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Educational Research Sample Clauses

Educational ResearchParticipating unit members may develop a research question involving an instructional strategy or learning theory. The unit member shall present a research proposal to their evaluator, including the project design and methods for collecting and evaluating data, and a timeline for the project’s completion. This research project may be completed in conjunction with graduate course work or a mentor project.
Educational ResearchThe teacher may outline an instructional strategy or learning theory to be researched and implemented in the classroom. The design of the research and method of evaluation shall be included in the project. This may be completed in conjunction with graduate course work or a District curriculum project.
Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th Edition). Boston, MA 02116: Xxxxxxx Education. Xxxxxx, X. X. (2008). “Firecrackers” and “Duds” Cooperating Music Teachers' Perspectives on their Relationships With Student Teachers. Journal of music teacher education, 18(1), 6- 15. Xxx, X. X., XxXxxxx, X. X., Xxxxx, X. X., & Xxxxxxx, X. X. (2000). The protege's perspective regarding negative mentoring experiences: The development of a taxonomy. Journal of Vocational Behavior, 57(1), 1-21. Xxxxxx, X. X., & Xxxxxxxx, B. (1999). Mentoring: Pros and cons for HRM. Asia Pacific Journal of Human Resources, 37(3). Xxxxxx, X., Xxxxxxx, X., & Xxxxxxxx, B. (2002). A review of mentoring in education: some lessons for nursing. Contemporary Nurse, 12(3). Xxxxxx, X. (2000). An ambitious vision of professional development for teachers. Xxx, X. X., Xxxxx, X. X., & Xxxxxxxx, X. X. (2011). Educational research: Competencies for analysis and applications. Pearson Higher Ed. Xxxxxxxxx, X., Xxxxxxx, P., Xxxxxxxxx, X. X., Xxxxxxxxx, I., Xxxxxxxx, M., & Xxxxxxx, D. (2014). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education,38(3), 358-377. doi:10.1080/02619768.2014.983068 Xxxxxxxx, X. X., Xxxxxxx, X., & Xxxxxx, X. X. (2003). Educational mentoring: Is it worth the effort?. Education Research and Perspectives, 39(1), 42-75. Xxxxxxx, X., Xxxxxxxxx, X. X., & Xxxxx, K. (2015). Does Mentor-Education make a Difference? Mentoring for Learning, 313-332. doi:10.1007/978-94-6300-058-1_15 Xxxxxx, X. X., Xxxxx, P., Xxxxxxxx, X., & Xxxxxxxxx, X. X. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and teacher education, 25(1). Xxxxxx, X. (2013). Mentoring as professional development:‘growth for both’mentor and mentee. Professional development in education, 39(5). Xxxxx-Xxxxxx, D., & Xxxxxxx, I. (2009). Mentoring novice teachers: Motives, process, and outcomes from the mentor's point of view. The New Educator, 5(1). Xxxxxxxxx, X. (2002). High turnover plagues schools. Xxxxxxxxx, X. X., & Xxxxxx, X. X. (2004). The impact of mentoring on teacher retention: What the research says. Education Commission of the States Review. Xxxxxxxxx, X. X., & Xxxxx, X. X. (2004). Do teacher induction and mentoring matter?. NASSP bulletin, 88(638). Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education. Xxxxx, X. (2013). ...
Educational ResearchThe Council supported the research by Xx Xxxxx Xxx Xxxx to apply for funding under the Professional Services Development Assistance Scheme (PSDAS) on the topic Enhancement of QS performance via deep learning approaches of QS students. • The Council also endorsed Xx Xxxxx for research work on a cross-cultural stress management study for enhancing the performance of Hong Kong construction professionals in China. The last Council endorsed the production of a video promoting QS professionals and this Council will execute the plan. Tender document has been prepared and will be issued in January 2008 for the works to be completed in July.
Educational Research. The VBGA is responsible for all educational research (e.g., the Environmental Learning program), citizen science-based initiatives and other research conducted in relation to the VBGA’s Educational Programming. Park Board Personnel may conduct educational research in the Garden and will inform VBGA of this research at the earliest possible date.
Educational Research. (Applicable to Only FAST and PALS Clients). Subject to the terms and conditions contained herein, including Illuminate’s privacy policy and/or a data sharing agreement entered into with Client, Client hereby grants Illuminate the right to share de-identified data that has entirely omitted any and all personally identifiable information with the University of Minnesota (FAST product customers only) and/or University of Virginia (PALS product customers only) for educational research purposes. Client’s use of these products is conditional upon Client’s consent of this provision and necessary to the provision of the products to Client.
Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (4th ed.).
Educational Research. Planning, Conducting and

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  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. Tuition costs incurred by administrator shall be reimbursed by the Board of Education under the following terms and conditions: 1. Tuition costs eligible for reimbursement must be for courses in the field of education. In addition, courses not in the field of education but closely related may be approved for reimbursement at the sole discretion of the Superintendent or his/her designee in advance of enrollment. Reimbursement will not be made until satisfactory evidence of having received a passing grade is presented. 2. Reimbursement for actual tuition costs incurred by a member shall be limited to a maximum reimbursement of the average tuition cost for twelve (12) graduate/Doctoral level credits at the following four (4) state universities: Rutgers, Rowan, College of New Jersey, and Montclair computed annually. Masters’ degree maximum will be limited to the average Masters’ level cost and Doctorate degree maximum will be limited to the average Doctoral level cost. 3. The date on which a course is completed will determine the contract year in which the credits will be applicable for reimbursement. 4. Non-tenured members shall be eligible for reimbursement at the level set forth in Subsection 2 above, for tuition costs incurred for graduate credits earned during a period after the award of a first-year contract, but prior to the commencement of work under a tenured contract; provided however, such reimbursement shall not be payable to such member unless and until said member has commenced work under a tenure contract. 5. Upon satisfactory compliance by the member with all of the terms and conditions set forth in the preceding subsections, such member shall be paid his/her reimbursement entitlement on either October 2 for the prior Spring and Summer course work taken, or April 1 for the prior Fall course work provided that the member is still in the employ of the Board on such date. Such payment shall be further conditioned on said member remaining in the employ of the Board for the remainder of the current school year. In the event that such member shall leave the employ of the Board prior to the expiration of the school year in which such reimbursement entitlement has been paid, such member shall be obligated to refund to the Board the entire reimbursement paid to him/her during such school year, and for such purpose, the Board shall be empowered to deduct said sum from such member’s salary payments. 6. No member shall be eligible for tuition reimbursement in connection with tuition costs incurred that are paid by the Veteran’s Administration or any other outside agency. 7. Upon earning tenure in the district as an administrator, the Board of Education shall reimburse the administrator costs associated with their participation in the New Jersey State Mentoring and Assessment Program. Participation in the Mentoring and Assessment Program must have occurred entirely during the time of employment in the Washington Township Public School District.

  • Training and Professional Development 11.1 The Employer will develop and maintain an employee training and development plan and provide such plan to the Union upon request. Staff training is intended to provide an opportunity for classified staff employees for training sponsored by the University Training and Development and the UW Medical Centers Organizational Development and Training. Education/Professional Leave is intended to facilitate employee access to continuing education opportunities. Training and educational/professional leave may be used for the purpose of improving job performance, maintaining and increasing proficiency, preparing staff for greater responsibility, or increasing promotional opportunities within the framework of staff positions available at the University. 11.2 Any release time for training for employees accepted for such classes shall be in accordance with the Executive Order (currently No. 52) governing this matter. In the event that two or more employees request the same training period and supervision must limit the number of persons who may participate at one time due to work requirements, the selection will be made on a mutually agreeable basis within the department. 11.3 The training program is a proper subject for discussion by either departmental or University-wide Joint Union/Management Committees. 11.4 If the Employer requires an employee to receive training, reimbursement will be provided in accordance with the University travel rules. Employee attendance at Employer required training, either during or outside working hours, will be considered time worked and compensated in accordance with the provisions of this Agreement. 11.5 Employee attendance at training not required by the Employer and not covered by Executive Order 52, either on approved leave from or outside of working hours, will be voluntary and not considered time worked.