Sentence examples for teacher collaborative from inspiring English sources

The term action research was first introduced to all public schools by the education ministry in the year 2000 with the introduction of a teacher collaborative platform called 'Learning Circles'.

Action research has been promulgated in Singapore by the Ministry of Education since 2000, during the introduction of a teacher collaborative platform called Learning Circles (Hairon, 2017), and has continued to be promoted in Singaporean schools at all levels in the past decade (Soh, 2011).

The program allows a variety of school operators -- pilots, charters, network partners, teacher collaboratives, the District itself, anyone with a proven track record of success and clear vision of achievement -- compete to run new and failing schools.

The second whole, teachers' "collaborative mind," is presented as an outcome of the first.

Nine published studies from six different countries about teachers' collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters.

These themes shaped the final revision of the research questions (see above) and framed our analysis of teachers' collaborative activity and sense-making related to curriculum and instruction at RSA.

Inquiry type: guided inquiry, open-ended inquiry, research (including teacher-collaborative and structured research experiences), and other (e.g., case studies, problem-based learning, model building).

These examples more closely mirror the teacher-collaborative approach described by D'Avanzo (1996), in which students have varying degrees of independence, the research project is controlled by both students and faculty, and the outcome of the project is unknown.

Several publications have attempted to define the level of research experiences in laboratory class, using terms like inquiry (e.g., guided inquiry, open-ended inquiry, teacher-collaborative inquiry, and authentic inquiry), authentic, or research-based (D'Avanzo, 1996; Olson and Loucks-Horsley, 2000; Rahm et al., 2003; Buck et al., 2008; Weaver et al., 2008; Bencze and Hodson, 2009).

One main strategy was to increase the quality of teachers through self-directed collaborative teacher learning and development using action research (Hairon & Dimmock, 2012).

Practical implications are discussed regarding how to support teachers during collaborative design.