Sentences with phrase «teacher characteristics at»

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.

Not exact matches

This lack of agreement, even along the most general lines, is a characteristic feature of the situation today and accounts in a large measure for the low educational status of the ministry The work of the lawyer, the physician, the teacher, the artist, the writer and the engineer, is clear - cut and rather sharply defined (at least in the mind of the average man), so that when a young man chooses one of these professions he has some idea of what he is getting into.

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.

«From the first moment she came into our school,» wrote teacher Mike Weddle, «I was amazed at her ability to captivate the students with a succinct explanation of the pika's very complex characteristics and behavior.»

Other Un Certain Regard highlights included the Sundance - premiered «Wind River,» a Jeremy Renner - Elizabeth Olsen wilderness thriller that won Taylor Sheridan the jury's directing prize, and «The Workshop» («L'Atelier»), a tense, absorbing look at teacher - student dynamics that represents the French director Laurent Cantet's strongest and most characteristic work since his Palme d'Or - winning «The Class» (2008).

Teachers decide whether to remain at a school for a multiplicity of reasons, which can be divided into four main categories: 1) characteristics of the job, including salary and working conditions; 2) alternative job opportunities; 3) teachers» own job and family preferences; and 4) school districts» personnel pTeachers decide whether to remain at a school for a multiplicity of reasons, which can be divided into four main categories: 1) characteristics of the job, including salary and working conditions; 2) alternative job opportunities; 3) teachers» own job and family preferences; and 4) school districts» personnel pteachers» own job and family preferences; and 4) school districts» personnel policies.

This is why I believe that all teachers who work with gifted kids should be required to complete a Nature and Needs type of course so they at least become familiar with the general characteristics and social - emotional issues of gifted children.

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.

Working in cooperation with the Texas Education Agency, the University of Texas at Dallas's Texas Schools Project has combined various data sets to create a database of key characteristics of both teachers and students during this period in all Texas public 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.

«It's impossible to select one characteristic that sets a teacher candidate apart from others,» said Gary Cardwell, principal at Crockett Elementary School (Wichita Falls, Texas).

«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.

In a paper just published in the Economics of Education Review, Matthew Chingos and I look at the characteristics of effective 4th through 8th grade teachers in Florida over the period 2002 to 2010.

A new study by Dan Goldhaber and Roddy Theobald from the University of Washington looks at the characteristics of teachers who were targeted for layoffs in Washington state, and at the impact of LIFO provisions on student achievement.

As with teachers, it is difficult to predict principal performance by just looking at their background, training, and objective characteristics.

This allowed me to control for the influence of each individual student's background, assess the influence of the actual resource level and teacher characteristics each student faces, and look at the institutional features that are relevant to individual students.

There is nothing now available to parents called childcare or daycare that is even grossly similar to Abecedarian in the program that is delivered, the characteristics and social circumstances of the children and families that are served, the teachers and staff who are employed, the age at which children are initially enrolled (6 weeks), the continuity of enrollment from infancy to 5 years, the delivery of on - site primary health care, program leadership and management, or costs.

Abstract: This article analyzes the impact of classroom characteristics and opportunity wages on four possible labor market choices of teachers in Florida: remaining at their present school, switching schools within a school district, changing school districts, and leaving teaching.

However, recent studies using randomized admission lotteries at charter schools and the random assignment of teachers has suggested that simple, low - cost methods, when they control for students» prior achievement and characteristics, can yield estimates of teacher and school effects that are similar to what one observes with a randomized field trial.

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 givenAt 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 givenat the conditional distribution of given).

Pilot teachers have characteristics between those of teachers working at traditional BPS schools and charter schools, as can be seen in columns 3 and 8 of Table 1.

Economists Eric Hanushek, John Kain, and Steven Rivkin estimated that, at a minimum, variations in teacher quality account for 7.5 percent of the total variation in student achievement — a much larger share than any other school characteristic.

There are many factors that influence achievement at the state level, many of which can not be identified and controlled for, and it therefore may be inappropriate to conclude that the test - score results are linked to the proportion of teachers with specific characteristics in a state.

If someone wanted to know the interpretation of an «effective» teacher in Washington D.C. all that would be needed would be to look at the characteristics of the new teachers that have been hired to replace the «defective» teachers with «effective» teachers.

With the quality of the performance expected of students clearly in mind, teachers plan and conduct lessons aimed at teaching students how to achieve these specific characteristics.»

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

Spencer is a first grade teacher in her second year at Dr. King Elementary School in Syracuse, NY and she embodies the characteristics of...

We looked first at the instruction - learning relationship in model 1, then added professional community (teacher - teacher relationships) as a second step, and finally added both building level and leadership characteristics in a third stage (Table 1.2.4).

Ellis proudly now says today, «You would be hard pressed to find a teacher at Woodview talk at all about compliant characteristics when describing what we believe about good learners.»

In the first we looked only at the association of the Positive State Policy Index and teachers «ratings of the principal «s instructional leadership, controlling for two key school characteristics (building level, coded as elementary or secondary; and the percentage of students in poverty, or eligible for free and reduced - price lunch).

The results indicate that instructional practices have a significant effect on achievement (Model 1), but that this effect is diminished when we introduce teachers «professional community (Model 2), and it is further diminished when we look at school level and school demographic characteristics (Model 3).

Spencer is a first grade teacher in her second year at Dr. King Elementary School in Syracuse, NY and she embodies the characteristics of a No - Nonsense Nurturer in her classroom.

By looking at differences in the growth of student achievement across different teachers instead of concentrating on just the background and characteristics of teachers, it was possible to identify the true impact of teachers on students.

Stronge also examines characteristics of effective teachers of at - risk students and high - ability students.

Principals trust teachers who exhibit characteristics of professionalism at all times.

The study also found that a severe lack of black and Asian male teachers at LAUSD means «that black and Asian boys were particularly affected by disparities in characteristics between teachers and students.»

All of these characteristics, roles, and practices are at the core of the empowered teacher.

This study seeks to identify the characteristics and learning experiences of general education teachers who are differentially effective at promoting math achievement among ELLs compared to non-ELLs.

Nine teachers and I spent nine days observing three high - quality schools and considering which of their characteristics we could replicate at Anderson.

The Star Teacher / Star Principal interviews are based on the behaviors, characteristics, and beliefs of teachers and principals nationwide shown to be unequivocally successful with students at risk.

In a similar fashion, all seven star teacher characteristics / behaviors or «midrange functions» are taught at the teacher training and all eleven star principal mid-range functions are taught at the principal training.

A second characteristic of residencies is a longer clinical placement than is found in most traditional or alternative programs, generally at least a full school year, with residents working under the guidance of an experienced, expert mentor — before becoming the teacher of record.

Look at research showing teacher education programs that produce higher student achievement gains (in their graduates» first year of teaching) have the following characteristics:

Like some traditional schools, certain charters have characteristics associated with higher turnover, such as their location in low - income communities and hiring of younger, newer teachers, said Leib Sutcher, research associate at the Palo Alto - based Learning Policy Institute.

To design effective professional development programs using the arts, it is essential to understand the personal and institutional factors that enhance or undermine teachers» efforts to use the arts in their own practice and to look at the characteristics and attitudes of teachers who have been able to successfully implement the arts in various ways in their classrooms.

The evaluation of the North Carolina IMPACT project by the William and Ida Friday Institute for Educational Innovation at North Carolina State University focused, in part, on assessing teacher characteristics related to technology adoption before and after a 3 - year infusion of technology funding at 11 elementary and middle schools located in low - socioeconomic - status districts (No Child Left Behind Act of 2001).

Divided into four sections, this book: * looks at large scale studies that have recently examined characteristics of effective schools and teachers; * provides case studies of five schools in which children are achieving at high levels in reading; * deals with case studies of effective teachers of reading; and * contains a summary of research on effective schools and teachers.

Behavior in a Thoughtful School: The Principle of Decency: Looks at how the climate in two Essential schools affects both teachers and students and identifies characteristics of a decent school; includes one school's model for student decision making.

How can background characteristics impact the effectiveness of teachers of at - risk students?

In Massachusetts, teachers working with a policy advocacy program at Teach Plus created a list of characteristics of high - quality professional development.