According to their journal entries and responses to a survey, teachers have
seen positive effects on students» learning; on students» feelings of competence (self - efficacy); and on students» perceptions that they have the necessary tools to help advance their own learning (self - regulation).
Not exact matches
Positive comments from some recent users of this book include: Most schools are full of documents and data... Dr Slater is among the first to show how they can be used to compare what is said
on paper and in interviews... The results will shock you... Dr Slater is a successful high school teacher and an award winning author... and here's why... Fantastic little book, punches well above its weight... Makes it seem so simple... the art of the genius... As an advocate of the What Works agenda, I think this book really is a wake - up call... A fantastic insight into the potential for using documents in research... Nails twenty years of research in twenty minutes... Worth every dime... Every
student in my class (6th form) has been told to buy this book... and it's easy to
see why... Shines a great big light
on the power of documents in research... Surely this is the best book in its field... First class... I kept referring to this book in my presentation last week and the audience was ecstatic... Education research, usually has little
effect on me... Until now... This book is formidable... Crushes the concept that education research is rubbish... fantastic insight... Blows you away with its power and simplicity... Huge reality check, senior school managers at good schools tell the truth, other's don't, won't or can't, and their
students suffer.
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).
These were incredibly necessary and worthwhile efforts, and I
saw the
positive effects they had
on our
students.
The estimated
effects of the private school share
on student achievement are somewhat smaller in science and reading than in math, but they remain substantial,
positive, and statistically significant (
see Figure 2).
Statewide programs in Florida, Louisiana, and Ohio, however, already have demonstrated clear
positive effects on the achievement of
students who remain in public schools, confirming Caroline Hoxby's claim (
see «Rising Tide,» features, Winter 2001) that competition from choice generates «a rising tide that lifts all boats.»
That, naturally, sparked a backlash from physical education teachers who rightly
see their field as important as academics, and believe that Klein betrayed an ignorance of the importance of regular physical activity and its
positive effect on student achievement.
There is solid research (
see National Research Council) that HS exit exams have: 1) had no
positive effects on learning; 2) that they have had an adverse
effect on HS graduation particularly for disadvantages
students» and, 3) the negative
effects on HS graduation have been especially egregious for Hispanic females (
see Stanford U research).
My hypotheses going in to this study is that when first looking at choice schools
on student achievement I would
see a
positive effect because of selection bias; I expected that the
students in choice schools would be systematically different from those in traditional public school due to parental factors that affected their selection of a choice program.
Dr. Mizrahi has
seen positive effects on Turkish
students who have been taught social - emotional skills with the Second Step program.