Sentences with phrase «type of teacher knowledge»

Results of the design experiment thus potentially focused on changes in this particular teacher's practice, characteristics this teacher possessed that may have contributed to successful technology implementation, and the development of a general theory on the types of teacher knowledge necessary to teach successfully with technology.

The construct of TPACK itself is relatively new among the types of teacher knowledge needing assessment.

New approaches to teacher evaluation, combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, can support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core Standards and assessments.

Not exact matches

«There would be more opportunities for reflection, for interaction, and to make connections between types of knowledge,» says Doug Springer, a speech and debate teacher who is part of the design team.

Using their combined knowledge on bookmaking and teaching, Bass and Reeves worked with the teachers to determine what type of book each grade level would make (pop - up, accordion fold, etc.).

Teachers can type, copy and paste a question to ask all students to complete as a plenary / mini-plenary to consolidate learning and assess their knowledge and understanding of a term, concept etc..

While the conversation would be broad, the agenda should be narrow and focus on three immediate needs: 1) radically improving the quality of candidates coming to the field; 2) identifying the specific content of coursework necessary to improve teacher knowledge; and 3) and detailing the practical experiences that new teachers need in order to ensure they are effective in the types of classroom contexts in which they plan to teach.

Using both quantitative and qualitative analyses, we will evaluate the hypotheses that: a) Classroom teachers can successfully and consistently integrate a CEMS approach in their algebra instruction, b) Students» procedural flexibility, procedural knowledge, and conceptual knowledge for a variety of algebra topics can be reliably assessed and each type of knowledge is positively related and predictive of one another over time, and c) Integrating a CEMS approach supports better procedural flexibility, conceptual knowledge, and procedural knowledge for a variety of algebra topics (units) than business as usual instruction.

In Year 1, we will work with a small number of teachers to refine our existing CEMS materials, to integrate the materials into their curriculum, and to validate outcome measures that assess multiple types of knowledge (e.g., procedural flexibility, conceptual knowledge and procedural knowledge).

provides teachers with the knowledge to effectively create each type of discussion in their classrooms.

The model provides a way to identify the varied and unique types of knowledge that teachers need to develop in order to integrate technology effectively.

The primary purpose of the study was to identify the decisions that preservice special education teachers made and the types of knowledge they used when making these decisions as they integrated iPad apps into lessons with students who had mild disabilities.

In this section, we describe the types of teaching decisions the preservice teachers made, identify the kinds of knowledge underlying those decisions, and convey participants» perceptions regarding the implementation of iPad apps during the lessons.

Lee Shulman (1986, 1987) originally proposed a model for representing the types of knowledge that form the basis for teachers» choices and actions.

It is also evident that the relations between language arts policy and practice are complex and at least partly dependent on the knowledge, beliefs, goals, and experience of the administrators and teachers who work with these types of policy tools.

Disciplinary content knowledge was the most common type of topic addressed in these preparation programs and was described as present in majority of the programs in mathematics and science and targeting teacher leadership in grades K - 12.

Additionally, based upon classroom observations, teachers» at Caldwell had different levels of technology knowledge within the school, suggesting the types of PD that they required would be different.

Teacher leader disciplinary content knowledge and their understanding of the instructional materials being implementing influenced the types of support provided by teacher leaders and the effectiveness of that sTeacher leader disciplinary content knowledge and their understanding of the instructional materials being implementing influenced the types of support provided by teacher leaders and the effectiveness of that steacher leaders and the effectiveness of that support.

Proponents argue that providing teachers the freedom to customize lessons allows teachers to build off of their existing knowledge of students» content understanding and modify the content to meet the needs of different types of learners (Apkinar & Ball, 2006; Boschman, McKenny, & Voogt, 2014).

This type of knowledge also refers to teachers» understanding of variations in students» different approaches to learning.

Knowledge of place and the types of social networks therein, therefore, has the potential to allow teacher candidates to teach their future students in effective, culturally responsive, and equitable ways.

To help students retain knowledge in the long - term, teachers can interleave (alternate) practice of different types of content, and space practice over time, with content being reviewed over weeks or months.

These are types of current events and phenomena that all teachers should have knowledge of to be a socially responsive and aware pedagogue.

Teachers can alternate practising different types of content — and space this out over time — to help students retain knowledge in the long - term.

In particular, when teachers are asked to compare software of different type and to discuss what kinds of knowledge they engender (building on Squires & Preece, 1996; Squires, 1997) and at what points in the curriculum they should be used, we have found that they develop more pedagogically rich conceptions of and positive attitudes toward technology (Kurz, 2004).

Her primary research interests involve children's literacy development across the K - to - 12 grade span; common types of literacy difficulties; and teachers» knowledge base and preparation for teaching reading.

The activities of the Michigan Council for the Social Studies are an example of social studies teachers organizing and bringing their professional expertise to bear on the type, style, and substance of tests that are given to measure the social studies knowledge of students.

These types of exams fail to assess deep content knowledge, pedagogical skill, or performance leading a classroom.3 Additionally, many believe these types of exams act as a mechanism that disproportionately filters out potential teachers of color.4

a mixed - methods study focusing on the different types of knowledge novice and experienced teachers draw on in teaching for reading comprehension

When selecting readings, effective teachers consider the types of prior knowledge that ELLs may or may not possess.

Through this program, experienced teachers share their knowledge, and the collective program knowledge and resources with new program participants, providing the type of leadership opportunity that research shows can be critical to the growth and satisfaction of veteran educators.

level and type of scholarship activity: the majority of scholarships were awarded to teachers who were pursuing knowledge independently to master's level and beyond, but other highly valued continuing professional development activities were also included within the fund, such as subject specific seminars, where their benefit and impact could be demonstrated