Sentences with phrase «in teacher characteristics»

Teachers College, Columbia University; New York, NY $ 656,000 over two years on behalf of the National Center for Children and Families for a comprehensive analysis of variation by NYC UPK program setting, governance, and community district in teacher characteristics, professional development, instructional approach, and program structure.

Not exact matches

This lack of agreement, even along the most general lines, is a characteristic feature of the situation today and accounts in a large measure for the low educational status of the ministry The work of the lawyer, the physician, the teacher, the artist, the writer and the engineer, is clear - cut and rather sharply defined (at least in the mind of the average man), so that when a young man chooses one of these professions he has some idea of what he is getting into.

I mean, communicated from a divine source by Jesus Christ as God, through inspired prophets and wise men, apostles, teachers, the writers of the books of the Bible, councils of church leaders, popes, and so on, in such a way that the message has been transmitted in human language, clothed in the external forms of human thought, given, indeed, in the characteristic language and thought - forms of particular nations and cultures, but at the same time in such a way that its essential content has been unaffected by the human mind's fallibility, ignorance and feebleness of apprehension.

Now these characteristic theological emphases were of great importance for the preservation and formulation of the gospel tradition, even prior to its incorporation in the earliest written Gospel, that of Mark, The whole conception of Jesus» earthly ministry is influenced by them: «Jesus is the Savior, but only as combining in himself the office of a Jewish teacher and that of the hidden Son of Man, by virtue of which twofold office he is able by word and deed to bring men to the «gate» of the Kingdom of God.

Rather she is a yoga teacher who must, as any good teacher does, take into account the characteristics, capabilities, and limitations of the student in front of her so as to be able to modify the teaching.

Personally, I believe it's the former, although one can definitely be influenced by modelling such a characteristic, which brings me to your conscious choice of making it a habit to teach by example, your lucky students, who, unlike their lovely teacher, will have the sweetest and fondest memories of her lessons in kindness, having both studied and practiced them in her class.

But certain characteristics are common to most of them - and give teacher unions great advantages in the struggle for influence.

Maria Puolakkainen, a high school student from Helsinki, Finland, was invited to share her own ideas and insights; read about her experiences in» #StuVoice Finland Shares the «Characteristics of an Effective Teacher».»

If the purpose is to ensure that potential teachers have basic characteristics like honesty or fairness, existing standards such as university honor codes in higher education should suffice.

As is the case today, from 1940 to 1960 teacher educators sought to protect the interests of schoolchildren by socially engineering «desirable» characteristics in their teachers.

Working in cooperation with the Texas Education Agency, the University of Texas at Dallas's Texas Schools Project has combined various data sets to create a database of key characteristics of both teachers and students during this period in all Texas public schools.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

Our analysis of these data reveals that teachers transfer from one school to another — or exit the Texas public school system altogether — more as a reaction to the characteristics of their students than in response to better salaries in other schools.

Teachers who moved between different suburban districts experienced similar, albeit smaller, changes in student characteristics.

The ultimate employers of teachers, local school districts, can and do screen for the characteristics they want in their employees.

But the NELS data offer some suggestive evidence that the opinions of teachers about their students — and of students about their teachers — is shaped in part by gender characteristics.

While so far the whole process has taken place in a «safe» environment, where the teacher has advised them about difficulties or errors, now the student must learn to accept the feedback received by an «anonymous» audience and turning it into changes in approach, solution or characteristics of its proposal.

«What I've discovered to be the single most important characteristic [in a teacher] would be their compassion for children, as that is the essence of the profession,» said Paul McCarty, vice principal at Martins» Achievement School in Sacramento.

One last example: Because of the standards and accountability movement that began in the 1980s and extended through today, public schools publicly report a wide array of data related to test scores, poverty rates, teacher characteristics, and much, much more.

We begin with an oft - cited data point: after controlling for differences in education, experience, race, gender, marital status, and other earnings - related characteristics, public school teachers receive considerably lower total annual salaries than private workers.

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.

In a paper just published in the Economics of Education Review, Matthew Chingos and I look at the characteristics of effective 4th through 8th grade teachers in Florida over the period 2002 to 201In a paper just published in the Economics of Education Review, Matthew Chingos and I look at the characteristics of effective 4th through 8th grade teachers in Florida over the period 2002 to 201in the Economics of Education Review, Matthew Chingos and I look at the characteristics of effective 4th through 8th grade teachers in Florida over the period 2002 to 201in Florida over the period 2002 to 2010.

Four characteristics were inherent in learning communities that worked to promote positive changes in teaching cultures: collaboration, a focus on student learning, teacher authority, and continual teacher learning.

Semiparametric lower bound estimates of the variance in teacher quality based entirely on within - school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience.

The results also confirmed the positive relationship of key characteristics of professional - development design identified in previous studies over the past decade to student outcomes: sustained, active teacher learning that is coherently aligned with the school's organization.

But other, less - heralded attributes helped just as much, including provisions in the state's 1995 legislation that greatly expanded Vallas's power over teachers and schools; school construction and other appealing initiatives undertaken in part to soften the accountability focus; and characteristics in Vallas that aren't necessarily the trademark of the latest fashion, the big - city superintendent who rides in from another walk of life.

For the subset of teachers who can be linked to student - level data, we consider the characteristics of the students whose teachers received a layoff notice under the actual system and in our simulation.

In these comparisons, we take into account changes in the characteristics of the student body including the percentage of students who are Hispanic, the percent African American, and the percent eligible for the federal free lunch program, as well as changes in the school's student - teacher ratiIn these comparisons, we take into account changes in the characteristics of the student body including the percentage of students who are Hispanic, the percent African American, and the percent eligible for the federal free lunch program, as well as changes in the school's student - teacher ratiin the characteristics of the student body including the percentage of students who are Hispanic, the percent African American, and the percent eligible for the federal free lunch program, as well as changes in the school's student - teacher ratiin the school's student - teacher ratio.

A new study by Dan Goldhaber and Roddy Theobald from the University of Washington looks at the characteristics of teachers who were targeted for layoffs in Washington state, and at the impact of LIFO provisions on student achievement.

Our report concluded that, in general, the evaluation systems we examined do a decent job of distinguishing teachers based on characteristics of classroom performance that predict how teachers will perform in subsequent years.

Goldhaber and Theobald analyze data on 1,717 Washington teachers who were sent layoff notices in 2009 and 2010 to see which teacher and school characteristics influenced the likelihood of a teacher receiving a layoff notice.

These are likely to be characteristics that will not be rewarded by teachers in the school setting.

In addition, the variance of our value - added measure is significantly higher within higher - poverty schools than in lower - poverty schools, even after we control for the experience level and other observable characteristics of teachers within each school, which supports the second predictioIn addition, the variance of our value - added measure is significantly higher within higher - poverty schools than in lower - poverty schools, even after we control for the experience level and other observable characteristics of teachers within each school, which supports the second predictioin lower - poverty schools, even after we control for the experience level and other observable characteristics of teachers within each school, which supports the second prediction.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

In economic terms, they would show greater demand for teachers with those characteristics; they would be willing to pay a higher price in order to buy more of theIn economic terms, they would show greater demand for teachers with those characteristics; they would be willing to pay a higher price in order to buy more of thein order to buy more of them.

In other words, qualitative differences among teachers have large impacts on the growth in student achievement, even though these differences are not related to the measured background characteristics or to the training teachers have receiveIn other words, qualitative differences among teachers have large impacts on the growth in student achievement, even though these differences are not related to the measured background characteristics or to the training teachers have receivein student achievement, even though these differences are not related to the measured background characteristics or to the training teachers have received.

Here you must control for the fact that the existence of a charter school may reflect factors in an area that also determine the area's demand for certain teacher characteristics.

Using the overall rating in that way could compromise the accuracy of subjective performance evaluations, especially if principals value characteristics of teachers that are unrelated to their effect on student performance.

My analytical strategy relied on a simple economic argument: If schools that face stronger competition prefer certain characteristics in their teachers, then they should hire more teachers who possess those characteristics and pay them a higher wage.

We hesitate to say that education itself is producing these gains, because a teacher's level of education is likely to be associated with personal characteristics not accounted for in our analysis, and these may be the very factors responsible for the improvements in student achievement.

Remember that my test for whether school choice raises demand for certain teacher characteristics is two-fold: 1) whether a school that faces stronger competition hires teachers with more of a certain characteristic; and 2) whether that characteristic earns a premium in an environment of greater school choice.

In addition to test scores in math and science, the TIMSS data include information on teacher characteristics, qualifications, and classroom practiceIn addition to test scores in math and science, the TIMSS data include information on teacher characteristics, qualifications, and classroom practicein math and science, the TIMSS data include information on teacher characteristics, qualifications, and classroom practices.

In addition, research showing that value - added measures outperform other teacher characteristics at predicting a teacher's impact on student growth in future years — and that they also capture information on teachers» impacts on longer - term life outcomes like teen pregnancy, college going, and adult earnings — served as an important justification for differentiating teacher effectivenesIn addition, research showing that value - added measures outperform other teacher characteristics at predicting a teacher's impact on student growth in future years — and that they also capture information on teachers» impacts on longer - term life outcomes like teen pregnancy, college going, and adult earnings — served as an important justification for differentiating teacher effectivenesin future years — and that they also capture information on teachers» impacts on longer - term life outcomes like teen pregnancy, college going, and adult earnings — served as an important justification for differentiating teacher effectiveness.

In order to complete duties and be effective educators within the school community, teachers and those working with young people in schools need to have a diverse set of skills and characteristicIn order to complete duties and be effective educators within the school community, teachers and those working with young people in schools need to have a diverse set of skills and characteristicin schools need to have a diverse set of skills and characteristics.

One of the things I did want to speak about, in terms of the teacher characteristics, the students you spoke to spoke about the teachers who'd supported them.

The SPTQ is firmly grounded in research on the characteristics of effective teaching and closely matches the Australian Professional Standards for Teachers.

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 2004).

One way to capture the long - term effects of teacher performance pay, including changes in the characteristics of those choosing to become a teacher, is to compare countries with performance pay systems to those without.

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.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learninIn Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learninin the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.