According to a Stanford University study, teacher preparation has a strong relationship with teachers»
effectiveness in the classroom compared to teachers who had not gone through a formal preparation program.
Not exact matches
However, it has proved frustratingly difficult to
compare teachers» actual
effectiveness in the
classroom, because as a field, we too often rely on proxies like certification and tenure instead of on data that quantify teachers» impact on student achievement.
Table 3 [35]
compares the average percentile rankings of teachers
in the most advantaged
classrooms to the average percentile rankings of teachers
in the least advantaged
classrooms for different estimates of teacher
effectiveness.
We
compare teacher preparation programs
in Missouri based on the
effectiveness of their graduates
in the
classroom.
The purpose of this study was to examine the impact of both functional behavior assessment - based interventions and targeted
classroom interventions for reducing problem behaviors of children with emotional / behavioral disorders (EBD)
in special education
classrooms.Specifically, this study was interested
in how interventions based on changes
in classroom routines and instructional behaviors
compared with interventions based on functional behavior assessment.Results demonstrated the
effectiveness of incorporating effective
classroom practices
in reducing problem behaviors
in special education
classrooms for students with EBD.