Sentences with phrase «teacher characteristics such»

Second, we find that cross-sector differences in observed teacher characteristics such as experience and educational attainment fail to explain any of the observed gaps in teacher effectiveness in higher - poverty settings.

Teacher characteristics such as years of teaching experience were recorded as part of this study but the data was not disaggregated to show the impact of these characteristics on the outcomes.

Not exact matches

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.

For instance, roughly equal numbers of teachers were praised for seemingly opposing characteristics, such as «dedicated» and «easygoing.»

Personally, I believe it's the former, although one can definitely be influenced by modelling such a characteristic, which brings me to your conscious choice of making it a habit to teach by example, your lucky students, who, unlike their lovely teacher, will have the sweetest and fondest memories of her lessons in kindness, having both studied and practiced them in her class.

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.

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.

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.

Having a strong school professional learning community benefits students and teachers alike, but what are the characteristics of such communities and how do you go about building one?

Many of the schools chosen by the students were «better» on traditional indicators, such as student test scores and teacher characteristics.

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.

First, the authors assume that those who quit teaching to take up a nonteaching job have similar characteristics to the average teacher such that the experience of these «leavers» is representative of all teachers.

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.

This allows them to measure family characteristics (such as parental income) not typically controlled for when teacher value - added is estimated.

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.

«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.

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.

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.

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 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).

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

It is a regression in which student achievement is explained by a combination of school inputs (resources such as funding per student, class size, teacher qualifications, etc.) and the characteristics of peers (percentage of schoolmates who are white and who are black, etc.), families (race, ethnicity, parents» education, number of siblings, etc.), and neighborhoods (the share of households who rent versus own, etc.).

Other teacher attributes: Recent studies suggest that measures of teachers» academic skills, such as SAT or ACT scores, tests of verbal ability, or the selectivity of the colleges they attended, may predict their effectiveness more accurately than the characteristics discussed above.

We matched each teacher to the students they were teaching and assembled data on students» demographic characteristics, performance on prior state tests, and the averages of such characteristics for the peers in their classroom.

Moreover, collectively bargained contracts placed a premium on characteristics such as seniority and credentials rather than performance, further depressing the opportunities for the high - aptitude teacher.

More recently, researchers have sought to isolate teachers» contribution to student performance and assess how much of their overall contribution can be associated with measurable teacher characteristics, such as experience and degree level.

TPACK may be influenced by contextual factors such as grade level, curricular standards, student characteristics and background, instructional and social interactions, teacher motivation and beliefs, classroom layout, school - related expectations, support for technology, and types of technology available (Mishra & Koehler, 2006; Rosenberg & Koehler, 2015).

In other words, the New York University professor wrote, the scores «reflected something other than what the teachers did, such as the students» ability and motivation, or the characteristics of a class or conditions in the school.»

The process can include assessing whether certain characteristics — such as the qualifications of teachers or counselor - student ratios — can explain some of the differences in the number of advanced courses schools offer.

We found that contextual constraints such as availability of technology tools and characteristics of student population had large impacts on the teachers» development of TPACK, as previously suggested by Koehler and Mishra (2005, 2008) and McCrory (2008).

First, as teachers became aware of formative assessment characteristics and practices, most teachers recognized that they were already doing some formative actions — such as giving students general feedback — and entered an initial stage that we call consciousness raising.

Value - added scores take into account students» previous performance and often other characteristics (such as poverty, disabilities, language proficiency) to help ensure that teachers are treated fairly.

While we have made progress in supporting teachers to recognise and address bullying based on personal characteristics such as race, religion or sexual orientation, there is still much more work to be done to raise awareness of disfigurement.

Researchers found few relationships between the characteristics of the TFA teachers, such as college selectivity or academic major, and their students» academic gains.

Designed for practicing professionals such as teachers, counselors, psychologists, and administrators, Identifying Gifted Students addresses definitions, models, and characteristics of gifted students; qualitative and quantitative approaches to assessment; culturally fair and nonbiased assessment; and how to evaluate the effectiveness of identification procedures.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

One teacher had a problem from a test that required students to identify quadrilaterals, such as rhombi or parallelograms, based on a small set of characteristics.

As such (DeLuca et al., 2017) drawing upon a framework developed by the (OLNS, 2010) state that collaborative inquiry would appear to have seven characteristics that work together to bring about new knowledge and understandings of teachers» problems of practice.

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.

Although differences in teacher and school characteristics — such as a teacher's experience or a school's student demographics — explained some of this gap, more than half of the gap remained even after accounting for such factors.

Joyce VanTassel - Baska alerts us to the fact that teachers who refuse even to consider the use of acceleration with academically gifted students are blinding themselves to one of the most predominant characteristics of such students.

The idea being that teachers who completed degrees signal a variety of characteristics, such as, perseverance, the extra effort, and hard work.

Structure is categorized as the tangible characteristics of preschool education programs such as child - to - teacher ratios, teacher pay, teacher qualifications, and class size, while process refers to the social experiences in the classroom such as the nature of teacher - child interactions, the relationships with parents, the diversity and quality of activities and instructional materials, and the health and safety procedures.