Sentences with phrase «teacher effects varies»

* The value - added model that the MET project employs, while common in the literature, is also not designed to address how the distribution of teacher effects varies between high - and low - performing classrooms (e.g., teachers of ELL classes are assumed to be of the same average effectiveness as teachers of gifted / talented classes).

Not exact matches

An admittedly indirect way to evaluate the effects of these unobserved differences in teacher quality is to consider how the performance gain associated with having a teacher of the same race varies across different types of schools.

Our results suggest that elementary - school students learn more with «tough» teachers, with the effects varying depending on students» initial performance levels and on the overall performance level of their classrooms.

In this set of eight studies, Lalli and Feger (2005) was the sole example of a study designed to compare the effects of systematically varied structures in teacher leader preparation programs.

Strong programs that have the most effect, they found, are Native language and culture immersion programs that enhance student motivation, ethnic pride, and self - esteem; provide varied opportunities for parent and elder involvement; and provide investment in teacher professional development and «community intellectual resources,» as evidenced by «grow your own» approaches to Native teacher preparation.

Many have written about the nature of programs in teacher education: too varied, too theoretical, too much reliance on craft knowledge rather than based on elements of research, too little research on the effects of teacher preparation programs, a lack of attention to determining their effects on student achievement, and so on.

Employing a difference - in - difference estimator, we find that the loan forgiveness program decreased attrition of teachers in shortage areas, although the effects varied by subject.

that teachers matter and that teachers vary in their effects on student achievement.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

Quality has been defined in terms of both process (activities) and structure (teacher characteristics, class size, etc.) and is poor to mediocre in many countries.6 - 7 The effects of variations in care are not expected to be uniform; rather, it is expected to vary with the characteristics of the children, their families, and the broader social contexts in which they live.