Sentences with phrase «quality teacher education research»

Fall Conference for 2013 «Quality Teacher Education Research: Listening to our work, learning from our work» Wednesday, Nov. 20, 2013, from 8:30 until 4:00, in Washington, D.C. Conference Program

Not exact matches

By studying the most recent research on early childhood education, the Orfalea Fund was able to invest where it mattered most: in the relationships among directors, teachers, and parents, in the quality of environments, and in the establishment and documentation of best practices.

Education Researcher Stresses Importance of Teacher Quality at HGSE (Harvard Crimson) Mention of the Center for Education Policy Research's recent PIER Fellowship event.

The major substantive chapters of the book place Swedish expenditure and achievement in comparative perspective (in both, Sweden rates high); show that the decline in education inputs during the 1990s worsened the teacher - student ratio and teacher quality; review the international research on the effects of school choice; and test for the effects of school choice in Sweden on achievement.

Equally important are school / university partnerships and the coming together of like - minded researchers and classroom teachers who recognize the fertile opportunity to research, measure, and disseminate findings in Mind, Brain, and Education Science to enhance teacher quality, student achievement, and professional satisfaction.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on eEducation Next's annual survey of public opinion on educationeducation.

The research summarized here contends that declines in the relative quality of teachers, reductions in class size, and growth in per - pupil spending can all be traced to the same source — growing demand for skilled workers outside education.

The Project on the Next Generation of Teachers at the Harvard Graduate School of Education is a multi-year research project addressing critical questions about the future of our nation's teaching force by studying how best to attract, support, and retain quality teachers in U.S. public Teachers at the Harvard Graduate School of Education is a multi-year research project addressing critical questions about the future of our nation's teaching force by studying how best to attract, support, and retain quality teachers in U.S. public teachers in U.S. public schools.

Almost all the research to date about the quality of teacher preparation has been based on highly aggregated data that makes no distinctions between education schools or on interviews with teachers - college faculty members and their students (future teachers) about their personal experiences in college.

Education Next's Paul Peterson and Chester E. Finn, Jr. talk this week about whether teacher quality is eclipsing accountability and choice as a reform strategy and what role research plays in this.

Three major developments of the past 20 years are now bearing fruit: 1) the creation of standards and accountability; 2) research on how the brain develops in early childhood and its implications for pre-K education and child care; and 3) an emerging focus on the single biggest factor in student achievement - teacher quality.

«Research and enquiry has a major contribution to make to effective teacher education in a whole variety of different ways; it also contributes to the quality of students» learning in the classroom and beyond,» inquiry steering group chair, John Furlong, says.

To be fair, NCTQ acknowledges that quality research on effective education practices is in short supply: «To the extent that high - quality research can inform how teachers should be prepared, NCTQ uses that research to formulate standards.

The No Child Left Behind Act famously endorses the use of «scientifically based research,» the federal Institute of Education Sciences has elevated the profile of rigorous scholarship, and presidential candidates tout studies on teacher quality, testing, and school choice.

Recent research has shown that high - quality early - childhood education has large impacts on outcomes such as college completion and adult earnings, but no study has identified the long - term impacts of teacher quality as measured by value added.

Both the research and the insights of accomplished teachers tell us that high - quality university - based teacher education is necessary but insufficient.

Presidents, governors, leading corporation executives, and intellectuals worry about the quality of our teachers, our schools, and the education they provide, but this seems to do little to raise the prestige of the institution that is primarily responsible for training teachers, doing research, and raising the quality of education.

In Ethiopia, for instance, LSI faculty have been working for five years under the direction of Research Triangle International to improve primary grades reading outcomes by improving the quality of pre-service teacher education throughout the country, training hundreds of teacher educators and developing training modules in seven local languages.

It would not take further research: Address teacher quality; provide early childhood education for three - and four - year - old; longer school days and school years; more - challenging curricula.

And as for Gates, while the foundation is closing a major chapter on teacher quality research, Cantrell says the next step is culling and tagging a massive video library of teaching practices to be studied by researchers and used by education schools.

His research is in the areas of teacher quality and compensation, curriculum evaluation and the efficacy of higher education institutions.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

The SDSU College of Education is committed to preparing teachers, school administrators, counselors, community college faculty and leaders, performance improvement / technology professionals, and community service professionals to provide the highest quality learning environments to ensure student and client success and achievement through our teaching, research, and service.

A former high school teacher and administrator in a Denver school district, she is a champion of high quality induction programs for novice teachers, research - based professional development opportunities for practicing teachers, and the creation of mutually beneficial partnerships among higher education, K - 12 schools, and communities.

blended learning California charter Colorado Common Core consortium course choice data Disrupting Class distance learning district EMO Florida full - time funding Georgia higher education Idaho implementation Indiana Iowa Keeping Pace law Louisiana Massachusetts Michigan military mobile learning OER Ohio online learning online learning requirement policy quality research outcomes Rhode Island snow day sponsors state virtual schools teacher's role Teaching across state lines Utah virtual schools VSS 2010 Wisconsin

The U.S. Department of Education should fund research and pilot demonstration programs that will provide empirical evidence of how effective different kinds of teacher tenure policies are on raising teacher quality and student achievement

As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive effective professional development, based on a growing body of research demonstrating the effectiveness of intensive professional development for improving teacher practices in early care and education settings [301302303] and research demonstrating that such strategies support are associated with improved teacher practice in the classroom and a positive increase in classroom quality.

The measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher student achievement.

More recent research backs up this view, argued University of Washington professor Dan Goldhaber in a retrospective about the report for Education Next: «New empirical work, using better data... and more sophisticated statistical techniques has, in broad terms, reinforced the Coleman Report conclusion that teacher quality is the most important schooling variable.»

In a 1996 meta - analysis published in the Review of Educational Research, Rob Greenwald and his colleagues concluded that «school resources are systematically related to student achievement and that these relations are large enough to be educationally important» and «resource variables that attempt to describe the quality of teachers (teacher ability, teacher education, and teacher experience) show very strong relations with student achievement.»

In his new role, Coons will continue his work to elevate the education profession by directing the NEA's efforts in several key areas, including: education policy, teacher quality, products and resources, education support professionals and research.

To explore the contributing factors and potential solutions to this challenge, the editors of AACTE's Journal of Teacher Education organized a «Deeper Dive» session at the AACTE Annual Meeting March 1 titled «Filling the High - Quality Teacher Pipeline: Promising Research and Strategies.»

They also come at a time when new policy developments are shaping the future of the field once known as vocational training, including a series of reports from the U.S. Department of Education, the Council of Chief State School Officers, the American Institutes of Research's Center on Great Teachers and Leaders, Achieve and others that underscore the critical importance of teacher quality within CTE.

John serves on the boards of FUEL Education, a Boston based non-profit focused on helping families in poverty save for college, and the National Council on Teacher Quality, a Washington D.C. - based think tank focused on research and advocacy related to teacher quality and teacher effectiTeacher Quality, a Washington D.C. - based think tank focused on research and advocacy related to teacher quality and teacher effectiQuality, a Washington D.C. - based think tank focused on research and advocacy related to teacher quality and teacher effectiteacher quality and teacher effectiquality and teacher effectiteacher effectiveness.

Respectfully, Action United Alliance of Californians for Community Empowerment Alliance for Multilingual Multicultural Education American Association of Colleges for Teacher Education American Association of State Colleges and Universities American Federation of Teachers ASPIRA Association Association of University Centers on Disabilities Autistic Self Advocacy Network Bay Area Parent Leadership Action Network California Association for Bilingual Education California Latino School Boards Association Californians for Justice Californians Together Campaign for Fiscal Equity Campaign for Quality Education Center for the Future of Teaching and Learning Center for Teaching Quality Citizens for Effective Schools Coalition for Educational Justice Council for Exceptional Children Council of Parent Attorneys and Advocates Disability Rights Education and Defense Fund Easter Seals ELC, Education Law Center FairTest, The National Center for Fair & Open Testing Higher Education Consortium for Special Education Justice Matters Latino Elected and Appointed Officials National Taskforce on Education Lawyers» Committee for Civil Rights Under Law Learning Disabilities Association of America Los Angeles Educational Partnership Movement Strategy Center NAACP National Alliance of Black School Educators National Center for Learning Disabilities National Council for Educating Black Children National Council of Teachers of English National Disability Rights Network National Down Syndrome Congress National Down Syndrome Society National Education Association National Latino / a Education Research and Policy Project National League of United Latin American Citizens Parent - U-Turn Parents for Unity Philadelphia Education Fund Public Advocates Inc..

She went on to serve as a graduate research assistant for the Texas speaker of the House of Representatives in Austin, a research team leader for Independent Colleges and Universities of Texas, and as a policy intern for The Education Trust - West, where she researched and co-authored briefs on teacher quality and a standard curriculum for all California high school students.

Just last year, a study from the Center for Benefit - Cost Studies in Education at Columbia University's Teachers College found that high - quality, research - validated SEL programs return $ 11 for every $ 1 invested.

The comments come as research published at the National Union of Teachers conference in Harrogate suggests two - thirds of adults in Britain believe free schools will undermine the quality of children's education.

The impact of a high quality teacher on the academic and social development of students is among the most empirically supported effects in education research.

Educational research shows that having high - quality teachers is a central component of a high - quality education.

The Chartered College's knowledge pathways are designed to support teachers in accessing high quality, relevant evidence via a range of bespoke routes connecting the worlds of research and education.

National Council of Teachers of Mathematics: NCTM is a public voice of mathematics education supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and rTeachers of Mathematics: NCTM is a public voice of mathematics education supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and rteachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and research.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

At ASCD, we believe that it's time for education policymakers at the national, state, and local levels to catch up with research and public opinion and make improving the quality of our nation's teachers a top priority.

So far, eight states have policies requiring them to do a similar analysis, most of them adopted in the last few years, according to the National Council on Teacher Quality (NCTQ), a research and advocacy group that supports higher standards for schools of education.

Since 2001, Crowe has worked on projects related to teacher quality policy for the State Higher Education Executive Officers (SHEEO), and with the public higher education systems of Ohio, Pennsylvania, and Wisconsin; for the National Commission on Teaching and America's Future (NCTAF) on teacher preparation projects, and on research on the cost of teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partnteacher quality policy for the State Higher Education Executive Officers (SHEEO), and with the public higher education systems of Ohio, Pennsylvania, and Wisconsin; for the National Commission on Teaching and America's Future (NCTAF) on teacher preparation projects, and on research on the cost of teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partnquality policy for the State Higher Education Executive Officers (SHEEO), and with the public higher education systems of Ohio, Pennsylvania, and Wisconsin; for the National Commission on Teaching and America's Future (NCTAF) on teacher preparation projects, and on research on the cost of teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality ParEducation Executive Officers (SHEEO), and with the public higher education systems of Ohio, Pennsylvania, and Wisconsin; for the National Commission on Teaching and America's Future (NCTAF) on teacher preparation projects, and on research on the cost of teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Pareducation systems of Ohio, Pennsylvania, and Wisconsin; for the National Commission on Teaching and America's Future (NCTAF) on teacher preparation projects, and on research on the cost of teacher turnover; as an adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partnteacher preparation projects, and on research on the cost of teacher turnover; 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has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality Partnquality; has been a member of the Advisory Council for the Texas Center for Research, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality PartResearch, Evaluation and Advancement of Teacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality PartnTeacher Education (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality ParEducation (CREATE); and was a member of the national advisory panel for the Ohio Teacher Quality PartnTeacher Quality PartnQuality Partnership.

Citing research that a «high - quality teacher is the single most important in - school factor to increase student achievement,» state education officials say raising the standard also follows a trend in other states.

Education experts offered many reasons for progress, including the district's laser focus on improving teacher and principal quality, and the close ties to the University of Chicago Consortium on School Research.

The research is clear: Teacher quality affects student learning more than any other school - based variable (issues such as income and parental education levels are external).

Compensation for Prior Work Experience: Supporting Research Of particular concern for the teaching profession are the quality and number of teachers available in math, science and special education and of those serving high - poverty students.