Sentences with phrase «teacher relationship ratings»

Not exact matches

According to the teacher Lourdes López - Valpuesta the different prices of alcoholic drinks is a factor that is statistically significant in the relationship between drink - driving and the road accident rate.

The driving force of this relationship is not teachers» leaving urban districts for suburban ones; on the contrary, most of the difference in leaving rates between these types of schools is caused by teachers moving to new schools within their original district.

They found that when teachers realized they shared commonalities with students, they rated their relationships as more positive and those students tended to earn higher grades.

Students» involvement in the EEI / ERT with the support of a mentor improved their understanding of the topic (a rating of 4) and their perceived relationship with their teacher (3) and the mentor (3).

For instance, in one study, counting skills and understanding of quantities and the relationships between them in the year before starting primary school predicted children's maths achievement and teacher ratings of competence in maths one year later (Aunio, & Niemivirta, 2010).

WHY TEACHERS UNDERTOOK TOURS Team and relationship building were rated the most important consideration when deciding to run a sports tour, with other skill development objectives also rated highly.

Principals were asked not only to provide a rating of overall teacher effectiveness, but also to assess, on a scale from one (inadequate) to ten (exceptional), specific teacher characteristics (ten altogether), including dedication and work ethic, classroom management, parent satisfaction, positive relationship with administrators, and ability to improve math and reading achievement.

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher steachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher sTeachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher steachers from the city by offering higher salaries.

Our primary goal was to examine the relationship between teachers» TES ratings and their assigned students» test - score growth.

In other words, despite the fact that TES evaluators tended to assign relatively high scores on average, there is a fair amount of variation from teacher to teacher that we can use to examine the relationship between TES ratings and classroom effectiveness.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

(Sometimes the calls to parents are supplemented with teacher calls to students) These parent relationships seem to be linked to very high parent - satisfaction ratings, and in turn we have thought those were related to our high test - score growth.

She states that five studies have found «no consistent relationship between the subject - matter tests of the National Teachers» Exam and teacher performance as measured by student outcomes or supervisory ratings.»

Andrews, Blackmon, and Mackey (1980) found a positive relationship between teachers» scores on the NTE English and elementary subject - matter tests and supervisors» ratings.

The only negative relationship the authors found was between teachers» scores on the NTE physical education and special - education tests and supervisors» ratings of their performance.

When history teacher Matt Baird posed a sensitive question — «On a scale of 1 to 10, how would you rate race relationships at the school?»

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.

In fact, the weak relationship between pupil - teacher ratio and school ratings is in the opposite of the expected direction: schools with larger classes receive somewhat higher grades, perhaps because effective schools attract more families to the neighborhood.

The presence of a certified teacher - librarian on staff has a particularly high relationship to a school's five year graduation rate.

«It would be hard to justify ratings by outsiders watching videotapes at a remote location who never visited the classroom and couldn't see for themselves a teacher's interaction and relationship with students.»

To investigate the relationship between school effectiveness and classroom instruction, we initially conducted a multivariate analysis of variance (MANOVA) with the school effectiveness rating serving as the independent variable and eight teacher variables serving as outcome measures (see Table 11).

Allen argues that there is a relationship between the level of school disadvantage and the turnover rate of its teachers; and that schools with lower ability intakes struggle to recruit specialist teachers for shortage subjects as well as often struggling to appoint head teachers.

Schools that have lower suspension rates and, in turn, higher academic rates, share common characteristics, including positive teacher - student relationships, high expectations of students, and well organized routines.

Notably, even after accounting for other factors, teachers» expectations and students» college - going outcomes had a significant relationship, and teacher expectations were tremendously predictive of student college completion rates.

These teams took on challenges including increasing school attendance rates, building better relationships between teachers and students, and improving the ways students are taught, as well as the kinds of things they are learning.

«Their average ratings of each survey domain were around the scale's midpoint, meaning that tended to «somewhat agree» that the academic and instructional supports provided by their teachers were culturally responsive, that they were proud of and felt connected to their cultural identity, and that the school had good relationships with their families and communities.»

Ronald H. Heck, University of Hawaii - Manoa Examining the Relationship Between Teacher Quality as an Organizational Property of Schools and Students» Achievement and Growth Rates Educational Administration Quarterly 2007 43:399 - 432

The Department of Education calls the measure a «leading indicator,» a reasonable label given the documented relationship between absence rates measured at the teacher level and student achievement.

For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyond.

It is within this context that CTQ and other national researchers are documenting the relationship among teacher working conditions, teacher retention rates, and student achievement.

In a study of three districts using standards - based evaluation systems, researchers found significant relationships between teachers» ratings and their students» gain scores on standardized tests, and evidence that teachers» practice improved as they were given frequent feedback in relation to the standards.

In response to lower student ratings of their relationships with teachers, Miami Beach Senior High School in Miami, Florida added an advisory system, which provides consistent non-instructional time with an adult.

Teacher Evaluation: the Relationship between Performance Evaluation Ratings and Student Achievement Teacher Evaluation: the Relationship between Performance Evaluation Ratings and Student Achievement

Following up on my most recent post about «School - Level Bias in the PVAAS Model in Pennsylvania,» also in Ohio — a state that also uses «the best» and «most sophisticated» VAM (i.e., a version of the Education Value - Added Assessment System [EVAAS]; for more information click here)-- this seems to be a problem, as per an older (2013) article just sent to me following my prior post «Teachers» «Value - Added» Ratings and [their] Relationship to Student Income Levels [being] Questioned.»

Not shown in the table, however, are several significant negative effects in relationships with teachers as rated by first - grade and third - grade teachers; in fact, there were no significant positive effects for this cohort as assessed by teachers for any of the elementary years.

Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories.

Do you think parents rate their relationship with their child's teacher as «great» because they are at cross purposes?

Four of these items had particularly strong positive or negative relationships with the effectiveness ratings teacher received:

Counselors, parents, and STP teachers also rated children's improvement across a number of domains, including rule - following, relationships with peers and siblings, relationships with adults, and self - esteem, as well as overall improvement rate.

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

Children who present difficult behaviour on entry to primary school have been shown to have higher truancy rates, poorer peer - to - peer and student - teacher relationships and achieve lower or no educational qualifications than those without such difficulties.

As African American boys experience a much higher rate of suspensions and expulsions from preschool settings than do other children (Gilliam 2005), these relationship - building techniques are particularly relevant for teachers as they reflect on their own practices and biases — especially toward African American boys — in early childhood classrooms.

Five years after the couples groups ended, the quality of both the couple - and parent - child relationships measured when the child was 3-1/2 was significantly correlated with the children's adaptation to kindergarten (child self - reports, teacher ratings and tested achievement).

For example, in the MTA sample, correlations between measures reflecting the actual reports of peers about one another were correlated only 0.01 to 0.27 in magnitude with ratings of peer functioning obtained from parents and teachers, suggesting that reports by adults are not useful proxies for the perspectives of one's peers.27 Given that views of one's peers provide better prediction to later psychiatric problems, 3 the use of adult report to index intervention outcomes in studies targeting the peer relationship problems of children is likely to prove a limited measurement approach.

The relationship of factors in parental ratings of self and each other to the behaviour of kindergarten children as rated by mothers, fathers, and teachers