Sentences with phrase «control of their classroom teachers»

The information proves — yet again — that standardized test scores are driven primarily by factors far beyond the control of the classroom teacher.

It was designed to be used by children to evaluate the acceptance - rejection and behavioral control of their classroom teachers.

Not exact matches

That's key for classrooms, Myerson says, where teachers want control over what apps their students can use, and students want something with great battery life and a selection of familiar Windows software.

Efforts are also under way to bring under control any individual teachers who express creationist sentiments in the classroom, especially if they make use of unapproved materials.

Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers «maximize a sense of choice and volitional engagement» while minimizing students» feelings of coercion and control.

And so in these schools, where students are most in need of help internalizing extrinsic motivations, classroom environments often push them in the opposite direction: toward more external control, fewer feelings of competence, and less positive connection with teachers.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

Similarly, first - grade INSIGHTS classrooms had higher teacher practices of classroom organization and lower classroom off - task behaviors over the school year compared to control classrooms.

Voters understood that passage of this proposition would mean more money in their classrooms, better pay for the teachers in their schools, more control at the local level, and more information for parents.

«This is a chance for the teacher, while still maintaining control of a classroom, to share with students at their level,» says Liz Sullivan, coauthor of the «Teachers Talk» report and education program director at the National Economic and Social Rights Initiative.

Consensus needs to be reached on the focus of the observation (teacher, students or both), the frequency and duration of observations, the structure of pre - and post-observation meetings, who is going to own and control these data (critical with video recordings), and last, but certainly not least, the classroom observation guide to be used.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Finally, we find significant differences in black males» perceptions of their teacher's ability to control the classroom.

Not having to deal with the noise of other classrooms and hallway distractions is a big attraction for many teachers, and control over classroom temperature is another plus.

«By way of example, the teacher survey undertaken by Murdoch University in 2012 invited participants to respond to statements such as: «NAPLAN promotes a socially supportive and positive classroom environment» and «NAPLAN has meant that students have control over the pace, directions and outcomes of lessons in my class».

AP U.S. Government and Politics: 1,245 students and 13 teachers in 44 classrooms as compared with controls of 475 students and 7 teachers in 21 classrooms

AP Environmental Science: 1,563 students and 29 teachers in 72 classrooms as compared with controls of 121 students and 5 teachers in 12 classrooms

Teachers often come to the classroom with an unclear understanding of attention - deficit / hyperactivity disorder, and they are rarely provided with strategies that detail how to work with students who have been diagnosed with ADHD, even though such students make up an increasingly large number of their students — 11 percent and growing as of 2011, according to data gathered by the Centers for Disease Control and Prevention.

• Although both treatment and control teachers volunteered to participate in the project, the treatment teachers were more likely to support use of video at the end of the first year, as a replacement for some or all of their in - person classroom observations.

Both presenter tools provide remote control of TurningPoint suite of polling applications and allow teachers to move freely about the classroom while still progressing through their interactive voting presentations.

Thus, we control for teacher experience (novice or not), and the following four classroom - level variables: percentage of high - achieving students, percentage of low - achieving students, percentage of students on IEPs, and percentage of ELLs.

For others, CCSS interferes with local control of schools, limits teacher creativity, and diverts classroom time and energy away from instruction to test preparation.

This word search puzzle has been clearly designed for teachers who need to take control of their noisy classroom (s).

Participating schools, regardless of group assignment, received program materials, teacher training, and substitute teachers to fill in for teachers during regular teacher training; control schools received these benefits for classrooms that did not participate in the study.

We also control for teacher experience as well as for class and school characteristics, including class size and the academic performance and demographic characteristics of all students in the relevant classroom and school.

A highly structured bureaucracy controls teacher certification and training, says C. Emily Feistritzer, president of the National Center for Education Information (NCEI) in Washington D.C. «Anyone who wants to make more new teachers available can begin by dismantling this elaborate system, which locks out potentially highly qualified teachers while accrediting many who don't belong in the classroom,» Feistritzer says in a story, («The Truth Behind the «Teacher Shortage»»), originally published by the Wall Street Journal in Jteacher certification and training, says C. Emily Feistritzer, president of the National Center for Education Information (NCEI) in Washington D.C. «Anyone who wants to make more new teachers available can begin by dismantling this elaborate system, which locks out potentially highly qualified teachers while accrediting many who don't belong in the classroom,» Feistritzer says in a story, («The Truth Behind the «Teacher Shortage»»), originally published by the Wall Street Journal in JTeacher Shortage»»), originally published by the Wall Street Journal in January.

The creative tension between the autonomy that our expert teachers value so highly, and the common aspects of shared accountability that enables BASIS Curriculum Schools to maintain academic quality control across the network, is the nexus at the heart of our classroom learning culture.

It's also not a very desirable profession, as you see in movies with paper airplanes being flown and the substitute teacher's trying to keep control of the classroom.

A randomized controlled trial of My Teaching Partner — Secondary — a Web - mediated approach focused on improving teacher - student interactions in the classroom — examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

Yes, teachers must vigorously teach; however, teachers can not control what goes on outside of the classroom.

Instead of using his mayoral control of New York City's schools to improve the quality of teachers in classrooms, Mayor de Blasio has floated union - friendly initiatives that lack substance.

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.

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.»

It empowers teachers to take control of their learning within their own classrooms.

As a career educator and the executive director of ASCD, an education association of 170,000 educators worldwide, I have yet to meet a master teacher who would claim to have been born with the appropriate skills to successfully «inspire young minds as well as control unruly classrooms.»

A 2011 judicial brief described out - of - control classrooms, incidents where students engaged in sexual activity on campus, and student violence toward teachers.

Personal control issues were related to moments of vulnerability that surface with the introduction of new technology and changes in expectations for the classroom teacher with regard to holding a position of authority, leadership, and expertise in the classroom.

The teacher has failed to gain control of the classroom environment and establish a relationship of mutual trust and respect with their students.

Teachers not only control the learning environment of their classroom, but they also dramatically influence the school culture and relationships with students and parents.

As a result of knowing and using the Marzano Teacher Evaluation Model, administrators have improved the quality of the feedback they offer teachers: «Your classroom is out of control because you have not developed classroom rules.

«Academic freedom generally provides much more potent protection for what a teacher says as a citizen outside the school than for what the teacher says in the classroom, where the school board is largely in control of the curriculum» (p. 43).

Students» emotions have an impact on their academics, and students» emotions are impacted by many factors beyond any teacher's control such as homelessness, marital stress in their home or divorce, loss of employment of a caregiver, physical or emotional abuse, mental illness, bullying outside of their classroom, personal illness or illness of a loved one and many other factors too numerous to list.

Teachers» judgments about the innovations and the ability of teachers to control the use of technology in their classrooms were significant factors in the failure of these technologies to transform teaching and lTeachers» judgments about the innovations and the ability of teachers to control the use of technology in their classrooms were significant factors in the failure of these technologies to transform teaching and lteachers to control the use of technology in their classrooms were significant factors in the failure of these technologies to transform teaching and learning.

For some time now there has been increasing recognition that, in an educational climate of accountability measures and increased top - down control, there is a need to position the work of teachers as extending beyond the classroom and situate teachers» role in education within the broader context of schooling.

Students were randomly assigned to a classroom taught by a teacher trained through one of the selective programs, or a control group taught by a traditionally trained teacher or a teacher from a nonselective alternative route.

All teachers are trained at the National Institute of Education, and Prof Lee said this single route ensured quality control and that all new teachers could «confidently go through to the classroom».

Since both sides believe that the reasons for the achievement gap lie almost entirely outside the classroom — and, in many cases, beyond the control of students, parents, or teachers — they also contend that education reforms focused on changing schools, helping parents, and aiding students would be of little use.

During the first four years of the CREATE study, researchers developed individual interventions and tested them in tightly controlled experiments and randomized field trials with classroom teachers in the middle grades.

The chapter is about whether and how data derived via the Tripod student survey instrument (i.e., as built on 7Cs: challenging students, control of the classroom, teacher caring, teachers confer with students, teachers captivate their students, teachers clarify difficult concepts, teachers consolidate students» concerns) align with the data derived via Danielson's Framework for Teaching, to collectively capture teacher effectiveness.