Sentences with phrase «differences among teachers»

Research has found that professional development (PD) that is unrelated to teacher content and pedagogy produces minimal results due to insensitivity to individual differences among teachers, lack of specificity and intensity, insufficient hands - on practice and feedback, little or no follow - up, not enough time built into teachers» schedules for PD, and not enough time and training built into school leaders» administrative tasks to support teacher learning.

There are many similarities and differences among teachers around the world.

More than a decade of research has confirmed what every parent knows: there are differences among teachers and they have huge consequences for student learning.

Nonetheless, researchers in this study found that in mathematics, 50 % of the variance in teachers» value - added scores were attributable to differences among teachers, and the other 50 % was random or unstable.

Although there were differences among teachers in teaching style, the group's commitment to student learning helped them avoid ideological pitfalls.

In contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communication).

Consider the sources: Response differences among teachers, principals and districts on survey questions about their education policy environment.

The critiques are many, including that teacher evaluation does not: measure teachers accurately with its drive - by observations by principals and third parties; take into account teachers» varying roles and working conditions; reveal measurable differences among teachers (absence of actual differences would make the profession unique on planet Earth); lead to better professional development; and more.

We learned several important lessons: First, students perceive clear differences among teachers.

In other words, qualitative differences among teachers have large impacts on the growth in student achievement, even though these differences are not related to the measured background characteristics or to the training teachers have received.

Other relevant differences among teachers may arise from their family circumstances, such as the job opportunities of a spouse or a desire to stay home with young children or to enjoy the benefits of home ownership.

While a coaching preference did not emerge as a general difference among teachers across school effectiveness ratings, we did find that the practice of coaching during reading to provide word recognition instruction was found to be a characteristic of teachers in the most effective schools and the most accomplished teachers in general.

This report highlights several common characteristics and many unique differences among the teacher - voice organizations and fellowships.

Not exact matches

Among them is INSIGHTS Into Children's Temperament, which provides teachers and parents with a framework for appreciating and supporting differences in the personalities of children.

Seeing the differences in the two teachers and then realizing that among the western teachers there are always differences, I just relaxed about the whole subject.

The national data from the Bureau of Labor Statistics indicate that annual employer insurance costs are 26 percent higher for teachers than for private - sector professionals; adjusting for higher participation rates among teachers reduces the difference to 16 percent.

As a result, differences in opportunities among teachers of different subjects should not be very important for this analysis.

One of the issues highlighted in the report was confusion among teachers about the difference between professional learning and those activities that are part of everyday practice.

Beyond engagement and retention, adults and students at Bates cite numerous other benefits of arts integration: It encourages healthy risk taking, helps kids recognize new skills in themselves and others, provides a way to differentiate instruction, builds collaboration among both students and teachers, bridges differences, and draws in parents and the community.

A study by Matthew Chingos and Martin West found turnover is higher among teachers who pick the portable account compared to those in the pension plan, but the difference is relatively small and is to be expected, given that those teachers have made an affirmative choice for greater mobility.

NCTQ nonetheless detected a noticeable difference in teacher preparation quality among the six schools.

However, the aim of experiments is not to explain all sources of variation; it is to probe whether the school reform idea makes a difference at the margin, despite whatever variation exists among schools, teachers, students, or other factors.

Put another way, does the education profession adequately prepare teachers to address differences among children?

In short, this analysis confirms that inspection ratings can help detect differences in teacher practice and parental satisfaction among schools with similar test - score rankings and socioeconomic composition.

Expanded awareness that allows teachers to see the differences (e.g. cultural, racial, learning ability, etc.) among students and how those differences complement each other and strengthen the classroom.

The most conventional interpretation of such performance differences would be that the program provided effective incentives for teachers and that the evaluations carefully discriminated among teachers of high and low quality.

According to our theory, differences between states among policy features help explain why teachers may or may not be aligning their instruction with their respective state standards.

Yet research on the impact of licensure on student outcomes is inconclusive, with some studies finding little, if any, difference among traditionally certified and uncertified teachers and others finding substantially higher student test scores among traditionally certified teachers.

Among middle - school teachers, the difference is slightly less but still important, at 20 percent of a standard deviation.

They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.

«The single most important thing is for teachers to not adopt a color - blind ideology, which essentially says that we're all the same, and we really shouldn't focus on the differences that exist between or among us.»

This seems to me to be grasping at straws, given the lack of any differences among participants and non-participants in teacher rated social / emotional outcomes, and given otherresearch showing no association between kindergarten retentions and later school performance.

The traditional education system in China is often criticized for encouraging conformity, being highly examination - oriented, discouraging the development of students» creativity, and bolstering authoritarian teachers for whom the rigid and centralized curriculum is a more important agenda than catering to individual differences among students (Cheng, 2004).

The low overall incidence of teachers in the entire sample asking higher level questions should concern us: Differences among schools notwithstanding, only 16 % of the teachers in grades 1 - 3 in this study were frequently observed asking higher level, aesthetic response questions.

As a general strategy, then, we developed empirically driven indices of effectiveness for both schools and teachers, grouped the schools or teachers into categories of effectiveness, and then examined the systematic differences among schools or teachers on other sets of variables.

Regarding their second point of investigation, they found «stark differences in instructional practices across districts among teachers who received similar within - district value - added rankings» (p. 324).

These average differences, however, mask instructional variation among teachers within schools.

The largest difference among the items in Factor 2 for the top and bottom 20 % of buildings for perceived principal leadership is on item 4 - 18, asking how often the principal attended teacher planning meetings (X = 4.06 vs. 2.31).

Real teachers know the difference among what must be graded, what ought to be graded, and what probably should never again see the light of day.

The comparison with similar schools that didn't use the program revealed no real difference in student scores or in teacher - retention rates among those schools.

It is therefore critical, in order to ensure fairness to teachers, that any plans to reward or punish them for gains their students have or have not made control for differences among students in their family situations and other factors that are beyond the teachers» control.

Among those are preservice teachers» understanding of and ability to address student differences, the nature of the change process in schools implementing differentiation, achievement impacts of differentiation in middle school, elementary, and high school settings, and profiles of teachers whose classroom practice enhances success of students from low - economic and / or cultural minority groups.

The program created an awareness of cultural differences and prompted courageous conversations among students and teachers.

The implication drawn in the media coverage was that intellectual differences among children are mostly an illusion, and an illusion that can be dispelled if teachers have high expectations for all their students.

They discovered the vast differences among schools», teachers», and students» accessibility to technology.

But a loophole allows districts to exclude from that comparability calculation variations in teacher salaries, which account for much of the spending differences among schools.

Teachers help establish a respectful tone among all members of the classroom community by teaching students to value differences and resolve conflicts appropriately.

It must result from the failure of simple models to fully control for differences among the students taught by different teachers.

It is not a conclusive writing on any one type of alternative; rather, it is intended to provide an initial window for seeing the similarities and differences among alternatives while pointing teachers and parents toward other resources for further exploration, making it possible to find (or create) educational alternatives in your own communities that best match your evolving beliefs and core values.

It showed that the district's 13 lowest performers are all elementary schools, and it looked at the top and bottom elementary schools, the stark differences among middle schools and the high and low high schools (Harbor Teacher Prep Academy at the top, Jordan High at the bottom).