Sentences with phrase «university teacher of reading»

Not exact matches

One example that I read about, Stanford University, a teacher in artificial intelligence offered a class, a couple of hundred kids in the class, he offered it online to 30,000 people, or 20,000 people, and if I remember correctly when he gave the test there were 400 people, or something like that, that did better than the number one kid at Stanford.

He served as a teacher at Accra Academy Secondary School for about a year before proceeding to the University of Ghana, Legon to read Economics in 1964.

In his research (carried out with Professor Julian Elliott from Durham University) Dr Gibbs asked a sample of primary school teachers to complete two questionnaires about children who were having difficulty with learning to read.

«Our findings are relevant both in terms of teacher education and in terms of special education resources schools allocate to reading and spelling skills,» says Professor of Special Education Leena Holopainen from the University of Eastern Finland, summing up the findings.

The study was conducted by researchers from the University of Munich, Australian Catholic University, University of Oxford, University of Reading, University of Konstanz, and Thurgau University of Teacher Education.

Daniel Willingham, a professor of psychology at the University of Virginia and author of Raising Kids Who Read: What Parents and Teachers Can Do, responds:

For example, a 2011 survey by William Schmidt of Michigan State University of mathematics teachers in 40 states found that, while the overwhelming majority of teachers had read the standards and liked them, some 80 percent said they were «pretty much the same» as previous state standards.

Upcoming EdCasts will highlight the need of global citizenship in a polarizing ideological landscape, the importance of summer reading in urban schools, the role of the university as community servant, and the argument for $ 320,000 a year kindergarten teachers.

They have done this by taking advantage of university - based Title VI outreach programs or other teacher support programs, such as «The American Forum for Global Education,» participating in Fulbright seminars abroad programs, reading widely in international journals such as The Economist, and traveling on their own.

By contrast, a close review of that list of readings that Stanford University recommended to its new student - teachers is instructive.

In a series of case studies, he singles out whole - language enthusiasts like the Harvard - trained Frank Smith and Kenneth Goodman of Wayne State University for promoting «balanced literacy» and encouraging generations of teachers to believe «that phonics is the route to poor reading.»

To help the students personally connect to writing, Mount Desert uses the Reading and Writing Project (RWP) from Lucy Calkins of Teachers College at Columbia University, which focuses on writing narrative from a personal and emotional perspective and places a strong emphasis on reading topics matched to the students» reading and comprehension aReading and Writing Project (RWP) from Lucy Calkins of Teachers College at Columbia University, which focuses on writing narrative from a personal and emotional perspective and places a strong emphasis on reading topics matched to the students» reading and comprehension areading topics matched to the students» reading and comprehension areading and comprehension ability.

As a doctoral student, I participated on the Writing and Reading Across the Curriculum Teacher Researcher Team led by Jane Hansen, Professor Emeritus at the University of Virginia and Reading Hall of Fame Member.

In the summer of 2014, Klein was accepted into The Teacher's College at Columbia University to advance her studies in reading and writing workshop.

Reading, Writing,» Rithmetic,» Rogramming Slate, 4/15/15 «Karen Brennan is a Harvard University education professor and founder of ScratchEd, an online community of teachers using Scratch, a novice - friendly computer code developed at MIT.

In 1992, when the new CLAS assessments were being implemented, the contract to develop national English language arts standards was awarded by the U.S. Department of Education (DOE) to the Center for the Study of Reading at the University of Illinois, in collaboration with the International Reading Association (IRA) and the National Council of Teachers of English (NCTE).

Associate Professor, Department of Teacher Education Coordinator Multiple Subject Credential Program, Reading Methods California State University, Stanislaus

Data were collected from 19 K - 12 teachers enrolled in a new literacies teacher education course as part of a requirement for a reading education master's degree at a university in the southeast United States.

Nationwide, in order for graduates of teacher education programs based in colleges and universities to gain state certification as a teacher, the programs must follow state requirements such as required entrance and exit exams and the number of credit hours in specific subjects such as reading, math and special education.

As a graduate of Winthrop University with a Masters degree from The Citadel, Angie Greene has had the opportunity to serve as a classroom teacher, reading teacher, and school counselor.

Currently based in Denver, Colorado, she has consulted with school districts and related education agencies for 17 years in 20 states and internationally, also serving 13 years in higher education as associate professor (tenured), associate dean, literacy and leadership academic program director and chair, vice president's faculty fellow, reading specialist, counseling coordinator, and director of national center for students with learning and attention challenges, having taught 132 course sections from developmental education to teacher education, counseling, and leadership at four universities (Baldwin Wallace University, the University of Arizona, Kent State University, and the University of Akron).

One of the most striking findings of the universities of Minnesota and Toronto report is that effective leadership from all sources - principals, influential teachers, staff teams and others - is associated with better student performance on math and reading tests.

Nancy Boyles is a former classroom teacher and professor emerita at Southern Connecticut State University, where she was professor of Reading and Graduate Reading Program Coordinator.

Nancy is a recipient of the Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities and the Early Career Award from the National Reading Conference.

Workplace Experience: 1972 - 1979 Private education teacher (reading and study skills for middle and high school) Wood School 1979 - 1982 Director, Learning Dynamics Study Skills Center 1979 - 1982 Adjunct faculty, University of San Diego, Education Dept. 1982 - 1988 Extension faculty, University of California at San Diego Education Dept. 1983 - 1985 Adjunct faculty, National University, Education Dept. 1982 - 1987 Co - founder / Educational Director of SuperCamp Residential academic enrichment skills program 1995 - 2009 Adjunct Faculty, San Diego State University 1996 - 2006 Co-founded The Brain Store (Publishing Company) 1997 - present Co-founder, Jensen Learning Corp..

FitLit — Connecting Fitness and Literacy, presented by Michael F. Opitz, Wednesday May 8, 1:00 — 2:15 p.m. eastern time — Opitz is a former elementary school teacher and reading specialist, and currently professor of reading at the University of Northern Colorado.

When the National Council on Teacher Quality released last month its report on teacher training programs, I was not shocked to read that the vast majority of colleges and universities do a poor job of preparing their students toTeacher Quality released last month its report on teacher training programs, I was not shocked to read that the vast majority of colleges and universities do a poor job of preparing their students toteacher training programs, I was not shocked to read that the vast majority of colleges and universities do a poor job of preparing their students to teach.

These short PD sessions developed by the Vaughn Gross Center for Reading and Language Arts at the University of Texas Austin break down the vocabulary instruction into chunks that can be delivered to teachers as they begin the implementation process.

The study, conducted by CALDER director and University of Washington professor Dan Goldhaber, synthesizes two separate research topics: the influence of teacher quality on student achievement, and the inequities in access Read more about Disadvantaged Kids Need Equal Access to Great Teachers -LSB-...]

Nancy is a recipient of the Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities and of the Early Career Award from the National Reading Conference.

Researchers from the University of North Carolina at Greensboro conducted a longitudinal study of almost 1,000 elementary school students and reported that teachers had higher expectations for the reading achievement of girls than boys.

Four education organizations — The Center on School Turnaround at WestEd, the Center on Great Teachers and Leaders, Public Impact, and the University of Virginia Darden / Curry Partnership — have been studying issues of school turnaround and have Read more about Identifying, Selecting, and Retaining School Turnaround Leaders: How - To Modules -LSB-...]

Observations about the corporatization of technology in schools and universities for teaching and learning — from the use of standardized assessment applications that are domain specific to the purchase of teacher - proof computerized lesson modules or reading programs — challenged what educators know about the ELA and technology integration.

Douglas Fisher, PhD, is a professor of language and literacy education in the Department of Teacher Education at San Diego State University (SDSU), the codirector for the Center for the Advancement of Reading at the California State University Chancellor's Office, and a past director of professional development for the City Heights Educational Collaborative.

He is a recipient of the International Reading Association's Harris Research Award, a member of the Academy of Distinguished Teachers at the University of Minnesota, and recipient of the University's award for Outstanding Contributions to Post baccalaureate, Graduate and Professional Education.

But the evaluators, led by Stephen Gorard, a professor of education at Durham University, noted that pupils with «very low levels» of reading ability would need more initial support from teachers before benefiting from independent reading.

Father and son team Terry Doyle, Professor of Reading at Ferris State University, and Brendon Doyle, research assistant at Ferris State University, outline the five areas that can improve learning readiness in A New Paradigm for Student Learners — a good read for teachers, parents and students.

Using the IDA Knowledge and Practice Standards as the framework for course content and curricula, teams of reading experts began reviewing university teacher preparation programs in 2012, resulting in nine programs recognized for their alignment with the IDA Knowledge and Practice Standards.

University programs that have undergone this process report several benefits: increased knowledge of evidence - based practices in reading instruction by faculty and teacher candidates, improved program alignment and promotion, and increased student enrollment.

Indeed, as University of South Carolina law professor Derek W. Black writes in a recent analysis of waivers, not only does NCLB not authorize conditional waivers, even if a court were to read any waiver authorization as implicitly authorizing conditions, the actual conditions attached — «college - and career - ready standards,» new teacher evaluations, etc. — fundamentally change the law.

Read this from a letter that scores of researchers from 16 universities throughout the Chicago metropolitan area sent to Emanuel warning against the «value - added» system of teacher involvement, which uses complicated formulas to factor test scores into an evaluation:

The TLC is a Network of three teacher study groups (Literary Circle, Book Club Plus Study Group, and the Literacy Circle Study Group) across southeastern Michigan, supported in part by the Center for the Improvement of Early Reading Achievement and in part by the Walgreen Teachers in Residence Program at the University of Michigan.

Based on the work of Lucy Calkins and the Teachers College Reading and Writing Project at Teachers College, Columbia University, Units of Study incorporates a workshop approach to teaching writing skills that focuses on Common Core State Standards (CCSS) for writing.

The Virginia Department of Education's Training and Technical Assistance Center at Radford University maintains personnel who provide consultation to teachers, principals and divisions in areas of literacy instruction for students with disabilities and students who struggle in reading.

Previously, Houck served as the coordinator of the K — 12 Teacher of Reading Program at the University of Minnesota, the state reading specialist for the Minnesota Department of Education, and was the program director for the Education and Learning program at a leading philanthropic organiReading Program at the University of Minnesota, the state reading specialist for the Minnesota Department of Education, and was the program director for the Education and Learning program at a leading philanthropic organireading specialist for the Minnesota Department of Education, and was the program director for the Education and Learning program at a leading philanthropic organization.

To read more about this, the best research study explaining why doing just this will set any state up for lawsuits comes from Brown University's John Papay in his highly esteemed and highly cited «Different tests, different answers: The stability of teacher value - added estimates across outcome measures» article.

Dana Jordan, an instructor at East Central University in Ada, OK and formerly a fifth grade mathematics teacher at Homer Elementary School in Ada, requires her students in her Diagnosis and Remediation in Reading course to collect data for a group of struggling readers at Homer Elementary School.

Lisa earned a bachelor's degree in English, along with teacher and reading certifications, from the College of Saint Mary in Nebraska and a master's degree in educational administration from the University of Nebraska Omaha.

The University of Alaska Fairbanks» education program is approved by Alaska's department of education to recommend graduates for certification as reading specialists, elementary educators, secondary teachers, and school counselors.

Our teachers are university degreed, have years of experience, are patient and most important enjoy teaching - Read more