effectively and students can learn».

One criticism found in a number of the contributions is that research must take a wider perspective than the school and the classroom: it must be research on the society and its iniquities, for these clearly lie at the basis of differential achievement in education.

Early results, based on data from the household survey, suggest that 4 - year - olds are more likely to be in «formal» education and care settings (e.g., centers with classrooms, including Head Start, public pre-K, community preschool, and parochial preschool) than are 3 - year - olds.

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.

Teacher shortages are not felt uniformly across all communities and classrooms, but instead affect some states, subject areas, and student populations more than others, based on differences in wages, working conditions, concentrations of teacher preparation institutions, as well as a wide range of policies that influence recruitment and retention.

Now is the time to bridge professional development to in - classroom success with this blended literacy and language course of study backed by more than 30 years of evidence - based scientific research, and more than a decade of proven success.

This evidence - based book is drawn from research showing that students from all backgrounds in identity safe classrooms learn better and like school more than their peers in other classrooms.

As I discussed in a recent paper, it may be more difficult to run a single, competency - based classroom than a competency - based school.

«We found higher levels of classroom engagement after lessons in nature than after carefully matched classroom - based counterparts; these differences could not be explained by differences in teacher, instructional approach, class (students, classroom, and class size), time of year, or time of day, nor the order of the indoor and outdoor lessons on a given topic.

As Salman Khan, the media's personification of the flipped - classroom, observes in The One World Schoolhouse, «Although it makes class time more interactive and lectures more independent, the «flipped classroom» still has students moving together in age - based cohorts at roughly the same pace, with snapshot exams that are used more to label students than address their weaknesses» (see «To YouTube and Beyond,» book reviews, Summer 2013).

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

This article presents a pedagogical framework encompassing the necessary critical mindset in which teachers of the English language arts can begin to conceive their own «best practices» with technology — a framework that is based upon their needs, goals, students, and classrooms, rather than the external pressure to fit random and often decontexualized technology applications into an already complex and full curriculum.

More than a few eyebrows were raised when School Board member - elect Monica Ratliff appeared at a Thursday Educators for Excellence (E4E) event and seemed to signal support for some kind of a test - based pay system to attract and keep good teachers in LA classrooms.

Together, we, the authors, present a pedagogical framework encompassing a critical mindset, in which teachers of the English language arts can begin to conceive their own «best practices» with technology — a framework based upon their own needs, goals, students, and classrooms, rather than the external pressure to fit random and often decontexualized technology applications into an already complex and full curriculum.

Danielson, based in Princeton, addressed more than 300 teachers grappling with the new system, which standardizes how they are observed in the classroom.

«In an era of apps and iPads, Mississippi students deserve school funding based on their classroom needs rather than inflated administrative offices.»

Because the six professional studies aspects were already closely related to each of the preexisting college - based assessment tasks, the portfolio process tended to lead students to select artifacts from their course work, which represented teaching in the abstract rather than to identifying evidence from their own classroom teaching.

The Thoughtful Classroom Portfolio Series makes the important work of implementing and sustaining high - impact, research - based instructional practices in your classrooms easier than ever.

In general, unless otherwise exempt, the following three criteria must be met in order for non-classroom based charters to be guaranteed full funding levels: (1) at least 80 percent of total revenues must be spent on instruction or classroom support, (2) at least 50 percent of public revenues must be spent on certificated staff salaries and benefits, and (3) the pupil - teacher ratio must be equal to or lower than the pupil - teacher ratio in the largest unified school district in the county or counties in which the school operates or the school must maintain a minimum of 25:1 ratiIn general, unless otherwise exempt, the following three criteria must be met in order for non-classroom based charters to be guaranteed full funding levels: (1) at least 80 percent of total revenues must be spent on instruction or classroom support, (2) at least 50 percent of public revenues must be spent on certificated staff salaries and benefits, and (3) the pupil - teacher ratio must be equal to or lower than the pupil - teacher ratio in the largest unified school district in the county or counties in which the school operates or the school must maintain a minimum of 25:1 ratiin order for non-classroom based charters to be guaranteed full funding levels: (1) at least 80 percent of total revenues must be spent on instruction or classroom support, (2) at least 50 percent of public revenues must be spent on certificated staff salaries and benefits, and (3) the pupil - teacher ratio must be equal to or lower than the pupil - teacher ratio in the largest unified school district in the county or counties in which the school operates or the school must maintain a minimum of 25:1 ratiin the largest unified school district in the county or counties in which the school operates or the school must maintain a minimum of 25:1 ratiin the county or counties in which the school operates or the school must maintain a minimum of 25:1 ratiin which the school operates or the school must maintain a minimum of 25:1 ratio.

With layoffs based solely on seniority rather than success in the classroom, good teachers are losing their jobs.

Breakthroughs in pedagogy and classroom technology have made creative and critical thinking more accessible than ever before, and school districts are consequently taking measures to meaningfully incorporate inquiry - based lessons and creative projects throughout their curriculum to nurture these skills.

At least 50 percent of a classroom teacher's or school administrator's performance evaluation, or 40 percent if less than 3 years of student performance data are available, shall be based upon learning growth or achievement of the teacher's students or, for a school administrator, the students attending that school; the remaining portion shall be based upon factors identified in district - determined, state - approved evaluation system plans.

Competency - based education gives students credit for academic progress based on mastery of specific skills rather than their time spent in the classroom.

Meta - analyses, like The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K — 12 Classrooms: A Meta - Analysis, and Evaluation of Evidence - Based Practices in Online Learning: A Meta - Analysis and Review of Online Learning Studies found that blending technology with face - to - face teacher time generally produces better outcomes than face - to - face or online learning alone.

Hiring more SEAs now, rather than on an emergency basis later in the school year, will foster supportive relationships between staff and students, and prevent conditions in our classrooms from deteriorating.

No state bases more than 50 percent of a teacher's evaluation on student performance scores (see the infographic on p. 4), and many incorporate multiple additional measures, such as classroom observations, student writing and artwork, teacher lesson plans, peer review, student reflections and feedback, and participation in professional development (Shakman et al., 2012).

In a traditional point - based grading system, research has shown that often a student's final grade is more reflective of the number of hours spent in a classroom than that student's depth of learninIn a traditional point - based grading system, research has shown that often a student's final grade is more reflective of the number of hours spent in a classroom than that student's depth of learninin a classroom than that student's depth of learning.

Designed in partnership with more than 75 schools, Strategic Teacher PLC Guides make the important work of bringing high - impact, research - based instructional practices into every classroom easier than ever before.

A 2011 study of elementary students by Expeditionary Learning Schools found that students in project - based classrooms scored higher on state - mandated assessments than students in more traditional classrooms.

It seems to us that whenever someone proposes actually holding teachers accountable for teaching (e.g. allowing principals to walk into their classrooms more than once a year to evaluate them; having real consequences for ineffective teaching or egregious behavior; etc.) there is a tsunami of push - back and vitriol that is knee - jerk, sadly effective and incredibly depressing if you know the very real impact their «teacher protection at all costs» policies have on students, especially low - income students who get the worst of the worst in our «zip code» - based system.

Unfair, inappropriate and discriminatory because the Common Core SBAC test fails to measure what has actually been taught in the classroom, that the SBAC test is based on materials that is more than two to three levels above grade level, that the SBAC test pass / fail score is calibrated to fail the majority of public schools students and that the SBAC test is particularly unfair because it discriminates against those who face English Language barriers or need special education services.

A school - based teacher preparation program in which a prospective teacher, for not less than one academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the content area in which the teacher will become certified or licensed; and acquires effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the state, which may include a teacher performance assessment.»

The competency - based model is revolutionary in that it will allow students a choice to demonstrate mastery in a variety of ways and places other than standardized examinations in traditional classrooms — for example, through Extended Learning Opportunities (ELOs), Learning Seminars, and Place - Based Learning projbased model is revolutionary in that it will allow students a choice to demonstrate mastery in a variety of ways and places other than standardized examinations in traditional classrooms — for example, through Extended Learning Opportunities (ELOs), Learning Seminars, and Place - Based Learning projBased Learning projects.

For years, advocates of competency - based education — awarding students college credits based on the skills and knowledge they demonstrate rather than the time spent in a classroom — have argued that the approach will enable more students to earn degrees and make college more affordable.

Restrictive - Supportive - Self Contained Class: A Special Day Class (SDC) which is quite small with no more than 8 - 10 students based on the age in which the students are in that classroom all day with a credentialed special education teacher and usually there are paraprofessionals also in that class.