Sentences with phrase «peer than the classroom teacher»

«The NCC students are more like a peer than the classroom teacher is, so the elementary students have a real audience for their writing,» she stated.

Not exact matches

Texas requires schools with more than 80 percent of students eligible for free and reduced - cost lunch to serve universal free breakfast, but not necessarily Breakfast in the Classroom, a program where students eat the hot breakfast or cereal in the classroom with their teacher and peers.

Catching on to the technology quicker than teachers, they became classroom assistants, teaching both their peers and teachers how to use the calculators.

In this classroom there is a more inviting learning atmosphere, and teachers walk among students, rather than just sitting or standing in front of the room; it is a space where students can choose where to sit, work, and collaborate with their peers; there are round tables, work areas, and even creative elements like beanbags.

Elementary - school teachers who are covered by collective - bargaining agreements spend less time instructing students in the classroom than do their peers who are not covered by contracts, but they devote more time to classroom preparation and administrative tasks, a new study by two University of Oregon researchers has found.

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

Those students are scoring, on average, 10 percent of a standard deviation better than they would have otherwise, and since each peer evaluator evaluates 10 to 15 teachers each year, those gains are occurring in multiple teachers» classrooms for a number of years.

And pre-primary teachers have often still less working time than their primary school peers for tasks outside the classroom.

Thanks to Giroux and others, the contemporary classroom - even if it falls short of the critical pedagogues» ideal - increasingly is a block - scheduled site presided over by a teacher who, at least concerning academics, is the guide on the side, eschews grades in favor of portfolios, minimizes ability - grouping, and, rather than being a content provider, is a manager of peer editing, team building, and other processes.

Students who underwent a prevention program taught by regular classroom teachers used less tobacco, alcohol, and marijuana years later than their peers who did not take part in the program, the researchers found.

In a study of the Alaska Statewide Mentorship Program, our researchers and evaluators found that new teachers who were provided with experienced mentors were more likely than their peers to still be on the job after three years — and students in their classrooms were performing better in math and reading.

Unhappy with those findings, they then exaggerated the value of teacher compensation by comparing the retirement benefits of the small minority of teachers who stay in the classroom for 30 years, rather than comparing the pension benefits for the typical teacher to their peers in other professions.

It said that the District's poor and minority students are still far less likely than their peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.

Prior to his work with Peer Coaching, Foltos served as the Director of Instructional Technology for Seattle Public Schools from 1990 to 2001 where he led the implementation of the District's efforts to integrate technology into more than 3,000 teachers» classroom.

Teachers of certain students who are almost never randomly assigned to classrooms have more difficulties demonstrating value - added than their comparably effective peers.

A 2015 report by the National Research Council, the research arm of the National Academies of Sciences, Engineering and Medicine, said the District's poor and minority students were still far less likely than their peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.

The perfect evaluation system doesn't exist yet, but we do have access to measures of teacher performance that are far better than seniority: teacher ratings, classroom management, teacher attendance, specific licensure, peer or principal review, value - added student data.

Research has shown that the students of NBCTs learn more than their peers in other classrooms, which is why many states and districts offer incentives for teachers to pursue Board certification.

No state bases more than 50 percent of a teacher's evaluation on student performance scores (see the infographic on p. 4), and many incorporate multiple additional measures, such as classroom observations, student writing and artwork, teacher lesson plans, peer review, student reflections and feedback, and participation in professional development (Shakman et al., 2012).

«Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited».

As charter schools have proliferated New Orleans and the country, many schools, including Success Prep, have largely relied on young, inexperienced teachers who tend to leave the classroom sooner than their peers at traditional public schools — an approach to hiring sometimes described as «churn and burn.»

As one study cited in the lawsuit found, a student without a consistent classroom teacher for two years is more likely than not to fall irreparably behind peers who have had classes with consistent teaching.

More than any time in American history, a child entering grade school is likely to interact with a teacher and peers in a virtual classroom for at least part of the learning experience.

Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiTeachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiteachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiences.57

Researchers studying classwide peer tutoring (CWPT) in inclusive classrooms with students who have mild mental retardation and their general education peers have found that for both groups, academic achievement and academic engagement was higher when spelling instruction was delivered using CWPT than when it was delivered using teacher - led instruction.

Disruptive children spend less time on classroom tasks, receive less instruction from teachers, grow to like school less, and attend school less often than their more emotionally well - adjusted peers.