Sentences with phrase «many teacher characteristics»

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.

Many of the schools chosen by the students were «better» on traditional indicators, such as student test scores and teacher characteristics.

One last example: Because of the standards and accountability movement that began in the 1980s and extended through today, public schools publicly report a wide array of data related to test scores, poverty rates, teacher characteristics, and much, much more.

A comparison of observable teacher characteristics across schools provides some support for the first prediction.

To the extent that parents have less information on a particular teacher characteristic, our findings may underestimate parent preferences for this characteristic.

Principals were asked not only to provide a rating of overall teacher effectiveness, but also to assess, on a scale from one (inadequate) to ten (exceptional), specific teacher characteristics (ten altogether), including dedication and work ethic, classroom management, parent satisfaction, positive relationship with administrators, and ability to improve math and reading achievement.

Here you must control for the fact that the existence of a charter school may reflect factors in an area that also determine the area's demand for certain teacher characteristics.

Remember that my test for whether school choice raises demand for certain teacher characteristics is two-fold: 1) whether a school that faces stronger competition hires teachers with more of a certain characteristic; and 2) whether that characteristic earns a premium in an environment of greater school choice.

In addition to test scores in math and science, the TIMSS data include information on teacher characteristics, qualifications, and classroom practices.

In addition, research showing that value - added measures outperform other teacher characteristics at predicting a teacher's impact on student growth in future years — and that they also capture information on teachers» impacts on longer - term life outcomes like teen pregnancy, college going, and adult earnings — served as an important justification for differentiating teacher effectiveness.

One of the things I did want to speak about, in terms of the teacher characteristics, the students you spoke to spoke about the teachers who'd supported them.

This allowed me to control for the influence of each individual student's background, assess the influence of the actual resource level and teacher characteristics each student faces, and look at the institutional features that are relevant to individual students.

In both cases the «strong research» on which these standards rely is a study by Boyd, et al examining the relationship between teacher characteristics and student achievement.

For example, there is no satisfactory way to make judgments about which method of teaching reading is superior — whole language or phonics — without factoring in the socioeconomic, school, and teacher characteristics of each of the groups of students in the experiment.

While the richness of the TIMSS data enables us to control for an unusually large set of teacher characteristics, our results could still be biased if teachers with different effectiveness levels are more likely to choose different teaching styles.

Furthermore, the other commonly investigated teacher characteristics (e.g., gender, experience, and credentials) do not show significant effects on student achievement in our analysis.

Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs.

In addition to test scores in math and science, the TIMSS data include background information on students» home and family life as well as data on teacher characteristics, qualifications, and classroom practices.

Number, highest degree, and years of full - time teaching experience of teachers in public and private elementary and secondary schools, by selected teacher characteristics: Selected years, 1999 - 2000 through 2011 - 12

Given the time constraints, Coleman used the proportion of variance in student achievement associated with various educational inputs — such as schools, teacher characteristics, student - reported parental characteristics, and peer characteristics — as a type of divining rod for identifying promising targets for intervention.

This estimate is similar to what my colleagues and I found: that 8.5 percent of the variation in student achievement is due to teacher characteristics.

In a 1986 literature review (and in follow - up reviews in 1989 and 1997) that has framed much of the debate, Hoover Institution senior fellow Eric Hanushek showed that only a small proportion of studies find these teacher characteristics to be statistically significant in the expected direction.

I am too young to have known Coleman personally as a scholar, but I have heard from numerous scholars who did know him that he commenced the EEOS thinking that it would demonstrate, among other things, the importance of school inputs: teacher characteristics, class size, and the like.

More recently, researchers have sought to isolate teachers» contribution to student performance and assess how much of their overall contribution can be associated with measurable teacher characteristics, such as experience and degree level.

Literacy instruction in nine first - grade classrooms: Teacher characteristics and student achievement.

Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and On - line Professional Development Resources.

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

Flawed as they are, value - added measures appear to be better predictors of student achievement than the teacher characteristics that we currently use for high - stakes employment and compensation decisions.

Teacher characteristics such as years of teaching experience were recorded as part of this study but the data was not disaggregated to show the impact of these characteristics on the outcomes.

Future research could identify teacher characteristics that contribute to effective collaboration with peers and with arts integration coaches.

Figure 2 — Distribution of Teacher Characteristics Across K — 6 Schools, by Location K — 6 schools serving more - disadvantaged students have a higher percentage of less - prepared teachers.

We find that, on average, initial performance is quite predictive of future performance, far more so than typically measured teacher characteristics.

Estimates of Heterogeneity in Treatment Effects across Teacher Characteristics and Schools in Coaching Year

Teacher Characteristics for Study Participants and Non-Participants and Treatment and Control Groups

Principals must conduct two formal observations of each teacher twice a year, using a state - prescribed matrix of five teacher characteristics intended to curb subjectivity.

Teacher Characteristics and Balance Between Participants and Non-Participants and Between Treatment and Control Groups in the Follow - up Year

Adding Teacher Characteristics as Determinants of Discrepant Parent — Teacher Reports

Second, we find that cross-sector differences in observed teacher characteristics such as experience and educational attainment fail to explain any of the observed gaps in teacher effectiveness in higher - poverty settings.

Coulter (2014) stressed that all these teacher characteristics are equally important as teacher geospatial «capacity factors» (p. 289).

In a similar fashion, all seven star teacher characteristics / behaviors or «midrange functions» are taught at the teacher training and all eleven star principal mid-range functions are taught at the principal training.

Teachers College, Columbia University; New York, NY $ 656,000 over two years on behalf of the National Center for Children and Families for a comprehensive analysis of variation by NYC UPK program setting, governance, and community district in teacher characteristics, professional development, instructional approach, and program structure.

The evaluation of the North Carolina IMPACT project by the William and Ida Friday Institute for Educational Innovation at North Carolina State University focused, in part, on assessing teacher characteristics related to technology adoption before and after a 3 - year infusion of technology funding at 11 elementary and middle schools located in low - socioeconomic - status districts (No Child Left Behind Act of 2001).

My Assumptions I set out, assuming that five factors are most important in determining student achievement.They are: 1) whether or not a student attends a choice school, 2) students» demographic characteristics, 3) students» motivation, 4) a student's parental characteristics, and 5) a students teacher characteristics.

In this paper, the authors use a ten - year span of longitudinal data from North Carolina to explore a range of questions related to the relationship between teacher characteristics and credentials, on the one hand, and student achievement on the other.

Brookings Institution, 1996, pp. 265 - 298; R. Greenwald et al., «The Effect of School Resources on Student Acheivement», Review of Educational Research, Fall 1996, Volume 66, No. 3, pp. 361 - 396; R. Ehrenberg and D. Brewer, «Do School and Teacher Characteristics Matter?

The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers within the same school.

, Urban Institute, 2003; A.J. Wayne and P. Youngs, «Teacher characteristics and student achievement gains: A review.»

What should be rewarded: Teacher characteristics?

According to Coulter several specific teacher characteristics determine their ability to teach with GST, including in - depth knowledge about the topics, confidence in data - informed, model - based reasoning, ability to guide student inquiry, and curiosity and passion for further learning.

See Ruth Wharton - MacDonald, Michael Pressley, and J. M. Hampton, «Literacy instruction in nine first - grade classrooms: Teacher characteristics and student achievement,» The Elementary School Journal, 99 (1998): 101 — 128.