Sentences with phrase «school characteristics affected»

Using data from the 2009 Program for International Student Assessment, a benchmarking test of 15 - year - olds in 33 countries, researchers led by Margriet van Hek, a sociologist at Utrecht University in the Netherlands, looked at how school characteristics affected boys» and girls» reading performance.

Although the Pathways Project has many goals, one important objective (see others below) is to better understand how child, family, peer and school characteristics affect the attitudes children develop toward school and the level of participation children pursue in the classroom (e.g. engagement in academic and social tasks in the classroom; initiative toward schoolwork).

Not exact matches

Lead author, Dr Michael Singer from School of Earth and Ocean Sciences at Cardiff University, said: «In drylands, convective (or short, intense) rainfall controls water supply, flood risk and soil moisture but we have had little information on how atmospheric warming will affect the characteristics of such rainstorms, given the limited moisture in these areas.»

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

Whether these characteristics directly affect teachers» decisionmaking or indicate other less tangible factors (such as the disciplinary climate or bureaucratic environment at the school) can not be determined.

Next, we change one characteristic of either the parent or school and calculate how this change would affect the percent of parents who would choose the high - satisfaction teacher.

These results, however, still do not account for differences in the backgrounds and characteristics of students who attend these types of schools that might in turn affect whether they engage in community service.

Although we understand a good deal about student - level characteristics that influence school success and failure, there is much still to be learned - and much knowledge still to be shared across disciplines and professions — about children who struggle with emotional and behavioral issues that affect education.

We also control for some characteristics of schools that could affect the degree of competitive pressure.

We continued to account for a range of country - and student - level characteristics when making these comparisons, but we now excluded measures of school resources that are likely to be affected by spending levels.

Using a 3 model approach, we first examined the relationship between professional community and focused instruction, adding principal behaviors and characteristics in model 2, and finally adding school level, which has been shown in previous studies to affect both professional community and instruction.

However, little work assesses the extent to which differences in the neighborhoods in which schools are located either affect teacher recruitment and retention or explain the observed relationship between school characteristics and teachers» career choices.

Similarly, in the schools we studied whose plans reflected a belief that teaching and leadership affect student achievement, achievement gains were three times greater than they were in schools whose plans reflected a focus on student demographic characteristics as the primary determinants of student achievement (Reeves, in press).

In fact, the work of the many researchers Brill approvingly cites — including Kane, Staiger and Stanford's Eric Hanushek — shows that while teaching is the most important in - school factor affecting student achievement, family and neighborhood characteristics matter more.

Placements can also be affected by parental involvement, teacher recommendations, and school characteristics (Lee and Bryk 1988; Useem 1992; Oakes and Guiton 1995).

In my interview with Andreas Schleicher, Director for Education and Skills, Special Advisor on Education Policy to the Secretary - General at the Organization for Economic Co-operation and Development, we discussed the cycle of poor student performance in at - risk communities, the key characteristics of schools that affect the level of performance, how government policy can support students, and the relevance of the PISA test in a changing education environment.

Further, a 2010 study of students» improvements in math found that the level of integration was the only school characteristic (vs. safety and community commitment to math) that significantly affected students» learning growth.

The ability of a teacher to motivate students and facilitate learning affects each student's educational attainment, perhaps more than any other single characteristic of schooling.

; (2) how do neighborhood characteristics and alternatives to local schools affect where families choose to live and enroll their children?

My assumption was that together all of these variables account for and overlap sufficiently with the unobservable characteristics that choice school families have that would affect student achievement.

This paper addresses characteristics of wireless networks, some of the technical details that affect the wireless network implementation, and ideas for wireless network use in schools and homes.

Behavior in a Thoughtful School: The Principle of Decency: Looks at how the climate in two Essential schools affects both teachers and students and identifies characteristics of a decent school; includes one school's model for student decision mSchool: The Principle of Decency: Looks at how the climate in two Essential schools affects both teachers and students and identifies characteristics of a decent school; includes one school's model for student decision mschool; includes one school's model for student decision mschool's model for student decision making.

Include (1) methods of assessing student growth; (2) consideration of control factors tracked by public school information system that may affect teacher performance, such as student characteristics, attendance, and mobility; and (3) minimum requirements for evaluation instruments and procedures.

Annual Twelve - Month Objectives - To affect meaningful change, school districts must establish a focused set of clear and measurable objectives, which are aligned with the characteristics of high - performing organizations, responsive to the specific needs of the system and within the control of its leaders.

The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty).