ライフサイエンスコーパス: teacher

1 s that underpin RL signals in the brain of a teacher.

2 r many classrooms, with and without the same teacher.

3 lassroom in the same school with a different teacher.

4 e must simultaneously be the student and the teacher.

5 s, Arthur was, most of all, an extraordinary teacher.

6 arning in future environments unknown to the teachers.

7 nding to the actions of parents, mentors and teachers.

8 rough our interactions with European science teachers.

9 essing academic performance were returned by teachers.

10 ard answer to the question of how to support teachers.

11 s in VPT children as reported by parents and teachers.

12 rofessional development (PD) for all science teachers.

13 r provide science research opportunities for teachers.

14 models and evidence and the self-efficacy of teachers.

15 depends on the effectiveness of early-career teachers.

16 ce, technology, engineering, and mathematics teachers.

17 y in those with high near visual demand like teachers.

18 ), with low rates also shown in managers and teachers.

19 medicinal chemists, molecular modellers and teachers.

20 reviously suspended students, perceived from teachers.

21 Expert surgical teachers' 3-phase process of decisions on take-over prov

22 AlphaGo becomes its own teacher: a neural network is trained to predict AlphaGo'

23 at for adult programs in medicine and school/teacher accountability efforts, and identify three conce

24 They used data from the Project Student Teacher Achievement Ratio, a 4-year multicenter randomiz

25 already opening critical new dialog between teachers, administrators, parents, and brain scientists.

26 elementary schools (95% CI, 42.0%-57.0%) had teachers allow time for students to apply sunscreen at s

27 The most frequent practice was having teachers allow time for students to apply sunscreen at s

28 A primary caregiver and teachers also provided data about the student.

29 eg, doctor and nurse) and nonhealthcare (eg, teacher and chef) completed a measure of beliefs about o

30 In first grade (mean age, 7.2 years), teacher and child reports of peer victimization were col

31 t classroom in the same school with the same teacher and given the test score for a classroom in the

32 contingent interaction in real-time between teacher and learner is reflected by a reinforcement proc

33 This Perspective examines Professor Crow as teacher and mentor through the eyes and experiences of o

34 An aggregate ADHD symptom measure (based on teacher and parent blind ratings of behavior, blind dire

35 ones and neuromodulators on the behaviors of teacher and pupil.

36 He received numerous awards as a teacher and researcher, and felt an intense sense of dut

37 reliability of its versions for the parent, teacher and self-reporting purpose, despite some variati

38 student achievement with 78 secondary school teachers and 2237 students.

39 nd 6383 children) or control group (n=60, 67 teachers and 4430 children).

40 d to either the intervention group (n=60, 76 teachers and 6383 children) or control group (n=60, 67 t

41 lopment for prekindergarten and kindergarten teachers and a program for parents and prekindergarten s

42 Among women, teachers and business professionals had low mortality, a

43 ring more A/I specialists to become clinical teachers and clinician-educators.

44 potential in educational settings assisting teachers and enriching the classroom environment.

45 Teachers and interventionists can build on this study by

46 engage more with school education to support teachers and maintain the health of microbiology for fut

47 our group sessions delivered after school by teachers and mental health professionals).

48 Teachers and mentors commented that their roles in progr

49 Devoted teachers and mentors during early childhood and adolesce

50 t performers in health care and ways for our teachers and mentors to help us do that.

51 ould sustain students' (n = 302) respect for teachers and motivation to behave well in class.

52 QPR), a gatekeeper training module targeting teachers and other school personnel, (2) the Youth Aware

53 scores of observed behaviours and ratings by teachers and parents, plus, for 8/9-year-old children, a

54 resources, or elicit negative responses from teachers and peers, students might experience anxiety an

55 opment, which may be of interest to cataract teachers and program directors.

56 h third parties providing food (e.g., school teachers and restaurant staff) to avoid accidental expos

57 I studied predictive effects of teachers and schools on test scores in fourth through ei

58 mate a structural model from their upstream "teacher" and then pass samples from the model to their d

59 r in a learner's presence, are costly to the teacher, and improve the learner's performance.

60 , community supporter, international leader, teacher, and mentor.

61 ed attention (CPT indices, P < .05); parent, teacher, and self-report ratings of attention (CRS indic

62 Diagnostic procedures utilized parent, teacher, and self-reports of ADHD symptoms, impairment,

63 hiatric symptoms were obtained from parents, teachers, and child self-reports when children were 8 ye

64 Mothers, teachers, and children reported on the children's behavi

65 A dilemma faced by teachers, and increasingly by designers of educational s

66 Respondents viewed scientists, teachers, and medical professionals favorably, and most

67 ld be a valuable tool to chemistry students, teachers, and modelers in the field.

68 t (involving 45 prekindergarten schools, 130 teachers, and over 1,100 children) to test if targeting

69 CR surgery, the influence of CR mentors and teachers, and positive exposure to CR as PGY-3, PGY-4, o

70 nued peer victimization as rated by mothers, teachers, and the children themselves.

71 ture of the learning task, the learners, the teachers, and the environment.

72 asing preschool trajectories were highest in teacher- and child-rated peer victimization.

73 memory (also assessed at 6 months); parent-, teacher-, and child-reported behavioral and social-emoti

74 ), and we provide evidence that these female teachers' anxieties relate to girls' math achievement vi

75 In circumstances where the teachers are all excellent, the variability in student r

76 In early elementary school, where the teachers are almost all female, teachers' math anxiety c

77 Robot "teachers" are being developed, but because Kline ignores

78 ults who had been rated by their first grade teacher as having aggressive/disruptive behavior problem

79 counsellor (SEHER Mitra [SM]) or a teacher (Teacher as SEHER Mitra [TSM]), respectively, alongside a

80 Engaging practicing K-12 teachers as part of a research project can be an effecti

81 eir families, their peers, school nurses and teachers as well as restaurant and other food retail sta

82 we studied brain activity in human subjects (teachers) as they taught a confederate (student) action-

83 evel, local community leadership, and parent teacher association groups.

84 nity sample of 2,930 children rated by their teachers at ages 7, 9 and 12.

85 James F. Crow was one of the most memorable teachers at both the undergraduate and graduate levels.

86 Teachers attended a 2 day introductory workshop and gave

87 Other program benefits include decreased teacher attrition from classroom teaching and school cos

88 We can learn new tasks by listening to a teacher, but we can also learn by trial-and-error.

89 f-the-same inputs, such as hiring additional teachers, buying more textbooks, or providing flexible g

90 Strikingly, wasp-exposed flies (teachers) can transmit egg-retention behavior and trigge

91 compare the effects of student-centered and teacher-centered approaches on elementary school student

92 of student characteristics and learning and teacher characteristics and fidelity to the instructiona

93 low family SES and female sex magnified, and teachers' child-centered pedagogical practices diminishe

94 and school difficulties (e.g., poor-quality teacher-child relationships, academic difficulties, scho

95 duce As exposure in Bangladesh by motivating teachers, children, and parents.

96 he math achievement of the students in these teachers' classrooms was also assessed.

97 o gesture can thus provide another route for teachers, clinicians, interviewers, etc., to better unde

98 certified instructors, 11% used noncertified teachers/coaches), and method (7% followed American Red

99 raining), instructor (47% used CPR-certified teachers/coaches, 30% used other CPR-certified instructo

100 Finally, friends, teachers, colleagues, and students who have contributed

101 First- and second-grade female teachers completed measures of math anxiety.

102 In addition, parents and teachers completed the Strength and Difficulties Questio

103 measured with the Conners' Rating Scale for Teachers (CRS-T), in a cohort of 607 children aged 7-11

104 at age 8 using the Conners' Rating Scale for Teachers (CRS-T).

105 Teachers deemed more children admitted to PICUs than con

106 Students and teachers demonstrated high engagement and interest throu

107 , case, and time) influenced expert surgical teachers' determinations of entrustability and residents

108 he need for modified curricula, systems, and teacher development to reduce injuries, improve communic

109 s struggled to identify rigorously evaluated teacher-development approaches that can produce reliable

110 strategies and education of youth, parents, teachers, educators, and professionals are essential in

111 ed value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 m

112 s for planning, implementing, and evaluating teacher engagement to support the broader impact goals o

113 This is the case not only for teacher expectations, but also for social stereotypes, b

114 decrease in open defecation associated with teacher-facilitated CLTS was 8.2 percentage points small

115 programs rotated at MUHAS as physicians and teachers for 1 month each.

116 In 2012, Plan International Ethiopia trained teachers from 111 villages and health workers and leader

117 tructured interviews with 43 expert surgical teachers from 21 institutions across 4 regions of the Un

118 Teachers from 7 schools were trained on an As education

119 Many teachers from kindergarten to universities use the infor

120 s who were randomly sampled from the list of teachers from the Muscat region schools in Oman.

121 Aside from the direct benefit to learners, teachers gain valuable information from errors, and erro

122 resources (textbooks, exercise books, and a teachers' guide).

123 Teachers had competing responsibilities and initially la

124 A key constraint is that teachers have limited time to assess individual students

125 An integrated approach among teachers, health care professionals, and parents is requ

126 occupations may include service industries, teachers, health care, and government workers, to name a

127 ng skills, with the ultimate goal of helping teachers improve teaching quality.

128 ervention delivered by a lay counsellor or a teacher in government-run secondary schools in Bihar, In

129 As a researcher and teacher in the Poultry Science Department, I was able to

130 Individuals who learn faster have a better teacher in their feedback control system.

131 3-phase process used by most expert surgical teachers in determining whether to take over intraoperat

132 ed volunteer contribution of communities and teachers in drug distribution.

133 ximum near vision potential is essential for teachers in ensuring the quality of education, as most o

134 tion and its associated factors among school teachers in Hawassa city, South Ethiopia.

135 n all facets of the population, students and teachers in K-12 schools, nonbiochemistry and molecular

136 Research experience programs engage teachers in the hands-on practice of science.

137 Early elementary school teachers in the United States are almost exclusively fem

138 group had significantly higher ratings from teachers in three of eight school subjects assessed, but

139 ng fluency increased as the quality of their teacher increased.

140 eness of high-school science and mathematics teachers increased substantially with experience but exh

141 time-locked to the students' responses, when teachers infer student predictions and know actual outco

142 Data sources were participants, parents, teachers, informants, neuropsychological test results, a

143 A survey of secondary school teachers investigated practical microbiology in the clas

144 s achieved the criteria, and the role of the teacher is to support the mentor and the student in appr

145 s and developing long-term partnerships with teachers is essential for the growth and sustainability

146 t are associated with substantial changes in teacher knowledge and practice, as well as students' sci

147 fluence student behaviour, and how peers and teachers (known as the audience) respond.

148 ng our public schools demand a bold brand of teacher leadership.

149 egrate the role of motor behavior to enhance teacher/learner social interactions.

150 rces, after an introductory workshop for the teachers, led to a large improvement in the ability of c

151 e first-year outcomes, with no effect of the teacher-led intervention and larger benefits on school c

152 eking out a living as a high school science teacher, made important advances in the study of insect

153 urrent high proportion of novice high-school teachers, many students' mastery of science and mathemat

154 l, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' m

155 Teachers may be more appropriate for a supporting rather

156 Teachers' mindsets about discipline directly affect the

157 Second, ant teachers modulate their giving-up time depending on the

158 For example, teachers monitor the actions of students and provide fee

159 Much have I learned from my teachers, More from my colleagues, But most from my stud

160 arning without the costs of exploration, yet teachers must be selective because not everything can no

161 Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empath

162 en were 5 years of age, parents (n = 80) and teachers (n = 63) of VPT children completed questionnair

163 g rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical

164 left the profession earlier; and that novice teachers of physics, chemistry, physical science, geomet

165 enome scientists, as well as by students and teachers of these disciplines.

166 Our findings suggest that parents and teachers often fail to recognize the potential of poor a

167 ed cross-sectional study was conducted among teachers older than 35 years.

168 lity and incentives, such as local hiring of teachers on short-term contracts.

169 to receive either school-led FRIENDS (led by teacher or school staff member), health-led FRIENDS (led

170 ers to households, safe schools (ie, without teacher or student violence), free schools, parenting su

171 lly progressing yoga program delivered by 12 teachers over 3 months.

172 dentified at chr8p21.3 (multipoint LOD=4.11; teacher/parent scores) and chr8q24.22 (multipoint LOD=4.

173 Teachers, parents, and clinicians should take relative a

174 of New York City public high-school science teachers' participation in Columbia University's Summer

175 The rules we describe are applicable across teacher partnerships at any grade level in that they emp

176 udents of participating and nonparticipating teachers passed a New York State Regents science examina

177 Existing research on effective teacher PD suggests factors that are associated with sub

178 tion and peer acceptance were collected from teachers, peers, and self report in a classroom setting

179 sured as savings in medical procedure costs, teachers' productivity loss costs associated with addres

180 ts' productivity loss, and $129.1 million in teachers' productivity loss.

181 grants, while also advancing researcher and teacher professional growth.

182 Our focus is on leveraging teachers' professional expertise to develop science educ

183 that they emphasize eliciting and respecting teachers' professionalism and expertise.

184 cluding the ICO curricula, the "Teaching the Teachers" program, and the launching of the new ICO Cent

185 itation and an alternative approach in which teachers provided facilitation.

186 Mothers and teachers provided information regarding the children's b

187 ed the efficacy of the approach in improving teacher quality and student achievement with 78 secondar

188 The importance of teacher quality as a specific school environmental influ

189 Teacher quality was measured by how much reading gain th

190 need for presbyopia correction among school teachers ranges from 38.5-70.4% worldwide.

191 Teachers rated social skills of FCG children who were pl

192 When children were 8 y old, teachers rated their social skills, and the children's r

193 ohen d = 0.44; 95% CI, 0.08-0.81) and higher teacher-rated academic performance (Cohen d = 0.21; 95%

194 gical function, such as memory function, and teacher-rated academic performance were most reduced in

195 Teacher-rated and self-rated antisocial behavior were un

196 of reading, working memory, and parent- and teacher-rated behavior.

197 ut little or no effects were seen for either teacher-rated behaviour or working memory.

198 D:4D ratios were correlated with parent- and teacher-rated inattentive and hyperactive-impulsive symp

199 ere used to evaluate intervention effects on teacher-rated psychopathology symptoms using the Strengt

200 ter age was controlled, wins alone predicted teacher-rated social dominance.

201 ated behaviors at age 8 years using Conners' Teacher Rating Scale-Revised: Long Version.

202 s improvement scale (CGI-I) and the Conners' Teacher Rating Scale-Revised: Short Form (CTRS-R:S).

203 Pupils with Conners' Teacher Rating Scores Revised within +/-1 SD of the mean

204 standardized measures of reading readiness, teacher ratings of behavioral problems, and child self-r

205 Teacher ratings of children's aggression related to obse

206 Main Outcomes and Measures: Annual teacher ratings of mental health problems and academic p

207 We noted no differences in parent or teacher ratings.

208 uestionnaire multi-informant (child, parent, teacher) ratings.

209 ing and school quality (term length, student-teacher ratio, and attendance rates) were combined via r

210 ing and school quality (term length, student-teacher ratio, and attendance rates) were combined via r

211 critically in schools with large student to teacher ratios and few resources.

212 ly "underreferred" in the traditional parent/teacher referral system.

213 nt ratings on the California Child Q-Set and Teacher Report Form as well as child self-reported depre

214 otype symptoms (n = 56 parent report, n = 45 teacher report).

215 skills were related to working memory, while teacher reported Conceptual and Practical skills were re

216 Mothers and teachers reported child symptoms at 7 years.

217 first grade and their second to fourth grade teachers reported on their in-class attentive behavior.

218 behavior was measured using the parent- and teacher-reported Pediatric Behavior Scale and volumetric

219 tween four groups of children with different teacher-reported responses to naptime in childcare: thos

220 tly or marginally associated with concurrent teacher reports of attention problems and decrements in

221 ent were assessed with semiannual parent and teacher reports using the ADHD Rating Scale-IV and the C

222 Parent and teacher reports were obtained to provide additional info

223 s being at risk for ADHD based on parent and teacher reports.

224 In line with our hypothesis, activity in the teacher's ACC covaried with the PE values in the model.

225 Does a teacher's ACC signal PEs when monitoring a student's lea

226 erize their learning, and examined whether a teacher's ACC signals when a student's predictions are w

227 Additionally, activity in the teacher's insula and ventromedial prefrontal cortex cova

228 There was no relation between a teacher's math anxiety and her students' math achievemen

229 ong boys and girls at 8 years of age using a teacher's rating scale for a birth cohort in New Bedford

230 rrences in order to underpin the training of teachers, school psychologists, and clinicians, so that

231 s developed formal ways to enhance learning: teachers, schools, and curricula.

232 Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at po

233 s assert that program participation enhances teachers' skills in communicating science to students.

234 eeing a family member smoke, and observing a teacher smoking on campus predicted a higher risk of exp

235 Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the in

236 a Web-mediated approach focused on improving teacher-student interactions in the classroom--examined

237 ut discipline directly affect the quality of teacher-student relationships and student suspensions an

238 and four after program entry, participating teachers' students passed Regents science exams at a rat

239 er (P = 0.049) than that of nonparticipating teachers' students.

240 question was investigated in the California Teachers Study (1995-2006) among 56,864 perimenopausal o

241 histories for participants in the California Teachers Study (CTS), a prospective cohort study initiat

242 Data from 91,779 women in the California Teachers Study cohort were analyzed, including data from

243 mong 97,275 eligible women in the California Teachers Study cohort who completed the baseline dietary

244 classical Hodgkin lymphoma in the California Teachers Study cohort.

245 The California Teachers Study collected information about lifetime smok

246 ed from 296 women enrolled in the California Teachers Study in 2000 and a second 24-hr sample collect

247 om 923 female participants in the California Teachers Study in 2011-2013 and examined the association

248 The California Teachers Study is a cohort study of female public school

249 ohort of > 100,000 women from the California Teachers Study who were followed from 2001 through 2007.

250 ong 102,721 eligible women in the California Teachers Study, a prospective cohort study in which 496

251 l and postmenopausal women in the California Teachers Study.

252 rs recruited into the prospective California Teachers Study.

253 lymphoma (NHL) in the prospective California Teachers Study.

254 (ages 40-94) participating in the California Teachers Study.

255 m a subset of participants in the California Teachers Study.

256 th Professionals Follow-Up Study; California Teachers Study; Multiethnic Cohort Study; Swedish Lung C

257 Maryland School of Medicine, through expert teachers such as Theodore (Ted) Woodward and Sheldon (Sh

258 by a lay counsellor (SEHER Mitra [SM]) or a teacher (Teacher as SEHER Mitra [TSM]), respectively, al

259 ased largely on the referrals of parents and teachers, tend to miss qualified students from underrepr

260 least 5 years were more effective as novice teachers than those who left the profession earlier; and

261 we suggest a triadic principle involving the teacher, the learner, and the events to be learned from

262 students to more sustained partnerships with teachers, the engagement of scientists takes many forms.

263 r interactions with people; the enthusiastic teachers, the fascinating mentors, the inspiring colleag

264 ecause of the need to form partnerships with teachers, the time commitment required for the presentin

265 ithout the exceptional aid of my mentors: my teachers; the undergraduate and graduate students, postd

266 ous individuals are female elementary school teachers, their math anxiety carries negative consequenc

267 as based on spiritual succession passed from teacher to disciple.

268 It frees up the teacher to use the face-to-face interaction time in the

269 ed a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline.

270 To level the playing field, we trained teachers to assess children's numerical and spatial skil

271 while collaborating with high school biology teachers to create technology-based, instructional mater

272 Training teachers to deliver mental health programmes was not as

273 Mentors and students need teachers to provide them with an orientation to the asse

274 fail to substantially change the capacity of teachers to support children's language and associated c

275 m curriculum and professional development of teachers to the adoption of science standards and high-s

276 Thiel has allowed these "silent teachers" to take on a further role in applied anatomy r

277 dress changes in education goals, curricula, teacher training, and assessment.

278 processes and evidence that expert surgical teachers use to determine whether to take over certain s

279 deo-based training changed the language that teachers used to introduce science to their students.

280 ge range, 4-10 years) reported by parents or teachers using the behavior rating scales by Rutter and

281 ised Conners' rating scales (long parent and teacher versions).

282 As the teacher, we must identify, extract, and communicate the

283 al skill learning as specified by a virtual "teacher." We propose HDC as a general paradigm, best imp

284 school year's end, however, the more anxious teachers were about math, the more likely girls (but not

285 ns entailing exposure to the public, such as teachers, were associated with systemic autoimmune disea

286 Teachers who lead outside the classroom but do not lose

287 Trained teachers who received a one-day course delivered the int

288 Teacherpreneurs, effective teachers who teach students regularly but also incubate

289 This is a cross-sectional study of 319 teachers who were randomly sampled from the list of teac

290 ewed 1011 children, 1011 caregivers, and 358 teachers, who were randomly sampled in 25 government-ope

291 om the inferior olive is thought to act as a teacher whose activity controls the induction of motor l

292 In education, he was a superb undergraduate teacher whose inspiration changed the career paths of ma

293 to look back over my career as a scientist, teacher, wife, and mother.

294 A paradoxical adaptive problem for teachers with good intentions is design of teaching/lear

295 Each assessment provided teachers with information about a child's growth traject

296 A new program connects local science teachers with the bioscience industry.

297 ed specifically for secondary school science teachers within Europe and EMBL member states.

298 ere is too much focus on the behavior of the teacher, without examining results or costs, and the cat

299 the individual's development from learner to teacher would expand the scope and impact of Kline's use

300 ution is crucial to modern biology, but most teachers would assume that practical demonstrations of e