Sentences with phrase «results than classroom»

The MET study also «found that student surveys produce more consistent results than classroom observations or achievement gain measures.»

Recent analysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measures.

Recentanalysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measures.

Not exact matches

The results of a recent randomized trial of CSRP showed that children who spent their prekindergarten year in a CSRP Head Start classroom had, at the end of the school year, substantially higher attention skills, greater impulse control, and better performance on executive - function tasks than did children in a control group.

As a result, research has shown that homeschooled children tend to develop better social skills than those who spend a large part of their days in a classroom, rather than out in the «real» world.

«Not only is inclusion better than exclusion from a moral and social - justice standpoint, but the inclusion of diverse views from diverse people with diverse life stories and experiences leads to a better, more robust decision - making process and far superior results whether in a classroom or in a boardroom,» said Lana D. Benatovich, president of the National Federation of Just Communities of Western New York.

In addition, the Budget puts forward the state's largest investment in education to date, including an increase of more than 5 % in school aid; statewide, universal full - day Pre-k; a bond act to modernize classrooms; as well as signature reforms to fix Common Core implementation and protect students from unfair high stakes test results; and strengthen and support Charter Schools.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

The results are worth the effort: When I surveyed students who were tracking their data, they were substantially more likely to respond that they were trying their hardest and felt in control of their learning than students in other classrooms.

His peer instruction approach has since grown into the flipped classroom movement, and research shows that it consistently produces better results than traditional lecture - based classrooms.

«As a result of [my mission to Huntsville], classroom learning will be much more activity - based rather than theoretical - things like survivability, the history of space flight, the equipment used... and I will expand on the NASA material to make lesson plans more interesting for the students.»

And these evaluation systems are strikingly better than what they replaced: slapdash approaches involving a couple of classroom visits by a building principal for some teachers in some years that resulted in virtually all teachers being classified as high performing.

Krueger's results indicate that students in kindergarten classrooms that had 7 to 8 fewer students than regular - sized classes performed about 3 percent of a standard deviation better for every one student fewer in their class.

These qualities are more the product of the environment in which kids grow up — the climate in the home and in the classroom — than the result of specific lessons.

The simple action of standing at your door and welcoming each student into class has achieved more results than I ever dreamed it would and it has totally changed my classroom environment.

Thus, we have already tested it in more than 45 schools in Spain, with very good results from the point of view of usability and opinion of the teachers and students, who say that these games are useful and effective in reinforcing what they are learning in class, and students are having a great time, that is, that when it comes the time when they are told «and now let's play Little», they think it's great because they remember it as something playful in the process of classroom learning.»

As a result, schools are using games more than ever to drive deeper engagement in the classroom with their students.

The dearth of student accountability for test score results other than tests given by teachers in the classroom is a remarkable aspect of current test - based accountability systems in the U.S..

The results showed that recession - era teacher hires were strikingly successful in raising math scores; reading scores also improved in these teachers» classrooms, though less than half the amount that math scores did.

«As a result of participation in Project Zero Classroom, our students» experience in the classroom has been transformed; classes are more engaging, more active, and more student - centered than ever.»

More than one - third (36 per cent) of teachers say they know that technology can fundamentally improve results in schools, but nearly half (46 per cent) rarely use the technology in their classrooms, primarily because they don't know how to effectively integrate it into teaching and learning.

Early results, based on data from the household survey, suggest that 4 - year - olds are more likely to be in «formal» education and care settings (e.g., centers with classrooms, including Head Start, public pre-K, community preschool, and parochial preschool) than are 3 - year - olds.

This report summarizes and analyzes two recent studies that demonstrate that more than 80 percent of seniority - based layoffs would result in better teachers leaving classrooms and worse teachers staying.

Schools in Mississippi give Black students more than one - out - of - school suspension three times as often as they do to White students; Michigan does this four times as often to Black as White students, resulting in nearly a fifth of Michigan's Black students being kept out of the classroom at some point in their school careers.

As a result of evolving legislation and educational initiatives, today more than 95 percent of students with physical, emotional, learning, cognitive, visual, and hearing disabilities receive some or all of their education in regular classrooms.

Results indicate that teachers in classrooms implementing the full ECR instructional model had significantly higher observed instructional support than teachers in non-ECR classrooms.

Another school is reporting that as result of the Common Core testing frenzy, business and graphic art students have been prohibited from using their classroom computers for more than a month during the spring Common Core testing period.

Results Each classroom had no more than 17 students and had three reading groups.

Our core substantive findings cohere with results from the last three decades of education technology research: Most wikis reproduced typical classroom dynamics: the majority of wikis disseminated teacher content rather than nurturing student voice and supported individual activity rather than collaboration.

And in all 8 models the point estimates suggest that a standard deviation improvement in classroom observation or student survey results is associated with less than a.1 standard deviation increase in test score gains.

As a result, some of our elementary classrooms have more than 25 students, middle school classrooms sometimes exceed 30 students, and high school classes may have 35 or more students enrolled.

Maryanne Kiley, Executive Director of Educators 4 Excellence - New York, said, «Educators have been more involved in this year's tests than ever before, both in selecting the questions and using the results to inform classroom learning.

Teachers grant more validity to classroom assessment results, classroom observations, homework completion and quality, and students» class participation and behavior than administrators do (Guskey, 2007).

The latest results on the most important nationwide math test show that student achievement grew faster during the years before the Bush - era No Child Left Behind law, when states were dominant in education policy, than over the years since, when the federal law has become a powerful force in classrooms.

Further, Legg sought the numbers of students affected by having the compliance calculation at the school rather than classroom level, the number of teaching positions eliminated or unfilled because of this maneuver, and the amount of money districts have saved as a result.

Since 2013, more than 250 teachers from 98 schools have participated in the APBI, where they have designed and then tested a wide range of instructional strategies in their classrooms, sharing the results and learning with each other.

As a result of this, the AFT is less able than ever to claim itself to be the voice of teachers working in the nation's classrooms.

Scholars at the University of North Carolina Chapel Hill conducted a comprehensive evaluation of the teaching fellows program and found positive results, including a) graduates teach in schools and classrooms with greater concentrations of higher performing and lower poverty students; b) graduates produce larger increases in student test scores in all high school exams and in 3rd - 8th grade mathematics exams; and c) teaching fellows remain in North Carolina public schools longer than other teachers.

Students are more sophisticated than you think in understanding how assessment results can connect to setting learning goals and getting more personalized classroom instruction.

Results from this pilot suggest that the student teachers / residents felt prepared to teach, and their classroom mentors and site directors reported that participants were more prepared to teach than traditional student teachers with shorter field work experiences.

After reviewing results of the written classroom observation test the instructors of the course said that students» scores seemed lower than they would have expected, but that it was difficult to interpret the raw test scores.

Overall, evaluation results were mixed; CSP classrooms increased teacher qualifications compared to non-CSP classrooms, which saw a reduction in teacher qualifications over the same period.43 CSP classrooms reported higher ratings across some measures of child development, but lower scores on environment rating than non-CSP classrooms.

However, once they recognize and experience the positive results of cooperative learning (validated by more than 1000 studies), the majority use classroom tribes as much as possible.

First - year teachers often feel underprepared when they first enter the classroom, and are less likely than more experienced teachers to report being well prepared to implement state or district curriculum.45 As a result, nearly one in seven new teachers leaves the classroom before completing their third year, with most citing classroom management, the burden of curriculum freedom, and unsupportive school environments as their greatest stressors.46 Too often, teachers begin their careers in a sink - or - swim situation, with little to no formal induction or support system and inadequate professional learning.47 By providing new teachers with evidence - based professional learning — including through comprehensive, high - quality induction programs — schools and districts can create a more supportive pathway to success in the classroom.

In Singapore, for example, teachers have 20 hours per week scheduled to work with colleagues, including time for «action research,» through which teachers identify and solve shared problems through discussion and classroom experimentation.20 Research suggests that professional learning in many high - performing countries tends to yield positive results when it is part of a larger school effort, rather than a patchwork of isolated activities not connected to school - level goals.21

We believe that effective professional learning is ongoing and sustained, not infrequent and transitory; is job - embedded rather than external; occurs in the classroom and school context; focuses on results rather than perceptions; and is systematically aligned with school and district goals (DuFour, DuFour & Eaker, 2008; Lutrick, 2012).

Teachers» resistance to change and «fear» of integrating computers into classrooms resulted from not recognizing the usefulness and necessity of technology to teaching and learning; teachers still viewed the computer as a part of the curriculum rather than as a tool for teaching (Medcalf - Davenport, 1998).

What if school board elections turned on classroom results rather than petty power struggles?

More remarkably, the results imply that students attending the more effective classroom will have earned, on average, about $ 1,520 per year more as young adults than will students who had attended the less effective classroom.

The survey results show that nearly 60 % of school districts have furloughed staff since 2010 - 11, with more than 40 % of these furloughs affecting classroom teachers.