Sentences with phrase «school effects on student learning»

Texas also did not have a recommended principal evaluation system, despite findings that school leaders are responsible for as much as 25 percent of the total school effect on student learning [1].

Until recently, Texas did not have a recommended principal evaluation system, despite findings that school leaders are responsible for as much as 25 percent of the total school effect on student learning (Liethwood, Louis, Anderson, & Walhstrom, 2004).

In a paper published by the Wallace Foundation, How Leadership Influences Learning, authors Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla Wahlstrom found that school leaders were responsible for as much as 25 percent of the total school effect on student learning.

Not exact matches

Unfortunately, not only can a poor diet greatly increase students» risk for obesity and other health issues, but what students eat can also have profound effects on their ability to learn and perform well in school.

Environmental education programs, like school gardens, have positive effects on students learning and can provide fun, hands - on learning opportunities.

In one study we are are working with our colleague in the music department, Lisa Margulis, to learn about the effects of information in program notes on students» experiences during school field trips to see performances.

The randomized design of school selection makes it possible to separate out the causal effect of this form of merit pay from myriad other influences on student learning.

But the NEPC report contains no information that can be used to accurately measure the effect of K12 schools on how much their students learn.

My results indicate that learning from a teacher of the opposite gender has a detrimental effect on students» academic progress and their engagement in school.

Knee also misses an opportunity to address the elephant in the room that any education business must face: the impact of such companies on their customers or end users, including effects on student learning, teacher quality, school productivity, or district cost savings.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

This randomized - controlled experiment examined the effects of project - based economics curriculum developed by the Buck Institute for Education on student learning and problem solving skills in a sample of 7,000 twelfth graders, taught by 76 teachers in 66 high schools.

A positive community of educators within a school has a powerful effect on the students who learn there.

An evaluation study of the nonprofit Facing History and Ourselves, conducted by Harvard Graduate School of Education researchers, shows its positive effects on teacher and student learning.

Students classified as learning disabled were excluded from the analysis, as they are eligible for a more generous voucher through the McKay Scholarship Program, and the FTC program should therefore have had no effect on schools» efforts to retain these students (see «The Case for Special Education Vouchers,» features, WinteStudents classified as learning disabled were excluded from the analysis, as they are eligible for a more generous voucher through the McKay Scholarship Program, and the FTC program should therefore have had no effect on schools» efforts to retain these students (see «The Case for Special Education Vouchers,» features, Wintestudents (see «The Case for Special Education Vouchers,» features, Winter 2010).

Most disconcertingly, it was bound to have a chilling effect on discipline in some of America's toughest schools, with perverse consequences for classroom order, learning, and student safety.

It is evaluating whether the implementation of Project - Based Learning at a Key Stage 3 Pupil Referral Unit school has had any effect on student's behaviour and lLearning at a Key Stage 3 Pupil Referral Unit school has had any effect on student's behaviour and learninglearning.

The spaces for learning can have a big effect on how students act at school.

When Bishop examined the effects of high - school exit exams, one traditional form of external accountability, on intrinsic motivation by comparing whether students subjected to this approach engaged in less reading for pleasure or were more likely to associate learning with rote memorization, he found no evidence that accountability undermined natural curiosity and even found some evidence of the opposite.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

«Using a simulation, every student can perform that actual experiment themselves in their own time, either in class, at home, on the way to school even, and can actually learn the experiments, the steps of the experiments and the relative effects, and even calculations within the experiment,» he continued.

The effects of service - learning on middle school students» social responsibility and academic success (abstract).

The effects of service learning on social responsibility and academic success were investigated among a large, racially and socioeconomically diverse sample of students in grades 6 - 8 in three middle schools.

Despite the smaller (i.e., than for teachers and teaching), yet still significant measured effects on student learning for school - based factors beyond the classroom — Hattie has calculated an effect size of 0.39 for principals / school leaders [3]-- research evidence has confirmed that «school leaders can play major roles in creating the conditions in which teachers can teach effectively and students can learn».

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

This study examined the effect of a computer - enhanced problem - based learning (PBL) environment on middle school students» learning, investigating the relationship among students» self - efficacy, attitude toward science, and achievement.

These profiles may be an important resource for those LEAs seeking to apply to the competition, as the profiles chronicle the history of how schools and districts started their blended - learning programs, the effect of these programs on student achievement, the blended - learning models they use, and the software or Internet tools that power these programs.

This book is focused on a set of strategies that have a positive effect on student learning and attachment to schooling, in spite of real and powerful social inequalities.

Based on test score data covering seven years, The Times analyzed the effects of more than 6,000 elementary school teachers on their students» learning.

All schools present significant challenges for states and other entities charged with holding them accountable for their effects on student learning outcomes.

Our results suggest that elementary - school students learn more with «tough» teachers, with the effects varying depending on students» initial performance levels and on the overall performance level of their classrooms.

Collaboration allows schools and districts to address the needs of all students and best utilize community resources to effectively counter the devastating effects of poverty on student learning.

As a result of school closings and student transfers, teachers, administrators, and parents in a set of receiving schools reported: a) lack of necessary resources, staff, and professional support; b) disruptive and demoralizing climate; c) negative effects on teaching and learning; d) problems with safety and discipline; e) schools were «set up for failure» due to a history of declining resources and lack of district support.

Three studies reported on the effects of comprehensive school reform efforts, which included a teacher leadership component, on student learning outcomes.

Schools as learning organizations - effects on teacher leadership and student outcomes.

The size of these effects is comparable to what others have reported about school - leader effects on learning and other student outcomes.179

Here we were motivated by questions about (1) district antecedents of school leaders «efficacy, and possible differences in the antecedents of individual as compared with collective leader efficacy, (2) consequences of school - leader efficacy for leader behavior, as well as school and classroom conditions, and (c) effects of leader efficacy on student learning.

However, additional research is needed to isolate the effect of teacher leadership on student learning and to understand its role in a broader set of school reform strategies.

The agreement proposes to evaluate a teacher's effect on students» learning in part with an unusual mix of individual and school - wide data from such sources as state standardized tests, high school exit exams and district assessments, along with rates of high school graduation, attendance and suspensions.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

Furthermore, establishing a culture of professional learning, as identified by the actions in Factor 1, appears to have greater effect on student outcomes in elementary schools than it does in secondary schools.

Section 1.1 describes the extent to which a wide array of stakeholders may influence school decisions; it also describes the effects of broadly based influence on student learning.

Districts that help their principals feel more efficacious about their school improvement work have positive effects on school conditions and student learning.

When Ms. Reed took the reins of the school system in 2005 after earning her doctorate, one of the first actions she took was to give teachers and principals training on the effects of poverty on children so that they could better understand some of the challenges their students face in learning.

In a new book, Sent to the Principal: Students Talk About Making High Schools Better (Next Generation Press, May 2005), Cushman shares their insights on a range of issues that exert a largely unnoticed effect on how they learn and thrive.

With our unique blend of student and educator data, school system leaders can see the effect of professional learning on student achievement, educator impact on student learning, and trends in professional development implementation that affect student growth.

This research raises questions about professional development, student learning, and school culture to guide future research: What are the effects of arts integration on teachers» beliefs about teaching and learning and on their own practices?

Every educator knows that problem behavior interferes with learning and has detrimental effects on a student's academic achievement as well as life beyond school.

An important message reverberates from these successes: A school can indeed overcome the powerful and pervasive effects of poverty on a student's learning.

While summer learning and enrichment programs and extended school year (ESY) opportunities have shown promising effects on ameliorating the effects of the summer slide, these types of programs are not always available to all students.