Sentences with phrase «affect teacher quality»

Otherwise, Goldhaber explores «the various mechanisms through which the use of value added might [emphasis in the original] affect teacher quality and describe [s] what we know empirically about the potential of [emphasis added] each mechanism.»

How do alternative job opportunities affect teacher quality?

This approach to professional development can create inconsistencies across programs and schools and can therefore affect teacher quality, student and parent satisfaction, and learning outcomes.

As discussed in the article, Jackson (2012) actually studies data of all public middle and high school students in North Carolina and finds that absences and suspensions affected teacher quality on non-cognitive skills can be determined by analyzing absences and suspensions.

Not exact matches

find agencies in their area both by postcode or by name; rate agencies using a simple star rating system on levels of pay, quality of training, ease of finding work and support received; write reviews, explaining their experiences, both good and bad, of the agency, or agencies, they have used; read reviews written by other supply teachers, including viewing their star rating and seeing the average levels of pay that are offered; add new supply agencies as and when they open; and participate in regular polls, highlighting the key issues that affect supply teachers.

But all of them, from the quality of the teachers to the curriculum to the intensity and duration of the intervention, affect long - term outcomes.

A recent study published in the journal Social Science and Medicine suggests that teacher burnout is directly associated with increased stress levels in students, which affects performance and quality of life in schools for all.

A school's resources — everything from teacher salaries to curriculum to non-academic support programs — affect the quality of education it's able to deliver, but schools have no power to tax residents, and things like teacher salaries and teacher placement policies are determined at the district level.

They provide simultaneous feedback on the many different kinds of issues worth raising about a reform — issues about the quality of implementation, the meaning various actors ascribe to the reform, the primary and secondary effects of the reform, its unanticipated side effects, and how different subgroups of teachers and students are affected.

Finally, although the lion's share of teacher - quality research since the Coleman Report has focused on the connections between teacher quality and student test scores, new evidence is shining a light on the extent to which teachers affect other long - term non-test student outcomes as well.

Other factors, such as household income, ethnic makeup, and union membership among teachers, can also affect a district's demand for certain qualities.

New empirical work, using better data (e.g., that enable researchers to estimate the relative impact of factors affecting student achievement growth from year to year) and more - sophisticated statistical techniques has, in broad terms, reinforced the Coleman Report conclusion that teacher quality is the most important schooling variable.

But teachers have a direct impact on only those students in their classroom; differences in principal quality affect all students in a given school.

First, compelling new data confirmed that teacher quality was the most important in - school factor affecting growth in student achievement.

This problem affects the selection and quality of the candidates in most of the nation's teacher education programs.

Classroom quality, as rated by observers on dimensions such as space and furnishings, personal - care routines, and interactions between teachers and children, has also been shown to affect outcomes for children.

Obviously, teacher quality is not the only factor that affects student achievement.

Fatigue in particular is incredibly detrimental to a teacher's ability to carry out their work effectively, which in turn negatively affects the quality of their teaching.

As the evidence presented in Vergara v. California overwhelmingly demonstrated, teacher quality is the most important in - school factor affecting student success.

Importantly, with the recognition of the importance of teacher quality has come a new interest in how labor laws and teacher contracts affect student outcomes.

«The conservative estimates are somewhat smaller than those associated with having a highly effective teacher,» they state, «but teachers have a direct impact on only those students in their classroom, whereas differences in principal quality affect all students in a given school.»

The issue of teacher quality has been the focus of discussion and debate time after time, since the classroom teacher is widely regarded as the most influential school - related factor that affects student achievement (Mendro, Jordan, Gomez, Anderson, & Bembry, 1998; Muijs & Reynolds, 2003; Stronge, Ward, & Grant, 2011).

His philosophy reflects research showing teacher quality is the most important in - school factor affecting student learning.

Teacher quality is strongly affected by a teacher's working condTeacher quality is strongly affected by a teacher's working condteacher's working conditions.

To that end, the Quality Schools Program provides a three - year, comprehensive approach to charter school development and implementation that leverages continuous improvement efforts to positively affect students, teachers and leaders.Teams interested in the Quality Schools Program should contact Dr. Ildi Laczko - Kerr, [email protected] or 602-944-0644.

The reality is that schools serving high proportions of black and Latino students — typically in low - income communities — tend to suffer from a range of stresses that affect the quality of the education they can provide, including factors such as high teacher turnover, shortages of basic materials, fewer counselors, overcrowding, and poorly maintained facilities.

Our faculty are leading impactful investigations, such as how to measure effective teaching for students with disabilities, how to improve school capacity to implement quality health programs and activities, and how pre-service teachers» conceptions of equity affect the teaching and learning of mathematics.

Her research addresses teacher policy, looking specifically at how teachers» preferences affect the distribution of teaching quality across schools, how pre-service coursework requirements affect the quality of teacher candidates, and how reforms affect teachers» career decisions.

The team noted that management of teacher quality is an important pathway through which principals affect school quality.

A recent study by TNTP showed that teachers who affected higher outcomes for students also exhibited other positive qualities, according to surveys of the students in their classrooms.

Originally seen as a challenge to teacher seniority, Reed vs. California was filed in 2009 by the ACLU on behalf of students at three low - income schools against the state and the LA Unified school district, alleging that widespread seniority - based layoffs enacted during the budget crisis of 2008 — 2009 disproportionately affected low income and minority students, depriving them of equal access to a quality education.

Staffing patterns can significantly affect educators» efforts to provide high - quality instruction and create positive teacher / student relations in the middle grades.

Efforts to continuously improve teaching quality will not only affect the greatest number of students, but such efforts also hold promise for redirecting teacher evaluation away from «identify and punish» tactics toward collaborative studies of improvement grounded in evidence of student learning, thus revitalizing schools as effective learning organizations.

These findings are consistent with the hypothesis that Oregon's pension legacy costs negatively affect current teacher quality and retention.

Funding pressures are already biting in schools in England, affecting the quality of children's education, and parents are being asked to make up the shortfall according to a joint survey by the Association of Teachers and Lecturers (ATL) and National Union of Teachers (NUT).

Research supports public opinion on the importance of teacher quality; study after study shows that the most important school - based factor affecting a child's academic success is the effectiveness of the classroom teacher.

A high - quality teacher can make all the difference to a student who is struggling, according to a growing body of research that has found teachers are the largest in - school factor affecting student achievement.

Ms Hillier added: «It is a basic point but one worth spelling out for the government's benefit: variations in the supply and quality of teachers at local level can significantly affect pupils» educational attainment and life prospects.

Furthermore, teacher quality especially affects minority and economically disadvantaged students, many of whom are English language learners (National Commission on Teaching and America's Future, 1996; Chauncey, 2005).

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).

Current educational research informs us that poor teacher quality affects student learning more than class size, per - pupil spending or socioeconomic status.

However, it is vital that everyone who cares about teacher quality understand how many variables, apart from the single classroom, affect measurements of student performance.

A number of factors affect the quality of in - school modeling, including lack of resources available in field placements, lack of experience or expertise with regard to technology integration among field placement teachers, and lack of opportunities for preservice teachers to integrate technology in meaningful ways into the activities they design and implement during their field placements (Niess, 2008; Posner, 1996; Smoot, 2000).

Teacher working conditions also affect teaching quality and instructional practices.

I have reviewed the next of nine articles (# 3 of 9) here, titled «Exploring the Potential of Value - Added Performance Measures to Affect the Quality of the Teacher Workforce» as authored by Dan Goldhaber — Professor at the University of Washington Bothell, Director of the National Center for Analysis of Longitudinal Data in Education Research (CALDER), and a Vice-President at the American Institutes of Research (AIR).

Exploring the potential of value - added performance measures to affect the quality of the teacher workforce.

«It is a basic point but one worth spelling out for the government's benefit: variations in the supply and quality of teachers at local level can significantly affect pupils» educational attainment and life prospects.»

Last week the Center for Retirement Research released a research brief looking at whether teacher salaries and teacher pensions affect the quality of new teacher hires, measured by SAT scores.

As a Title I district serving a large number of children from low - income families in the under - funded state of Arizona, leaders at Phoenix Elementary District # 1 (Phoenix # 1) face many challenges when it comes to placing a quality teacher in every classroom... but they refuse to let those challenges affect their students.

Teacher quality is the school - related factor that most affects student learning, so selecting the best candidate for open teaching positions has enormous implications.