Sentences with phrase «round of teacher surveys»
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.
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The evidence — gathered through instructional rounds, work samples, teacher evaluation, program documents and a teacher survey — suggested teacher understandings of PBL was not consistent across the school and not all felt confident planning and implementing the approach in its entirety.
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 %).
We found a significant main effect for district size on all eight variables from Round One and all three from Round Two of the teacher surveys (see Table 1.6.2).
From Round Two of the principal survey, we constructed six variables that parallel the teacher survey variables or are of conceptual interest on their own.
For the project as a whole, we collected two rounds of survey data from principals and teachers and three rounds of site - visit data from schools and districts, including classroom observations and interviews with teachers and building and district administrators.
After revisions and more discussions with teachers and principals, we were ready with a Round One teacher survey of 117 items and a principal survey of 149 items.
The teacher survey administered to all participating schools during the first round of data collection included a set of items designed to measure the relative influence of those in multiple roles on school decision making (see Section 1.1).
We obtained data for this component of our study from the second round of principal and teacher surveys and from evidence collected in interviews during all three rounds of our site visits to 18 districts.
We informed them that in our survey data collection we would be inviting principals, assistant principals, and teachers to respond to a written survey about leadership policy and practices that bear on teaching and learning; that we would conduct the principal and teacher surveys in four schools per district representing elementary and secondary schools; and that we would be conducting a second round of surveys in the final year of the study (2008).
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.
We found a significant main effect for school size on all eight variables from Round One and all three from Round Two of the teacher surveys.
To address these questions, we examined evidence provided by the first and second rounds of principal and teacher surveys, each of which contained measures of leadership behaviors shown elsewhere in this report to be related to student achievement.
Looking at teacher ratings of school climate, school openness to parents, and district support (from Round Two of the teacher survey), we find once again that as poverty and diversity increase, teachers «ratings of climate, openness to parents, and district support decrease (see Table 1.6.1 below, and Appendix C1.6.1).141
Through multiple rounds in an online survey format, panelists reflected on statements about teacher leader selection, preparation, or practice; reflected on conditions elicited from their responses to these statements; and reflected on a summary of these conditions in the form of advice to the field.