Sentences with phrase «practices on student achievement»

Examines the effects of leadership practices on student achievement.

This earlier study also reported weaker effects of (likely individually provided) transformational leadership practices on student achievement as compared with the effects of collective leadership in the present study.

Since the 1980s, several studies have examined the role and impact of instrumental and relational practices on student achievement outcomes.

Employing information on in - class time use provided by a nationally representative sample of U.S. teachers in the 2003 Trends in International Mathematics and Science Study (TIMSS), we estimate the impact of teaching practices on student achievement by looking at the differential effects on the same student of two different teachers, using two different teaching strategies.

Not exact matches

In the fall of 2015, Elm City Preparatory Elementary School in New Haven, Connecticut, one of the founding schools of the Achievement First network, introduced a wholesale redesign of its curriculum that includes an embrace of many of the beliefs and practices of deeper learning, including an increased emphasis on experiential learning and student autonomy.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all too common practice of restricting students to district boundaries, and removing barriers to effective, high quality instruction.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

Drawing on a six - year study that closely followed more than one thousand high - achieving fifth - and sixth - grade African - American, Latino, Indochinese, and Caucasian students, Bempechat uncovers the family and school practices and attitudes that contribute to high achievement in at - risk children.

This study, third in a series of three studies on the state of professional development in the United States, examines state policies and practices of four states making progress in two factors: access to professional development as defined by the Professional Development Access Index and student achievement as measured by the National Assessment of Educational Progress.

Only one - third of the programs had well - developed evaluations that produced measurable effects on student achievement or change in instructional practices.

«Our focus right now is on asking the question, What is our impact on student achievement, on educator practice, and on policy?»

Critics worry that the policy undermines school leaders and compromises school safety, while proponents consider it a long - overdue reset on discriminatory practices that hamper achievement among students of color.

Darling - Hammond and co, in Professional Learning in the Learning Profession, define effective professional learning in terms of improved teacher knowledge and instructional practice, but say «the impact on student achievement is a critical indicator.»

The winter meeting of the National Governors» Association kicked off a year in which the association will explore states» best practices through a series of regional meetings on educational technology and accountability, said Gov. Thomas R. Carper of Delaware, who has made raising student achievement a key platform issue in his term as the chairman of the NGA.

At the conference, McKinley will be sharing examples of recent research exploring Indigenous student engagement and achievement in STEM disciplines, and studies on culturally responsive teaching practices.

Over the past twenty years, Mapp's research and practice focus has been on the cultivation of partnerships among families, community members and educators that support student achievement and school improvement.

Second, check out the evidence — albeit anecdotal — that when schools ease up on swift, forceful disciplinary practices and instead put a premium on «restorative practices» and «conflict resolution,» they find themselves with declining student achievement.

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

Note, however, that we did not construct the indices based on any hypotheses of our own about which aspects of teaching practice measured by TES were most likely to influence student achievement.

They have a strong focus on continual improvement, often with explicit school - wide goals for improving current school practices and levels of student achievement».

The next round must get to measuring teacher effectiveness based on student achievement, promoting professional development that is based on research and effective practice and improves performance, providing incentives for teachers who are effective, and requiring removal of teachers who, even with solid professional development, can't or don't improve.

We contend, however, that evaluations based on observations of classroom practice are valuable, even if they do not predict student achievement gains considerably better than more subjective methods like principal ratings of teachers.

The results presented here constitute the strongest evidence to date on the relationship between teachers» observed classroom practices and the achievement gains made by their students.

By way of comparison, we can estimate the total effect a given teacher has on her students» achievement growth; that total effect includes the practices measured by the TES process along with everything else a teacher does.

Finally, value - added scores on their own do not tell teachers how they might improve their practice and thereby raise student achievement.

Among many influential projects conducted under the auspices of EdLabs, Fryer has developed and implemented programs to test the impact of incentives on student achievement, teacher pay - for - performance concepts, and an effort to apply charter - school practices to a district turnaround school in Houston.

While reducing class sizes and increasing teacher quality have also been estimated to increase student achievement by roughly 0.1 standard deviation, the costs of such programs far exceed those of the literacy hour program, which focuses only on changing teachers» practices.

Studies on evaluation reform efforts in Cincinnati, Chicago, Denver, New York City, and Washington, D.C. have found that comprehensive evaluation systems can help identify teachers who need to improve their practice, nudge low - performing teachers out of the profession, and, ultimately, boost student achievement.

Because of the entrenched practice of assigning students to public schools based on their neighborhood of residence, urban public schools tend to concentrate highly disadvantaged students in schools characterized by low levels of safety and achievement.

Utilizing data from the Measures for Effective Teaching project, we propose to test the impacts of ability grouping on observed teaching practice and student achievement gains.

I am not addressing the practice of grouping students in all courses based on overall academic achievement.

We tackle this underexplored area by investigating the relative effects of two teacher practices — lecture - style presentations and in - class problem solving — on the achievement of middle - school students in math and science.

ED shall: (1) provide technical assistance to grantees, (2) disseminate best practices, and (3) evaluate the program's impact on student achievement.

The aim of the study was to analyze as much research as possible to rank the practices that have the biggest effect on student achievement.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all - too - common practice of restricting students to district boundaries, and removing barriers to effective, high - quality instruction.

This chapter highlights recent research that clearly demonstrates the positive role effective technology integration can have on student achievement, as well as multiple pedagogical models for integrating digital tools in our instructional practices.

Branding is a way for leaders to make students» learning visible to the entire education community in order to share best practices, celebrate achievements, and make sure that the education community is focused on the most important person: the student.

take into account data on student growth as a significant factor as well as other factors, such as multiple observation - based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and

The Higher Achievement Evaluation will examine whether out - of - school programs can help students meet the new Common Core standards by pairing an analysis of Higher Achievement's impact on academics with an examination of program fidelity, service contrast, and the extent to which mentors» instruction supports Common Core Common practices, standards, and learning strategies.

the manner in which the school district or BOCES will measure the impact of professional development on student achievement and teachers» practices; and

She returns to Baltimore schools after serving for three years as vice president for K - 12 policy and practice at The Education Trust, a Washington, DC - based nonprofit focused on closing the achievement gap experienced disproportionately by African American, Latino, and Native students and students from low - income families.

Mentor practices that focus on instruction and learning have greater impact on student achievement

Goddard and colleagues say further studies are needed on collaborative practices but that their study provides preliminary support for efforts to improve student achievement by promoting teacher collaboration around curriculum, instruction and professional development.

Direct - to - student programs and changes in instructional practices have been linked to long - term gains in academic performance and reductions in achievement gaps on the basis of race / ethnicity, gender, and being the first in one's family to go to college.

Our work has demonstrated impact on student achievement and love of learning; teacher instructional practices; and parental confidence.

There was — and will continue to be — much to argue about, including test scores, graduation rates, and class sizes (see Diane Ravitch and / or Sol Stern at «related posts» below), but there is no doubt that Klein and Bloomberg have introduced some much needed common sense, business management practices, accountability, and, yes, a laser - like focus on student achievement, to a system that had become unmanageable and unproductive.

First, states and districts can discontinue costly practices that have not been shown to enhance student achievement, including paying educators for out - of - field master's degrees and salary premiums for experience; following «last in, first out» personnel provisions; relying on regular classroom instructional aides; and adhering to mandated limits on class size.

This collaboration has helped jump - start this work across the state and shed light on the many significant challenges associated with overhauling the hoary systems in place, such as measuring student achievement in «untested» grades and subjects, ensuring inter-rater agreement and accuracy of teacher practice observations, and ending the long - standing culture of «The Widget Effect.»

The impact on student achievement is the most important metric, but it is also instructive to consider the opinions of TFA corps members» employers, who observe their practices day to day.

☐ Is overseen by an elected school board ☐ Submits to a financial audit on a regular basis ☐ Follows state class - size mandates ☐ Adheres to health, safety, and civil rights laws ☐ Teaches a curriculum aligned to state standards ☐ Is a brick - and - mortar school (not an online one) ☐ Doesn't teach religion ☐ Is in session at least six hours a day, 180 days a year ☐ Follows state teacher - pay guidelines ☐ Participates in annual assessments ☐ Has at least one librarian, nurse, and counselor ☐ Does not practice selective admissions ☐ Demonstrates at least minimal growth in student achievement ☐ Employs unionized teachers ☐ Keeps student suspensions to a minimal level