Search results for: Program implementation
Page 5/5 50 items
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.
Updated: Dec. 16, 2009
The Use of Evidence-Based Instructional Strategies in Special Education Settings in Secondary Schools: Development, Implementation and Outcomes
This study examined the level of implementation of evidence-based practices by teachers after they participated in a unique training program aimed at enhancing the use of evidence-based practices. The results indicate that five months post-training, 62% of the evidence-based strategies had been implemented and these levels were maintained 13-months post-training.
Updated: Dec. 15, 2009
Realizing the Equity-Minded Aspirations of Detracking and Inclusion: Toward a Capacity-Oriented Framework for Teacher Education
Drawing on ethnographic research in detracked and inclusion classrooms, this paper analyzes the nature and sources of the tensions and dilemmas felt by teachers working in intentionally heterogeneous settings. It argues that the implementation of these policies is not often accompanied by a serious interrogation of the taken-for-granted understandings of ability, standards, and structural inequality that pervade educational discourse inside schools.
Updated: Jul. 06, 2009
When Intentions and Reality Clash: Inherent Implementation Difficulties of An Induction Program for New Teachers
New teachers are often required to go through an induction program in order to become fully certified. Induction programs are varied and the overall picture regarding their implementation is uneven. This article addresses the gap between program policy and implementation regarding various aspects of the Israeli teacher induction program.
Updated: Mar. 30, 2009
In this article, the implementation of community-based teaching and learning programs developed by pre-service teachers (PSTs) is examined for educational and organizational issues that shaped the outcomes for PSTs. The article highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses.
Updated: Mar. 02, 2009
This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K–12 schools in 11 Florida districts.This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices.
Updated: Dec. 29, 2008
The Implementation of A Collaborative Action Research Programme for Developing Inclusive Practices: Social Learning in Small Internal Networks
In this study, the authors implement a programme of collaborative action research with the purpose of investigating the degree to which it could contribute to the development of inclusive practices. The findings shed further light on the nature of differentiation in the preparation and teaching of teachers in relation to inclusive education as well as on the role of teachers as leaders in this process. Inclusive practices in Cyprus schools, then, should not be approached as simplistic recipes or trite formulas but as social learning that will be developed in small networks and communities of practice.
Updated: Dec. 14, 2008
Implementing a Structured Reading Program in an Afterschool Setting: Problems and Potential Solutions
In this article, the authors present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of their lowest-performing students by devoting more time to reading instruction.
Updated: Jun. 26, 2008
The article describes the research and development phase of a project conducted in a secondary school in Norway. The study focused on the teacher's role during the initial phase of the project, and the cooperation between the teachers and the researcher. Teachers' attitudes were traced during the start-up phase, and were outline with empirical data.
Updated: Apr. 08, 2008
The article describes a model for skills instruction and implementation of scientific communication. The modular model offers explicit instructions, content integration, contextual practice, and performance tasks. The study explored how science teachers implemented the model for two years. Results sow that teachers customized the program and experienced
Updated: Apr. 08, 2008