Sentences with phrase «lower than a classroom»

Not exact matches

More than 32,000 teachers walked away from jobs in NYC classrooms in the last 11 years, with a substantial number leaving for jobs in nearby suburban systems that have higher pay, lower class sizes and better teaching conditions.

People tended not to notice this much, especially if I kept my hand low on the wall, and it was much better than looking drunk by weaving around in hallways and classrooms.

In its opinion, the Supreme Court determined that Endrew's «making some progress,» found acceptable by the lower courts, was not «reasonably calculated to enable the child to receive educational benefits,» noting that it was barely better than «sitting idly in classrooms waiting until they were old enough to drop out.»

They saw them as having very low social skills (lower than anybody else) they saw them as the most disruptive to the classroom, in need of attention from the teacher almost constantly which then interrupted her ability to teach and to work with the other children, and they were regarded as a huge problem that had to be managed in some way.

There are also articles about obstacles to greater progress: a study reveals that teacher expectations impact students» likelihood of completing college and are often lower for black students than for their white counterparts, even after accounting for students» academic and demographic backgrounds; and a look at how allowing laptop use in the classroom actually distracts from student learning.

PISA shows that Australia scored significantly lower than the OECD average for classroom discipline levels.

After all, we've shown that teachers who are assigned poorly prepared students get lower classroom observation ratings than teachers who are assigned high achieving students, and we've said that is unfair and needs to be corrected.

A meta - analysis comparing small - group work to individual work in K - 12 and college classrooms also found that students working in small groups achieved significantly more than students working individually, and optimal groups for learning tended to be three - to four - member teams with lower - ability students working best in mixed groups and medium - ability students doing best in homogeneous groups.

Likewise, if a teacher is performing well on the classroom observations and student surveys but had lower - than - expected student - achievement gains, a school leader might give the teacher the benefit of the doubt for another year and hope that student achievement gains will rise.

However a government spokesperson argued: «Teaching has a lower turnover rate than the economy as a whole — 90 per cent of teachers in state schools stay in the profession from one year to the next while the number of teachers returning to the classroom continues to rise year after year.»

An extremely rigorous study in Kenya in 2009 (with control and experimental classes) found that both low - and high - achieving students performed better in well - tracked classrooms than in heterogeneous classrooms.

The Bridgeport school district rolled out more than 9,000 Chromebooks to all classrooms in grades 7 — 12, as well as in some lower grades, and plans to roll out more Chromebooks, as well as tablets, with Google Play for Education.

However, delivery costs for eLearning (including costs of web servers and technical support) are considerably lower than those for classroom facilities, instructor time, participants» travel and job time lost to attend classroom sessions.

How Understanding Poverty Can Help Low - Income Children Learn Teachers often come from vastly different social and economic classes than their students, which can lead to culture clashes in the classroom.

Though exceptions undoubtedly exist, women with higher aptitudes can ordinarily be expected to be more effective classroom teachers than those with lower aptitudes.

Even in kindergarten and first grade classrooms, minority children from families of lower socioeconomic status (SES) are less likely to attend schools that provide computer access in their classrooms than children in the highest SES groups.

Dr. Leslie «s first priority was to change the prevailing culture of low expectations among educators in the district; his second was to improve student achievement through increased rigor, alignment of state standards to classroom practices, and implementation of mathematics standards higher than those set by the state.

But he didn't find that classrooms with more minorities or low - income students had much worse teachers than other classrooms within the same school.

In general, unless otherwise exempt, the following three criteria must be met in order for non-classroom based charters to be guaranteed full funding levels: (1) at least 80 percent of total revenues must be spent on instruction or classroom support, (2) at least 50 percent of public revenues must be spent on certificated staff salaries and benefits, and (3) the pupil - teacher ratio must be equal to or lower than the pupil - teacher ratio in the largest unified school district in the county or counties in which the school operates or the school must maintain a minimum of 25:1 ratio.

A single classroom observation has lower reliability than a value - added measure, but a combination of four classroom observations yields a higher reliability of about 0.65.

Yes, there are more assignments in the Upper Elementary classroom than in the Lower Elementary classroom because the students are at a different developmental stage.

«On a recent national survey, 69 percent of teachers reported that low academic motivation is a problem in their classrooms — a higher percentage than cited poor student behavior, bullying, or a negative school climate.

This is more than a classroom, but a community that offers emotional support, builds confidence, and fosters independent learning, opening a world of opportunities for predominantly low - income children in grades 3 to 11.

To some experts, this research suggests that a teacher with a large number of low - achieving minority children in a classroom, for example, might have a more difficult job than another teacher with few such students.

It seems to us that whenever someone proposes actually holding teachers accountable for teaching (e.g. allowing principals to walk into their classrooms more than once a year to evaluate them; having real consequences for ineffective teaching or egregious behavior; etc.) there is a tsunami of push - back and vitriol that is knee - jerk, sadly effective and incredibly depressing if you know the very real impact their «teacher protection at all costs» policies have on students, especially low - income students who get the worst of the worst in our «zip code» - based system.

Scholars at the University of North Carolina Chapel Hill conducted a comprehensive evaluation of the teaching fellows program and found positive results, including a) graduates teach in schools and classrooms with greater concentrations of higher performing and lower poverty students; b) graduates produce larger increases in student test scores in all high school exams and in 3rd - 8th grade mathematics exams; and c) teaching fellows remain in North Carolina public schools longer than other teachers.

After reviewing results of the written classroom observation test the instructors of the course said that students» scores seemed lower than they would have expected, but that it was difficult to interpret the raw test scores.

Less than one - third of states currently require these exams for licensure, however, and many states that do still tend to set a low bar for passage.8 In sum, many licensure exams do not include a performance component and do not assess the types of skills that make for great teaching in the classroom.

Overall, evaluation results were mixed; CSP classrooms increased teacher qualifications compared to non-CSP classrooms, which saw a reduction in teacher qualifications over the same period.43 CSP classrooms reported higher ratings across some measures of child development, but lower scores on environment rating than non-CSP classrooms.

Our teachers need more than a raise in order to stay in WCCUSD classrooms, and we must strengthen teacher retention if we are to improve student academic achievement in our lowest - performing schools.

It is also true that they can do a much better job for their students under such conditions than the typical American teacher even when the ratio of teachers to students is lower and there are fewer teachers» aides and non-teaching personnel in the classroom.

In Williams v. California, for example, teachers, parents, and students from low - income communities described overcrowded schools that had to run multiple shifts each day and multiple shifts during the school year, alternating on - months and off - months for different cohorts of students cycling in and out of the building; classrooms with more than 40 students without enough desks, chairs, and textbooks for each student to have one; lack of curriculum materials, science equipment, computers, and libraries; and crumbling facilities featuring leaky ceilings and falling ceiling tiles, sometimes overrun with rodents, and lacking heat and air conditioning.

The 2014 Local School Finance Study, released today, found that in 2012 - 13, the state's ten highest - spending counties spent an average of $ 56,758 more per classroom than the ten lowest - spending counties.

More - importantly, because the quality of teaching varies more within schools (from classroom to classroom) than among them, the racial myopia of teachers (and their low expectations for the poor and minority children in their care) are matters that have to be addressed in order to help all children succeed.

Changing some conditions, such as teachers» classroom autonomy and faculty member's schoolwide influence, appears to be less costly than increasing teachers» salaries, professional development, or class - size reduction — an important consideration, especially in low - income settings and in periods of budgetary constraint.

My education experience (not as a classroom teacher, but often in classes with teachers) is that in the lower income neighborhoods the children out behaviorally more than in calmer neighborhoods.

A report out today from the National Council on Teacher Quality rates more than 1,100 elementary and secondary programs at just over 600 institutions of higher education across the country and concludes that the bar is set too low for entrance into professional training, future teachers are not being adequately prepared for the classroom or new requirements such as the Common Core State Standards, and the nation's expectations are far below those for teachers in countries

Teachers with students with higher incoming achievement levels receive classroom observation scores that are higher on average than those received by teachers whose incoming students are at lower achievement levels, and districts do not have processes in place to address this bias.

I am writing about keeping teachers in the classroom in nyc by paying teachers higher salaries thoutere are teachers who have the same credentials and are not paid accordingly the bd of ed get more than the teacher who worked in childcare with the same credential possibly same amount of years working also the support team such as the asst teacher salary are much lower than the paraprofessional in the bd of ed salaries should be the same in this profession teachers stay because of the children they care about.

However, researchers found that observational bias also exists, as akin to value - added bias, whereas teachers who are non-randomly assigned students who enter their classrooms with higher levels of prior achievement tend to get higher observational scores than teachers non-randomly assigned students entering their classrooms with lower levels of prior achievement.

Our course is California DMV approved, comes with an official completion certificate when you pass, and is priced much lower than what a traditional drivers education classroom costs.

And if you have to go, whether the court mandated it or you just want to score a lower rate on your traffic ticket fee, going to traffic school online is way better than hanging out in a stuffy classroom with a stuffy teacher.

Traffic school online in Lower Salem Ohio is obviously different than in a classroom.

The fact is, DriverEdToGo enrolls so many students that we can afford to offer our courses at much lower prices than our online competitors and far less than classroom providers.

Your classroom course may not have more than 40 students in it, and the size may be lower depending on your market and — more importantly — the maximum occupancy allowed by the fire marshal.

Strayhorn & Bickel (2002) found that tutor - rated ADHD symptoms were much lower in one - on - one tutoring sessions than in classrooms; in fact, the effects of one - on - one conditions, in terms of reduced symptom expression, were as large as reported effects of stimulant medications.

Rather than attacking the early childhood classroom, we view it as a missed opportunity to do more for children, particularly with those from families with low incomes and high risk circumstances.

Further analyses revealed that both the classroom - centered and family - centered intervention males were significantly more likely than control males to transition from the high trajectory class in grades 1 — 3 to a low class in grades 6 — 12.