Sentences with phrase «measured effects on student learning»

Despite the smaller (i.e., than for teachers and teaching), yet still significant measured effects on student learning for school - based factors beyond the classroom — Hattie has calculated an effect size of 0.39 for principals / school leaders [3]-- research evidence has confirmed that «school leaders can play major roles in creating the conditions in which teachers can teach effectively and students can learn».

Not exact matches

But the NEPC report contains no information that can be used to accurately measure the effect of K12 schools on how much their students learn.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

But if one digs deeper to measure the adverse effects of segregation on the learning of African American students, a topic to which Coleman gave full attention, then one can only reach cautious judgments.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

We can capture teachers» effect on student learning through new measures of students» future academic success.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

As the Minnesota researchers put it, engaged learning «had a significantly positive effect on student learning outcomes as measured by course grades.»

«We wanted to take a thoughtful approach so we could carefully consider how to best measure performance and how to weigh the effects of such plans on student learning and teacher morale,» said Dan Moore, Assistant Superintendent for Human Resources.

Support school districts in designing and using formative indicators and protocols / procedures for measuring district - wide implementation of focused improvement strategies and the effect of such implementation on student learning?

In the process, they are confronting the technical challenges involved in value - added analysis, which attempts to estimate a teacher's effect on student learning by measuring each student's year - to - year progress.

In «Interactive Learning Online at Public Universities: Evidence from Randomized Trials,» we measure the effect on learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eacLearning Online at Public Universities: Evidence from Randomized Trials,» we measure the effect on learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eaclearning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eaclearning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction each week).

Despite overwhelming evidence that the tests are invalid ways to measure teaching and learning — and continuing signs of their unjust effects on students and teachers — «reformers» and policymakers continue to force high - stakes tests into the public schools.

Our conclusion in our report to Congress and the public was sobering: There are little to no positive effects of these systems overall on student learning and educational progress, and there is widespread teaching to the test and gaming of the systems that reflects a wasteful use of resources and leads to inaccurate or inflated measures of performance.

Another trend — exemplified by the humanizing law school movement — seeks to improve both learning and student well - being by decreasing some of the well - documented negative psychological effects of law school created in part by the focus on competition and extrinsic motivation.8 Law schools are beginning to respond to these reports by revising their curricula and preparing for anticipated changes in the American Bar Association (ABA) standards for law school accreditation that will require a greater focus on student assessment and outcome measures.9