Sentences with phrase «assigned classrooms of students»

Less effective teachers, when they earn tenure, are assigned classrooms of students just like more effective teachers.

She applied to be a teacher's aide («I was one of the kids who always knew she was going to be a teacher») and was assigned a classroom of students with cognitive impairments.

Not exact matches

In a flipped learning classroom, students might be assigned to create a multimedia presentation of their interpretation of Shakespeare's Hamlet.

In practice, this aspect forces us to look not only at what books we assign and what questions we ask, but also at the norms, activities and expectations we set up so that our classroom's structure responds to the culture of our students.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

Using CAI improves student learning in the classrooms of otherwise low - performing teachers, but reduces learning for students assigned to otherwise high - performing teachers.

The bias in classroom observation systems that derives from some teachers being assigned much more able students than other teachers is very important to the overall performance of the teacher evaluation system.

Within our study, only about 60 percent of students assigned to classrooms that permitted some form of technology actually used a laptop or an iPad.

By assigning roles in the classroom, you give students an added sense of ownership and responsibility.

Assign reading of content area material from articles and textbooks, and have students write and present about content area learning objectives in your classroom.

Our best evidence of the effects of laptop policy comes from a separate analysis that compares the exam scores of students assigned to the unrestricted - use and tablet - only classrooms to those of students in classes where laptops were banned, while adjusting for the minor differences in the backgrounds of students across groups and including controls for the instructor, the class hour, and the semester.

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.

They argued that the black population of South Africa during this time lacked the power to influence class sizes, making the assumption that students were randomly assigned to classrooms of different size more plausible.

In these studies (separated by a year and composed of a separate set of students), seventh - grade students at a racially diverse middle school in the northeast United States were randomly assigned to self - affirm or not to self - affirm as part of a brief classroom exercise.

During a math lesson in April 2006, Voorhees assigned teams of students to measure objects and distances in the classroom using the metric system.

In this four - year longitudinal class - size study, more than 7,000 students in 79 schools were randomly assigned to one of three classroom situations: small class (13 to 17 students per teacher), regular class (22 to 25 students per teacher), or regular class with a full - time teacher's aide.

In our Peace Room, an adult helps upset students focus on structured problem - solving without distractions, do assigned classroom work, and interrupt a pattern of nonproductive behavior.

Assign each group of students to one of the four charts / posters displayed around the classroom.

• A different Chetty study reports that «students who were randomly assigned to higher - quality classrooms in grades K — 3 — as measured by classmates» end - of - class test scores — have higher earnings, college attendance rates, and other outcomes.»

Classrooms of students assigned to TFA teachers actually scored 2 percent of a standard deviation higher than students assigned to traditionally certified teachers.

But there are some obvious differences: two teachers are assigned full - time to each classroom, one of them certified in special education, to make sure every student is getting the help (or the push) he or she needs.

To capture these real - world dynamics requires randomly assigning hundreds of college students to different classroom conditions.

Assigning students to classrooms based on performance and ability gained popularity in the mid-19th century, when public schools began enrolling large numbers of immigrant children with limited preparation or capacity for schooling compared with native children.

If, within schools, students and teachers are randomly assigned to classrooms (as in Project STAR), then is independent of conditional on.

Operational definition of this behavior: Student leaves his / her assigned seat, without permission, for five or more seconds during classroom instruction.

«Three of the special education teachers are assigned to self - contained classrooms for students — mostly those classified as mildly, moderately, or severely retarded — who are functioning two or more years below grade level.

Through these assessments and classroom observations, teachers identify students in need of extra support, who are then assigned to afterschool tutoring the same day.

Within each school, students and teachers were assigned randomly to classrooms of three types: a small class of 15 students and two regular - sized classes of 22 students (one with a teacher's aide).

One example is the School of One program in New York City in which the old model of one teacher handling 25 students at once in one classroom is broken up into a new model of each student being assigned each day to a large class, a tutor, a computer simulation, or a small group, whatever works best at that moment, until the student meets the learning objective.

But how much of that «consistency» is due to my personal, inherent classroom management skills, and how much is due, instead, to my assigned students, is certainly not clear from such a comparison.

As students were generally heterogeneously assigned to classrooms by the administration of the participating schools, it was determined that participants in the activities represented a general cross-section of those students.

Now into my second year as a blended - learning history teacher — meaning I have a group of students in my classroom every other day, assigning them to work online, at home, on the «off» days — I've found the scary parts less frightening than most fear, with far greater benefits than I expected....

In some classrooms, every student competed for herself; in others, each kid was assigned to a group of five.

The MAEF mobile labs assign one of their teachers to each classroom to allow teachers to learn along with their students.

If random assignment was the norm (i.e., whereas students are randomly assigned to classrooms and, ideally, teachers are randomly assigned to teach those classrooms of randomly assigned students), teacher - level bias would not be so problematic.

The funds appropriated are for classroom teachers to purchase, on behalf of the school district or charter school, classroom materials and supplies for the public school students assigned to them and may not be used to purchase equipment.

For classroom teachers, as defined in s. 1012.01 (2)(a), excluding substitute teachers, the student learning growth portion of the evaluation must include growth data for students assigned to the teacher over the course of at least 3 years.

It is not the intent of the Legislature to remove excellent teachers from their assigned classrooms; therefore, credit may not be granted by a school district or public school for mentoring or related services provided during student contact time during the 196 days of required service for the school year.

In the Custom service, PBS supports a full - range of classroom management capabilities that allow teachers to create / manage classes and assign content to individual students.

So if the statistical controls used did not effectively «control for» the lack of non random assignment of students into classrooms, teachers may have been assigned high value - added scores not necessarily because they were high value - added teachers but because they were non-randomly assigned higher performing, higher aptitude, etc. students, in the first place and as a whole.

, each school district shall annually report to the parent of any student who is assigned to a classroom teacher or school administrator having two consecutive annual performance evaluation ratings of unsatisfactory under s. 1012.34, two annual performance evaluation ratings of unsatisfactory within a 3 - year period under s. 1012.34, or three consecutive annual performance evaluation ratings of needs improvement or a combination of needs improvement and unsatisfactory under s. 1012.34.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

Principals otherwise outright reject the notion as random assignment is not viewed as in «students» best interests,» regardless of whether randomly assigning students to classrooms might mean «more accurate» value - added output as a result.

If the student learning growth in a course is not measured by a statewide assessment but is measured by a school district assessment, a school district may request, through the evaluation system approval process, that the performance evaluation for the classroom teacher assigned to that course include the learning growth of his or her students on FCAT Reading or FCAT Mathematics.

If an elementary school student is currently taught by a classroom teacher who, during that school year, receives a performance evaluation rating of «needs improvement» or «unsatisfactory» under s. 1012.34, the student may not be assigned the following school year to a classroom teacher who received a performance evaluation rating of «needs improvement» or «unsatisfactory» in the preceding school year.

Teachers of certain students who are almost never randomly assigned to classrooms have more difficulties demonstrating value - added than their comparably effective peers.

The phases of learning formerly assigned as homework — application and practice — are pulled into the classroom, where students have access to a subject - area expert (the teacher) and support from a community of peers as they work.

For students in U.S. classrooms today, the odds of being assigned to an inexperienced teacher are higher than they have ever been.

Educators may use these authentic tasks independently or they may use both in the same classroom with groups of students involved and perhaps having the debate with students assigned to be the audience.

Young people should learn to live with and respect others different from themselves, therefore, many students with special needs should be assigned to regular classrooms for part or all of the school day.