To capture these real - world dynamics requires randomly assigning hundreds of college students to
different classroom conditions.
Not exact matches
These results
condition on a single score for a
different classroom with the same teacher and a single score for a
classroom with a
different teacher.
A motivation for this assumption is that, without
conditioning on additional information, we can regard the random variables corresponding to
different classrooms for the same teacher (within a school) as exchangeable.
Only
condition on values for s such that there is at least one pair of
classrooms with
different teachers, so that.
In Williams v. California, for example, teachers, parents, and students from low - income communities described overcrowded schools that had to run multiple shifts each day and multiple shifts during the school year, alternating on - months and off - months for
different cohorts of students cycling in and out of the building;
classrooms with more than 40 students without enough desks, chairs, and textbooks for each student to have one; lack of curriculum materials, science equipment, computers, and libraries; and crumbling facilities featuring leaky ceilings and falling ceiling tiles, sometimes overrun with rodents, and lacking heat and air
conditioning.
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