ライフサイエンスコーパス: teacher

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

2 lassroom in the same school with a different teacher.

3 e must simultaneously be the student and the teacher.

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

5 There is no designated teacher.

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

7 ), with low rates also shown in managers 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 rofessional development (PD) for all science teachers.

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

13 depends on the effectiveness of early-career teachers.

14 ce, technology, engineering, and mathematics teachers.

15 medicinal chemists, molecular modellers and teachers.

16 sts of 133,479 active and retired California teachers.

17 reviously suspended students, perceived from teachers.

18 arning in future environments unknown to the teachers.

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

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

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

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

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

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

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

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

27 explores an idealized interaction between a teacher and a learner.

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

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

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

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

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

33 The primary end points were weekly teacher and parent reports on the Conners' Rating Scales

34 that involves bidirectional feedback between teacher and pupil.

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 d by questionnaire in 1997 from 91433 female teachers and administrators residing in California.

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

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 Devoted teachers and mentors during early childhood and adolesce

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

50 ese improvements: lack of adequately trained teachers and mentors, the belief that explicit training

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 ificant improvement with MPH was reported by teachers and parents on the Conners' Rating Scales and b

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

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

56 ces are needed to train faculty for roles as teachers and researchers and to develop medical school g

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

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

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

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

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

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

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

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

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

66 completed multi-informant reports (mothers, teachers, and children) of children's mental health symp

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

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

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

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

71 of their participants, including scientists, teachers, and students.

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

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

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

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

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

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

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

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

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

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

84 They are a valuable resource as potential teachers at all stages of medical education.

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 eacher-reported classroom problems using the Teacher-Child Rating Scale (acting out, shyness/anxiousn

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

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

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

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

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

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

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

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

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 receive a 13-hour longitudinal residents-as-teachers curriculum consistently showed improved teachin

106 Teachers deemed more children admitted to PICUs than con

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

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

109 milar ratings for psychosocial function; and teachers did not report significant differences in class

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

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

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

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

116 Teachers from 7 schools were trained on an As education

117 Many teachers from kindergarten to universities use the infor

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

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

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

121 Teachers had competing responsibilities and initially la

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

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

124 His reputation as an excellent teacher, his compassion for his patients, and his abilit

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

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

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

128 were discussed frequently in surgery cases, teachers in both surgery and internal medicine missed op

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

130 nd their needs and resources, involving K-12 teachers in program development, and evaluating program

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

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

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

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

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

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

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

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

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

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

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

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

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

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

145 on (intervention) or to continue their usual teacher-led sex education (control).

146 boys were more satisfied with peer-led than teacher-led sex education, but 57% of girls and 32% of b

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

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

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

150 Teachers may be more appropriate for a supporting rather

151 Teachers' mindsets about discipline directly affect the

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

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

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

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

156 Physicians, parents, and teachers need to be informed of the risk for impaired he

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

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

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

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

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

162 parents on the Conners' Rating Scales and by teachers on the Social Skills Rating System.

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

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

165 We then defined methods to help teachers overcome these barriers.

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

167 Teachers, parents, and clinicians should take relative a

168 amine conduct problem scores from ratings by teachers, parents, and twins themselves.

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

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

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

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

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

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

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

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

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

178 The teacher provides sentences from a language, while the le

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

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

181 Teacher quality was measured by how much reading gain th

182 Teachers rated social skills of FCG children who were pl

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

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

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

186 improvement of 37% in the total score on the teacher-rated ADHD Rating Scale, compared to 8% improvem

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

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

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

190 adjustment for covariates, higher levels of teacher-rated childhood misbehavior at entry into primar

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

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

193 Children's ADHD symptoms (parent- and teacher-rated), maternal smoking during pregnancy, condu

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

195 s in the hyperactivity index of the Conner's teacher rating scale.

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

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

198 Teacher ratings of children's aggression related to obse

199 Youth with teacher ratings of externalizing problems above the norm

200 creased for youth with anxiety disorders and teacher ratings of externalizing problems above the norm

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

202 Standardized teacher ratings of misbehavior were obtained for an epid

203 uct problems that is entirely genetic, while teacher ratings show separate genetic influences that ar

204 oup as assessed by investigator, parent, and teacher ratings.

205 We noted no differences in parent or teacher ratings.

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

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

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

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

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

211 ths did not show significant differences for teacher-reported classroom problems in acting out (-1.0;

212 Symptom Checklist; range, 0-70 points), and teacher-reported classroom problems using the Teacher-Ch

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

214 significantly heritable based on parent and teacher reports and self-reports, and are also influence

215 significantly heritable based on parent and teacher reports and self-reports.

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

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

218 Parent and teacher reports were obtained to provide additional info

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

220 talists are also assuming prominent roles as teachers, researchers, and quality leaders.

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

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

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

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

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

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

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

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

229 Oncology teachers should consider adopting the evidence based app

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

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

232 ll, I had the good fortune to have inspiring teachers, stimulating colleagues, and excellent students

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

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

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

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

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

238 ly readable and accessible form suitable for teachers, students and others interested in aspects of t

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

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

241 The California Teachers Study cohort consists of 133,479 active and ret

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 elf-reported cancer data from the California Teachers Study were validated by using California Cancer

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

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

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

253 l and postmenopausal women in the California Teachers Study.

254 rs recruited into the prospective California Teachers Study.

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

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

257 urgeries from participants in the California Teachers Study.

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

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

260 in 2001-2002 found that 13 trained resident teachers taught better than did untrained control reside

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

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

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

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

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

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

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

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

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

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

271 Training teachers to deliver mental health programmes was not as

272 o obtain pupil-treatment kits, which enabled teachers to dispense sulfadoxine-pyrimethamine tablets a

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 ted by efficacious child problem-solving and teacher-training programmes.

279 Developmental biology teachers use the example of the frog embryo to introduce

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 nt development and anatomy, and provides the teacher with an invaluable tool for a practical laborato

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

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

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

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

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

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

300 ctice, Barker maintained a high profile as a teacher, writer, supporter of the Johns Hopkins medical