Sentences with phrase «teacher characteristics as»
Adding Teacher Characteristics as Determinants of Discrepant Parent — Teacher Reports
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I mean, communicated from a divine source by Jesus Christ as God, through inspired prophets and wise men, apostles, teachers, the writers of the books of the Bible, councils of church leaders, popes, and so on, in such a way that the message has been transmitted in human language, clothed in the external forms of human thought, given, indeed, in the characteristic language and thought - forms of particular nations and cultures, but at the same time in such a way that its essential content has been unaffected by the human mind's fallibility, ignorance and feebleness of apprehension.
Now these characteristic theological emphases were of great importance for the preservation and formulation of the gospel tradition, even prior to its incorporation in the earliest written Gospel, that of Mark, The whole conception of Jesus» earthly ministry is influenced by them: «Jesus is the Savior, but only as combining in himself the office of a Jewish teacher and that of the hidden Son of Man, by virtue of which twofold office he is able by word and deed to bring men to the «gate» of the Kingdom of God.
The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.
While a focus on teaching is the characteristic that sets an LAC apart from other institutions, don't assume the committee wants to see a lopsided treatise on your excellence as a teacher.
For instance, roughly equal numbers of teachers were praised for seemingly opposing characteristics, such as «dedicated» and «easygoing.»
Rather she is a yoga teacher who must, as any good teacher does, take into account the characteristics, capabilities, and limitations of the student in front of her so as to be able to modify the teaching.
We eventually learn that Lester works as a high school substitute teacher — it's characteristic of the chummy, upscale narrowness of Baumbach's world that details such as what people do for a living usually aren't accorded much importance.
The next circle centers on the school as a dynamic organism, a society within itself, with a dominant system of values, a pervasive ideology, and a characteristic set of relationships, rituals, and authority patterns among administrators, teachers, and students.
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.
If the purpose is to ensure that potential teachers have basic characteristics like honesty or fairness, existing standards such as university honor codes in higher education should suffice.
As is the case today, from 1940 to 1960 teacher educators sought to protect the interests of schoolchildren by socially engineering «desirable» characteristics in their teachers.
A 40 - 60 month tracker and Characteristics of Effective Learning Tracker so that as a teacher you can target exactly where you need to collect evidence.
Our analysis of these data reveals that teachers transfer from one school to another — or exit the Texas public school system altogether — more as a reaction to the characteristics of their students than in response to better salaries in other schools.
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.
Many of the schools chosen by the students were «better» on traditional indicators, such as student test scores and teacher characteristics.
«What I've discovered to be the single most important characteristic [in a teacher] would be their compassion for children, as that is the essence of the profession,» said Paul McCarty, vice principal at Martins» Achievement School in Sacramento.
The database includes information about each student's classroom teacher in a given year, which allows us to estimate how much the student learned in that year and to connect that information to such professional characteristics as teacher certification, acquisition of a master's degree, teacher experience, teacher test performance, and the specific school of education the teacher had attended within Florida, if the teacher had attended one of the eleven schools for which adequate numbers of teacher observations were available.
Semiparametric lower bound estimates of the variance in teacher quality based entirely on within - school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience.
But other, less - heralded attributes helped just as much, including provisions in the state's 1995 legislation that greatly expanded Vallas's power over teachers and schools; school construction and other appealing initiatives undertaken in part to soften the accountability focus; and characteristics in Vallas that aren't necessarily the trademark of the latest fashion, the big - city superintendent who rides in from another walk of life.
In these comparisons, we take into account changes in the characteristics of the student body including the percentage of students who are Hispanic, the percent African American, and the percent eligible for the federal free lunch program, as well as changes in the school's student - teacher ratio.
As with teachers, it is difficult to predict principal performance by just looking at their background, training, and objective characteristics.
In addition, research showing that value - added measures outperform other teacher characteristics at predicting a teacher's impact on student growth in future years — and that they also capture information on teachers» impacts on longer - term life outcomes like teen pregnancy, college going, and adult earnings — served as an important justification for differentiating teacher effectiveness.
A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.
They then seek school variables or student conditions such as household and community characteristics and school service levels (for example, teacher qualifications) that are statistically associated with that performance level.
In addition, we control for determinants of student achievement that may change over time, such as a teacher's experience level, as well as for student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the same grade.
Our findings remain similar when we make changes to our methodological choices, such as varying the way we control for teacher experience, not controlling for teacher experience, and not controlling for student characteristics.
As a result, we effectively control for any characteristics of the teacher that do not change over time.
These characteristics include, in addition to a variety of measures of student achievement as of 1996, the percentages of students in the school that are eligible for free school meals, those who are nonwhite, and those with special educational needs; the pupil - teacher ratio and the number of students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.
And the characteristics of that teacher will be what [John Hattie] talks about: the teacher as activator, inspiring, challenging mediocrity, pushing people over the hump when learning looks too difficult... constantly providing a challenge, bringing together ideas and being an inspiring person as well as sometimes a subject content expert or a problem solver.
This allows them to measure family characteristics (such as parental income) not typically controlled for when teacher value - added is estimated.
We also control for teacher experience as well as for class and school characteristics, including class size and the academic performance and demographic characteristics of all students in the relevant classroom and school.
However, controlling for the limited set of student characteristics available in school - district databases, such as test scores in the previous grade, is sufficient to account for the assignment of students to teachers based on parent characteristics.
Working for the past 20 years to define the characteristics and fundamental elements of an evidence - based high - quality induction program that accelerates the development of both teachers and their students, New Teacher Center (NTC) established the Teacher Induction Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for success.
«High needs» schools were identified by characteristics such as fewer experienced teachers; more socioeconomically disadvantaged students; a lower neighborhood median income; and fewer students passing state exams.
Most research on teacher effectiveness has focused on teacher attributes, finding that readily measurable characteristics such as experience, certification, and graduate degrees generally have little impact on student achievement.
Second, they may enact laws that protect prospective students and teachers from discrimination based on certain characteristics, such as race, gender, religion, or sexual orientation.
We identify a number of background characteristics (e.g., undergraduate GPA) as well as screening measures (e.g., applicant performance on a mock teaching lesson) that strongly predict teacher effectiveness.
Because so many teachers use some variation of writing workshop as the fundamental structure for their writing program, the attributes of an exemplary workshop are described in Specific Characteristics of a Strong Writers» Workshop.
In addition to test scores in math and science, the TIMSS data include background information on students» home and family life as well as data on teacher characteristics, qualifications, and classroom practices.
Existing empirical evidence, however, does not find a strong role for measured characteristics of teachers — such as teacher experience, education, and test scores of teachers — in the determination of academic achievement of students.
To be specific, consider the college attendance outcome, and let g denote the production function The inputs and are, as above, unmeasured characteristics of the teacher and the school for classroom A in school i.
Unlike some other methods of estimating teacher effectiveness, such as value - added modeling, MGP calculations do not try to adjust for differences in student characteristics.
A full survey report, which will include data on teachers by sector and personal characteristics, will be published in January as part of the NEU's evidence to the School Teachers» Review Body for its 2018 review of teachers&raqteachers by sector and personal characteristics, will be published in January as part of the NEU's evidence to the School Teachers» Review Body for its 2018 review of teachers&raqTeachers» Review Body for its 2018 review of teachers&raqteachers» pay.
To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth - graders, controlling for school context and student characteristics such as prior achievement.
Given the time constraints, Coleman used the proportion of variance in student achievement associated with various educational inputs — such as schools, teacher characteristics, student - reported parental characteristics, and peer characteristics — as a type of divining rod for identifying promising targets for intervention.
These and other findings with respect to the correlates of teacher effectiveness are obtained from estimations using value - added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects in order to measure teacher effectiveness in reading and math for Florida students in fourth through eighth grades for eight school years, 2001 - 2002 through 2008 - 2009.
Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.
These predictive effects can be based on residuals, where first we form predictions based on observed variables (X) such as class size, years of teacher experience, lagged test scores, and parent characteristics.
At any such point, is a random variable with Still conditioning on, consider counterfactual outcomes as varies over, averaging over the conditional distribution of given: There is a structural function interpretation for: within a school with, we can obtain potential expected output for various assigned values of the teacher input, holding constant the distribution of classroom characteristics (at the conditional distribution of given).