Sentences with phrase «high teacher expectations»

Instructional leadership (d = 0.42) refers to those principals who have their major focus on creating a learning climate free of disruption, a system of clear teaching objectives and high teacher expectations for teachers and students

One 2005 review by Russell Rumberger and Gregory Palardy of the educational effects of high - school demography found evidence that the factors that seem to matter for improvements for low - income students in integrated settings include high teacher expectations, more hours of homework completed, college - prep courses, and a lower percentage of students reporting feeling unsafe.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

The schools» peer culture likely has some influence on their pupils, too, as do high teacher expectations.

«Students might perceive and emotionally react to low or high teacher expectations... Teachers with expectations for certain types of students may modify how they teach, evaluate, and advise them,» say Gershenson and Papageorge.

Exposure to college - going peers, higher teacher expectations, and small high schools may help boost attendance.

Not exact matches

It is not clear, however, whether Brown's constant stress on high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace in the 1930s in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged in original research.

For Yeager, the conclusion to draw from the study is not that teachers should start slapping high - expectations Post-its on every piece of work they hand back to students.

In one study, teachers who had no knowledge of a child's attachment history were shown to treat securely attached children with more warmth and respect, set more age - appropriate standards, and have higher expectations.

On the other hand, while providing all of those supports, we understand if teachers and principals are not held accountable to high expectations for these children.

Tough recounts an experiment by David Yeager and colleagues in which teachers provided feedback to students on their essays and then added a Post-it that said either the comments were given as feedback or the comments reflected the teacher's high expectations for the student.

When teachers and schools are able to convey both of those messages at the same time, that you belong here and this is a place where you are welcome, but also that I have high expectations for your ability to achieve things, and I'm going to give you the right kind of help and support for you to breach those high expectations, those two toolboxes combine to be what is most motivating and inspiring to kids.

White students, who have little reason to believe they'll be judged via teachers» stereotyped views of their race, were only slightly more likely to revise their paper if they got the «high expectations» message.

These students need to build strong relationships with teachers and administrators who hold them to high expectations and create engaging and challenging student - centered curriculum.

Are the teachers and program administrators not respecting how a child meets milestones of development, or are parents not giving children the benefit of high expectations they deserve?

Still, he found that running a college class is a lot different from running a high school class, mainly because student expectations and teacher responsibilities are different.

The influence of high expectations of other pupils, their teachers and, most importantly, their parents overrides all other indicators of a child's success.

Many teachers in top - achieving schools with high levels of collective efficacy talked about how they used social persuasion to enforce norms of high expectations for student success.

She provided classroom instruction in the power of high expectations and the methods of high - expectations teachers, while also videotaping instructors while they interacted with students to show them their demeanor while they taught.

So how might teachers or other leaders communicate these high expectations?

Her brother, Marshall [Keir Gilchrist], is suffering the throes of first love — with the impudent but Lionel — and trying to make a short film with Lionel [Michael Willett] and their friend Noah [Aaron Christian Howles], for class [their teacher has high expectations for them since they are the only gay students in the class].

Teachers hold high expectations for all students and confront every excuse.

The school was disciplined, teachers had high expectations for students, and the administration was eager to welcome new students.

These teachers sustain high expectations of all students, especially for those whom others may have given up on.

Probably, But I suspect many teachers have high expectations of themselves to deliver quality learning opportunities to their students.

A commonly proposed strategy for raising achievement levels in schools is to specify high expectations or «standards» of student performance and to hold students, teachers and schools accountable for achieving those standards.

If teachers of color hold higher expectations for minority students — stemming from their perceptions about student ability, effort, and behavior — they might be more likely to push students to work hard and to insist on their best effort in all assignments.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

When Christopher Pagan, a physics teacher at Trinidad Garza Early College High School, reflected on his students» performance, he realized that they weren't meeting his expectations or their own potential.

These students achieve high grades on year - level expectations; and parents, teachers and students themselves are generally satisfied with this result.

As teachers know, the year - level curriculum seriously misses the mark for many students, either because its expectations are too low or too high.

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.

When teachers trust students to lead their learning by giving more open - ended opportunities that challenge them to find their way, students will delve deeper into content and set their expectations higher than is required.

Strong ties and high expectations can help teachers end discipline disparities and shift outcomes for minority students

Textbooks are written to reflect these high expectations, and teachers are instructed to teach the curriculum specified for each grade.

In a high - stakes testing climate like the one many of today's teachers contend with, it's easy to think that the related rhetoric signifies high expectations.

When I ask great high school principals what makes a great teacher and a great school — once their door is closed — they'll invariably say that it's all about love and high expectations.

They will argue that it makes more sense to set sail for the new standards now, to allow teachers and schools to begin preparing for the higher expectations of the Common Core.

Let's start by believing that highly effective teachers must reinforce high expectations for all students and that they are responsible for (and should be supported to) provide instruction that is standards - aligned, student - centered, engaging, and data - informed.

Even if we buy the idea that teachers at the Met are so talented that they should be trusted to demand high performance from every student, what about schools with less skilled teachers and lower expectations?

One strand of his research, which has sought to replicate effective charter - school practices in public school contexts, has shown that when a school increases instructional time, has excellent teachers and administrators, and instills data - driven instruction, small - group tutoring, and a culture of high expectations, it can eliminate gaps in math performance.

Outwardly, Success is similar to other «no excuses» (Moskowitz dislikes that term) charter schools: students are called «scholars» and wear uniforms; a longer school day and year allow for about one - third more instruction time than district schools provide; rooms are named after the teacher's alma mater; a culture of discipline and high expectations reigns.

This Presentation Includes: Well Formulated, Measurable, SMART Learning Objectives and Outcomes Engaging and Creative Lesson Starter — Spelling Bingo Overview of Vocabulary for a Spellings Lesson Flipped Lesson Part - Video - How to Learn Basic Spelling Rules Space for Peer Teaching - 10 Basic Spelling Rules Scaffolded Notes to Support the Learners - Pronunciation Symbols Collaborative Group Tasks — Think - Write - Share, Pair - Share Mini-Plenary to Test Student Understanding — 3 Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Tasks Extensions to Challenge the High Achievers - Online Exercises Plenary to Assesses Learning Outcomes - Find the Word Success Criteria for Self Evaluation - My Spelling Sketch Home Learning for Reinforcement - Spelling Bee Site Map Common Core Standards - ELA-LITERACY.L.4.1.g/L.8.2/L.8.2.c Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this presentation to give a complete knowledge and understanding of Spelling Rules to the learners, thereby helping them to enhance their spelling skills.

Our own evaluation studies have shown that in small schools students say their teachers know them better, care about them more, and have higher expectations of them.

Without the pressures of engaging an entire classroom, the teacher can provide undivided attention where needed to ensure all students are meeting the high expectations that have been set.

«My dad, he always said that teaching was important work, but his expectations were higher: «You're going to be a teacher?

For starters, a Center for American Progress study titled America's Leaky Pipeline for Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokers.

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

Certain pieces of wisdom surfaced over and over — such teacher classics as «Be consistent,» and «Set high expectations.»

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.