Sentences with phrase «increased student performance research»

Over two decades of research has demonstrated a clear connection between teacher quality and increased student performance Research shows that low - income students are more likely to benefit from instruction by a highly effective teacher than are their more advantaged peers (Nye, Konstantoupoulos, & Hedges, 2004).

Not exact matches

Director of the Melbourne Education Research Institute John Hattie has warned that some of the UK government's key education policies, such as performance related pay for teachers and increased academy conversion, are a «distraction» that will only have a «minimal» impact on student's learning.

Research shows that interest, confidence and achievement are positively related to one another: improvement in performance over time requires concurrent increases in students» level of interest in mathematics and their competency beliefs (Denissen, Zarret, & Eccles, 2007).

To round out the research section of the issue, a study from Jay Greene finds that field trips to high quality performances of Hamlet or A Christmas Carol increase students» knowledge, tolerance, and their ability to read others» emotions.

Research by RAND Education reached a similar conclusion: «paying teachers to improve student performance did not lead to increases in student achievement and did not change what teachers did in their classrooms».

A meta - analysis of 213 programs, primarily covering three decades of research, found that social and emotional learning interventions that address the competencies listed above increased students» academic performance by 11 percentile points, as compared to students who did not participate in such SEL programs (Durlak et al., 2011).

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Studies published by NCATE (Teitel 2004) and by the American Educational Research Association (Cochran - Smith and Zeichner 2005) indicate that structured student teaching and internships in professional development schools increase the likelihood that novices remain in teaching, even in urban schools, and improve the performance of their students.

Strong, recent research shows that increased funding by the states has contributed to both improved student performance and lifetime outcomes, especially for underserved students (Jackson, 2016; Lafortune, 2016).

Strong, recent research shows that increased funding has contributed to both improved student performance and lifetime outcomes, especially for underserved students (Jackson, 2016; Lafortune, 2016).

Researchers and educators collaborated to create a substantial set of research - based instructional practices, performance management strategies, and student supports that middle schools should implement to increase the number of students prepared for success in high school and beyond.

In addition to accurately rating teachers» performance, Dr. Marzano's research - based approach actually empowers teachers to increase their students» achievement.

Existing research on other conventional school voucher programs point to a number of problems, including: lower student performance, less accountability, reduced access and increased segregation.

A growing body of research indicates that students whose parents are deployed in active war zones or have experienced frequent moves due to job relocations often experience many emotional ups and downs, including depression, acting out or negative behavioral adjustment, poor academic performance, and increased irritability and impulsiveness.

Our policy priorities are based on research, both locally and nationally that show that an emphasis on early interventions for at - risk students and increased access to educational options are straightforward, effective means of improving academic performance for all students.

All research indicates that change may not result in immediate increases in student performance but rigorous, language rich curriculum will provide lasting results.

Macon County's other concerns highlighted the lack of research pointing to improved student success as a result of performance - based teacher pay; decreased collaboration among teachers who are competing with one another for more dollars; and the failure of this pilot to consider the positive impact that non-instructional personnel have on student success and whether they should also receive increased pay.

The Comer Process was piloted in two schools, and longitudinal research showed that it contributed to two changes in student achievement: grades and academic performance increased, and behavior issues decreased.

Pay Scales and Performance Pay: Supporting Research For evidence that degree status does not increase teacher effectiveness and should therefore not be automatically rewarded in teacher salary schedules, see the following: C. Clotfelter, H. Ladd and J. Vigdor, «How and Why do Teacher Credentials Matter for Student Achievement?»

For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyond.

Research has shown that physical activity can increase academic performance, student focus and classroom behavior, Bobe said.

New NCTAF Publication: Team Up for 21st Century Teaching & Learning Research Reveals that Professional Teamwork Is the Key To Improving School Performance and Increasing Student Achievement WASHINGTON, D.C. — June 24, 2010 Steve Robinson (White House Office of Domestic Policy), Brad Jupp (US Department of Education), Tom Payzant (Harvard Graduate School of Education), Beth Wray (Pearson) and teachers from Howard County, Maryland speak on...

The conclusion of 13 out of 14 randomized controlled trials — the gold standard for social science research — is that school choice programs raise participating students» academic performance, and increase their likelihood of graduating high school and enrolling in and graduating from college.

For example, classroom concentration, attention, and memory immediately increase after physical activity, and student test scores correlate positively with regular participation.122 Research has also shown that elementary school students that perform better in reading, mathematics, and science have higher physical fitness test scores.123 In addition, children who perform below grade level academically and participate in a physical activity program are more likely to improve their performance on standardized tests than are their less active peers.124

Grounded in the school effects research, Dr. Firn's leadership resulted in school system improvement as measured by student achievement and performance results, increased parent, community, and school engagement, increased graduation rates and decreased student suspensions.

While many factors — including student demographics, parental involvement, teacher quality, and government policy — influence educational outcomes, research generally finds that students perform better when taught by more experienced teachers and that increased teacher turnover can harm student performance.8 High levels of turnover can also disrupt schools.

The research, led by Charles Hillman, a professor of kinesiology and community health and the director of the Neurocognitive Kinesiology Laboratory at Illinois, suggests that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

Research shows that student performance increases when learners are engaged, so it makes sense to adapt a medium that is intrinsically motivating for education.

However, Ripley's opinion that sports in school are detracting from academics, in time, funding and personal value, ignores the research on increased academic performance from student - athletes compared to their non-athlete counterparts (see Hartmann, 2008, for a review of empirical work on the topic.)

«Reduce uneven incentives and avoid «incentive cliffs» by increasing [school performance score] points more gradually as students move to higher performance levels,» notwithstanding the fact that no research to date has evidenced that such incentives incentivize much of anything intended, at least in education.

A meta - analysis of 213 programs, primarily covering three decades of research, found that social and emotional learning interventions that address the competencies listed above increased students» academic performance by 11 percentile points, as compared to students who did not participate in such SEL programs (Durlak et al., 2011).

She led the faculty team in developing Garrison Institute's program, Cultivating Awareness and Resilience in Education (CARE), conducting research to examine how CARE may improve teacher - student relationships, increase pro-social student behavior, create a more positive classroom atmosphere, and improve students» academic performance.