Sentences with phrase «likely than teachers»

Furthermore, teachers from these schools who were surveyed were, on average, significantly more likely than teachers in a national sample to view their school leaders as encouraging professional collaboration, facilitating professional development for teachers, and encouraging staff to use evaluation results in planning curriculum and instruction.

For example, research reveals that educators who work at schools with fewer than 150 students are significantly less likely than teachers in larger schools to participate in mentoring and coaching, to collaborate regularly with other teachers, and to take college courses.

English teachers are the most likely to use collaborative online platforms with their students, and are more likely than teachers of other subjects to say digital tools increase the likelihood students will revise and edit their work.

Bliss (1999) found that teacher leaders in mathematics were more likely than teacher leaders in science or English to be engaged in instructional leadership practices, including providing professional development for teachers.

Not exact matches

High school teachers who believed they were making a difference were found to be less likely to burnout than those who didn't.

Recent school safety proposals introduced after Parkland — like potentially arming some teachers and staff — also ignore that students of color, especially black students, are more likely to face discipline and punishment in schools than their white peers, and that many of these disparities could be exacerbated by recent proposals to arm teachers or increase school security.

So, until you are willing to condemn the child's family members, his or her teachers, and his or her sports coaches, get off the soapbox and stop pretending that clergy members are somehow more likely than average to abuse kids.

, teachers in private schools were more than three times as likely as public school teachers to say they are «highly satisfied» with their jobs.

Additionally, this is an education system that promotes inequality and therefore injustice: Schools in the United States are twice as likely to pair poor and minority students with brand - new teachers and almost four times more likely to suspend black students than white students.

The child's teachers are not likely to know this better than the parents.

The schools they attend are likely to be segregated by race and class and to have less money to spend on instruction than the schools well - off students attend, and their teachers are likely to be less experienced and less well - trained than teachers at other schools.

There's nothing I'd rather see than educational policymaking put back into the hands of the people who are most likely to treat kids as individual human beings — that is, their parents and teachers, preferably at as local a level as possible.

And a nurse, although most likely not an expert in all health conditions, is more likely to have a basic knowledge of your child's condition than the teacher may have.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

In addition to eliciting testimony from two current teachers with the education program who «have always been paid substantially less than what Percoco's wife was paid for performing similar work,» the government will likely seek to undercut the notion that the payments were bonafide by citing alleged efforts at concealment.

Level 1 students taught by these teachers two years in a row were almost 7 times more likely to score a Level 3 or above in 2013 - 14 than their peers not assigned to highly effective teachers.

Students In High Poverty Districts More Than Twice as Likely to be Taught by Non-Effective Teachers

When a student in a Syracuse or Rochester public school walks into a classroom, they are more likely than not to have a white teacher.

- GDP per capita is still lower than it was before the recession - Earnings and household incomes are far lower in real terms than they were in 2010 - Five million people earn less than the Living Wage - George Osborne has failed to balance the Budget by 2015, meaning 40 % of the work must be done in the next parliament - Absolute poverty increased by 300,000 between 2010/11 and 2012/13 - Almost two - thirds of poor children fail to achieve the basics of five GCSEs including English and maths - Children eligible for free school meals remain far less likely to be school - ready than their peers - Childcare affordability and availability means many parents struggle to return to work - Poor children are less likely to be taught by the best teachers - The education system is currently going through widespread reform and the full effects will not be seen for some time - Long - term youth unemployment of over 12 months is nearly double pre-recession levels at around 200,000 - Pay of young people took a severe hit over the recession and is yet to recover - The number of students from state schools and disadvantaged backgrounds going to Russell Group universities has flatlined for a decade

Students in high - poverty schools were more than three times as likely to be taught by a U-rated teacher as students in low - poverty schools.

Students in middle schools with low student proficiency rates were more than four times as likely to be taught by a U-rated teacher as students in schools with high proficiency rates.

Students in elementary schools with low student proficiency rates were more than three times as likely to be taught by a U-rated teacher as students in schools with high proficiency rates.

(New York, NY) Jan. 10, 2013 — Those students in New York City who most depend on highly effective teachers are instead the students most likely to be taught by teachers rated «Unsatisfactory,» according to an eye - opening study of the City's teacher rating data, published today by StudentsFirstNY, an education advocacy organization with more than 150,000 members across New York State.

The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.

These higher levels are consistent with reports from parents and teachers, and from other studies, that children with ASDs are more likely to be anxious in social situations than typically developing children.

The study found that teachers are more likely to see academic challenges as disabilities when white boys exhibit them than when boys of color exhibit the same difficulties.

Conversely, when case studies portrayed boys with behavioral challenges, teachers were more likely to refer black and Latino boys than white boys for testing.

When teachers read a case study of a boy with academic challenges, meant to suggest learning disabilities, they were more likely to refer white boys than black and Latino boys for testing.

Conversely, teachers are more likely to perceive behavioral challenges as disabilities among boys of color than when white boys have the same behavioral difficulties.

The researchers also monitored the advanced math and science courses that students chose to take in high school, concluding that the girls who had been discouraged by their elementary school teachers were much less likely than the boys to opt for advanced courses.

Bad teachers, for example, could benefit from feedback from students, but are much less likely to pore over teaching ratings than skilled teachers.»

Teachers were about 3.5 times more likely to develop a speech and language disorder than Alzheimer's disease.

The research, recently published in the American Journal of Alzheimer's Disease & Other Dementias, found that people with speech and language disorders are about 3.5 times more likely to be teachers than patients with Alzheimer's dementia.

Preschool teachers are much more confident in their ability to teach literacy than science, likely creating a gap between children's literacy and science skills, says Hope Gerde, associate professor at MSU.

While there are probably a few teachers out there who fit this rather stereotypical bill, these days, the path to becoming a meditation teacher is likely much closer than you might think and possibly even being tread by your co-worker, neighbor, favorite barista, or your taxi driver.

You'll likely get to go deeper into topics like philosophy and meditation, learn details about alignment, and get more individual attention from teachers than is possible in other settings.

Since teachers with fewer than two years of experience tend to be less effective than more experienced teachers, existing mobility patterns in Texas are likely to adversely affect the achievement of disadvantaged students.

Almost half of teachers asked confirmed that introverted students were more likely to hold themselves back from taking part, rather than engage with hands - on experimentation, due to lack of equipment.

Because part - time workers are less likely than full - time workers to have health insurance from their employers, we adjust the private - sector comparison data to match the percentage of teachers who work full time.

In summary, although teachers in the U.S. are more likely to be drawn from the lower end of the academic achievement distribution than are teachers in selected high - performing countries, the picture is a bit more nuanced than the rhetoric suggests, and as we illustrate, it has in fact changed over time in an encouraging direction.

In other words, we find that high - scoring STEM majors are relatively more likely to become teachers in 2008 than they were in earlier cohorts.

Whatever parents are seeking for their children — improved academic performance, more engaged teachers, social acceptance, freedom from bullying, special needs programming, and so on — they are more likely to find it when they have more than one choice.

Because after - school practitioners tend to be younger and engage with students in a different context than teachers do, they are more likely to have a mentoring relationship with students.

For example, some studies have found that less - effective early - career teachers are more likely to exit than more - effective novice teachers, even in the absence of high - stakes evaluations.

Teachers reported that children who could write by hand expressed themselves better than those who didn't have strong handwriting skills, with 49 % of teachers stating that children who are unable to write clearly are the most likely to feel frustrated and to lose their motivation tTeachers reported that children who could write by hand expressed themselves better than those who didn't have strong handwriting skills, with 49 % of teachers stating that children who are unable to write clearly are the most likely to feel frustrated and to lose their motivation tteachers stating that children who are unable to write clearly are the most likely to feel frustrated and to lose their motivation to learn.

«Minimally effective» teachers whose scores were closest to the «effective» threshold were less likely to leave than those with lower scores; about one in four teachers whose scores were within 25 points of the «effective» threshold chose to leave their jobs, compared to about one in three whose scores were more than 25 points below.

North Carolina teachers were less likely to leave their jobs in the wake of recessions in 2001 - 2 and 2007 - 9 than they were during other periods.

Finally, while these data are interesting and likely relevant to broader national conversations around teacher preparation, it's worth noting that North Carolina may have a different teacher pipeline than other states.

In other words, teachers under threat of dismissal were more likely to voluntarily leave than teachers not subject to this threat, and those who scored furthest from the «effective» threshold were even more likely to go.

However care should be taken to ensure that these messages are not left too late — in our study it was those in Year 8 rather than Year 10 that appeared more worried and confused about the sexual and sexting pressures that they faced, but due to their youth were less likely to receive support from their parents and teachers.