Sentences with phrase «more teacher study group»

Not exact matches

A composite measure on teacher effectiveness drawing on all three of those measures, and tested through a random - assignment experiment, closely predicted how much a high - performing group of teachers would successfully boost their students» standardized - test scores, concludes the series of new papers, part of the massive Measures of Effective Teaching study launched more than three years ago.

The resources available for this study ($ 500,000, or roughly $ 8,000 per teacher) would certainly have been more than enough to perform a rigorous analysis of the performance of National Board teachers vis - à - vis unsuccessful candidates, using a random sample of the two groups and adjusting for students» socioeconomic status and previous achievement levels.

REVIEW Science teachers looking to engage their students in a more meaningful way can use case studies in classroom discussions and small group learning, and this site gives you all the information and resources you need to get started.

The study, carried out by researchers Alice Bradbury and Guy Roberts - Holmes from UCL Institute of Education, University College London, involved more than 1,400 teachers and leaders who took part in focus groups, interviews, and a large - scale survey.

In a 2002 pilot study involving three middle school classrooms in Boston, Dede found that students who played his game River City surpassed the test group in three areas: They were more motivated to do the work, performed better on postlesson tests, and tended to look to their teachers to facilitate rather than give direction.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

With Smith's group of teachers, the early days of the learning community were more like interest - based study groups that didn't result in much change.

In order to provide the Co-operative Group with more holistic and illustrative examples of co-operative values in action within the different school governance models, case studies were conducted in which researchers visited schools to talk to students, teachers, school governors, parents and partners.

We sorted site - visit schools into high (one standard deviation or more above the mean), medium, and low (one standard deviation below the mean) data - use groups, and we selected six high data - use schools for case study analysis of the interview data from principals and from teachers.

According to the study's author, Matthew Springer, «The group incentive - pay system may encourage teachers to collaborate more, and so teachers end up learning new instructional practices or new ways to approach the curriculum.

In a follow - up intervention study of first - grade teachers engaged in small - group instruction, Anderson, Evertson, and Brophy (1979) found that greater achievement was related to more time spent in reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon them.

«Put simply, what this study says is that if we take a group of otherwise similar teachers and randomly label some as «OK» and tell others they suck and their jobs are on the line, the latter group is more likely to seek employment elsewhere,» wrote Bruce D. Baker, a professor in the graduate school of education at Rutgers University in New Brunswick, N.J., on his blog.

More than 40 percent of districts do not provide or offer teachers the opportunity to participate in lesson study or study groups with other teachers.

The data collected and analyzed in this study do not delineate whether or not teachers searching these online databases of lesson plans are more likely to implement a lesson plan with materials formatted to print out for small learning groups, or if teachers were drawn to the Sort It Out activity through the professional development and the exposure created in the high frequency of strategy use, which led to the high frequency of small group learning and use of printed materials.

Despite the great variation among student groups — demographic, academic, and otherwise — few studies have examined the extent to which teachers are more effective with one group of students than with another.

The study, released by a group that advocates for environmentally - sound buildings, is meant to draw attention to the condition of buildings that on weekdays house some 56 million students and teachers — more than one - sixth of the U.S. population — but that nevertheless attract little attention in the national debate over education policy and reform.

In their study of nine high schools, Ingram, Louis, and Schroeder (2004) report that teachers are more likely to collect and use data systematically when working as a group.

The study found that teachers who participated in a mindfulness - based professional development program «were more emotionally supportive and demonstrated greater sensitivity to students than those in the control group.»

Sometimes, a certain group of teachers are attached to either reading or math scores; social studies teachers, for example, are more often attached to English Language Arts scores, while science teachers are attached to math scores.

Clark noted that the teachers outside of Teach for America in her group's study seem to be better qualified and more experienced than the teachers to whom past studies compared Teach for America staff.

Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long - lived school — university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student's learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups.

Taking into account the need for more empirical information in this area, this study represents an exploration of the relationship between teachers» learning styles and their level of resistance to change within a group of schools implementing a large - scale technology intervention, as well as the relationship between those variables and teacher attrition.

In our study, these teachers earned higher scores than any other group on «construct rigidity» and «emotional reaction,» suggesting that they may be less adaptable to changing environments than are other types of learners and may process and react to environmental change more negatively.

(Studies since the 1960s usually report that more than 90 % of primary grade teachers group for reading instruction, and the numbers are still high in grades 4 and 5, as well).

Teachers as a group have better savings habits and are more likely to work with financial advisers than the general population, according to a recent study.

The study found that teachers who participated in a mindfulness - based professional development program «were more emotionally supportive and demonstrated greater sensitivity to students than those in the control group.»