Sentences with phrase «achievement at the classroom level»

The connection between goals and student motivation has been widely investigated in the research literature, but the relationship of goal setting and student achievement at the classroom level has

Not exact matches

Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning.

(Student achievement gains and classroom observations are rarely used at the college level.)

Once family background and the nature of the peer group at school were taken into account, student achievement was unaffected by per - pupil expenditure, school size, the science lab facilities, the number of books in the library, the use of tracking by ability levels to assign students to classrooms, or other factors previously assumed to be indicators of what makes for a good school.

We measure peer domestic violence at the cohort level (that is, across all students in a grade at a school) as opposed to the classroom level due to the possible sorting of students into classrooms according to their achievement and behavior.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

In striking the necessary balance, there is no avoiding a level of aggregation above the school and classroom level, because the impact of most education interventions is small relative to the variation in student achievement at any point in time.

When the children at risk were placed in high - quality classrooms, these gaps were eliminated: children from low - education households achieved at the same level as those whose mothers had a college degree, and children displaying prior problem behavior showed achievement and adjustment levels identical to children who had no history of problems.

Follow - up pairwise contrasts indicated that children's reading achievement in every classroom was significantly different from that in every other classroom: On average, children in classroom 1 were reading at a primer level; children in classroom 2 were reading at an end - of - first grade level; children in classroom 3 were reading on a mid second - grade level; and children in classroom 4 were reading on a late second - grade level.

SEAs fund those proposals that show the most promise for raising student achievement and for successful implementation of reading instruction, particularly at the classroom level.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

This quality can be assessed by comparing a student's learning rate and achievements in different classrooms at the same grade level.

In our classrooms today, we need to look at the balance of all the things we try to accomplish — teachers are asked to do an awful lot — but I don't think we should lose sight of the fact that in addition to teaching students and making sure their achievement levels are high, teachers can also be a source of inspiration for kids that help them do great things.

The authors observed classrooms at different grade levels where these techniques increased overall class achievement and the achievement of students with disabilities.

However, it takes a real person to go into each classroom in the fall, determine the child's level of achievement and then assess again at the end of the year.

Thus, there are good strategies for teachers to use at the classroom level to engage students (see «The Fourth Grade Slump and Math Achievement» in the last issue of the IDRA Newsletter for example).

As a result of her achievement in the classroom, Meghan earned accolades including a nomination for Teacher of the Year (at the district level in Iowa) and Gold Star Teacher of the Year and she's been the recipient of three grants.

Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002) did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices at both the classroom level and the school level.

In addition to considering what teachers teach, the current study's findings at the classroom level (which corroborate earlier research) suggest that it is important to consider how they teach, when seeking to make changes in reading instruction and significantly improve students» reading achievement.

When a comprehensive assessment program at the classroom level balances formative and summative student learning / achievement information, a clear picture emerges of where a student is relative to learning targets and standards.

This book will prepare teachers at all levels to ensure that their classrooms are welcoming, enriching, and constructive environments built on collective respect and focused on student achievement.

Whether it implements the plan at the state or local level, Illinois should ensure that performance pay structures thoughtfully measure classroom performance and connect student achievement to teacher effectiveness.

LearningWorks is an Oakland - based partnership that aims to strengthen student achievement in community colleges by facilitating, disseminating, and funding practitioner - informed recommendations for changes at the system and classroom levels, as well as infusing these strategies with statewide and national insights.

Far more fashionable in education today is the concept of «differentiated instruction,» in which — in theory — every teacher instructs every student at his appropriate level of ability and prior achievement, all within the same classroom.

We can begin to understand the many variables that contribute to achievement gaps by examining how these factors might affect the school system at 3 different levels: district / school leadership, classroom, and student.

Whether it implements the plan at the state or local level, Washington should ensure that performance pay structures thoughtfully measure classroom performance and connect student achievement to teacher effectiveness.

Teachers with students with higher incoming achievement levels receive classroom observation scores that are higher on average than those received by teachers whose incoming students are at lower achievement levels, and districts do not have processes in place to address this bias.

Research suggests that students at nearly all levels of achievement do just as well in blended classes as they do in traditional classrooms.

Enter literacy coaches, who intervene at the classroom level to raise student achievement by raising teachers» skills.