Sentences with phrase «teacher productivity using»

We validate our use of nontest student outcomes to assess differences in teacher productivity using the quasi-experimental teacher switching methods of Chetty, Friedman, and Rockoff (2014) and find multiple cases in which these tests reject the validity of candidate nontest outcomes.

«Estimating teacher productivity using a multivariate multilevel model for value - added analysis.»

Not exact matches

«I do not maintain equipment; I instruct teachers and other school staff in the use of technology for personal productivity and in how to integrate technology into their curricula.

The only way to implement any of these reforms successfully, within budget and at scale, is to help excellent teachers increase their productivity: swap portions of excellent teachers» time with digital instruction so they can teach more classes with similar or even smaller group sizes; let them delegate nonessential tasks to other adults; use digital tools to save time on instructional monitoring and planning; put them in charge of other teachers; and let the willing have more students to nurture under their strong wings.

Students, teachers and others interested in eLearning can benefit from using Mind Maps to boost productivity.

If the assumptions about productivity in the education realm are correct, however, schools face a higher price for skilled workers even though skilled teachers are no more productive than they used to be.

However, until schools develop an appropriate digital school ecosystem, adopt a culture that empowers the teachers, students and parents, and support all that take a lead role in the use of the digital in teaching, they won't be able to take advantage of those opportunities and continually enhance their productivity.

He said, «Rethinking policies around seat - time requirements, class size, compensating teachers based on their educational credentials, the use of technology in the classroom, inequitable school financing, the over placement of students in special education — almost all of these potentially transformative productivity gains are primarily state and local issues that have to be grappled with.»

This would not just represent a better use of public money, but have real implications for pupil attainment and teacher productivity.

The effectiveness of the model has been studied in over 20 years of research and field - testing about: (a) the effectiveness of the model as perceived by key groups, such as principals, teachers, students, and parents; (b) research related to student creative productivity; (c) research relating to personal and social development; (d) the use of SEM with culturally diverse or special needs populations; (e) research on student self - efficacy; (f) the use of SEM as a curricular framework; (g) research relating to learning styles and curriculum compacting; and (h) longitudinal research on the SEM.

For example, administrators and teachers from each school undertook professional learning sessions with CESA's Learning and Technology Team to more fully understand how to use LiveTiles to improve student engagement and increase classroom productivity.

In order to attract and retain the excellent teachers that students in this country deserve, school districts must adopt human capital best practices used to attract talent, increase productivity, and improve outcomes within high - performing organizations.

With the increased productivity and efficiency afforded to our teachers through the use of technology, our teachers can spend more time teaching to our students» individual needs and aspirations.

Most of these teachers reported that they were applying their gained knowledge and skills by regularly using technology «to improve their efficiency and productivity, especially for tasks such as maintaining attendance, grades, data on students; creating instructional materials; and communicating with staff members and other colleagues» (Maryland State Department of Education, 2002, p. 2).

V. Teachers use technology to enhance their productivity and professional practice.

Preservice teachers tended to use digital still and video cameras to document student learning and spreadsheets to communicate student assessment data (NETS - T IV), while they used presentation (PowerPoint) and desktop publishing to enhance their productivity and professional practice (NETS - T V).

The coding template (Crabtree & Miller, 1999) was based on the criteria set forth by Graham et al. (2009) of productivity, pedagogy, student use of technology, teacher presentation of information, and the themes set forth by the NETS - T.

Similarly, in his visits to schools across the nation, Pflaum (2004) found that computers were rarely used to facilitate and enhance instructional practice and more often were used for student and teacher productivity.

The six standards of NETS - T state that teachers should have knowledge and skills in the areas of technology operations and concepts; planning and designing learning environments and experiences; teaching, learning, and the curriculum; assessment and evaluation; productivity and professional practices; and social, ethical, legal, and human issues surrounding the use of technology in K - 12 schools.

He said, «Rethinking policies around seat - time requirements, class size, compensating teachers based on their educational credentials, the use of technology in the classroom, inequitable school financing, the over-placement of students in special education — almost all of these potentially transformative productivity gains are primarily state and local issues that have to be grappled with.»

A study by the American Institutes for Research found that improvements in turnaround schools in Florida and North Carolina used a combination of hiring more effective teachers to replace outgoing ones and improving the productivity of existing staff.

Increased productivity of all collaborative spaces through the routine use of meaningful data and through conversations that result in teacher learning

The preservice teacher (Level 2), as primary user, might use productivity tools for word processing, grade and record keeping, web page production, and presentations, as well as using subject - specific software and websites to create presentations, lectures, lessons, and assessments.

Specifically, I taught preservice teachers to use technology in four areas: (a) planning and designing effective lessons, (b) maximizing student learning, (c) facilitating assessment, and (d) enhancing productivity and professional practice.

District Resource Teacher (1987 — 1997) • Develop and conduct teacher in - service programs in computer literacy, productivity software, and educational computing • Preview, evaluate, and purchase educational software for building - networks and stand - alone computers • Ensure effective, up to date, and cost effective use of technology across the school dTeacher (1987 — 1997) • Develop and conduct teacher in - service programs in computer literacy, productivity software, and educational computing • Preview, evaluate, and purchase educational software for building - networks and stand - alone computers • Ensure effective, up to date, and cost effective use of technology across the school dteacher in - service programs in computer literacy, productivity software, and educational computing • Preview, evaluate, and purchase educational software for building - networks and stand - alone computers • Ensure effective, up to date, and cost effective use of technology across the school district