Sentences with phrase «teacher expectations impact»

There are also articles about obstacles to greater progress: a study reveals that teacher expectations impact students» likelihood of completing college and are often lower for black students than for their white counterparts, even after accounting for students» academic and demographic backgrounds; and a look at how allowing laptop use in the classroom actually distracts from student learning.

Not exact matches

Conference notes that this growing phenomenon includes: (i) management - led working practices which have not been workload impact assessed; (ii) coercive practices such as insidious threats to career progression; (iii) the de facto lengthening of the school day through the expectation that teachers will deliver extra lessons outside of the normal timetable; (iv) the loss of lunch breaks for teachers and students alike; (v) the bullying of teachers into running «booster» and revision classes after school, at weekends and during holiday periods and (vi) the consequential compromising of the teacher's work / life balance.

For example, the challenging fourth - and eighth - grade language arts and mathematics tests have had a positive impact on teacher expectations and instruction.

All of these features are well established at Camdenville and have enabled teachers to develop expectations for the quality, purpose and impact of professional learning.

(WGBH) Rick Weissbourd discusses the impact that interventions like buddy benches can have, and how students, teachers, and schools can work to set ground rules and expectations about not ostracizing or degrading kids.

Three features of the data make them well suited for an analysis of the impact of teachers» expectations on student outcomes.

However, diversifying the pipeline in the short run is limited by constraints on the supply of non-white teachers, which itself is likely a consequence of the impacts of biased expectations and teacher representation discussed above.

First, we replicate our previous results on the causal impact of teacher expectations on college completion and the effects of race match on expectations.

The survey, released this month by MetLife Inc., found that nearly nine in 10 teachers and principals — 86 percent and 89 percent, respectively — believe that setting high expectations for students can have a major impact on student achievement.

Research suggests that teachers» and families» expectations of a student significantly impact academic achievement.

After hearing anecdotally from educators about the impact home visits had on teacher goal setting and teacher expectations, Flamboyan began to question the deeper impact of home visits on teachers» negative implicit biases vis - à - vis students and families.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

Thus, one of the key expectations — to ensure sufficient weight to student growth scores so as to differentiate between teachers» / principals» impact on student learning and achievement — is impossible for probably around seven out of every ten of Arizona's and other states» teachers.

While attainment levels are important for setting high expectations for students and schools, growth more accurately reflects the impact of a school, program or teacher.

When teacher teams believe that they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

When teachers believe that, together, they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

They explained the need to recognize the digital divide and its impact on teaching and learning social studies and to examine the digital disconnect between teachers» and students» abilities and expectations with regard to using technology.

``... holds her teachers to very high expectations, thoughtfully guiding us to meet our greatest potential as educators... Her leadership, high expectations and continued support have had a huge impact on my ability to raise student achievement.»

Student teachers must meet minimum GPA requirements, and also meet consistently increasing expectations of their teaching practice through evaluations and classroom observations, including their impact on student learning.32

The entire series can be viewed in the playlist above - or check out the individual episodes here: Episode 1: Setting Her Sights on Change (October 1, 2007) Episode 2: Facing Expectations (November 19, 2007) Episode 3: Facing Resistance (February 7, 2008) Episode 4: Facing Tough Choices (April 2, 2008) Episode 5: Teachers Struggle With Reforms (June 18, 2008) Episode 6: Tough Changes and Controversy (July 23, 2008) Episode 7: Targeting Teachers, Angering Unions (September 18, 2008) Episode 8: Finding Good Principals (January 13, 2009) Episode 9: Well Known Nationally, Struggling at Home (May 4, 2009) Episode 10: Testing Michelle Rhee (August 18, 2009) Episode 11: Tensions Rising (November 17, 2009) Episode 12: Michelle Rhee's Impact (August 31, 2010)

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

The evaluation focused on three key areas: 1) Implementation (training, staffing, promotion, availability, methods for sustainability, curricular connections), 2) Participation (methods of adoption / education, level of participation, parent / teacher / food service worker roles) and 3) Attitudes (changes in diet / nutrition - related knowledge, behavior, impact of cultural differences, food likes / dislikes, expectations, influences on food selection, etc.).

REA collected survey, focus group, and pre - and post-test data from the participating teachers, and this data led to important insights about the teachers» expectations for the program, feedback about the program, perceptions of the program's impacts, and recommendations for the program moving forward.

When students understand why they are learning something, how it impacts their lives and why it is important for them to know, they're not only more engaged, but they are motivated to dive deeper into the content, often exceeding teachers» expectations for performance.

«We're also setting expectations up front with all staff who encounter or impact our students, not just teachers.

But research suggests that teacher perceptions and expectations of a student, which can be preconceived, have an impact upon a child's IQ scores, academic achievement, and attitudes and behavior.

When one teacher receives 274 points and is told she is «Below Expectation,» her job satisfaction will be negatively impacted and she will be more likely to quit than her colleague who received 275 points and an «At Expectation» label, despite the fact that these teachers are more or less equal.

In addition, a large majority of superintendents reported positive impacts on the professional growth of both teachers and administrators, and on high expectations for student learning.

According to the report, CMOs with positive impacts tend to emphasize two practices in particular: high expectations for student behavior and intensive teacher coaching and monitoring.