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2. INTENSIVE INTERVENTIONS FOR STUDENTS STRUGGLING IN READING ...

   files.eric.ed.gov/fulltext/ED531907.pdf

   Teachers, administrators, and policy-makers across the country need materials that address today’s problems and initiatives. COI and its authors select topics and promote practices that have direct relevance to the urgent concerns and priorities of contemporary educators. For example, states seeking more rigorous

3. Teachers’ Instructional Practices and Its Effects on Students ...

   files.eric.ed.gov/fulltext/ED607985.pdf

   teachers’ instructional practices affect students’ academic performance or not. The primary data gathering tools used in the study was a standardized questionnaire on determining teachers’ instructional practices and a documentary analysis from DepEd Order no.8, s. 2013 also known as the Classroom

4. Five ways to ensure classroom observations are focused and ...

   files.eric.ed.gov/fulltext/ED544422.pdf

   3=Very precise and clearly worded, 2=Mostly precise and clearly worded, 1=Insufficiently precise; Unclear. 3. Evidence of student learning (3 pts) 3=Student Centered, 2=Somewhat Student Centered, 1 = Teacher Centered. 3. Concise and easy to use (2 pts) 2=Concise and easy to use, 1=Too unwieldy to use effectively. 2.

5. Practices of Filipino Public High School Teachers on Digital ...

   files.eric.ed.gov/fulltext/ED616121.pdf

   Keywords – COVID-19, digital tools, education, learning, teaching, technologies INTRODUCTION The ever-changing educational perspectives during the COVID-19 pandemic in the different parts of the world have challenged various stakeholders ranging from school administrators, education officials, teachers, students, and parents.

6. From competition to collaboration: Unraveling teachers ...

   files.eric.ed.gov/fulltext/EJ1312662.pdf

   the teacher-implementers particularly on sharing their resources. It can be noted that public schools have limited resources like science facilities and equipment including some consumable materials in the laboratory. In the LS implementation, teachers came to a plan with everybody’s share in order to maximize the potential of the lesson.

7. Performance Evaluation Rubric for Teachers - ies.ed.gov

   ies.ed.gov/ncee/rel/regions/southwest/pdf/sw...

   The developing teacher develops student outcomes that: Represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Reflect several types of learning, but the teacher has made no effort at coordination or integration.