Sentences with phrase «find students assigned to a teacher»

Related to the first theory of «high expectations,» we find students assigned to a teacher who shares their race and gender are more likely to say their teacher pushes them to work hard, requires them to explain their answers, not to give up when the work gets hard, and accepts nothing less than their full effort.

Not exact matches

The editorials, assigned by UNC English teacher Moira Marquis, asked students to research a contemporary social issue for young adults and share their findings.

Across all four districts, which together serve more than 465,000 students, the researchers found new elementary teachers were assigned students who had performed.1 to.3 of a standard deviation below their peers who were assigned to teachers with four years of experience or more — meaning that these students were about three to nine months of schooling behind their classmates.

In addition, great work by Gema and Albert Cheng has found that student effort can actually be changed when students are randomly assigned to different teachers who themselves possess different character skills.

This effect is similar in size to those found in evaluations of primary - school inputs» impacts on postsecondary outcomes, such as being assigned to a teacher who is particularly effective in raising student test scores.

We found no evidence, however, that the teachers to whom students in the G&T program were assigned were any more effective, as measured by their impact on student test scores.

To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).

Instead of the instructor or teacher providing the content to teach a concept, simply teach the concept and assign students the task of finding the resources that best explain or exemplify the content.

Not surprisingly, parent socioeconomic status is strongly predictive of student test scores, and, looking at simple correlations, we find that less - advantaged students do tend to be assigned to teachers with lower VA measures.

When assigned parts of speech are to be incorporated into drafts, Find and Replace can be used to highlight the work for coaching by teachers, and critique discussions among students.

But the Gates study found that teachers who were highly rated with their regular classes performed equally well when students were randomly assigned to them the following year.

A study by Brian Kisida, Anna Egalite, and Marcus Winters that was published in the Economics of Education Review last year found that black, white, and Asian students benefit from being assigned to a teacher of the same ethnicity as them, and that elementary - aged black students and lower - performing students seem to particularly benefit from having a demographically - similar teacher.

After randomly assigning the high value - added teachers to a subset of the volunteer schools, they found that student achievement rose in elementary schools, but not in middle schools.

We also find large effects for black male students assigned to black male teachers.

Now into my second year as a blended - learning history teacher — meaning I have a group of students in my classroom every other day, assigning them to work online, at home, on the «off» days — I've found the scary parts less frightening than most fear, with far greater benefits than I expected....

[11] Another study randomly assigned students to teachers and found that selection bias was only a small problem, although there is debate about the interpretation of this result.

Teachers of grades K - 3 spelling can access Dolch and Fry sight words, while teachers of grades 4 and on can find increasingly complex compound words to assign to sTeachers of grades K - 3 spelling can access Dolch and Fry sight words, while teachers of grades 4 and on can find increasingly complex compound words to assign to steachers of grades 4 and on can find increasingly complex compound words to assign to students.

Sanders discovered that teacher quality varied greatly in every school, and he and others also found that students assigned to good teachers for three consecutive years tended to make great strides, while those assigned to three poor ones in a row usually fell way behind.

All too often, we find teachers in the classroom using valuable classroom time calling words out to students for spelling tests or assigning and grading worksheets and quizzes.

For example, one recent study found that low - income black male students were 39 percent less likely to drop out by high school if they were assigned to a black teacher in 3rd, 4th, or 5th grade (Gershenson et al., 2017).

Second, we find that more effective schools assign novice teachers to students in a more equitable fashion.

posters, when we find teachers assigning preachy stories and principals telling students what to wear, it is important that we understand what is going on.

This study also found that teachers who perceived the lack of computers and time for students to use them as barriers were less likely than others to assign students to use computers or the Internet for instructional activities.

A 2010 state report found districts that serve disadvantaged students are more likely to draw young, inexperienced teachers assigned subjects in which they had little training.

Historically (and as researchers from Stanford University recently documented in one city, echoing findings from many previous studies), school systems have tended to assign teachers with the least experience to work with the students who need the most help, while assigning the most well - regarded veterans to work with the strongest students.

However, the research supporting this finding is based on studies in which teachers were randomly assigned to students within the same school, mainly within elementary schools, while most value - added systems compare teachers in different schools.

The researchers found that students assigned to high value - added teachers had higher educational attainment, earnings, and wealth as adults.

Finally, we find little evidence that students assigned to middle school teachers with higher basic - skills test scores are more likely to take advanced math and science courses in high school.

We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added.

Research finds that disadvantaged students are more likely to be assigned to less - effective teachers.

However, researchers found that observational bias also exists, as akin to value - added bias, whereas teachers who are non-randomly assigned students who enter their classrooms with higher levels of prior achievement tend to get higher observational scores than teachers non-randomly assigned students entering their classrooms with lower levels of prior achievement.