Sentence examples for in teacher practice from inspiring English sources

Changes in teacher practice and associated improvements in Māori student outcomes were seen in Phase 3 schools between 2004 and 2006.

This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students.

This paper considers the relationship between a professional development programme designed to bring about changes in teacher practice through iterative cycles of implementation and evaluation and associated changes in Indigenous students' educational performance.

In other words does a repeated measure over two different groups of schools at different times indicate that changes in Māori student outcomes are strongly associated with changes in teacher practice, even if we cannot demonstrate a direct cause effect relationship.

The entire teacher workforce can now collaborate nationally on innovations in practice that address the problems they encounter in implementing the new Curriculum using Scootle Community, an online network that uses analytics to detect patterns in teacher practice and recommends content and connections to support teachers' organization and co-creation.

Prospective mathematics teachers carried out the teaching based on mathematical modelling which was included in teacher practices class in elementary mathematics undergraduate program.

Would multiple years of professional development result in greater changes in teacher practices?

Despite the complexity of the task, trainers report high job satisfaction because they can see clear evidence of change and improvement in teacher practices.

The results can be used to pave the way for adopting effective decision making, planning, and consequently progress in teachers' practice.

As a result, for the current PBL implementation, the process design is usually just embedded in teachers' practice, and the process design ideas tend to be implicit.

It has been previously suggested that investigating the relationships between various professional knowledge components may shed light on the nature of PCK and on its role in teachers' practice (Friedrichsen et al. [2011]; Abell [2008]; Park et al. [2011]).