Sentences with phrase «on classroom conditions»

Teachers in Dade County, Fla., which has gained a reputation for its lucrative and innovative teachers» contracts, will vote this week on a new three - year agreement that focuses mainly on classroom conditions and contains no salary increases at all.

Not exact matches

I will fully support this on the condition that the Stork Theory be added to obstetrical training in medical schools and the Phlogiston Theory is given equal time with Thermodynamics in physics classrooms.

Whilst bringing benefits to teachers, I am also confident that this agreement will modernise their conditions of service in a way that will have a positive impact on pupils in the classroom.»

At Wednesday's event, the mayor, Brewer and Schools Chancellor Carmen Fariña spoke with Fashion Industries students about it was like to work on sewing machines in classrooms without air conditioning.

All of the classrooms at the High School of Fashion Industries on West 24th Street will have air conditioning by the fall as part of a plan to install AC units in every classroom throughout the city, Mayor Bill de Blasio said at an event at the school Wednesday.

Falling temps + air conditioning that is somehow still on inside your classroom = frigid.

On the contrary, many people believe that the conditions in which students learn best often include those outside the classroom.

If our educational system is to deliver on the promise of high standards for all students, educational leadership must strive to create conditions for high quality instruction in every classroom.

In addition, as a condition of funding, Reading First schools must administer timely classroom assessments and must adjust instruction as needed for every child based on the results.

The report highlighted that on average, three children in every classroom have a clinically diagnosable mental health condition, while 90 per cent of head teachers have also reported an increase in such problems over the last five years.

We have a website where we have virtual classrooms, classrooms depending on the conditions.

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».

A factor model can provide predictive effects that condition on averages over many classrooms, with and without the same teacher, and can provide a limit as the number of such classrooms tends to infinity.

We can also use college attendance for other classes, and the factor model provides a way to condition on averages over many classrooms, with and without the same teacher.

These results condition on a single score for a different classroom with the same teacher and a single score for a classroom with a different teacher.

I would like to have predictive effects that condition on averages over many classrooms, with and without the same teacher, and consider a limit as the number of such classrooms tends to infinity.

Teacher shortages are not felt uniformly across all communities and classrooms, but instead affect some states, subject areas, and student populations more than others, based on differences in wages, working conditions, concentrations of teacher preparation institutions, as well as a wide range of policies that influence recruitment and retention.

I would like to have predictive effects that condition on averages over many classrooms, with and without the same teacher.

At any such point, is a random variable with Still conditioning on, consider counterfactual outcomes as varies over, averaging over the conditional distribution of given: There is a structural function interpretation for: within a school with, we can obtain potential expected output for various assigned values of the teacher input, holding constant the distribution of classroom characteristics (at the conditional distribution of given).

A motivation for this assumption is that, without conditioning on additional information, we can regard the random variables corresponding to different classrooms for the same teacher (within a school) as exchangeable.

Only condition on values for s such that there is at least one pair of classrooms with different teachers, so that.

More than a decade of research, at Harvard and elsewhere, on accountability, school improvement, and school organization has become «increasingly specific,» he said, «about the conditions that promote high - level learning and performance in educational institutions,» within classrooms and in systems as a whole.

In light of this background, we focus here on teachers «school and classroom working conditions, exploring the degree to which variations in the rapidity of principal turnover may influence school culture, as well as curriculum and classroom instruction.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Here we were motivated by questions about (1) district antecedents of school leaders «efficacy, and possible differences in the antecedents of individual as compared with collective leader efficacy, (2) consequences of school - leader efficacy for leader behavior, as well as school and classroom conditions, and (c) effects of leader efficacy on student learning.

Think about this when you see dilapidated classrooms and textbooks, and other poor teaching conditions, on social media.

Standard regression equations were used to estimate the «effects» of LSE, LCE, and an aggregate measure of efficacy on leader behavior as well as school and classroom conditions.

These range from teaching conditions, such as class sizes and salaries, to unhappiness with administrative practices (such as lack of support, classroom autonomy, or input on decisions) to policy issues, such as the effects of testing and accountability.

Dr. Ford references a «clarion call» from Dept. of Education Secretary John King on «equity in education,» and says that «the condition of school buildings and classrooms are very inequitable.»

Hiring more SEAs now, rather than on an emergency basis later in the school year, will foster supportive relationships between staff and students, and prevent conditions in our classrooms from deteriorating.

The typical teacher evaluation in public education consists of a single, fleeting classroom visit by a principal or other building administrator untrained in evaluation who wields a checklist of classroom conditions and teacher behaviors that often don't focus directly on the quality of instruction.

The report rates facilities in four categories: building condition; outside site conditions; learning environment, which includes air quality; and learning spaces, which focuses on adequate classroom size and space for gymnasiums, cafeterias, music, art, and other programs.

These four conditions can easily be mapped to the classroom, a grade level or department, a school, right on up to district systems.

This prevalence of poor listening conditions in classrooms results from a lack of understanding and awareness of the detrimental impact that noise and reverberation have on student learning.

Impairment to language acquisition because of excessive noise during classroom instruction also can lead to deficits in reading skills according to a study by Evans, G. W. and Maxwell, L. First - and second - grade students exposed to chronic noise scored lower on standardized reading tests taken in quiet conditions.

Three school districts have building referendums on the ballot, including New Glarus, which is asking for $ 5.8 million for heating, air conditioning and ventilation work, roof repairs, improvements to school security and additional classroom space.

The direct instruction (DI) model proved to be eminently trainable to teachers under experimental conditions, effective in promoting student engagement in classroom tasks as demonstrated through classroom observations, and statistically significantly related to growth in pupil achievement as measured on standardized tests (Myer, 1988).

As shown in Table 1, students in the viewing condition had a higher mean score on the 12 - item written classroom observation test (7.74 correct, sd = 1.64) than those in the coding condition (6.64, sd = 1.75) or the test - only control condition (6.48, sd = 1.18).

But Moskowitz's fine - grained focus imbues every facet of Success Charter Network: the reading rugs in air - conditioned classrooms, the hands - on science program (after the Brearley School's), the otherworldly performance on last year's standardized tests, and, yes, the gleaming lavatories.

Contrary to our expectation, both the mean scores and pass rates suggest that the less - complex guided video viewing condition led to better performance on the written classroom observation test by this group of early - stage teacher education students.

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 asset - based approach builds on assets that children from diverse backgrounds bring with them into learning settings, so long as classroom conditions encourage the expression of these assets (Boykin, 2012; Boykin & Noguera, 2011).

«Transformational leadership,» on the other hand, draws attention to a broader array of school and classroom conditions that may need to be changed if learning is to improve.

On this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis addedOn this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis addedon value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis added].

This is not to say that improving conditions in schools is not important; to the contrary, improving conditions in schools is imperative, and one now documented way to achieve this is through effective professional development focused on character education as a model for classroom management and instructional support.»

She was all on her own in a classroom without any air conditioning.

During this workshop, attendees will reflect on their reading lives, discuss the classroom, library, and home conditions that foster wild reading, and examine texts and tools that engage young readers and move them toward independent reading lives.

A few of the major challenges for district and school leaders aiming to improve teaching and learning in their organizations are to identify which elements or conditions in schools and classrooms have a significant effect on student learning; to figure out which of those elements or conditions are relatively accessible to their intervention (directly or indirectly) and finally to determine what are the most productive forms for those interventions to take.

Often he or she wields a checklist of classroom conditions and teacher behaviors that don't focus directly on the quality of instruction.

Alternatively, such work may intensify the demands placed on teachers, particularly given current conditions of the changing composition of classes, mainstreaming, reduced classroom support, increased expectations for what schools should accomplish and a greatly expanded definition of the teacher's role in many educational jurisdictions.