Digital Promise

AUGUST 13, 2018

Throughout the project, we gathered data through surveys and conducted in-depth case studies to better understand the conditions necessary for classroom coaching to effectively foster more powerful use of technology for teaching and learning. To learn more about our findings, read the full report. 2 Kraft, M.

Technology 312

Technology Case Study Exercises Analysis 312

EdTechTeacher

AUGUST 11, 2016

With the case method, the instructor truly acts as a facilitator — asking leading questions to guide the conversation, calling on individuals to ensure that all voices are heard, and enforcing the norm that statements must be supported by evidence from the case. References. Levy, F., & Murnane, R. Gordon, E.

Case Study 60

Case Study iPad Robotics Study 60

Waterford

SEPTEMBER 19, 2019

Phi Delta Kappan, March 2003, 84(7), pp. To Involve Parents in the Assessment of the Child in Parent–Teacher Conferences: A Case Study. American Educational Research Journal, 1987, 24, pp. Stevens, B.A., and Tollafield, A. Creating Comfortable and Productive Parent/Teacher Conferences. Graham-Clay, S. Lemmer, E.M. Markström, A.

Conference 100

Conference How To Meeting Case Study 100

Doug Levin

APRIL 21, 2016

FY 2003 $700,500,000. The Effectiveness of Educational Technology: Issues and Recommendations for the National Study (Mathematica Policy Research, 2003). 2012 and 2012 (ARRA case studies). Dear Colleague Letter: Resource Comparability , which emphases technology-related equity issues (October 2014).

Policies 150

Policies Technology Program Evaluation Education 150

Digital Promise

JUNE 15, 2016

Schools that foster trust among parents, teachers, and school leaders are more likely to see academic improvement than schools that do little or fail to foster trust ( Bryk and Schneider, 2003 ). Teacher leadership is also critical for school improvement efforts to succeed.

Education 120

Education Professional Learning Study Case Study 120

Connecting 2 the World

SEPTEMBER 18, 2011

It also becomes a tangible representation of tacit knowledge for both group members and those outside of the group (Conceicao, Heitor, & Veloso, 2003; Yaklief, 2002). Organizational Science (2003) 14 (3), 283-296. 2000; Moreland & Levine, 2001). References Akgun, A., Lynn, G., & Byrne, J. Human Relations, 56 (7), 839-868. Willmott, H.

Groups 52

Groups Outcomes Training Study 52

The Hechinger Report

APRIL 19, 2019

In 2003, the Gates Foundation gave RISC $5.8 A few months before it made the grants to Portland and Sanford, the foundation gave the first of three grants to the Maine Department of Education to create an online Center for Best Practice, with case studies of districts that had embraced proficiency-based learning.

Learning 111

Learning Report System Case Study 111