Survey questions cooper pdf
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This document contains two survey questionnaires. The first is a 14-question survey for teachers about collaboration between faculty at a school. It asks questions about how often teachers meet as departments and individually, whether the school supports collaboration, and if collaboration affects student achievement. The second is an 8-question survey for students about library use at the school. It asks how often students visit the library, what resources they use there, and their reading preferences and recommendations.
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Survey questions fcps
This document contains two surveys: a teacher survey and a student survey. The teacher survey asks 10 questions regarding teacher collaboration, use of data, knowledge sharing, and factors that help or hinder collaboration. The student survey contains 8 questions about library use, resources utilized, reading preferences, and recommendations to improve the library. It was created by Carrie Berard for a class project surveying teachers and students at her placement school.
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Survey questions fcps
This document contains two surveys: a teacher survey and a student survey. The teacher survey asks 10 questions regarding teacher collaboration, use of data, knowledge sharing, and factors that help or hinder collaboration. The student survey contains 8 questions about library use, resources utilized, reading preferences, and recommendations to improve the library. It was created by Carrie Berard for a class project surveying teachers and students at her placement school.
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This document outlines the objectives and activities for a unit on books, stories, poems and rhymes for children. The objectives are to demonstrate effective storytelling, reflect on what makes a story session effective, and plan activities for children ages 3-5. Activities include practicing telling stories, observing others, creating a checklist for a library visit, demonstrating an activity with children, and evaluating the session.
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The document summarizes interviews with a student and teacher about extracurricular activities at a school. The student is in Year 12 and enjoys participating in their school's Debate Club, finding that it helps build confidence. They recommend the Debate Club to others. The teacher interviewed teaches English and believes the school offers students a good range of extracurricular activities that provide benefits to students now and in their future. Most students who participate in extracurricular activities attend with friends.
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This document outlines the agenda and activities for a professional development session for the Learning Support department. The session aims to develop the department through thought-provoking activities and discussions. Teachers are asked to identify 3 key takeaways, or "Golden Nuggets," from the session. Several activities are included to discuss supporting teachers in different assessment areas, developing students' resilience and independence, and celebrating student achievements. Teachers are also asked to complete a feedback form at the end.
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This document provides an overview of the curriculum, assessments, field trips, volunteering opportunities, and procedures for the 4th grade open house on September 8, 2010. It summarizes the core subjects of math, language arts, social studies and science. It also outlines the workshop models for language arts, writers and readers workshop. Planned field trips for the year are provided as well as behavioral expectations and technology skills covered in 4th grade.
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Students often dislike mathematics for several reasons: (1) Negative experiences with teachers who get angry when asked questions multiple times or who use ineffective teaching strategies can cause anxiety around the subject. (2) Students see variables as abstract and irrelevant because teachers do not effectively explain their importance in daily life. (3) Some students have developed a "mental culture" of viewing mathematics as always difficult and believing they cannot learn it, due to experiences with impatient teachers who got angry when asked questions.
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1. The document provides instructions for teachers on how to use the Accelerated Reader (AR) program, which allows students to take online quizzes after reading books to earn points.
2. It outlines how students select books within their Zone of Proximal Development (ZPD) based on reading level tests, take AR quizzes on classroom computers or tablets, and teachers can access reports on student progress.
3. The document describes school-wide incentives for students to earn items like pencils, bookmarks and recognition based on accumulating points from passing quizzes on books they read.
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Accelerated Reader (AR) is a computer program that allows students to select books on their reading level and take quizzes to test their comprehension. It encourages students to read independently and improve their reading abilities. Parents can monitor their child's progress through reports from teachers and encourage their child to work towards AR prizes. Students take AR tests during specified times at school on computers in the computer lab, library, or with teachers. Participation is required for students in grades 2-8 as AR points contribute to their grades each six weeks.
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- The tests cover a range of skills like spelling, reading comprehension, and math problem-solving. Results are reported to the local education authority and parents.
- Parents are advised to continue regular reading at home with children and practicing numeracy skills. They should ensure children get enough sleep and not stress them about the tests. The tests aim to support the teacher's overall assessment of the child's progress and abilities.
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Accelerated Reader (AR) is a reading management program that allows students to take online quizzes after completing books. Teachers can access student reports to monitor reading progress. Key aspects include:
1) Students read books and take AR quizzes online or on classroom devices to earn points.
2) Teachers can access reports like TOPS and diagnostic reports to track student performance and reading levels.
3) The STAR reading test determines a student's Zone of Proximal Development (ZPD) range to help teachers and students select appropriate books.
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This document contains a sample test with multiple choice questions covering topics in education. It includes 67 questions related to teaching principles, classroom management, assessment, learning theories, and the role of teachers. The questions cover a wide range of topics to evaluate knowledge of best practices, strategies, and concepts in education.
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1. The document provides instructions for teachers on how to use the Accelerated Reader (AR) program, which allows students to take online quizzes after reading books to earn points.
2. It outlines how students select books within their Zone of Proximal Development (ZPD) based on reading level tests, take AR quizzes on classroom computers or tablets, and teachers can access reports on student progress.
3. The document describes school-wide incentives for students to earn items like pencils, bookmarks and recognition based on accumulating points from passing quizzes on books they read.
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Accelerated Reader (AR) is a computer program that allows students to select books on their reading level and take quizzes to test their comprehension. It encourages students to read independently and improve their reading abilities. Parents can monitor their child's progress through reports from teachers and encourage their child to work towards AR prizes. Students take AR tests during specified times at school on computers in the computer lab, library, or with teachers. Participation is required for students in grades 2-8 as AR points contribute to their grades each six weeks.
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AR is a computer program that helps teachers manage students' independent reading practice. Students choose books at their own level and take online quizzes to test comprehension after reading. Quiz results provide feedback to help students set goals. Research shows students who read 20 minutes daily at 90% comprehension see the greatest gains. Teachers encourage reading at home to improve performance.
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Educational institutions have different areas that it is important to be familiar and know. Most of them are vital in people life. Most of the teaching staffs encourage people to attend to most of the lessons in school. The kids and student think that it is not crucial to participate into most lessons. However, at their age, they do not know what awaits them in future.
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Accelerated Reader is a software program used to manage reading practice and monitor student progress. It uses quizzes to check comprehension of books read and stores data to provide reports on reading quantity and quality. The primary goals are to improve reading ability, foster a love of reading, and enable daily monitoring of reading progress. An effective AR program requires guided reading practice, goal setting, daily progress monitoring by teachers, and building a flexible library to support student needs and goals.
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The document provides information about the Accelerated Reader (AR) program used by Fruitland Library to motivate students to read regularly and monitor their progress. It explains that AR allows students to select books, read independently, and take quizzes to earn points, and that the goal is to help students become lifelong readers. The document also addresses frequently asked questions about how the AR program works and how parents can support their child's participation.
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The document provides information about the upcoming KS1 SATs for children:
- The SATs assess children in reading, writing, and mathematics through short tasks and tests administered by teachers. Teacher assessment is also an important part of the overall evaluation.
- The tests cover a range of skills like spelling, reading comprehension, and math problem-solving. Results are reported to the local education authority and parents.
- Parents are advised to continue regular reading at home with children and practicing numeracy skills. They should ensure children get enough sleep and not stress them about the tests. The tests aim to support the teacher's overall assessment of the child's progress and abilities.
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This document outlines a literacy intervention program for grades K-3 that uses a literacy coach and interventionist. The literacy coach provides professional development, classroom observations, and teacher support. The interventionist supports at-risk students through data-driven, small group instruction 3 days a week. The program uses a balanced literacy approach with a daily literacy block incorporating the Four Blocks model and Daily Five/CAFE structure. Instructional decisions are based on ongoing data and progress monitoring. Effective reading interventions include Read Well, Orton-Gillingham, and multisensory strategies. The goal is to maximize student learning through an effective literacy structure, systematic use of data, appropriate interventions, student engagement, and independence.
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What happens when you train elementary school teachers on the best practices of using Accelerated Reader? View this slideshow to find out how it impacts implementation and perception of the program.
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This document outlines a behaviorist-based after-school Mandarin program for 3rd graders that aims to teach students to form an online reading habit. The program uses principles of operant conditioning including reinforcement, punishment, and variable ratios to shape appropriate reading behaviors like focusing quietly and staying on task. Reinforcers like free time and prizes are given contingent on completing reading missions. Data on student progress is recorded weekly and the plan is revised based on observed issues, like adding group reinforcement.
Ask on task..
The document describes a project by students to improve their questioning skills. The students planned to ask 5 questions per day related to their subjects and track the number of questions in a chart to analyze their progress over time. They discussed ways to improve and posted their evaluation charts on the classroom wall to compare with peers. Data showed that more students were asking the teacher questions after participating in the project, and the students shared what they learned through social media and blogs.
Ar presentation
Accelerated Reader (AR) is a reading management program that allows students to take online quizzes after completing books. Teachers can access student reports to monitor reading progress. Key aspects include:
1) Students read books and take AR quizzes online or on classroom devices to earn points.
2) Teachers can access reports like TOPS and diagnostic reports to track student performance and reading levels.
3) The STAR reading test determines a student's Zone of Proximal Development (ZPD) range to help teachers and students select appropriate books.
4) The school uses an incentives program where students can earn prizes by accumulating points from completed books within their ZPD range. Teachers monitor student progress and
Last Minute Tips to Positively Impact Your Students This Semester
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With the new semester quickly approaching, it can be difficult to make changes that positively impact teaching and learning. Fortunately, student assessment data from the previous iteration of your course can be used to make quick, yet impactful changes that will positively affect student outcomes. From appropriately aligning your teaching with assessments, to ensuring exams are optimally constructed, there’s still time to make small tweaks that will have big rewards – improved student outcomes. This presentation addresses how to work smart, not hard in using existing exam data to create meaningful improvements for the upcoming semester.
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- A survey was conducted of 20 teachers at Cedartown Middle School about their use of and attitudes toward the school's Media Center.
- Overall, teachers were positive about the Media Center staff and resources, finding what they need when visiting and students enjoying trips there.
- However, some teachers reported not having enough time to visit or fully understanding the catalog system. Collaboration between teachers and the Media Specialist was reported as occasional rather than consistent.
- The results reveal general satisfaction with the Media Center but also opportunities for improving teacher-specialist collaboration and teacher understanding of available resources.
Students survey. crush
This document contains a student questionnaire for a school to assess its environment and identify areas for improvement. The questionnaire asks students to rate relationships with peers, teachers, and staff, as well as common conflicts. It also asks about where conflicts occur, if students have experienced problems, and proposals to improve the environment, such as communicating rules, reinforcing discipline, and fostering conflict resolution. The goal is for the school to analyze responses to understand issues and find solutions to problems.
Questioning: How hard can it be?
This document discusses strategies for creating higher-level questions in the classroom. It recommends using question cubes with different prompts to help students practice forming open-ended questions. The document also suggests teaching students how to properly ask and answer each other's questions. Overall, it provides tips for integrating question cubes and questioning techniques into lessons to improve critical thinking.
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5 tips for new teachers from industry expertise
Even though you may make some mistakes as a new teacher, it is a good idea to believe that it is possible to recover from these mistakes and become a better teacher. You still have a wonderful career ahead and mistakes should not hinder you from achieving your career goals. You should also believe in your students and expect them to be good students.
Your students should take care of each other and you should not tolerate bullying. Besides, your students need to know that you will hold them to high standards of academic standards and behavior. If you would like some tips and strategies to help you achieve this, visit the Caring Classroom page on Teaching Resources.
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Survey questions cooper pdf
- 1. Carrie Berard Survey Questions LBSC 741, April 2, 2014 Bailey Part A: Teacher Survey As part of my program at the University of Maryland, I must survey teachers at my placement school about issues of collaboration and the library. Thank you so much for agreeing to participate in my survey. 1. How often do you meet together as a faculty? a. Once a week b. Bi-weekly c. Monthly d. Other____ 2. Do you meet together as departments/teams? a. Yes b. No 3. How often do you meet with your department/team? a. Once a week b. Bi-weekly c. Monthly d. Other____ 4. Does the environment of the school support collaboration between teachers? (used scale ) 1 = not enough support 5 = lots of support 5. How is collaboration between teachers supported? ____________________________ 6. Did you receive instruction on collaboration and co-teaching while doing your teacher training? a. Yes b. No 7. Are you currently collaborating with another teacher? a. Yes b. No 8. Do you use data to determine, understand, and make changes to your teaching methods? a. Yes b. No 9. Do you share what you learn from that data with your department/team?
- 2. a. Yes b. No 10. How do you share knowledge with peers? a. Face to face b. Email c. Google app d. Wiki page e. Online tool f. Other 11. Are there factors that assist in collaboration with peers? Factors that hinder collaboration? 12. Does collaboration affect student achievement? 13. If yes, how does collaboration affect student achievement? 14. Do you believe that creating a culture of collaboration among the faculty would be key to establishing innovative new methods of teaching for this school? Part B: Student Survey, Post Citation Lesson Please complete the following questions as your exit card for today’s citation assignment. 1. How often do you visit the library? a. Daily b. Several times a week c. Once a week d. Only when I have to 2. Please check all the reasons you visit the library a. Check out books b. Use the computers c. Use the printers d. Find information/research e. Visit with a class 3. Are you able to find what you need in the library? 4. Do you use the catalog/ a. Often b. Sometimes c. Rarely d. Never
- 3. 5. What is your favorite type of reading a. Adventure b. Fantasy c. Mysteries d. Realistic e. Romance f. Science fiction g. Sports h. Non-fiction 6. Are there any book or author recommendations that you would like to make? 7. What is your favorite thing about the library? 8. What is your least favorite thing about the library?