Sentences with phrase «measures of academic ability»

SAT scores and GPAs are important measures of the academic abilities of incoming prospective teachers, but they are only moderate predictors of later teaching performance.13 Both teacher preparation programs and alternative certification programs are beginning to search for other traits and dispositions that may be better predictors of teachers» abilities to drive student learning once in the classroom.

Not exact matches

One likely reason for the GMAT or GRE's outsized importance is that it is a recent objective measure of an applicant's ability to tackle the academics of an MBA program.

The pervasive associations found between breastfeeding and measures of cognitive ability and academic achievement were, in part, explained by the fact that the outcomes described in Table 1 were all significantly correlated.

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

Memorisation is being mistaken for learning and high academic records as a yardstick for measuring the ability of students» creativity.

In both the fall and spring, the researchers collected three types of academic outcome measures from youth and staff, including reading skills, youth perceptions of their academic abilities, and academic engagement.

They measured students» beliefs about themselves, both broadly and about their academic abilities, as well as their social adjustment in school, including their feeling of belonging and attachment, academic values, and peer support.

Cappella and her colleagues found that attending a middle or junior high school negatively impacted certain measures of beliefs about students» academic abilities.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

By contrast, an initial study of the consortia by CRESST in 2013 shows promising results for the consortia's ability to measure students» ability «mastering and being able to apply core academic content and cognitive strategies related to complex thinking, communication, and problem solving.»

Once the state has decided on its policy position, however, a judicial presence should be maintained to ensure that the chosen policy is fully funded, is implemented in a coherent manner, and results in substantially improved student performance, as measured by validated assessments of academic achievement and of students» ability to function as capable citizens and workers.

Effective assessment should measure the full range of student ability — social, emotional, and academic achievement.

Measures of achievement, cognitive ability, and academic effort are standardized at each wave to have a mean of 0 and SD of 1.

We surveyed over 1,100 entering college freshmen, majoring in business and engineering at a public university in the US, and combined this information with administrative data to create a comprehensive data set that, in addition to the usual academic performance data, cognitive ability measures, and demographics, also included measures of non-cognitive skills, personality traits, and student expectations about college success.

Other teacher attributes: Recent studies suggest that measures of teachers» academic skills, such as SAT or ACT scores, tests of verbal ability, or the selectivity of the colleges they attended, may predict their effectiveness more accurately than the characteristics discussed above.

Measures of teachers» academic skills, such as their verbal ability, may more accurately predict their effectiveness, but there is far less evidence on this issue, and these findings are also not conclusive.

Before the re-authorization of IDEA of 2004, there was a «discrepancy» rule, which required a «significant» discrepancy between a child's intellectual ability (measured by IQ) and their academic functioning (measured by standardized Achievement Tests.)

Assessments of academic, vocational or other formal learning must promote, measure and provide useful feedback on conceptual understanding and the ability to use knowledge and create rather than primarily procedural, factual or surface learning.

This study was only able to measure short - and medium - term effects of this particular reform on some academic abilities and, to a lesser extent, some behavioral effects.

(2) An observed or measured rate of acquisition / retention of new academic content or skills that reflect gifted ability.

Principal Patrick McGillicuddy asked Eskolta to help department heads take a deeper look, and in 2013, the Eskolta team evaluated nearly 250 outcomes from a sample of classes in four disciplines to see which academic skills and abilities were measured by each individual standard.

Another measure of an individual's academic ability is the selectivity or competitiveness of his or her undergraduate institution.

To assess how the academic ability of teachers may have changed over the past two decades, we looked at trends in this measure using Profiles of American Colleges (Barron's Educational Series, 2009), which ranks colleges and universities in six categories: most competitive, highly competitive, very competitive, competitive, less competitive, or not competitive.

Higher attrition rates have been noted in Whites and females in the fields of science and mathematics, and in those who have higher measured academic ability.

For example, a larger number of students from disadvantaged communities can take Advanced Placement courses if they have demonstrated proficient levels of achievement on a test that accurately and fairly measures their academic ability.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

It measures a student's ability in a way that is independent of previous academic training.

The most recent follow - up study reported associations between duration of breastfeeding and childhood cognitive ability and academic achievement extending from 8 to 18 years in a New Zealand cohort of 1000 children.19 This study found that these effects were significant after controlling for measures of social and family history, including maternal age, education, SES, marital status, smoking during pregnancy, family living conditions, and family income, and measures of perinatal factors, including gender, birth weight, child's estimated gestational age, and birth order in the family.

Measures include the Peabody Picture Vocabulary Test (PPVT), the Test of Early Reading Ability (TERA), the Academic Rating Scale, the Family and Child Experiences Survey (FACES), the Kochanska Inhibitory Control Battery, the Social Skills Rating Scale, and the Family Involvement Questionnaire, with supplemental questions regarding parental support for children's learning.

Effective assessment should measure the full range of student ability — social, emotional, and academic achievement.

In each of our analyses we sought to examine the unique effects of parental behaviors on children's academic ability by controlling for individual differences in known correlates of academic ability such as early measures of verbal ability, general cognitive ability, and parental education.

Alongside parents» cognitive support, global measures of the affective quality (e.g., warmth, positivity, responsiveness) of parent - child interactions appear positively related to: (i) preschool children's early academic skills (as measured by tests of language ability and parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2000).

Examination of the tests of indirect effects revealed that general cognitive ability at Time 2 (as measured by the Matrix Reasoning task) did not mediate the relation between negative parent - child interaction and academic achievement, B = − 0.01, SE = 0.02, Z = − 0.63, p = 0.53, or the link between parental scaffolding and academic achievement, B = − 0.83, SE = 0.73, Z = − 1.13, p = 0.26.

As outlined above, there is good evidence that individual differences in children's academic abilities are associated with a variety of measures of the family environment including the quantity and quality of cognitive support on the one hand and the affective quality of interactions on the other.

To examine the specificity of EF as a mediator of the effects of negative parent - child interaction and parental scaffolding on academic ability, we tested a second longitudinal model in which general cognitive ability (as measured by the Matrix Reasoning task) was entered as a mediator between negative parent - child interaction, parental scaffolding and academic ability instead of EF.

Alongside these results, Fitzpatrick et al. (2014) found that more traditional measures of EF partially mediated the relation between socio - economic status (SES) and children's academic ability in a sample of children aged between 3 and 5 years of age.