Relevant bibliographies by topics / First grade teacher

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'First grade teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "First grade teacher"

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Pianta, Robert C., Michael S. Steinberg, and Kristin B. Rollins. "The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment." Development and Psychopathology 7, no. 2 (1995): 295–312. http://dx.doi.org/10.1017/s0954579400006519.

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AbstractTeacher reports of children's competence and problem behaviors are an important source of information on psychopathology. The school context is also an agent of developmental change. This study examines teacherchild relationships and deflections in child adjustment over the school-entry to grade 2 period in 436 children. The Student-Teacher Relationship Scale (STRS) was related to two indices of deflections in predicted child adjustment: (a) residual scores obtained from regressing teacher reports from grade 1 on kindergarten teacher reports, and (b) false positive predictions of reten
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Fedoruk, Genevieve M., and Charles A. Norman. "Kindergarten Screening Predictive Inaccuracy: First-Grade Teacher Variability." Exceptional Children 57, no. 3 (1990): 258–63. http://dx.doi.org/10.1177/001440299105700308.

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Dakin, Mary Ellen. "Voices Inside Schools: The Poet, the CEO, and the First-Grade Teacher." Harvard Educational Review 71, no. 2 (2001): 269–85. http://dx.doi.org/10.17763/haer.71.2.58480087601j724x.

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Using the poetry of Walt Whitman (the Poet), an MIT graduation speech by Carleton Fiorina, the chief executive officer of Hewlett-Packard (the CEO), and the words of a teacher (the First-Grade Teacher), high school English teacher Mary Ellen Dakin shares with readers the transformation of her understanding of student achievement. Dakin expands her notions of intelligence and achievement to validate and incorporate ideas she had previously rejected. Through an introspective process, Dakin is able to find success in places she never thought to look. This essay encourages teachers to challenge an
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Kabanova, A. "Literary Reading Lesson in First Grade." Primary Education 8, no. 6 (2021): 35–38. http://dx.doi.org/10.12737/1998-0728-2020-35-38.

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The author of the article proposes for consideration one of the possible options for a lesson in literary reading in the first grade, in which N.N.
 Nosov “Steps”. The process of reading and working with the text organized by the teacher allows solving subject and metasubject learning
 problems. The used methodology contributes to the development of educational activities in first-graders. The article provides examples of tasks differentiated by the level of complexity, which take into account the capabilities of children who read well and not well enough. Acquaintance with the work
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Pianta, Robert C., and Joanna Castaldi. "Stability of internalizing symptoms from kindergarten to first grade and factors related to instability." Development and Psychopathology 1, no. 4 (1989): 305–16. http://dx.doi.org/10.1017/s0954579400000493.

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AbstractThis research examines the frequency and stability of internalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Of the sample, 4% were nominated as depressed by teachers. With the use of cutoff scores on teacher ratings, an average of 17% of the children were rated as having moderate problems on the internalizing scale in November and April of kindergarten, and in February of first grade. Parent-teacher stability correlations ranged from .24 to .27, while teacher ratings from Novem
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Kikas, Eve, Gintautas Silinskas, and Piret Soodla. "The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support." International Journal of Behavioral Development 39, no. 5 (2015): 402–12. http://dx.doi.org/10.1177/0165025415573641.

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This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-report
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Doheny, Cathleen. "Graduate Teacher Education and Change: Insights from a First-Grade Teacher's Experience." Action in Teacher Education 24, no. 3 (2002): 43–50. http://dx.doi.org/10.1080/01626620.2002.10734430.

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Morgan, Agnes P. "French Immersion Program: Testimony of a First Grade Teacher." Foreign Language Annals 23, no. 1 (1990): 33–43. http://dx.doi.org/10.1111/j.1944-9720.1990.tb00332.x.

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Lifshin, Uri, Inbal Binyamin Kleinerman, Phillip R. Shaver, and Mario Mikulincer. "Teachers’ attachment orientations and children’s school adjustment: Evidence from a longitudinal study of first graders." Journal of Social and Personal Relationships 37, no. 2 (2019): 559–80. http://dx.doi.org/10.1177/0265407519874881.

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The goal of this study was to examine the contribution of teachers’ attachment orientations to the teacher–child relationship and to children’s adjustment to school during first grade. We sampled 539 first-grade children and their homeroom teachers ( N = 58), measured teachers’ attachment orientations and children’s attachment to mother at the beginning of the academic year, and followed children’s perceptions of their teachers’ responsiveness and their socioemotional adjustment to school from the beginning to the end of the year. Teachers’ attachment-related avoidance was associated with chan
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Servera, Mateu, Raquel Seijas, Gloria García-Banda, Christopher T. Barry, Theodore P. Beauchaine, and G. Leonard Burns. "Longitudinal associations of callous-unemotional and oppositional defiant behaviors over a three-year interval for Spanish children." Development and Psychopathology 32, no. 2 (2019): 481–90. http://dx.doi.org/10.1017/s0954579419000221.

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AbstractThe objective was to determine the longitudinal associations between callous-unemotional (CU) and oppositional defiant (OD) behaviors from the first to fourth grades for Spanish children. Four possible outcomes were evaluated: (a) CU behaviors in the first grade predict increases in OD behaviors in the fourth grade, controlling for OD behaviors in the first grade; (b) OD behaviors in the first grade predict increases in CU behaviors in the fourth grade, controlling for CU behaviors in the first grade; (c) both unique effects are significant; and (d) neither unique effect is significant
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Dissertations / Theses on the topic "First grade teacher"

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Woolsey, Daniel Phelps. "First grade children's responses to teacher change in literacy contexts /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583623278.

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Prassas, Lea 1960. "Writing to learn science in first grade." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291780.

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The purpose of this study was to determine if first graders could learn how to write while writing to learn. An inquiry cycle was developed to guide the students as they learn content area material. Writing to learn activities were selected that promote, or facilitate, the thinking process of the inquiry cycle. The writing to learn activities are: freewriting, brainstorming, questioning, graphic organizers, review writing, and elaboration writing. Twenty-five first graders learned about our solar system and plans by engaging in these writing to learn activities. Finding. The writing to learn a
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Stroud, Judith E. "Teacher opinions of the curriculum for a transitional grade between kindergarten and first grade." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/533886.

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The purpose of this study was to compare the opinions of kindergarten teachers, transitional grade teachers, and first grade teachers regarding the importance of selected goals, content, learning activities, and evaluation procedures for a transitional grade between kindergarten and first grade. Effects of teaching experience and educational background were examined.The Transitional Curriculum Questionnaire for Teachers was developed by the researcher and mailed to 189 elementary schools with transitional classrooms. Respondents included 156 kindergarten teachers, 104 transitional grade teache
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Mohammed, Abdulameer Dhahi. "A theory of enactment: The case of a first-grade teacher." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289101.

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The purpose of this study was to examine a first grade teacher's personal theory about curriculum, and explore the ways in which this theory manifested itself about the content and the curriculum enactment process in a classroom context. Special attention was paid to analyze Sarah's (the teacher) classroom curriculum components in order to develop a theoretical model to describe Sarah's enactment theory of the curriculum in her context as a whole language teacher. The primary mode for conducting this study was classroom observations and in-depth teacher interviews. Formal curriculum standards,
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Couch, Marsha. "First grade teachers' perceptions of and expectations for ELL students." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/712.

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Educational disparities exist between English language learners (ELLs) and native English-speaking students. Evidence suggests that, by fourth grade, 35% of ELLs, compared to their native English-speaking peers, are behind in math, and 47% are behind in reading. There is also evidence to suggest that these lower achievement scores are impacted by teachers' perceptions of and expectations for ELL students. Guided by the theories of interpersonal expectancy and self-fulfilling prophecy, this study examined first grade teachers' perceptions of and expectations for their ELL students in a small so
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Currah, Diana Caroline. "Telling the truth a portraiture of an experienced first grade male teacher /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430221&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Sinclair, LeeAnn Sharp. "Co-constructing text : the collaborative reading strategies of a first-grade teacher and her students /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841360.

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RANZ-SMITH, DEBORAH JEANNE. "TEACHER PERCEPTIONS OF PLAY: IMPLICATIONS FOR LEARNING AND INSTRUCTION IN THE FIRST GRADE." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990715086.

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Wilson, Judith Kay. "Activity-system analysis of a highly effective first-grade teacher and her students." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3316368.

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Ratliff, Lauren E. "Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension." Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787550.

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Books on the topic "First grade teacher"

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V, Bullough Robert. First-year teacher: A case study. Teachers College Press, 1989.

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White, Connie. Jevon doesn't sit at the back anymore. Scholastic, 1990.

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Cookson, Peter W. A parent's guide to 1st grade: How to ensure your child's success. LearningExpress, 2000.

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Jacobson, Jennifer. How is my first grader doing in school?: What to expect and how to help. Simon & Schuster, 1998.

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Hirsch, E. D., and Souzanne A. Wright. Core knowledge: Grade 1. Core Knowledge Foundation, 2004.

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Filp, Johanna. El primer año de escuela en Chile: Una investigación empírica sobre el efecto de la asistencia al jardín infantil y de la conducta del profesor sobre el rendimiento escolar de los niños de diferentes estratos sociales. 2nd ed. Centro de Investigación y Desarrollo de la Educación, 1989.

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Competitiveness, United States Congress House Committee on Education and the Workforce Subcommittee on 21st Century. America's teacher colleges: Are they making the grade? : hearing before the Subcommittee on 21st Century Competitiveness of the Committee on Education and the Workforce, House of Representatives, One Hundred Eighth Congress, first session, hearing held in Washington, DC, May 20, 2003. [U.S. G.P.O.], 2003.

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Stull, Elizabeth Crosby. First grade teacher's month-by-month activities program. Center for Applied Research in Education, 1990.

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Brenner, Emily. On the first day of grade school. HarperCollins Publishers, 2004.

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Second draft of my life: A novel. Atria Books, 2002.

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Book chapters on the topic "First grade teacher"

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Parker, Patricia. "Chapter 3. A Year with Five Beginners: Excerpts from the Journal of a First-Grade Teacher." In Welcoming Linguistic Diversity in Early Childhood Classrooms, edited by Edna Murphy. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693488-005.

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Marcarini, Mariagrazia Francesca. "Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_8.

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AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.
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Mendes, Fátima, Joana Brocardo, and Hélia Oliveira. "Building Opportunities for Learning Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_10.

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AbstractThis chapter seeks to illustrate a comprehension-based learning approach focused on multiplication. We use episodes to show the potential of a teaching design of multiplication focused on the development of mental calculation based on tasks with appropriate contexts and calculations anchored in the use of benchmark numbers and operation properties, with examples to explain the ideas that are introduced. They are based on a collaborative work experience between a third-grade primary teacher and a researcher (the first author of this chapter). Using these specific examples, we discuss mathematical ideas and didactic options that can guide the actions of teachers when teaching multiplication. Finally, we discuss some points of convergence between the approach introduced here and the lesson study approach.
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Nortvedt, G. A., K. B. Bratting, O. Kovpanets, A. Pettersen, and A. Rohatgi. "Improving Equity Through National-Level Assessment Initiatives." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_9.

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AbstractThis chapter investigates how a national-level assessment initiative may improve equity in early years numeracy education, taking the Norwegian mapping tests for primary grades 1–3 as an example. Three assessments, one test for each grade level, were launched in the 2013–2014 school year and have been used every year since. In accordance with Nordic model principles, the test content is available to teachers to ensure familiarity with the test content and the formative use of the assessment outcomes to improve teaching and learning for students identified as at risk of lagging behind. Analysis of student data reveals that, 6 years after the first implementation, no inflation can be seen in test scores. Thus, an exposed assessment may remain robust within an educational system that aspires to transparency, such as the Norwegian one. However, analyses of interview data and achievement data reveal that teachers often struggle to use the assessment outcomes to improve teaching. These results suggest that the initiative to improve equity in primary school numeracy education depends on teachers’ assessment literacy. In accordance with Nordic model principles, schools have significant autonomy and are responsible for identifying professional development needs for their teachers. This research confirms the dilemmas in the Nordic model between national-level and local initiatives and responsibilities.
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Eutsler, Lauren. "1:1 iPads in First Grade: Case Study of a Teacher’s Concerns and Implementation." In Handbook of Mobile Teaching and Learning. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_132.

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Olfos, Raimundo, and Masami Isoda. "Teaching the Multiplication Table and Its Properties for Learning How to Learn." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.
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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
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Bismack, Amber S., and Leigh Ann Haefner. "Portrait of a First-Grade Teacher." In Sensemaking in Elementary Science. Routledge, 2019. http://dx.doi.org/10.4324/9780429426513-3.

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Katz, Anne, Tricia Muldoon Brown, and Jackie HeeYoung Kim. "A Professional Development Framework for the Flipped Classroom Model." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch015.

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A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.
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Wong, Chiu-Yin, and Wendy A. Harriott. "Jen's Story." In Identifying, Describing, and Developing Teachers Who Are Gifted and Talented. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5879-8.ch012.

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This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.
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Conference papers on the topic "First grade teacher"

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Napitupulu, Mery, and Daud K. Walanda. "Relevance of Admission System on Students' Grade Point Average: A Case Study." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.57.

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Laihat, Laihat. "Implementation of Character Education Values at Grade IV of SD IT Bina Ilmi Palembang." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.87.

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Bennu, Sudarman, and Nur Afni. "Profile of Teachers' Technique in Teaching Division of Natural Number at Grade IV Deaf Students of State Elementary Special-Needs-School of Marawola." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.100.

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Natalia, Yemima, and Priyono Tri Febrianto. "Implementation of Problem-Based Learning Model on Social Science Subject in Primary School Based on 2013 Curriculum at Fifth Grade Students in Madura-East Java." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.96.

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Sumarni, Sri, and Rika Feranita. "The Utilization Effect of Video Learning Media Through Critical Thinking Skills and Student Learning Outcomes towards Tenth Grade Student in Sociology Subject at SMA 1 Banyuasin II." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.59.

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Zakharchuk, Galina. "Adaptation as a factor of psychological safety of primary school children." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-010.

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The article contains the results of a study of school motivation and adaptation to school in younger students. The subjects were first-grade students, their teacher, and parents. Analysis of the results revealed students with problems in educational motivation and manifestations of school maladjustment, which can serve as both a cause and a consequence of problems in the psychological safety of students.
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Williams, W. B., Fred DeJarnette, W. J. Craft, and B. M. Grossman. "Developing an Appreciation of the Basic Principles in Earth Sciences, Physics, and Mathematics Supporting Careers of the Future Through Workshops for Pre-College Teachers." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61985.

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On September 26, 2002, the National Institute of Aerospace, NIA, was created near NASA’s Langley Research Center in Hampton, VA as a result of a winning proposal submitted from the AIAA and a 6-university team in response to a broad agency announcement. Our proposal emphasized these four imperatives to: • Conduct leading edge aerospace & atmospheric science research and develop revolutionary new technologies by creating innovative, collaborative, synergistic partnerships among NASA’s Langley Research Center, academia, and industry; • Provide comprehensive graduate and continuing education
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Kumvekera (Mukwewa), Roseline Torai, and Richard Chinopwa. "PARENTS IN TEACHERS’ SHOES AT FIRST GRADE LEVEL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1497.

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Peñaranda, David Sanchez, Carmen Naturil Alfonso, Francisco Marco Jiménez, and José Salvador Vicente Antón. "Flipped classroom and ICTs as the tools to reach key competences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8122.

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The contemporary society demands proffessionals with competences directly conected to information and communication technology (ICT). In fact, the ICTs have registered a relevant advance through last decades, making possible the implantation of new educational strategies like: the inverted or flipped model. Nevertheless, ICT have been used in a superficial manner at educational system, even at higher education system.The aim of the present work will be the description of an innovative teaching programme which proposes the implantation of flipped classroom using ICTs to reach the key competence
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Do Thi, Hien. "Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.

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Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited languag
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Reports on the topic "First grade teacher"

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Schoen, Robert C., Mark LaVenia, and Amanda M. Tazaz. Effects of the first year of a three-year CGI teacher professional-development program on grades 3–5 student achievement: A multisite cluster-randomized trial. Florida State University Libraries, 2018. http://dx.doi.org/10.33009/fsu.1562595733.

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