«In England's system, not only can you go to a web site and pull up any report over time, they are very precise and very frank and to the point about what is good and what can be
improved at any particular school.»
Not exact matches
That research in
particular inspired his 2008 book Nudge:
Improving Decisions about Health, Wealth and Happiness, coauthored by Cass Sunstein, now
at Harvard Law
School.
At the beginning of every year I do that — I have a substantial session, not just with teachers but with the entire staff and it's on
school improvement and what we're doing to
improve particular areas of the
school.
This book takes a fresh look
at programs for advanced studies for high
school students in the United States, with a
particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly
improved in general.
The New Teacher Project (TNTP) recently looked
at professional development in large
school districts and a charter
school network and concluded that «We found no evidence that any
particular kind or amount of professional development consistently helps teachers
improve.»
In sum, while principals believe that districts prioritize
improved instruction, variations appear in responses to
particular questions about whether principals receive clear guidelines and support for making changes
at the
school level.
David Nagel describes how teacher teams
at a New York charter
school target precisely what skills students need to
improve and require all students to stay an hour after
school for help geared to their
particular lacks.
There is also evidence that it is not only teachers» overall experience that
improves student outcomes, but also that consistency and continuity in teachers» experience
at a
particular school matters.