Several researches about the RET programs have indicated variations in changes and drastic improvement concerning the teachers that, a lot of research skills and teaching based practices can be adopted through inquiry based processes. For this reason, there is a bit of conformity that, RET are good for the instructors as it expands the mind during study and equips the teachers with adequate knowledge on how to carry out research (Sarah &Wise, 2003). It has been realized that the adaptation of Next Generation Science Standards (NGSS) within the teaching fraternity as one of the major elements in RET has replaced the test. This method has for decades entrenched science education, which could not give relevant effects about the students understanding. The NGSS practices has been proven best to the educators and the students since it enhances learning through students engagements as such, enabling them to explore actively the science that was meant to have been learnt in class together with the actual engineering practices (NGSS Lead States, 2013). Most of the findings argue that, science teachers’ require comprehensive assessment to determine how best they have embraced research as an important role in adding the teaching practices. This is because most teachers are conversant with class tests as in contrasts to research practices which are perceived to expose many skills needed during actual professional exploration (Goreham, 2010). Research experience for teachers mainly focuses on instructive issues that may affect teaching of sciences and how to deliver learning of science at all levels of teaching and this would in turn helps in the professional development of teaching skills to the instructors. Through the involvement of quite a number research, discussion groups and may be seminars, teachers are able to get the best strategies and adequate resources which they further implement in classrooms. According to National Science Education Standards (NRC, 2000), the effect of RET practices amongst the teachers has not been explored to its best therefore, this research is meant find in-depth analysis on how positively this can be implemented in other areas where the effect has no so much been felt (Russell, 2006). II. Background on RET programs Research Experiences for Teachers (RET) has stirred up professional development amongst the teachers and the students themselves, this grate importance of significant effect has improved the teaching moderation and learning in classroom. Several researches have indicated how teachers gain a lot of confidence after conducting numerous researches. With respect to this, they view themselves as learners and this further enhances the development of closer ties with their students and the colleagues at work (Cahn, 2008). RET programs vary considerably depending on the specialization of the teachers. For instance, some teachers may develop journals concerning the experiences they have achieved after fieldwork observations to be used for later discussions in the classes. In this case, the records can be used to redefine the mentality of an instructor on how the programs are delivered. Moreover, other research methods such as discussions, observations and interviews are targeted at
Promoting the Successful Implementation of Lessons Learned from RET Programs in the Classrooms of Teachers in Order to Improve Student Learning Name: University: Promoting the Successful Implementation of Lessons Learned from RET Programs in the Classrooms of Teachers in Order to Improve Student Learning I Problem statement Just like in every discipline or any line of profession, research and experience still remains a vital aspect in the field of education…
This is because it is often reported that pharmacists manufacture or hype diseases, just to counter the move by manufacturing medicines to them. This way, they make monetary gains out of the proceeds of the sales. Economically, this step is debated as a competitive strategy for the pharmaceutical industry.
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In addition, the method the teacher uses to handle and plan a multimedia project in class will also determine how effective the learning process will be in ensuring content understanding (Michaud, 2012; and Bus & Neuman, 2009).
The problem statement I am analyzing in this paper is “Teachers sometimes have trouble implementing the knowledge they acquire from RET programs; How then can we support teachers in implementing their acquired knowledge after completion of an RET program, with the goal of improving the students learning.” Consequently, Research Experiences for Teachers (RET) would in my scenario involve a practical knowledge gained by the teachers in light of the skills attained while going through the usual tasks.
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