Sentences with phrase «influence teacher decision»

This professional development may influence teacher decision - making by conveying instructional practices, providing appropriate science content materials, or providing pedagogical implementation ideas (Davis & Krajcik, 2005; Davis & Varma, 2008).

Not exact matches

Technology could help avoid this by issuing smart alerts to teachers to influence them to make suitable decisions to prevent such occurrences.

If you feel I've mischaracterized the guidance, I'd be interested in how you think divine guidance can influence decisions without interfering with free will (try something other than the teacher analogy).

The decision is believed to be influenced by the American Federations of Teachers, a teachers union that has previously clashed wiTeachers, a teachers union that has previously clashed witeachers union that has previously clashed with Loeb.

Two of his current projects explore how NCLB affects decision - making and data usage and how the program has influenced the distribution of teachers across their school districts.

We were also able to draw some reasonable inferences about how family considerations and alternative job opportunities influence their decisions by examining how teachers» choices differ by gender and experience.

«The staffroom, the school - based spatial arrangement in which teachers work and / or meet, is an important site for influencing curriculum and resource decisions, a site for the constitution of professional subjectivities of the pre-service and experienced teacher,» the paper reads.

Research does reveal one moment in a teacher's career when pension rules can influence her decision: when she is at, or just about to reach, retirement age.

Some lawyers said last week that the decision may result in broadening the influence of teachers» unions in precollegiate education.

Nevertheless, research does show that teacher beliefs influence their classroom decisions, so it is not a wild notion to suppose that accurate beliefs about how children learn will lead to better classroom decisions than inaccurate beliefs will.

The decision has already influenced other California school districts, including San Francisco and Sacramento, to stop blindly laying off teachers — and the lawsuit could be a model for more ambitious legal action in other states.

In 2004, the Chicago Public Schools changed its policies to allow principals» evaluations of untenured teachers to influence layoff decisions (see «Principled Principals» research).

Staff attrition and retention continues to be a problem for education systems around the world, so understanding the factors that influence a teacher's decision to leave the profession and, conversely, the kind of support that might make them stay is a hot topic for researchers.

We believe that decisions about assigning teachers and other school staff to workspaces should be deliberate, with leaders explicitly taking into account the important role of physical proximity to influence who will be talking to whom about teaching and learning.

There were many factors that influenced my decision to become a teacher.

In 2013, 58 per cent of teachers reported that STF Approval was either an essential prerequisite or likely to influence their decision when choosing a supplier.

The effect of teacher influence may also differ among decision - making areas.

We mentioned you spoke to teachers and they thought that they were being influenced, that the friends were an influence in the decision, but clearly it's not.

However, facial impressions have consistently been shown to influence our opinions as well as bias decisions in politics [90], leadership [91], law [92], parental expectations and punishments on children [93], military rank promotion [94], and teacher evaluations [95].

But if states do choose to make changes, how much influence will teachers have on these decisions?

If teachers have more influence in decision making and practice shared leadership, they believe parents are also more likely to have influence and be involved actively in school improvement efforts.167 Since other research has confirmed this relationship, we kept both constructs in the remaining analyses.

That changed when a new principal came in — one who was perceived as genuinely seeking and respecting teacher input and influence on school decisions.

They felt unsupported, and increasingly they kept their opinions and ideas themselves, thereby decreasing the potential for broader teacher influence on decisions in the school.

Section 1.1 of our report describes influence arising from various sources of leadership as that influence comes to bear on school decisions, teachers «work, and student learning.

As leaders of instructional teams of teachers and / or administrators, such as curriculum committees, school leadership councils, and grade level teams, teacher leaders provide leadership and thoughtful perspective that is grounded in experience and expertise as the team makes decisions that influence instruction.

For example, the outcome of data interpretation processes might not be actions or decisions aimed directly at student learning; instead, it might be a search for additional types of evidence considered crucial to decision making, or push - back on some external influences on data use considered unhelpful by principals and teachers.

Colorado ASCD focuses on helping teachers develop leadership capacity in the decision - making / policy area through the activities of its Advocacy and Influence Committee.

The teacher survey administered to all participating schools during the first round of data collection included a set of items designed to measure the relative influence of those in multiple roles on school decision making (see Section 1.1).

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

All teachers will avoid providing a personal answer that could influence the decision making of the students.

The decision is believed to be influenced by the American Federations of Teachers, a teachers union that has previously clashed wiTeachers, a teachers union that has previously clashed witeachers union that has previously clashed with Loeb.

Utica Community Schools invited Malow Junior High teacher Jeffery Groth to pick a new vehicle lease for winning the school district's 2018 Teacher of the Year award, school pride influenced his deteacher Jeffery Groth to pick a new vehicle lease for winning the school district's 2018 Teacher of the Year award, school pride influenced his deTeacher of the Year award, school pride influenced his decision.

In much the same way, I have seen that by working collectively, teachers can elevate, amplify, and include more voices to influence the decisions that affect our children.

Teacher Leaders — Among the faculty at a school are teachers whose experience, knowledge, or influence gives them ability, authority, or position to make decisions for other teachers.

John Fensterwald, EdSource California teachers, more than peers in other states, feel empowered to voice their opinions and say they have influence over decisions and policies in their schools.

In Trusting Teachers with School Success: What Happens When Teachers Call the Shots we found that teachers who have authority to make the decisions influencing school success create cultures consistent with the characteristics of high - performing organiTeachers with School Success: What Happens When Teachers Call the Shots we found that teachers who have authority to make the decisions influencing school success create cultures consistent with the characteristics of high - performing organiTeachers Call the Shots we found that teachers who have authority to make the decisions influencing school success create cultures consistent with the characteristics of high - performing organiteachers who have authority to make the decisions influencing school success create cultures consistent with the characteristics of high - performing organizations.

It influenced my decision to become a teacher and is a reason I continue to teach.»

Yet, until recently, there's been little follow - up discussion about whether, in practice, teachers have been able to shift their role to one in which they collectively make many of the decisions influencing these schools» success.

A 20 - year public school teacher in Minneapolis noted how her school leader has influenced her professional decisions:

The new law significantly reduces the legal authority of the education secretary, who is now legally barred from influencing state decisions about academic benchmarks, such as the Common Core State Standards, teacher evaluations and other policies.

«The reception baseline needs to be appropriate to pupils and schools — we can only influence the shape of it, to ensure that it does not have negative impact on children or teachers, if we're involved in the design and are around the table when decisions are made.»

The SAISD teachers stated that these new teacher colleagues in other districts have indicated that, had they known about the opportunity to receive such support in SAISD, it may have influenced their decision to pursue a teaching job in SAISD.

«In addition, it is clear that over the long term, relative teacher com - pensation plays an important role in influencing people's decisions to enter and leave the teaching profession (Goldhaber, 2000).

Individual school turnarounds are hard to do because principals usually don't control budgets (which usually means teachers) or personnel decisions (also teachers)-- those are governed by the central office, by state laws influenced by lobbying by affiliates of the National Education Association and American Federation of Teachers, and collective bargaining agreements that protect veteran teachers regardless of their perfteachers) or personnel decisions (also teachers)-- those are governed by the central office, by state laws influenced by lobbying by affiliates of the National Education Association and American Federation of Teachers, and collective bargaining agreements that protect veteran teachers regardless of their perfteachers)-- those are governed by the central office, by state laws influenced by lobbying by affiliates of the National Education Association and American Federation of Teachers, and collective bargaining agreements that protect veteran teachers regardless of their perfTeachers, and collective bargaining agreements that protect veteran teachers regardless of their perfteachers regardless of their performance.

designed to further elevate the profession in the minds of high school and college students, and those that most acutely influence their career decisions - parents and teachers.

This brief summarizes research on teacher recruitment and retention, identifies key factors that influence decisions to enter, stay in, or leave the profession, and offers evidence - based recommendations for policymakers.

Partly based on the belief that supposed experts in education (including principals and superintendents) should be the ones to make decisions in schools and districts, as well as driven by the efforts of National Education Association and American Federation of Teachers affiliates to maintain their declining influence (as well as maintain the grand bargain of sorts between the unions and its members that drive NEA and AFT revenues), traditionalists tend to argue that the perspectives of teachers are the ones that mattTeachers affiliates to maintain their declining influence (as well as maintain the grand bargain of sorts between the unions and its members that drive NEA and AFT revenues), traditionalists tend to argue that the perspectives of teachers are the ones that mattteachers are the ones that matter most.

Her research is focused on understanding factors that influence educational decisions for children, families, and teachers in developing contexts.

Kim Farris - Berg explores the question: If teachers had autonomy to collectively make decisions influencing whole school success, would they be interested?