Sentences with phrase «what classroom contexts»

Not exact matches

The contrast pair «classroom / field» has to do with pedagogy, with questions about how to teach and in what contexts so that people learn best.

Since sending her to Kindergarten, she has struggled some what in staying focused on day - to - day classroom activities, yet she has the vocabulary and communication skills of a much older child, always using her language in the proper context.

Just a quick recap on what the self - fulfilling prophecy means in the context of a classroom: Students (partially) achieve in school, what they think they are worthy of and capable of.

If you're supporting workers in the workflow with context - specific resources, based on what your organization's internal «experts» know and do, then classroom events take on a very different role to before.

In the context of schools, Rose says that while most of us will never need to worry about the flexibility of a fighter plane, we do need to worry about what he calls «the cockpits of our economy» — classrooms.

However, we are also able to cross-reference that inference with context: how does the student usually respond to lessons, what is going on at home, what are you noticing in the general social dynamics of the classroom, did they get in an argument with their best friend this morning, did they eat breakfast, did they sleep well, was a new video game released yesterday, is it particularly humid in the building today, what's going on in the general school culture right now, has this student been taking tests all day, are elements like depression or anxiety potentially relevant, or is it just an «off day» for a great student?

The observer and teacher should discuss specific interactions to get a sense of the context, prior conversations, students» academic history, an understanding of who the student is in that particular classroom, and what challenges and opportunities they present to the teacher.

But what might seem reasonable in the context of an initial reaction will appear to be downright reactionary as the benefits of one - to - one computing make themselves known in and out of the classroom.

The articles also do not take up what is happening inside the classrooms and in interactions between and among educators and young adolescents, nor the organizational structure of the schools, nor the policy and community contexts within which those schools reside.

It's a matter of what teachers can do to make a difference in their students lives with the 4.25 hours a day they have to cover the curriculum in the context of their school and classroom.

Jo Earp: Tim's main research interest at the moment is Computer Science education, so I started by asking him to take me back to his time at school and explain what «computer science» looked like in a classroom context and how he got involved as a youngster.

We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the classroom.

In those sections, the underlying question is what does media add over and above the already existing learning context --(a) the methods classroom, (b) classroom observations, and (c) internship experiences.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classrooms.

Throughout the year, instructors assigned mandatory and optional projects that encouraged the preservice teachers to apply what they learned within the context of their DLT class to their coursework for eventual application within their prospective classrooms.

«I'm hoping they would see somebody who is very intentional about what I do when we are together in a classroom space so we can have a classroom context that is really generative of learning and development.»

Specifically, I seek to understand how educators construct meaning around student behavior, how these meanings are activated in different relationships and classroom contexts, and what these patterns tell us about the ways race, culture, and discipline intersect in the school lives of young children.

This means understanding the context of our school and what needs to get done on the office end, so we are a more consistent presence in the classrooms and on building grounds.

And what is the relationship between district context and teachers» views of themselves as change - agents within and beyond their classrooms?

What is the relationship between district context and teachers» views of themselves as change - agents within and beyond their classrooms?

What you do behind the wheel, though, is probably more important than what you do in the classroom, at least in this specific contWhat you do behind the wheel, though, is probably more important than what you do in the classroom, at least in this specific contwhat you do in the classroom, at least in this specific context.

This event should be viewed in the context that according to FutureSource, new machines running Google software accounted for about 60 percent of what U.S. classrooms received.