Sentences with phrase «on teacher characteristics»

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.

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

Not exact matches

I mean, communicated from a divine source by Jesus Christ as God, through inspired prophets and wise men, apostles, teachers, the writers of the books of the Bible, councils of church leaders, popes, and so on, in such a way that the message has been transmitted in human language, clothed in the external forms of human thought, given, indeed, in the characteristic language and thought - forms of particular nations and cultures, but at the same time in such a way that its essential content has been unaffected by the human mind's fallibility, ignorance and feebleness of apprehension.

Identifying children who may have characteristics of ADHD early on and getting parents and preschool teachers the education, skills, and support they need to help these little ones can really have a positive impact on these kids and their families.

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.

While a focus on teaching is the characteristic that sets an LAC apart from other institutions, don't assume the committee wants to see a lopsided treatise on your excellence as a teacher.

The next circle centers on the school as a dynamic organism, a society within itself, with a dominant system of values, a pervasive ideology, and a characteristic set of relationships, rituals, and authority patterns among administrators, teachers, and students.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

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

... And there [were] very few school jurisdictions, prior to MATSITI, that could really put their finger on the number of Indigenous teachers that they had and the demographic characteristics of those.

Four characteristics were inherent in learning communities that worked to promote positive changes in teaching cultures: collaboration, a focus on student learning, teacher authority, and continual teacher learning.

Semiparametric lower bound estimates of the variance in teacher quality based entirely on within - school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience.

This speaks to another characteristic all great teachers have: The ability to switch tactics on the fly.

A new study by Dan Goldhaber and Roddy Theobald from the University of Washington looks at the characteristics of teachers who were targeted for layoffs in Washington state, and at the impact of LIFO provisions on student achievement.

If the socioeconomic status and demographic characteristics of the classrooms taught by National Board teachers differ from those of noncertified teachers, measures of teacher quality that rely on student performance may be biased.

Our report concluded that, in general, the evaluation systems we examined do a decent job of distinguishing teachers based on characteristics of classroom performance that predict how teachers will perform in subsequent years.

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

Goldhaber and Theobald analyze data on 1,717 Washington teachers who were sent layoff notices in 2009 and 2010 to see which teacher and school characteristics influenced the likelihood of a teacher receiving a layoff notice.

In other words, qualitative differences among teachers have large impacts on the growth in student achievement, even though these differences are not related to the measured background characteristics or to the training teachers have received.

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.

Using the overall rating in that way could compromise the accuracy of subjective performance evaluations, especially if principals value characteristics of teachers that are unrelated to their effect on student performance.

My analytical strategy relied on a simple economic argument: If schools that face stronger competition prefer certain characteristics in their teachers, then they should hire more teachers who possess those characteristics and pay them a higher wage.

But of the characteristics and attitudinal factors that were measured, «those that bear the highest relationship to pupil achievement are first, the teacher's score on the verbal skills test, and then his educational background — both his own level of education and that of his parents.»

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.

The TES scoring rubric used by the evaluators, which is based on the work of educator Charlotte Danielson, describes the practices, skills, and characteristics that effective teachers should possess and employ.

The SPTQ is firmly grounded in research on the characteristics of effective teaching and closely matches the Australian Professional Standards for Teachers.

To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

There is nothing now available to parents called childcare or daycare that is even grossly similar to Abecedarian in the program that is delivered, the characteristics and social circumstances of the children and families that are served, the teachers and staff who are employed, the age at which children are initially enrolled (6 weeks), the continuity of enrollment from infancy to 5 years, the delivery of on - site primary health care, program leadership and management, or costs.

The third approach we consider is also based on value - added but is carried out in two steps instead of one in order to force comparisons between schools and teachers serving students with similar characteristics.

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.

Performance metrics tied directly to student test - score growth are appealing because although schools and teachers differ dramatically in their effects on student achievement, researchers have had great difficulty linking these performance differences to characteristics that are easily observed and measured.

First, we find that VA measures accurately predict teachers» impacts on test scores once we control for the student characteristics that are typically accounted for when creating VA measures.

One concern is that VA measures will incorrectly reward or penalize teachers for the mix of students they get if students are assigned to teachers based on characteristics that VA analysis typically ignores.

However, controlling for the limited set of student characteristics available in school - district databases, such as test scores in the previous grade, is sufficient to account for the assignment of students to teachers based on parent characteristics.

The possibility remains, however, that students are assigned to teachers based on unmeasured characteristics unrelated to parent socioeconomic status.

It covers the following lesson objectives: • become very familiar with... traditional tales, retelling them and considering their particular characteristics • begin to punctuate sentences using a capital letter and a full stop, question mark... • make inferences on the basis of what is being said and done • write sentences by: saying out loud what they are going to write about; composing a sentence orally before writing it; sequencing sentences to form short narratives; re-reading what they have written to check that it makes sense • read aloud their writing clearly enough to be heard by their peers and the teacher.

This Focus On examines what it means for a teacher to «go virtual» and highlights the distinguishing characteristics and practices of effective virtual classroom teachers.

Her recent research focuses on: teacher professional development, instructional coaching, teacher evaluation, changes over time in teachers» mathematical knowledge and instructional quality in mathematics, and the teacher experiences and characteristics that lead to high - quality instruction and stronger student outcomes.

Most research on teacher effectiveness has focused on teacher attributes, finding that readily measurable characteristics such as experience, certification, and graduate degrees generally have little impact on student achievement.

Second, they may enact laws that protect prospective students and teachers from discrimination based on certain characteristics, such as race, gender, religion, or sexual orientation.

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

We identify a number of background characteristics (e.g., undergraduate GPA) as well as screening measures (e.g., applicant performance on a mock teaching lesson) that strongly predict teacher effectiveness.

learning based on student characteristics or instruction beyond the read - aloud during the study (although teachers were

This lack of a strong role for measured characteristics motivates interest in unmeasured characteristics of teachers that have a causal effect on academic achievement.

A full survey report, which will include data on teachers by sector and personal characteristics, will be published in January as part of the NEU's evidence to the School Teachers» Review Body for its 2018 review of teachers&raqteachers by sector and personal characteristics, will be published in January as part of the NEU's evidence to the School Teachers» Review Body for its 2018 review of teachers&raqTeachers» Review Body for its 2018 review of teachers&raqteachers» pay.

Abstract: This article analyzes the impact of classroom characteristics and opportunity wages on four possible labor market choices of teachers in Florida: remaining at their present school, switching schools within a school district, changing school districts, and leaving teaching.

These predictive effects can be based on residuals, where first we form predictions based on observed variables (X) such as class size, years of teacher experience, lagged test scores, and parent characteristics.

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).