Sentences with phrase «classroom student variation»

In Term 1, Contexts for Educational Equity and Access introduced students to the kinds of classroom student variation and needs they will have in their classroom and the different pedagogical and instructional choices that are available to meet those needs.

Not exact matches

It's the enormous variation in the academic level of students coming into any given classroom.

Though it is difficult to isolate the effects of redshirting from those of other characteristics, such as family background, two recent studies that take advantage of either variation in state birthday cut - off dates or the random assignment of students to kindergarten classrooms have enabled researchers to measure the impact of being among the oldest students in a class.

In the physical classroom, we're always looking for ways for students to discuss their learning: we arrange desks for group work, organize Think - Pair - Share variations, and shuffle chairs to prepare for literature circles.

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.

Meanwhile, in the United Kingdom, a recent study of the design principles of 153 primary classrooms concluded that «differences in the physical characteristics of classrooms explain 16 percent of the variation in learning progress over a year,» and that «ownership and flexibility» — the ability to adapt the surroundings to individual student preferences — accounted for a quarter of that difference.

Researchers have noted only half as much variation in student achievement between schools as across classrooms within the same school, underscoring the impact of teachers on student learning.

In those schools that are most successful in moving all students to deeper learning, PBL - T units in one of its three intense variations — inquiry, problem or invented product — enriched by technology, molded by data and strengthened by high - yield instructional strategies — will dominate as the primary means of teaching and learning in all classrooms and subjects.

Averaging the scores over a whole classroom of students over several years may even out the individual variation and give you some indicator of teacher performance, but it should never be the only parameter of an evaluation.

The Times» analysis usefully illuminates the wide variation in the test scores of students across classrooms and schools.

ICT is acknowledged within the national Australian Curriculum as an across - curriculum general capability but, as seen here, subject / disciplinary variations and disparities exist between teachers» and students views» of how ICT is implemented in classrooms.

For nearly any classroom intervention, student test scores in that subject generally appear to be less responsive overall, possibly because of variations in home factors, such as access to books.

After conducting in - depth analyses looking at variation across classrooms and colleges, the team discovered that one area to focus on was maintaining students» mindsets and skills throughout the term.

The absence of such data for large numbers of students limits our ability to understand variation across classrooms in student learning, to design programs of professional development to help teachers make their classrooms function more effectively, and to enable principals and other instructional leaders to provide better information to teachers on their performance and ways to improve it.

Quite often, the two measures do not agree with one another, and the variations in the value - added metric are more related to changes in classroom composition — which students are assigned — than they are to any specific changes in teaching practice.

We know that there is wide variation in classrooms, with students reading below, at, or beyond grade level.

Classrooms and schools are rarely organized to respond well to variations in student readiness, interest, or learning profile (Archambault et al., 1993; Bateman, 1993; International Institute for Advocacy for School Children, 1993; McIntosh, Vaughn, Schumm, Haager, & Lee, 1993; Tomlinson, 1995; Tomlinson, Moon, & Callahan, 1998; Westberg, Archambault, Dobyns, & a and b; Salvin, 1993).

Underlying structure and systematic variation in student - ratings of the classroom environment.

Although there is some variation in how diverse stakeholders define the skills that are essential for new teachers, there is general consensus that educators should have excellent organizational skills; be able to plan comprehensive and thorough lessons; know how to positively manage classroom behavior; be capable of using diverse instructional strategies; and know how to check accurately for understanding and assess student learning on a daily basis.17 Teachers should have the opportunity to practice these basic skills before they are held solely responsible for student learning.

To put the magnitude of this leadership effect in perspective, quantitative school effectiveness studies (Hill, 1998) indicate that classroom factors explain only a slightly larger proportion of the variation in student achievement - about a third.

Observations lasted for 50 minutes on 2 different days in the fall and spring each year using the interactive teaching map to document the use of the targeted teaching strategies in all conditions.37 Greater use of the experimental instructional and management methods was observed in intervention classrooms, as discussed elsewhere.38 Teachers» use of the experimental instructional and management methods has been found to predict short - term variation across classrooms in students» levels of social development constructs related to school bonding.38

Intra-class correlation coefficients (ICCs: variance between classes divided by [variance between classes + variance within classes + residual]-RRB- at pretest (range: 0.11 - 0.29) indicated that a considerable amount of variance was due to variation between classrooms (i.e., students in the same classroom were more similar to each other than to students from other classrooms).