Sentences with phrase «for classroom characteristics»

Not exact matches

Shane Farritor of the University of Nebraska, Lincoln, emphasizes the importance of providing makerspaces for students in order to promote innovation outside of the classroom setting and offers a blueprint that will give faculty and administrators a starting place for considering the key characteristics their makerspaces should have to promote innovation output.

Indeed, the report claims that differences in the physical characteristics of classrooms explain 16 per cent of the variation in learning progress over a year for the 3,766 pupils included in the study.

The database includes information about each student's classroom teacher in a given year, which allows us to estimate how much the student learned in that year and to connect that information to such professional characteristics as teacher certification, acquisition of a master's degree, teacher experience, teacher test performance, and the specific school of education the teacher had attended within Florida, if the teacher had attended one of the eleven schools for which adequate numbers of teacher observations were available.

A three page poster document designed to display the Characteristics of Effective Learning for a school website (can also be used on a classroom display) Posters included: Active Learning - Motivation Playing and Exploring - Engagement Creating and Thinking Critically This Foundation Stage set includes posters for both Nursery and Reception.

To test the sensitivity of our results to this methodological decision, we constructed a value - added indicator that measures a teacher's contribution to student achievement (accounting for a wide variety of student and classroom characteristics that could affect achievement independent of the teacher's ability).

There are art historical and quality classroom examples provided for each characteristic.

Throughout, we accounted for differences in previous student achievement, student demographics, and classroom characteristics.

You can look for these characteristics in yourself, in your faculty, in your school, in your managers, and in your classroom.

We compare the test scores of students in each of the seven categories, taking into account differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by averaging family background and home resources for all students in the classroom).

This test consists of 20 items (with an associated answer key for the teacher) that assess the vocabulary, grammar, and cultural concepts listed below: • Country / Region: South America: Colombia, a Magic Land • Vocabulary Themes: physical characteristics and parts of the body • Grammar Themes: adjectives: descriptives; agreement; gender and number • Writing in Spanish: el alfabeto • Culture Theme: Colombia and the Arts An alternate version of the test is also provided to the teacher, in case a student needs to re-take the assessment or for use in large classrooms.

Audio - recordings, collected during the academic year in 40 sixth - grade classrooms from two sites (Illinois, Massachusetts), will be analyzed for the characteristics of talk among and between teachers and students.

We also control for teacher experience as well as for class and school characteristics, including class size and the academic performance and demographic characteristics of all students in the relevant classroom and school.

Meanwhile, in the United Kingdom, a recent study of the design principles of 153 primary classrooms concluded that «differences in the physical characteristics of classrooms explain 16 percent of the variation in learning progress over a year,» and that «ownership and flexibility» — the ability to adapt the surroundings to individual student preferences — accounted for a quarter of that difference.

This Focus On examines what it means for a teacher to «go virtual» and highlights the distinguishing characteristics and practices of effective virtual classroom teachers.

Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs.

To be specific, consider the college attendance outcome, and let g denote the production function The inputs and are, as above, unmeasured characteristics of the teacher and the school for classroom A in school i.

At any such point, is a random variable with Still conditioning on, consider counterfactual outcomes as varies over, averaging over the conditional distribution of given: There is a structural function interpretation for: within a school with, we can obtain potential expected output for various assigned values of the teacher input, holding constant the distribution of classroom characteristics (at the conditional distribution of given).

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

We matched each teacher to the students they were teaching and assembled data on students» demographic characteristics, performance on prior state tests, and the averages of such characteristics for the peers in their classroom.

Participants will examine characteristics of 90-90-90 schools and create research - based action plans to increase the odds for success in their classrooms.

TPACK may be influenced by contextual factors such as grade level, curricular standards, student characteristics and background, instructional and social interactions, teacher motivation and beliefs, classroom layout, school - related expectations, support for technology, and types of technology available (Mishra & Koehler, 2006; Rosenberg & Koehler, 2015).

The authors of Essential Assessment identify four characteristics of classrooms where assessment and self - regulation work well together to create student investment: a vision for learning, meaningful and valuable work, asset - based focus, and action and impact (p. 121).

Because value - added measures adjust for the characteristics of students in a given classroom, they are less biased measures of teacher performance than are unadjusted test score measures, and they may be less biased even than some observational measures.

identify four characteristics of classrooms where assessment and self - regulation work well together to create student investment: a vision for learning, meaningful and valuable work, asset - based focus, and action and impact (p. 121).

While a fair amount of evidence suggests that value - added measures adequately adjust for differences in the background characteristics of students in each teacher's classroom — much better than do most other measures — value - added measures are imprecise.

We identified the following school or classroom characteristics as statistically associated with lower suspension rates for students of color:

Nearly all schools are designating leaders for these teams — teachers who have achieved outstanding results in the on - teacher - one - classroom mode and who also display leadership characteristics.

While many books on how to handle classrooms exist, Lemov did something that few had done before: he watched the best teachers in the country and looked for the common characteristics they all shared.

For example, Marcinkiewicz (1993) examined the degree to which various personal characteristics of teachers predict the level of their computer uses in the classroom.

Woven throughout the curriculum are the essential characteristics of effective teachers: instructional rigor and student engagement, lesson preparation and content knowledge, instructional decision making, classroom management, child development, strategies for meeting the needs of all learners and ethics.

For this project, entire classrooms of students were selected based on (a) voluntary participation of teachers whose schools matched specific urban, suburban, or rural characteristics and were located in one of two major climate zones in the US, and (b) consent forms signed by the students» parents.

Filled with real classroom stories, strategies, and solutions, these resources guide educators on creating positive and productive learning experiences for students with a wide range of backgrounds, characteristics, and expectations.

[18] Many studies [19] have calculated high correlations (mostly greater than 0.9) between estimates from models that control only for prior student test scores (such as SAS EVAAS), [20] control for student background (such as DC's IMPACT), and control for average classroom characteristics (such as Pittsburgh's system).

Multiple Intelligence Theory - definition, characteristics and behaviors, identifying MI in your student, implications for teachers and students, classroom strategies

These direct observations allowed for multiple levels of analysis, from the objective (Did the candidate notice important characteristics of instruction and classroom environment?)