Sentences with phrase «teacher relationship quality»

Teacher perceptions of student — teacher relationship quality embody relatively independent dimensions referring to close and warm aspects of the relationships against discordant and negative aspects (e.g., Pianta 2001; Spilt and Koomen 2009).

Poor student - teacher relationship quality, in turn, is associated with lower academic ratings.

Not exact matches

The degree to which the goals of religious education are achieved depends, to a large extent, on the quality of the student - teacher relationship.

I have already stated that the evidence indicates that the chief contribution to happiness is the quality of relationships with those with whom one has most to do, parents, siblings, other relatives, neighbors, playmates, teacher, employers, and others.

In addition to supporting children's music development, our in - school curriculum raises the overall quality of a child's education by touching many important factors all at once: school readiness, family engagement, parent - child relationships, and teacher professional development.

By studying the most recent research on early childhood education, the Orfalea Fund was able to invest where it mattered most: in the relationships among directors, teachers, and parents, in the quality of environments, and in the establishment and documentation of best practices.

An analysis suggests that the effects of INSIGHTS in reducing disruptive behaviors and off - task behaviors for children with high - maintenance temperaments were partially mediated through improvements in the quality of teacher - child relationships.

Interestingly, the quality of the relationship between a teacher and child played a critical role in the children's behaviors.

Good quality teacher - student and student - student relationships have powerful effects on student learning.

What we did is we looked at reports of their quality of relationships with the teacher at aged around 10 years and then... we managed to find pairs of children who differed on their quality of relationship to the teacher.

A high - quality relationship with a teacher whom they respect is a key element of helping students develop intrinsic motivation.

St Paul — Witnesses who testified here last week at the first of five regional hearings on «Excellence in Teacher Education,» said an improved relationship between schools of education and elementary - and secondary - school educators in the «trenches» will be necessary if the quality of prospective teachers and the instruction they receive is to be raised.

the quality of teachers shows a stronger relationship [than school facilities and curricula] to pupil achievement.

The strength of this relationship may be gauged by comparing the change in quality associated with changes in the school's position in the national test - score ranking: the results show that an increase of 50 percentile points is associated with an increase of 0.15 standard deviations in student perceptions of teacher practices (see Figure 1).

The results of this analysis confirm that the relationship between higher teacher turnover and lower average valueadded in a given grade is stronger as principal quality rises.

But the relationship is actually the opposite of what one might expect: while all parents place a high value on teacher quality, low - income parents are more likely to emphasize the importance of school safety, test scores, and discipline.

The key to building relationships that will strengthen an educational leader's vision is being highly accessible and spending quality time talking and listening to teachers and support staff.

A recent OECD working paper Teaching Strategies for Instructional Quality «explore (d) the relationships between mathematics teachers» teaching strategies and student learning outcomes in eight countries, using information from the TALIS - PISA link database».

• In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counselling; Ubiquitous and lifelong learning; Training programmes and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in EdTEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counselling; Ubiquitous and lifelong learning; Training programmes and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in EdTeachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counselling; Ubiquitous and lifelong learning; Training programmes and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education.

Another example: in Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification status.

Now, in a recent study, Hill and her colleagues have dug more deeply into the relationship between teachers» mathematical knowledge for teaching and the quality of their teaching in actual elementary school classrooms.

In TEACHERS AND STUDENTS: Teachers and Staff training and education, Educational quality and standards, Curriculum and Pedagogy, Vocational education and Counseling, Ubiquitous and lifelong learning, Training programmes and professional guidance, Teaching and learning relationship, Student affairs (learning, experiences and diversity, Extra-curricular activities, Assessment and measurements in EdTEACHERS AND STUDENTS: Teachers and Staff training and education, Educational quality and standards, Curriculum and Pedagogy, Vocational education and Counseling, Ubiquitous and lifelong learning, Training programmes and professional guidance, Teaching and learning relationship, Student affairs (learning, experiences and diversity, Extra-curricular activities, Assessment and measurements in EdTeachers and Staff training and education, Educational quality and standards, Curriculum and Pedagogy, Vocational education and Counseling, Ubiquitous and lifelong learning, Training programmes and professional guidance, Teaching and learning relationship, Student affairs (learning, experiences and diversity, Extra-curricular activities, Assessment and measurements in Education.

High - quality teacher - student relationships are another critical factor in determining student engagement, especially in the case of difficult students and those from lower socioeconomic backgrounds (Fredricks, 2014).

Therefore, the difference between the 25th and 75th percentile of the teacher quality distribution, measured in terms of value - added, is just three percentile points in the h - index distribution (and the opposite signed relationship as seen with the other measure of research quality).

«We are also working with leading head teachers and practitioners to look at how to raise the quality of PSHE teaching, which includes sex and relationship education.»

There is also mounting evidence that close relationships between teachers and children are an important part of creating high - quality care environments and positive child outcomes.

But preliminary analyses showed a slight negative relationship between state efforts to improve teacher quality and student - achievement gains.

Research has shown that teacher wellbeing not only significantly impacts pupils» SATS results, but also has an effect on pupils» own social and emotional wellbeing, creating a negative learning environment and damaging the quality of relationships between teacher and pupil.

In light of these findings, Plan UK is calling for greater support for teachers to prevent incidents of unwanted sexual contact, as well as high - quality statutory sex and relationships education to teach young people about issues of consent and healthy relationships, and ensuring bullying policies address gender and sexual violence, providing a safe environment for pupils to report concerns.

Category: End Poverty and Hunger, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Millennium Development Goals, Português, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Coteachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CoTeachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Counseling

Her keynote, titled «Personal attributes: Developing the hidden qualities in quality teaching» examined the concept of quality in teaching and the personal attributes of teachers that are central to the teacher - learner relationship.

After teacher - student relationships, it is the quality of collegial relationships that are most closely aligned with teacher wellbeing.

And we had a relationship that really was quite productive and I thought it was all about me but she was of course the same with all of the other kids, she found something beautiful about everybody and let them know — and there was a quality about her that was so much beyond her as a competent teacher.

This «academic care» is influenced by: personal qualities of teachers and their relationships with students; the curriculum and its ability to promote meaningful participation and positive learning experiences; the school's organisational structure and its ability to offer safety, support, trust, guidance and challenge; and links with the broader community.

The mathematics teacher plays a key role in the quality of the student's relationship with mathematics.

Having said this, the quality of the student - teacher relationship is essential to quality teaching and learning.

Does the school employ a variety of collegial and sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction programs, professional development drawing on school - level expertise, professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?

This study examined the quality of the classroom climate and dyadic teacher — child relationships as predictors of self — regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys).

Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.

At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher — child relationships.

But in actuality ~ somehow it seems bolder to argue that all students can learn regardless of background ~ in safe supportive environments ~ with high - quality teachers and school staff that maintain a collaborative relationship with management ~ have access to professional learning opportunities ~ and receive adequate salaries and professional respect.

Although it didn't get much attention at the time, the Coleman Report actually identified a possible answer: «the quality of teachers shows a stronger relationship [than school facilities and curricula] to pupil achievement.

This detailed and high quality unit includes: * 24 lesson plans (with 13 differentiation strategies) * 116 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (20 sheets) * Homework project (7 tasks) that includes both reading and writing skills * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 4 - 7, with GCSE 1 - 9 conversion) Unit's lessons include: * Contexts match - up activity * Reading and discussing the whole play * Exploring Salem society in the 1690s - power and influence * Exploring key characters * In - depth analysis of characters - John Proctor and Reverend Hale * Essay writing skills - writing about characters * In - depth analysis of themes - relationships, jealousy, respect, religion * Exploring tension across the play * Linking the play to the 1950s McCarthy Era * 2 huge 60 - question revision quizzes * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

This detailed and high quality unit includes: * 33 lesson plans (with 13 differentiation strategies) * 147 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (9 sheets) * Homework project (9 tasks) that includes both reading and writing skills Unit's lessons include: * Cloze activity on the play's contexts * Detailed, thorough comprehension questions on each scene * Spelling tests on key vocabulary * SPaG starter activities * Character crosswords * Huge 60 - question revision quiz * In - depth key scene analyses (including group work) * Exploring characters - Helen, Jo, Peter, Boy, Geof * Exploring themes - marriage, motherhood, relationships * AfL activities - improving sample exam responses * Essay planning * Writing a formal essay on a chosen character * Writing a formal essay on a chosen theme * «Closed book» mock exam to reflect new GCSE exam expectations * Teacher / peer / self assessment opportunities

In contrast, teachers who have chosen to stay in the profession cite the quality of relationships among staff, a supportive principal, and opportunities to collaborate as among their most important reasons for continuing to teach.

The relationship between NCLB teacher quality mandates and the use of reform oriented instruction in middle school mathematics.

The strongest relationship here is with Emphasis on teamwork -LRB-.45), Focus on quality -LRB-.39), District culture -LRB-.38), Use of data -LRB-.35), Jobembedded professional development for teachers -LRB-.35), Relations with schools and stakeholders -LRB-.35), Targeted improvement -LRB-.31), and Investment in instructional leadership -LRB-.23).

No school can succeed for long without doing so, but, especially for community schools, success depends on the quality of the relationships that school and district staff maintain with various partners, including teachers, counselors, social workers, parents, clergy, elected officials, business leaders, volunteer tutors, and others.

Each of these relationships enhances the CTTL's understanding of the growing and applicable body of research that all teachers should be using to enhance their teaching quality and student achievement.

Two academic researchers from the University of Southern California and the University of Pennsylvania looked at these value - added measures in six districts around the nation and found that there was weak to zero relationship between these new numbers and the content or quality of the teacher's instruction.