Sentences with phrase «study classroom effects»

These data make it possible to study classroom effects (including teacher effects and peer effects) on later outcomes.

Not exact matches

But a recent study by Joseph Allen, a psychology professor at the University of Virginia, and Robert C. Pianta, the dean of the education school there, demonstrates that when teachers are trained in how to create a better environment in the classroom, that can have a measurable effect on student performance.

And further analyses revealed that the classroom improvement effect was not influenced by various individual - and classroom - level factors, including student race, student intervention condition, and teacher team, in either study.

In 57 controlled studies, outcomes were measured in more than 900 classrooms; the overall mean effect size for all outcome areas was 0.35.

Over the last few years as education researchers at University of Michigan and Michigan State University, we have worked to address this question through a large study of the effects of PBL on social studies and some aspects of literacy achievement in second - grade classrooms.

Treating the classroom as a work environment, with the attention centred on children, enables the environmental effects on student performance to be studied.

Studies have shown that schools offering intense physical activity programs have seen positive effects on academic performance such as improvements in math, reading, and classroom behavior — even when the added time takes away from academic instruction time.

A new study has found that positive teacher - student relationships at age 10 can significantly reduce problem classroom behaviours, and the effects last for up to four years.

The stereotypes they reinforce can permeate classrooms and eat away at trust and respect, and, as a Stanford study showed, can have a measurably negative effect on student learning and self - esteem.

To scholars, experimentation further suggests: 1) conducting studies in laboratories where external factors can be controlled in order to relate cause more directly to effect; or 2) randomly choosing which schools, classrooms, or students will be exposed to a reform and which will be exposed to the alternative with which the reform is to be compared.

The studies finding positive effects from older peers are based on classrooms where the age variation is typical — usually a few months.

In contrast, our study directly measures the effect of a common classroom policy decision (that is, to allow computers or not) by comparing classrooms that permit computers to classrooms that prohibit computers.

Though it is difficult to isolate the effects of redshirting from those of other characteristics, such as family background, two recent studies that take advantage of either variation in state birthday cut - off dates or the random assignment of students to kindergarten classrooms have enabled researchers to measure the impact of being among the oldest students in a class.

These «effects» studies, however, do not provide information on the prevalence and distribution of supportive, «gap closing» classrooms within the system of early education and care, or how to produce gap - closing settings.

The results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation on standardized achievement tests) to achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.

It's not just the studies that back up the idea, though; many teachers themselves are advocates of tech in the classroom and its effect on exam results.

A second - order meta - analysis of 25 meta - analyses encompassing over 1,000 studies and 40 years of research on technology and classroom learning found that the use of technology in the classrooms shows a small to moderate positive effect on student learning, as compared to technology - free traditional instruction.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

Payne Carter and her colleagues note that this finding is consistent with a handful of other recent, careful studies in which researchers also found that classroom technology had negative effects on student learning.

WASHINGTON — In the most comprehensive study of its kind yet conducted, researchers from Boston College have found evidence to confirm the widespread view that standardized and textbook tests emphasize low - level thinking and knowledge and that they exert a profound, mostly negative, effect on classroom instruction.

Although previous studies have highlighted the positive impacts of spending time outdoors, Professor Ming Kuo and Assistant Professor Matthew Browning, of the University of Illinois at Urbana - Champaign, and Adjunct Professor Milbert Penner believe their study is the first direct exploration of the effects of lessons in nature on classroom engagement.

They also have a negative effect on their classroom peers, resulting in decreased test scores and increased disciplinary problems according to a new study by economists Scott Carrell of the University of California — Davisand Mark Hoekstra of the University of Pittsburgh, published in the summer issue of Education Next.

In addition to the positive results, the academics discuss what it is about lessons in nature that may make the difference, highlighting previous research findings on: the benefits of physical activity (in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather».

Through this study, students will learn how poverty affects the brain and what teachers can do in their classrooms to lessen the effect.

None of these studies examined the unique effect of demonstration lessons on teacher classroom practice, relative to other teacher leader support practices.

While all studies in this set reported positive effects due to various teacher leaders practices in support of the implementation of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more effective than other forms of support.

As equally as important as training is the need for more research centering on the effects of technology in social studies classrooms.

These studies echo several of the findings found in the NCTAF report, including evidence of the positive effects of STEM PLCs on deepening teacher knowledge of disciplinary content and pedagogy, influencing teacher classroom practice, and inconclusive evidence on the impact of STEM PLCs on student achievement.

In one three - year study, Canadian scholars researched the application and effects of differentiated instruction in K — 12 classrooms in Alberta.

Recently he completed his doctorate in education leadership, studying the effect of the CREATE model on student success in other teachers» classrooms.

This study examines the effect of retained classmates on the outcomes of other students in the same classroom.

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.36

Back in the classroom, they studied the «fur rush» and the effect the decline in the beaver population has had on the ecology of an area.

A study of the effects of an organization change from streamlined to mixed - ability classes upon science classroom instruction.

The results of that study delivered a searing assessment of the effect that many of the current PD programs have on teacher quality, classroom instruction and student achievement.

The 41 elements in Domain 1 constitute those classroom behaviors that have been shown, in numerous studies, to have a causal effect on student achievement.

Doubet completed her master's degree in education and doctorate in curriculum and instruction at the University of Virginia, where she worked closely with Carol Tomlinson and studied the effect of differentiated instruction on student performance in elementary, middle, and high school classrooms.

Findings from the study suggest that Web - based GIS activities had a positive effect on preservice teachers» dispositions toward teaching spatial thinking in their future classrooms.

A study currently underway is examining CARE's effects on classroom climate and student academics and behavior.

The second study showed a statistically significant learning effect of experimental versus control group scores after two months of using PictoPal in the classroom under the guidance of a parent volunteer.

Then, when the pencil appears as an emerging technology, as tablet devices and competency - based learning programs are now, the question is whether it would be quickly embraced, or whether policymakers would call for pencil pilot programs to study their effect on classroom learning.

The research reviewed here has shown that it is possible to trace long - term effects of classroom experience, so we can anticipate more studies of this type.

Other researchers (Roche & Gal - Petitfaux, 2015) have studied the effects of a tool that helps students identify the bodily skills needed to act in the classroom (in physical education) and showed that video - based training sparked a sensory immersion allowing students to develop reflection processes, both individual (about bodily experience in the classroom) and collective (about professional rules).

For example, a study of counseling practices in six states shows that effective counseling strategies tend to have positive effects on classroom attendance, discipline, and overall achievement (Carey & Dimmitt, 2012).

Two major studies found that our programs have a positive effect on students» social and emotional competency and behavior, their academic performance, and the classroom climate.

Identification of Peer Effects with Missing Peer Data: Evidence from Project STAR This paper studies peer effects on student achievement among first graders randomly assigned to classrooms in

A gold - standard study funded by the U.S. Department of Education, the federal Centers for Disease Control, and the W.T. Grant Foundation has demonstrated that The 4Rs Program has a significant positive effect on children's social, emotional, and academic competency, and on classroom climate.

In one study, part of the impact of attending an effective classroom may have been attributable to small class size; in the other, part of the effect may be attributable to the effectiveness of the school.

The study reveals that professional development programs and partnerships with classroom teachers also have a positive effect on the artists.

Downer and his team point out that while many studies have pointed to increased levels of engagement and learning related to teacher - student racial and ethnic match, notably,» no studies of ethnic match / mismatch effects in preschoolers have examined academic achievement outcomes,» and most of the work done in this area has been based on interviews with teachers or classroom observations, Downer said.