Not exact matches
I mean, communicated from a divine source by Jesus Christ as God, through inspired prophets and wise men, apostles,
teachers, the writers of the books of the Bible, councils of church leaders, popes, and so on, in such a way that the message has been transmitted in human language, clothed in the external forms of human thought, given, indeed, in the
characteristic language and thought - forms of particular nations and cultures, but at the
same time in such a way that its essential content has been unaffected by the human mind's fallibility, ignorance and feebleness of apprehension.
We can gain further insight into the factors associated with
teacher mobility by examining the pre - and post-move school
characteristics for
teachers moving to a new school within the
same district.
When we control for the socioeconomic status of both the student and school, our findings are the
same: student
characteristics are not related to the type of
teachers that parents prefer, while school
characteristics are strongly related to parental preferences for
teachers.
To eliminate the effects of any chance differences in performance caused by other observable
characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a
teacher of the
same race — which earlier research using these
same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).
In addition, we control for determinants of student achievement that may change over time, such as a
teacher's experience level, as well as for student
characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the
same grade.
That is, if we take two students who have the
same 4th - grade test scores, demographics, classroom
characteristics, and so forth, the student assigned to a
teacher with higher VA in grade 5 does not systematically have different parental income or other
characteristics.
These
same schools report poor achievement by other major student groups as well, and have a set of
characteristics associated generally with poor standardized test performance — such as high student -
teacher ratios, high student enrollments and high levels of students living in or near poverty.
It's called the «VAM» — for value - added model — and each
teacher receives a score that is generated by comparing the scores of his or her students with students across the state of Florida, who take the
same test and have similar
characteristics.
The methodological approach separates the effects of
teacher characteristics from school
characteristics by modeling the relationship between the assessments of school contextual factors by one set of
teachers and the turnover decisions by other
teachers within the
same school.