Sentences with phrase «least effective schools»

However, in that study we did find that teachers in the most effective schools were more frequently observed asking higher - level questions than teachers in the moderately effective and least effective schools.

The strategy of closing or repurposing the least effective schools, opening new district and charter schools, and giving families greater access produced gains in English and offset what would have been a relative decline in achievement growth in math.»

These schools may have had declining enrollments precisely because they were among the least effective schools, and ineffective schools will produce less student learning.

Tukey post hoc tests revealed that students of teachers in the most effective schools spent more time daily in small - group instruction (M = 59.02 minutes per day) than students of teachers in the moderately effective schools (M = 26.10 mpd) or least effective schools (M = 37.94 mpd).

More teachers in the most effective -LRB--RRB-, and least effective schools -LRB--RRB-, were frequently observed practicing sight words than teachers in the moderately effective schools.

Four of the six moderately effective schools also reported having systematic assessment of pupil progress in place, while two of the four least effective schools had an assessment system in place.

Chi square tests revealed that in comparison to the moderately effective schools -LRB--RRB- and least effective schools -LRB--RRB-, more grade 1 and 2 teachers in the most effective schools were frequently observed coaching as children were reading to teach word recognition.

Across these activities, students in the more effective schools spent more time in small group instruction than students in the moderately and least effective schools (see Table 2).

In contrast, in the moderately and least effective schools, concerns about program compatibility, instructional consistency, and common instructional terminology were more prevalent.

The most effective schools reported more links with parents than the moderately effective and least effective schools.

In comparison to teachers in the moderately and least effective schools, more teachers in the most effective schools focused on higher level questions.

Tukey post hoc tests revealed that students in the most effective schools (M = 28.14 minutes per day) and moderately effective schools (M = 27.04 mpd) spent more time in independent reading than students in the least effective schools (M = 18.63 mpd).

Breaking at those two points yielded four most effective, six moderately effective, and four least effective schools (see Table 5).

Tukey post hoc tests revealed that the teachers in the most effective schools communicated more with parents / caretakers than teachers in the moderately effective or least effective schools.

In one of the least effective schools, all of the teachers rated communication of ideas across teachers as moderate to low in their school.

In the present study, we did find that the students in grades 1 - 3 in the most effective and moderately effective schools spent more time in independent reading (27 - 28 minutes per day) than the students in the least effective schools (19 mpd).

While the trends were provocative, with half the teachers in the most effective schools preferring coaching compared to about a quarter of teachers in the moderately and least effective schools, the ANOVAs on preferred interaction styles by school effectiveness level were not statistically significant — coaching, F (2, 67) = 2.32, p >.05; telling, F (2, 67) = 2.01, p >.05; or recitation, F (2, 67) =.17 (see Table 11).

The ratio was this high only in grade 1 in the least effective schools.

In the least effective schools, teachers primarily provided explicit phonics instruction, with about half adding practice on sight words.

Children in most and moderately effective schools spent more time in independent reading (28 and 27 min / day) than children in least effective schools (19 min / day).

Two of the least effective schools had no intervention in place.

In fact, for children in grade 3 in the moderately effective and least effective schools the ratio was 1/2 (see Table 12).

In only one of six moderately effective schools and one of four of the least effective schools did a majority of teachers indicate that they called home as frequently.

In another least effective school, working as a team across the entire school was highlighted as something the school had just begun to work on; seven of nine teachers in that school rated the presence of building communication as moderate to low in their school.

The interviews with staff in one moderately and one least effective school revealed several instances of negative communication and collaboration, including low morale among teachers due to the existence of different factions among the staff and perceived lack of cooperation among teachers.

Not exact matches

It turned out that the least expensive and most effective way to accomplish this was to send remedial teachers onto the premises of private schools.

For shooting themselves in the collective foot, Albany's leaders could not have chosen a more effective method than their failure Wednesday night to extend Mayor Bill de Blasio's control over New York City schools for at least another year.

She offers at least five specific principles for schools to make professional learning strategies effective.

Where a school already has effective business management systems, or where a primary school is too small to bear this cost alone, it makes sense to at least buy in the oversight of a properly qualified accountant from another academy, or to group together to share the cost.

Most schools the company works with have at least one ongoing issues around ICT, whether that's around reducing costs or keeping a tighter rein on the IT budget without any financial surprises, recruiting and retaining good technical staff, developing an effective strategy, or building trust in ICT with your teachers so they feel more empowered to use technology in the classroom.

«However, despite comparatively frequent use of a range of direct sanctions, ranging in severity from verbal reprimands to suspension from school, as a method, direct sanctions was rated as the least effective, notably significantly less effective than restorative practice.

«No matter how effective I am, by the end of the year at least 10 percent of the people I deal with become my enemies,» a West Coast school superintendent once confided to Frederick M. Wirt, a professor at the University of Illinois who has written extensively on the politics of education.

Some perceived harms might be unavoidable, including closing schools, terminating the least effective teachers and principals, or reducing central office employment and contracting.

In previous research using the 2003 principal survey data (see «When Principals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic progress.

Our results confirm that the least - effective principals are least likely to remain in their current position and most likely to leave the public schools entirely.

Finally, patterns of principal transitions indicate that it is the least and most effective who tend to leave schools, suggesting some combination of push and pull factors.

Our results suggest that traditional public schools did not respond to competition from charter schools by becoming more effective, at least as measured by the learning gains made by individual students in the years immediately following establishment of charter schools.

If schools could have used the recession and budget crisis as an opportunity to cut their least - effective teachers, student achievement would actually have risen.

It concluded in 2008 with one of its ten principles for effective teaching and learning being that: «Informal learning, such as learning out of school, should be recognised as at least as significant as formal learning and should therefore be valued and appropriately utilised in formal processes.»

Effective schools have clear leadership roles, accountability and systems for ensuring that all teaching is at least good, has impact and is focused on learners» needs.

Rigorous studies consistently show that the impact of a more - effective teacher is substantial A high - performing teacher, one at the 84th percentile of all teachers, when compared with just an average teacher, produces students whose level of achievement is at least 0.2 standard deviations higher by the end of the school year.

Teachers» unions hated the entire premise of the reforms, which spurred states to adopt policies that gave more money to the most effective teachers and allowed schools to replace the least effective ones.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

It's effective, tub - thumping rhetoric, but it elides the myriad ways large and small in which charters are simply not the same as traditional public schools — at least those that deal with the hardest - to - educate students.

A recruitment process for new teachers that is much less effective than it might be does not result in the school district losing students or revenue, at least not within a time span or through a series of events that would make the connection discernible.

In fact, our high schools are the least effective part of the American education system.

Going back to at least the 1970s «effective schools» literature we have examples of really successful schools in high poverty areas, but we still have no examples of similarly successful districts.

Private schools are often perceived to be more effective, with at least some evidence to buttress that position.

In California, we find that SIG schools were able to improve student performance and families» assessment of the schools and they did this, at least in part, both by improving the composition of the educator workforce through differentially retaining more effective teachers and by improving the professional supports for teachers in the school.

Another discovery (at least for me) was that effective principals encourage collaboration «paying special attention to how school time is allocated.»