However, based on
the responses of the teachers surveyed by Scholastic, there isn't a clear path for finding appropriate tools to guide instruction.
If the profession has become enamored of distributed forms of leadership, as one might infer from current scholarship,
the responses of teachers surveyed here suggest that few changes detectable by teachers have actually occurred in schools.
Not exact matches
Generated from a rigorous analysis
of teacher and student
survey responses, 5Essentials Reports demonstrate that what
teachers and students say about their schools can serve as important indicators for school success.
It is important to note that in the Fast
Response Survey System (FRSS) Kindergarten
Teacher Survey on Student Readiness,
teachers reported that the most important signs
of school readiness are being able to communicate needs and wants and being curious and enthusiastic about trying new activities.
The
survey, which had nearly 2000
responses from
teachers in England, found
teachers are being expected to account for the outcomes
of pupils eligible for support from the Pupil Premium, but in many cases the additional funding has not found its way to the classroom.
The
survey was conducted over a four day period last week and 1,522
teachers responded Below are a selection
of the
responses from Members who took part in the
survey.
Last week, my son's third grade
teacher sent home what at first glance looked like a long homework assignment — three sets
of survey questions with many lines for his
responses.
In
surveys with 300 New York City public school
teachers that included an open - ended question about the largest threat to school safety, the most common
response was a lack
of cohesive culture and positive relationships between staff and students.
The watchdog will
survey the
responses of maths
teachers and PhD students after undertaking the new A-level maths papers which are due to be taught for the first time in September 2017.
«I am afraid
of what education is becoming: a machine to churn out disengaged, bored children who never get any respite from the tedium
of testing and accountability,» says one
teacher in their
response to the
survey.
In 2002 and 2003 no single choice received more than half
of the
responses, but the fact that fewer than half
of the
teachers surveyed selected the first choice, none, is remarkable; it means that for two years» running more than half
of the union members
surveyed believe that some portion
of their pay should be based on accurately measured student growth.
But in the U.S. the information was drawn from self - reported
responses to a
survey of teachers.
However, recall that the principals»
survey responses allowed us to construct separate measures
of two distinct aspects
of teacher quality: the ability to improve student achievement and the ability to provide an enjoyable classroom experience for students.
Headlines from the
Survey Report tell us that learning opportunities in art craft and design have reduced significantly with at least 44 per cent
of teacher responses over all key stages indicating the time allocated for the subject had decreased with a mere seven per cent identifying an increase.
(Just as we did with classroom observations, to avoid generating a spurious correlation between student
survey responses and achievement scores for the same group
of students, we estimated the correlation across different classrooms
of students taught by the same
teacher.)
A
survey of 101 secondary schools asked language
teachers how important they thought the Department for Education currently sees MFL in schools on a scale
of 0 - 10 — with the average
response being just 5/10.
And according to our
survey responses, that
teacher movie take - home message is one
of the most appreciated and validating
of all!
Allow all students throughout the school to provide anonymous
survey responses using a few standard questions for their
teachers (with appropriate accommodations for elementary students) and perhaps a few questions
of particular interest to the
teacher, which then becomes a conversation between the
teacher and supervisor.
This study investigates the existence and extent
of significantly different subgroups
of teacher and leader
responses to the Comprehensive Assessment
of Leadership for Learning (CALL)
survey.
In
response to a recently administered
survey,
teachers expressed the need for access to information on teaching English language learners, including additional resources and reviews
of research.
All three studies achieved very high
response rates on all data collections, whether
teacher surveys, classroom observations, collection
of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection
of student data from district administrative records, principal
surveys, or interviews with program officials.
For all items in the
survey, the
responses of the public, parents,
teachers, African Americans and Hispanic adults are posted at educationnext.org / edfacts
For example, a
survey of district elementary - school
teachers found a strong, negative correlation between
teacher morale (as measured by their
response to the statement, «I feel I am treated as a valued employee) and the market share
of charter elementary schools.
In parts 1 and 2
of this series, we offered preliminary
responses to a representative sampling
of observations from one recent
survey of teachers at an elementary school in its second year
of implementation.
Responses from the 100
teachers Mr. Rogers
surveyed parallel those
of the 800 social - studies
teachers who make up the adviser - responder schools network
of the National Commission on Social Studies in the Schools.
In
survey responses, some
teachers and principals reported that they spent less time on other subjects as a result
of the promotion policy — some 40 percent said that they were spending less time on social studies and science — although 57 percent said they did not spend less time on those subjects because
of the new policy.
Our quantitative evidence consisted
of responses collected from 3,969
teachers and 107 principals during the first round
of surveys (for a
response rate
of approximately 70 %).
Chris Keates, general secretary
of the NASUWT
teachers» union, said its own
survey, with 12,000
responses, showed there was a widespread problem with low - level disruption.
Evidence for this sub-study was provided by
responses to 58 items on the first round
of teacher surveys and 58 items from the first round
of principal
surveys.
Responses from 1,500 head
teachers show a majority
of schools in the
survey face staffing cuts and bigger class sizes.
We obtained data for this section from
responses to the first round
of principal and
teacher surveys and from state - mandated measures
of students «achievement in mathematics.
The achieved sample for this sub-study was 2,570
teachers (a 78 %
response rate) from a total
of 80 schools in which four or more
teachers completed usable
surveys and for which usable student achievement data were available.
Source: Fast
Response Survey System, Kindergarten
Teacher Survey on Student Readiness, FRSS 46, U.S. Department
of Education, National Center for Education Statistics, 1993 and Nelson, 1997.
The quantitative analysis focused on
responses to principal and
teacher surveys and on our measures
of student achievement in literacy and mathematics.
For this evidence we examined
responses to 36
of the 104 items included in the first
teacher survey.
Moreover, the
survey responses suggest that none
of the three programs changed
teachers» instruction, increased their number
of hours worked or job stress, or damaged their collegiality.»
CEA Director
of Policy, Research, and Reform Donald Williams shared
responses from
surveys of teachers in Connecticut, Oregon, and Washington that showed that an overwhelming majority reported problems with the SBAC accommodations available for special needs students and English language learners.
Responses to
surveys and online forums indicated potential benefits
of social networking in higher education with preservice
teachers indicating that this tool enabled increased control
of their learning.
Drawing on
responses from nearly 130,000 high school students across the country, the findings also identified that only 67 percent
of students
surveyed are challenged by their
teachers and their coursework.
«This study drew on
teacher survey responses from randomized experiments exploring three different pay - for - performance programs to examine the extent to which these programs motivated
teachers to improve student achievement and the impact
of such programs on
teachers» instruction, number
of hours worked, job stress, and collegiality.
In addition, a
survey of teachers yielded 1,728
responses.
Focus groups and
surveys of teachers and parents were used to collect data from pilot schools and these
responses guided revisions.
What's surprising in a new
survey published today by 50CAN, a reform - oriented advocacy group that supports more rigorous
teacher evaluations and early education, is the relatively lukewarm
response to some
of the most favored ideas for improving the school system among education advocates and many elected officials.
Quantitative measures were used for
teacher TPACK
surveys, as well as Likert - like
teacher post-PD
survey responses about the overall quality
of the PD.
Figure 1 reflects the
responses of CTs and principals to a
survey question on whether the supported
teachers believe participating in the program was a positive experience.
«While the
survey responses shine a light on the stresses
teachers face, they also point to some remedies that
teachers believe could improve teaching conditions,» said Diane Stark Rentner, deputy director
of the Center On Education Policy.
The
survey results are based on the anonymous online
responses of 1,508 secondary school students and 1,634 secondary and primary school
teachers in England and Wales.
The
survey responses paint a worrying picture
of what is going on in our classrooms:
teachers being pushed, shoved, hit, spat at and even having furniture thrown at them
The
teacher post-PD
surveys indicated mixed
responses to the utility
of activities in this PD.
Preservice
teachers»
survey responses showed that these experiences were perceived as valuable, both in terms
of an understanding
of the underlying content and completion
of the project as a whole.