Sentences with phrase «studies teachers overall»

There are positive anecdotal accounts given by interested individual parties, but nothing that would indicate social studies teachers overall support the standards.

Not exact matches

Following a three - year study that involved about 3,000 teachers, analysts said the most accurate measure of a teacher's effectiveness was a combination of classroom observations by at least two evaluators, along with student scores counting for between 33 percent and 50 percent of the overall evaluation.

The study also shows that the departure of teachers who were identified by IMPACT as low - performing resulted in substantial improvement in overall teacher quality and student achievement.

None of the studies, though, attempted to measure fully the impact of the policy on students who might have been motivated to work harder to avoid being held back, or on teachers and schools; nor did they parse the effect of student retention on overall system performance.

Whatever the causes — and however they were characterized — one result of the policy shift was that few people were aware of the existence of the other studies, of the overall progress made in Chicago schools over the past decade, or of the fact that teachers and principals think the policy is working and that kids report that teachers and parents are helping them out more.

Previous studies of evaluations by principals have used only the overall rating of the teacher, a less direct assessment of a teacher's ability to raise student performance.

This component makes up 50 and 75 percent of the overall evaluation scores in the districts we studied, and much less is known about observation - based measures of teacher performance than about value - added measures based on test scores.

It is notable, especially given «The Widget Effect» study, that nearly 90 percent of teachers in our sample received an overall «Satisfactory» rating (i.e., «Distinguished» or «Proficient» in Cincinnati's terms).

He also pointed out that University of Virginia researchers studying first - grade classrooms found low - income and nonwhite students were more likely to be in «lower overall quality classrooms» (which isn't quite the same thing as having lousier teachers).

Students increasingly compose within social media environments and teachers should capitalize on this affinity, as did Dr. Reynol Junco at Lock Haven University, in a study where his students used Twitter and other social media tools to increase their overall grade point averages (see video).

New LETRS is a dynamic course of study that shows teachers how language, reading, and writing are related to one another and other critical elements that are most effective in improving overall reading outcomes.

The low overall incidence of teachers in the entire sample asking higher level questions should concern us: Differences among schools notwithstanding, only 16 % of the teachers in grades 1 - 3 in this study were frequently observed asking higher level, aesthetic response questions.

Accordingly, even though their data for this part of this study come from one district, their findings are similar to others evidenced in the «Widget Effect» report; hence, there are still likely educational measurement (and validity) issues on both ends (i.e., with using such observational rubrics as part of America's reformed teacher evaluation systems and using survey methods to put into check these systems, overall).

A 1994 study based on data from a survey of third - through fifth - grade teachers in a Southeastern school district and a Midwestern school district investigated the overall attitudes of teachers toward cultural diversity.

The study also shows exiting teachers who were identified by IMPACT as low - performing, resulted in substantial improvement in overall teacher quality and student achievement.

Studies indicated that leadership provided by teacher leaders on these teams may have strengthened the overall functioning of these teams.

Overall, this study presents additional evidence that teachers simply aren't that sensitive to pension plan design.

In one study, principals» assessments of overall teacher performance and their assessment of teacher contributions to student achievement are correlated at about 0.7, very high.

«Overall, our best estimate is that the combined effects of dismissal and reform, separate from the hurricane effect, reduced the 2007 education employment of pre-Katrina New Orleans teachers by at least 16 percentage points,» the study says.

In a recent Atlantic article, «The Underestimation of America's Preschool Teachers,» author Lillian Mongeau quotes Marcy Whitebook, director of the Center for the Study of Child Care Employment: «Existing brain science backs up what educators could only theorize in the 1970s: The first five years of a child's life are key to their overall brain development.

State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states.

The study also found that a large majority of teachers said the teacher - evaluation program did not generally affect their pedagogy but that many said it did affect their planning and overall approach to teaching.

Several studies have examined the use of this framework with both preservice and in - service teachers and have reported overall positive impact on teachers» abilities to attend to student thinking and use evidence of student thinking and learning to reason about the teaching - learning process (Krammer, Hugener, Frommelt, der Maur, & Biaggi, 2015; Santagata, 2010; Santagata & Angelici, 2010; Santagata & Guarino, 2011; Santagata et al., 2007).

Overall, the teacher certification program participants at the institution where this study was conducted reached at least a Literacy level of awareness of the NETS - T.

These Message Memos synthesize multiple studies and provide strategic guidance on how to reframe three aspects of education reform that relate to Common Core implementation: overall thinking about education; skills and learning; and the role of teachers and teachers unions.

While in the conclusions section of this article authors stretch this finding out a bit, writing that «Overall, this study finds that there is promise in teacher evaluation reform in Chicago,» (p. 114) as primarily based on their findings about «the new observation process» (p. 114) being used in CPS, recall from the Review of Article # 4 prior (i.e., # 4 of 9 on observational systems» potentials here), these observational systems are not «new and improved.»

Overall, the results of this study showed that teachers continue to need technology PD that is personalized, sustained, and situated.

Efforts with preservice teachers described here have been informed by the authors» successes assisting in - service teachers with understanding how technology can empower inquiry - based teaching practices in social studies classrooms, as well as efforts to more fully integrate technology into the overall teacher education programs at the authors» institutions.

Overall results of the study indicate that the RLT model is effective in training general educators to implement such interventions as the Benchmark Strategy Instruction Process, but they also show that «traditional in - service without any follow - up was not effective staff development, since none of the control group teachers consistently implemented the [intervention].»

In this study, though, teachers who selected to videotape themselves found the feedback process fairer and more useful overall.

The overall percentage of teachers leaving the study schools (21.5 %) was in line with attrition rates at schools across the state (NC DPI, 2006), and the ST teachers may have been more likely to leave any teaching position.

We demonstrate that much of the inequity in teacher value added in Washington state is due to differences across different districts, so studies that only investigate inequities within districts likely understate the overall inequity in the distribution of teacher effectiveness because they miss one of the primary sources of this inequity.

In all, the study finds a statistically significant gap in overall teacher skill amounting to a difference of about 2 percentile points in the achievement gap between the two groups of students.

In the current study, the preservice teachers reported that their overall experience mirrored real - life classrooms.

How do the prior K - 12 social studies and technology experiences of preservice teachers affect their perceptions of social studies, teaching social studies, integrating technology into social studies, and their overall expectations of a social studies methods course?

Overall, 24.1 % of children in the cohort of 2461 in the Longitudinal Study of Australian Children used were identified by their parent and / or teacher as experiencing emerging SHCN.

Overall, the findings from this study indicate that teachers» implementation of a universal emotional well - being programme with high fidelity resulted in significant gains for the children in terms of improved emotional literacy skills at post-intervention and at 12 - month follow - up.