Teacher Working Conditions Are Student Learning Conditions: A Report on the 2006 North Carolina Teacher Working Conditions Survey. Center for Teaching Quality: Chapel Hill, NC. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED498770. Singh, K., & Billingsley, B.S. (1998).
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Technology and the new professional teacher: Preparing for the 21st century classroom report. Retrieved May 26, 1999 from the World Wide Web: http://www.ncate.prg/projects/tech/TECH.HTM Norman, K. (1997). Teaching in the switched on classroom: An introduction to electronic education and hypercourseware. Retrieved September 28, 1999 from the World Wide Web: http://www.lap.umd.edu/SOC/sochome.html
Another problem of negative issues outweighing the positive issues is quite a turning point of discussion for the reform of the act. The NCLB is all circumventing the standard testing of the reading, writing and math areas of education. How about the student that doesn’t fair well on testing? The different ideas for the presentation of test scores both for the parents, the state and the student are in dire need of reform. The results can be altered by a few points of interest.
These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010). Moreover teacher preparation programs are on the rise. Recommend by the Department of Education these programs seek to support educators individually and in teams by implementing training with technology, resources and learning experiences that improve, inspire, and empower educators to provide effective learning environments for all ... ... middle of paper ... ...innovation and change. Grants such as RESPECT and STEM Master Teachers Corps are two programs supported by our government that offer financial support in the transformation of the system. States and local districts utilizing these funds are able to recruit, train and retain teachers; school leaders and support staff the new vision of classroom learning.
The Concepts The key concept raised in the case is that learning depends on an individual’s preferred learning style. Learning styles influence both individual motivation and experience in school (Pritchard, 2009). It is clear that Mr. Grammatack wants to cater for all of his students needs, as he is looking to improve his current approach. Joe and Mary are students who are not motivated by the approach used in the case. Joe wants to do well, but has been conditioned to have a fearful reaction after spelling tests are announced, due to errors made in the past.
Washington, DC: National Comprehensive Center for Teacher Quality. Hinchey, P. H., & University of Colorado at Boulder, N. (2010). Getting teacher assessment right: What policymakers can learn from research. National Education Policy Center. Retrieved from EBSCOhost.
Public Schools of North Carolina State Board of Education Department of Public Instruction Website. http://ec.ncpublicschools.gov/instructional-resources/physical-therapy/school-based-pt-eval.pdf. April 30, 2014. 12. MindWing Concepts/Funding Sources resource page.
Classroom Observation Instrument Teacher: Observed By: Class Information: Observation Date: Start Time: End Time: ____________________________________________________________________... ... middle of paper ... ...the Coach Analysis and Intervention System (CAIS): Establishing validity and reliability of a computerized systematic observation instrument. Journal Of Sports Sciences, 30(2), 201-216. Snyder, P. A., Hemmeter, M., Fox, L., Bishop, C., & Miller, M. (2013). Developing and Gathering Psychometric Evidence for a Fidelity Instrument: The Teaching Pyramid Observation Tool–Pilot Version. Journal Of Early Intervention, 35(2), 150-172. doi:10.1177/1053815113516794 Stearns, L. M., Morgan, J., Capraro, M., & Capraro, R. M. (2012).
Nevertheless, it wasn’t an appropriate approach to motivation, as pupils felt that there were a lot of activities to do, and they didn’t see the point on most of them. After reading McLean (2009), who highlight the activities transition as an important part to encourage good behaviour, I tried with the 10E group to divide activities in little chunks that later will be linked. It worked well and students started to see the point in the activities. When they started to understand why they did an activity, they felt more engaged and the outcomes that I could check in subsequent lessons were satisfactory. One of the problems that I had during my first two weeks was how to modulate my voice.