Sentences with phrase «directly affect student achievement»

Over the years, we have fought for and traced the evolution of the principal's role — from one frequently sidelined in policy to one at dead center in conversations about practices and processes that directly affect student achievement.

The model also provides effective and specific feedback to teachers, helping to improve their professional practice and directly affect student achievement.

The model also provides effective and specific feedback to teachers, helping to improve their professional practice to directly affect student achievement.

The model provides effective and specific feedback to teachers, helping to improve their professional practice to directly affect student achievement.

It enables school districts to use the data to drive leadership behavior and teaching practices to directly affect student achievement and lead to student learning gains.

The model has demonstrated success in observer accuracy and inter-rater reliability to provide effective and specific feedback to teachers, helping to improve their professional practice and directly affect student achievement.

In work published in 1997, Susan Mayer, former dean of the University of Chicago's Harris School of Public Policy Studies, tried to answer this question by carrying out a variety of tests, each of them an attempt to see exactly how much changes in income directly affect student achievement.

Not exact matches

Does requiring students to wear uniforms directly affect school environment and student achievement, or is it the equivalent of painting the walls of a crumbling building — merely cosmetic?

It has been said that a school's environment and sense of community can directly have a positive or negative affect on student achievement.

«All of us working to affect broad change across the country must maintain sight of our ultimate goal: directly impacting student achievement.

Since future teachers can not directly affect students» current achievement, a finding that future teacher assignments are associated with those outcomes («the future predicts the past») suggests a violation of the model assumptions that could lead to confounding.

Perceived teacher - student relationships had a negative affect directly on student achievement when school engagement was not satisfied, Perceived teacher - student relationships had a positive influence on the student achievement via school engagement.