Introduction and Integration of Classroom Routines by Expert Teachers

1987 ◽  
Vol 17 (2) ◽  
pp. 135 ◽  
Author(s):  
Gaea Leinhardt ◽  
C. Weidman ◽  
K. M. Hammond
Keyword(s):  
Expert Teachers ◽  
Classroom Routines

Introduction and Integration of Classroom Routines by Expert Teachers

1987 ◽  
Vol 17 (2) ◽  
pp. 135-176 ◽  
Author(s):  
Gaea Leinhardt ◽  
C. Weidman ◽  
K. M. Hammond
Keyword(s):  
Expert Teachers ◽  
Classroom Routines

A study on the characteristics of empathy through the gaze of expert teachers and pre-service teachers in science experiment class

2017 ◽  
Vol 17 (8) ◽  
pp. 1-19 ◽  
Author(s):  
Kyung-Jin Ko ◽  
◽  
Dong-Yong Kim ◽  
Young-Ji Lee ◽  
Seung-Hyuk Kwon ◽  
...  
Keyword(s):  
Expert Teachers ◽  
The Gaze

Coaching Childcare Providers to Support Toddlers' Gesture Use With Children Experiencing Early Childhood Poverty

2021 ◽  
Vol 52 (2) ◽  
pp. 686-701
Author(s):  
Mollie Romano ◽  
Johanna Eugenio ◽  
Edie Kiratzis
Keyword(s):  
Early Childhood ◽  
Social Validity ◽  
Intervention Strategies ◽  
Validity Data ◽  
Childhood Poverty ◽  
Coaching Intervention ◽  
Classroom Routines ◽  
Book Sharing ◽  
Coaching Approach ◽  
The Impact

Purpose The purpose of this study is to examine the impact of an intervention in which childcare providers (CCPs) are coached to support toddlers' gesture use during every day classroom routines. Method This study uses a multiple-baseline across strategies single-case experimental design to examine the impact of a coaching intervention on three CCPs' use of communication strategies with toddlers experiencing early childhood poverty. The CCPs were coached with a systematic framework called Setting the Stage, Observation and Opportunities to Embed, Problem-solving and Planning, Reflection and Review as they learned to implement three strategies to support toddlers' gesture use— modeling gestures with a short phrase, opportunities to gesture, and responding/expanding child gestures . CCPs were coached during book sharing and another classroom routine of their choice. Social validity data on the coaching approach and on the intervention strategies were gathered from postintervention interviews. Results The visual analysis and nonoverlap of all pairs' effect size indicates that the coaching intervention had a functional relation with CCPs' use of modeling gestures and responding/expanding gestures during book sharing, play, and circle time. Social validity data indicate that CCPs found the coaching framework supportive of their learning and feelings of self-efficacy, and that the intervention strategies supported their toddlers' communication. Conclusions The coaching framework was used to increase CCP strategy use during everyday classroom routines with toddlers. CCPs endorsed the coaching approach and the intervention strategies. This study adds to the literature supporting efforts to enhance children's earliest language learning environments. Supplemental Material https://doi.org/10.23641/asha.14044055

Improving Students' Academic Learning by Helping Them Access Text

2015 ◽  
pp. 217-236
Author(s):  
Michael Ben-Avie ◽  
Régine Randall ◽  
Diane Weaver Dunne ◽  
Chris Kelly
Keyword(s):  
Classroom Management ◽  
Word Identification ◽  
Academic Learning ◽  
Time On Task ◽  
Text To Speech ◽  
Major Drawback ◽  
Human Voice ◽  
Classroom Routines ◽  
Conventional Methods ◽  
Written Materials

Conventional methods of addressing the needs of students with print disabilities include text-to-speech services. One major drawback of text-to-speech technologies is that computerized speech simply articulates the same words in a text whereas human voice can convey emotions such as excitement, sadness, fear, or joy. Audiobooks have human narration, but are designed for entertainment and not for teaching word identification, fluency, vocabulary, and comprehension to students. This chapter focuses on the 3-year pilot of CRISKids; all CRIS recordings feature human narration. The pilot demonstrated that students who feel competent in their reading and class work tend to be more engaged in classroom routines, spend more time on task and demonstrate greater comprehension of written materials. When more demonstrate these behaviors and skills, teachers are better able to provide meaningful instruction, since less time is spent on issues of classroom management and redirection. Thus, CRISKids impacts not only the students with print disabilities, but all of the students in the classroom.

The One about Identifying Expert Teachers

2021 ◽  
pp. 162-163
Author(s):  
Edward Watson ◽  
Bradley Busch
Keyword(s):  
Expert Teachers ◽  
The One

Creating Resilient Classrooms and Schools

2020 ◽  
pp. 183-203
Author(s):  
Beth Doll ◽  
Hong Ni
Keyword(s):  
Academic Success ◽  
Survey Data ◽  
Well Being ◽  
Classroom Environments ◽  
Student Surveys ◽  
Classroom Routines ◽  
The Impact ◽  
Beijing China

This chapter describes the Resilient Classrooms protocol for fostering classroom environments that promote students’ emotional well-being and academic success. Descriptions relate key elements of developmental resilience research to the 4 Resilient Classrooms steps: collecting student surveys describing relationships and support for self-agency in the classroom; consulting with students and colleagues to make sense of the survey data; creating and carrying out a plan to modify classroom routines and practices to strengthen supports for resilience; and re-administering the surveys to assess the impact of the plan. An example of a Resilient Classrooms project in Beijing, China, illustrates the acceptability and viability of the Resilient Classrooms protocol in other cultures.

Strategies of Expert Teachers for Teaching Identification of Business Opportunities

2014 ◽  
Vol 28 (2) ◽  
pp. 97-111
Author(s):  
Jan Nab ◽  
Hanno van Keulen ◽  
Albert Pilot
Keyword(s):  
Higher Education ◽  
Idea Generation ◽  
Expert Teachers ◽  
Transfer Of Knowledge ◽  
Science Students ◽  
Educational Strategies ◽  
Opportunity Identification ◽  
Knowledge And Skills ◽  
Business Opportunity ◽  
Business Opportunities

The process of opportunity identification is under-emphasized in higher education; and there is a need for validated educational strategies to foster this competence in science students. In a previous study, three strategies were elaborated and evaluated in the classroom: stimulating the use of idea generation techniques, stimulating the conceptualization and evaluation of business opportunities, and promoting the transfer of knowledge and skills in opportunity identification. The focus of this validation study is on whether expert teachers use these strategies in teaching, which sub-strategies they use and whether they use additional strategies with the same objective. It was found that expert teachers frequently applied the previously reported strategies feasibly and effectively and reported various sub-strategies. Moreover, they described three additional strategies: selecting students for an elective by assessing their business idea, providing time for incubation of the business opportunity and challenging students to abandon routine problem-solving patterns.

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