Sentences with phrase «view of classroom practice»

Not exact matches

«This is not the time for schools and classroom practices to be viewed through the rear - view mirror, and a useful start for the panel could be to determine whether The Melbourne Declaration on Educational Goals for Young Australians still represents the full compass of our aspirations for educational excellence in schools.»

It's about providing a bird's - eye view of your classroom from a digital perspective, as well as an opportunity for other teachers to use your resources and to follow your daily practice for inspiration.

This way, staff are confidently identifying and meeting the needs of all learners, and evidence of this can be seen from observations of classroom practice, progress and attainment data, the scrutiny of work produced, discussion with teachers, the views of parents / carers as well as the views of the pupil, too.

Using interviews and classroom observations, the authors portrayed the beliefs and practices of the two participants in relation to their views of technology and its uses in the classroom.

Speaking time, for instance, is especially brief: ELL students spend, on average, fewer than 90 seconds per day in classroom talk.1 Acknowledging that some of their ELLs were not receiving necessary language practice during school hours, Lennox officials viewed after - school time as an opportunity to help some of their struggling students.

In their learning communities, Seattle's school leaders rotated through each others» schools five times per year, visiting classrooms and viewing problems of practice with the 5D lens.

These researchers have argued that using Web 2.0 technologies in science classrooms supports the «intersection of the goals of reform - based science goals and the meaning - making practices enabled by newer technologies» and allows for easy viewing and creation of content that allows others to interact with the content created» (Luehmann & Frink, 2012, p. 835).

Therefore, I must view my classroom as a place that will help them gain a deep understanding of the content and, equally important, a place where they practice navigating the give - and - take of interactions with others.

The fact that many teachers come into the profession with little in the way of subject - matter competency and training in classroom instructional methods — a fault that lies largely with the failures of the nation's university schools of education (who are aided and abetted by the NEA and AFT)-- also means that not every teacher has the expertise needed to offer a thoughtful view on policies and practices.

Teachers can create amazing video recordings of classroom best practices and store them on a website, or YouTube channel using a Ricoh Theta camera that records a 360 - degree view of a room.

Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002) did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices at both the classroom level and the school level.

The team also used a micro-teaching protocol to share instructional practices by viewing a short video clip of one teacher's classroom.

«I can view all of my pathways, assess their community of practice, work - based learning opportunities, classroom projects and see when an academy needs help and support,» says Mary Kadri, an administrator at West Contra Costa Unified School District.

Our analysis of the data from participants across the four districts reveals that teachers experienced changes in their personal literacy practices and views of themselves as learners, and felt an increased ability to evince change in a variety of educational contexts, including their classroom, buildings, and districts.

These two related factors resulted in teachers who experienced MELAF in the context of directed, concentrated attention to the direct application of standards to their practice, and whose views of themselves as change - agents focused almost exclusively on the classroom.

Our analysis of the data from participants across the four districts reveals that teachers experienced changes in their personal literacy practices and views of themselves as learners, and felt an increased ability to evince change in a variety of educational contexts, including their classrooms, buildings, and districts.

Our findings indicate that RCE (a) enriches classroom learning by providing a view of progressive literacy teaching learned in coursework; (b) provides opportunities — unconstrained by hours of the school day nor by geographic location — to observe, reflect on, and analyze teaching practice; and (c) expands students» internship experience by providing multiple approaches to literacy instruction.