Inquiry was sustained when teachers could directly
associate gains in student learning with practices they were trying.
Not exact matches
The study — funded by the Department of Education and the National Institutes of Health — found first - grade teachers with a higher percentage of
students with math difficulties
in their classrooms were more likely to use
student - centered instructional methods (such as the use of calculators, or movement and music to
learn math) that have not been
associated with achievement
gains.
Professional development models
associated with
gains in student learning frequently provide built -
in time for teachers to think about, receive input on, and make changes to their practice by providing intentional time for feedback and / or reflection.
If test results show significant widespread
gains in student results temporally
associated with district reform plans, if these trends are generalized across all or most schools, and if the performance gaps between previous groups of low and high performing
students and schools are seen to be diminishing over time, the argument is made that district reform efforts are having a positive impact on
student learning.