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Guided Teaching Inquiry “I think I notice things more. I notice how much children don’t listen to instructions. (…) it’s made me far more aware of their learning … but … you can’t tell if it’s affected your teaching really. I don’t think it has but it certainly affected the way I see their learning”. (Baumfield & Oberski, 1998, p. 49 cited Baumfield, 2006, p. 1)).
This article discusses a pilot project using a study plan as a vehicle to promote self-directing learning in a teacher dominant language program (Du, 2012, p.223). This article uses data sources and student feedback to study the implications on future research and practices. Fengning Du is an Associate Professor at the Defense Language Institute. Du earned an Ed.D in Educational Leadership from the University of Georgia in 2005. Du looks to effective student learning strategies, teacher professional development models and work team dynamics to conduct his research projects.
This will lay ground in developing skills that are used in identification and understanding of issues. By this a chancellor is able to for example understand why students behave in a certain way or have high view of things other disregard (Wright, 2012). The counselor is a leader and by this should be able to participate effectiv... ... middle of paper ... ... J. C., & Hatch, T. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, Calif: Corwin Press.
Essentially, teachers get what they expect from their pupils - this includes behaviour and learning. (Kuklinski and Weinstein, 2003; Arthur and Cremin 2010) The standards for... ... middle of paper ... ...ons.parliament.uk/pa/cm201011/cmselect/cmeduc/516/51606.htm#note54 Accessed 10/04/2012 Paragraph 4.16. Steer, A (chair) (2006) Learning behaviours, principles and practice - what works in schools. Nottingham: DfES. Available from: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFES-0281-2006 Accessed 11/04/2012 Training and Development Agency for Schools.