Sentences with phrase «direct effect on student achievement»

Not exact matches

Second, the new wave of personalized learning draws on a set of instructional strategies that have shown particularly large effects on student achievement: feedback, peer tutoring, mastery learning, goal setting, and even direct instruction.

Nevertheless, critics continue to question the NBPTS's method and focus for measuring quality teaching and to call instead for what they believe should be simple and direct measures of effects on student achievement.

But it's not hard to imagine direct effects of income on student achievement.

Of 24 whole - school reform designs, AIR found that only three had «strong» positive effects on student achievement: Direct Instruction, High Schools That Work, and Success for All, none of which were NAS designs.

These studies showing the direct positive effects of raising household income — even by small amounts — on student achievement make it plain that reducing poverty through stable, living wage jobs for all working families would also help improve educational outcomes.

Students with a more positive attitude toward math were more likely to spend more time on their math homework — which, in turn, had a direct effect on their math achievement.

With a focus on developing teachers in the classroom, the new Marzano Causal Teacher Evaluation Model establishes the direct cause and effect relationship between teaching strategies and student achievement that helps teachers and leaders make the most informed decisions that yield the greatest benefits to students.

Research has shown that family engagement has a direct, positive effect on student achievement and is an accurate predictor of a student's success in school, Schargel said.

Research consistently finds that family engagement has a direct, positive effect on children's achievement and is the most accurate predictor of a student's success in school.

The campus principal has a direct and indirect effect on student achievement.

In addition to the research cited above that provides a clear rationale for what Barnett Berry terms «teacher - powered» schools, CTL sought local examples of teacher - directed leadership, professional learning and collaboration that are having a positive effect not only on teachers themselves, but on student achievement and school culture.

The table of «effect sizes» in the book clearly identifies the effects of one element (e.g. direct instruction) and the effect size of another (d = 0.82) on student achievement, but what consideration is given to the inter-correlation between those areas identified?

They found that neighborhood had significant direct and indirect effects on achievement, often by depressing parental practices that were usually associated with better student achievement.

Davis - Kean (2005) studied 8 to 12 - year - old children and found similar patterns with African Americans; parental expectations had a direct significant effect on academic achievement for European American but not for African American students.