Not exact matches
The impacts on teacher
effectiveness and placement are inconclusive during the first couple of years of study; however, majorities of teachers have
indicated that the feedback they received, especially from
classroom observations, has prompted them to make changes in their practice.
To put the magnitude of this leadership effect in perspective, quantitative school
effectiveness studies (Hill, 1998)
indicate that
classroom factors explain only a slightly larger proportion of the variation in student achievement - about a third.
Universal programs could also enhance the
effectiveness of
indicated programs by making the
classroom environment more receptive and supportive of the emerging social skills of children who are the target of
indicated programs.