Sentences with phrase «teacher social capital»

In other words, teacher social capital was a significant predictor of student achievement gains above and beyond teacher experience or ability in the classroom.

Her point is especially interesting, since, as she explains, when schools focus too much on the skills of the individual teachers (teacher human capital), the potential for a strong professional team (teacher social capital) is often eroded.

Not exact matches

Jim is a Venture Partner at Reach Capital, an edtech social impact venture fund, and co-founded Teachers» Curriculum Institute, widely regarded as the nation's most innovative publisher of K - 12 social studies curriculum.

Social capital is the network of relationships between school officials, teachers, parents and the community that builds trust and norms that promote academic achievement.

Four Unintended Consequences of Using Student Test Scores to Evaluate Teachers Washington Post, 7/29/15 «When teachers in the same school continue to work in isolation, they can not benefit from the social capital that their school might Teachers Washington Post, 7/29/15 «When teachers in the same school continue to work in isolation, they can not benefit from the social capital that their school might teachers in the same school continue to work in isolation, they can not benefit from the social capital that their school might provide.

Bridwell - Mitchell, E.N. and N. Cooc The Ties That Bind: How Social Capital Is Forged and Forfeited in Teacher Communities.

No group differences were found on social capital measures one year later, suggesting that the structured adaptive approach did not make teachers more likely to form ties that would be useful outside of the intervention.

«Brinig and Garnett are intent on showing that it is not just the inner social capital of Catholic schools (discipline, parental involvement, teacher dedication) that counts but that this social capital has a spillover effect on neighborhoods....

In the Fall issue of the Stanford Social Innovation Review, a scholar argues that the level of teacher collaboration in a school — what she refers to as a school's «social capital» — can be a powerful factor in boosting student achievement, perhaps even more powerful than individual teachers» abilSocial Innovation Review, a scholar argues that the level of teacher collaboration in a school — what she refers to as a school's «social capital» — can be a powerful factor in boosting student achievement, perhaps even more powerful than individual teachers» abilsocial capital» — can be a powerful factor in boosting student achievement, perhaps even more powerful than individual teachers» abilities.

Social ties are prerequisite for social capital, yet little causal evidence exists on how malleable factors, such as instructional management approaches, affect teachers»Social ties are prerequisite for social capital, yet little causal evidence exists on how malleable factors, such as instructional management approaches, affect teachers»social capital, yet little causal evidence exists on how malleable factors, such as instructional management approaches, affect teachers» ties.

That, after all, is one reason we support schools of choice: we expect them to bring to the educational process the social capital that reflects the common values of a group of teachers, a community of parents, and their children - and to make education more effective by so doing.

Startups are offering new forms of human and social capital to schools and students to make up for staffing disparities in teachers and guidance counselors.

The teacher leader: Improving schools by building social capital through shared leadership.

The author focuses on distributed or shared leadership as a facet of social capital, a driving force in the success of teacher leadership.

«I love being a teacher at Capital City because we are not timid about the social justice issues of our time.

«One of the best ways to build social capital is to connect teachers with other teachers,» he says.

Last the professional capital of teachers could be developed further by devising specific ways to build strong social capital among teachers and leaders across schools so that more help for improvement would come from one another rather than from outside intervention.

This is what Hargreaves and Fullan refer to as social capital — professional experiences that allow teachers to learn with and from one other.

The concept of professional capital on the other hand consists of three components: human capital (the quality of individual teachers); social capital (the collaborative power of teachers as a group); and decisional capital (the wisdom and expertise of teachers to make sound judgments about learners that are cultivated over time).

Their work uncovered that turnover and repeated waves of new teachers create several problems for schools and communities: (1) high turnover schools employ a large number of novice teachers; (2) turnover creates unstable teaching assignments; (3) turnover hinders relationships between teachers, students, and families; and (4) turnover disrupts the social capital needed to support expanded leadership opportunities for teachers.

He has worked for over 20 years as a classroom teacher, technology integration coach and administrator and has offered professional development for educators on educational technology, data privacy and In 2013 he published his dissertation Building Social Capital Online: Educators uses of Twitter, which provided valuable insight and much needed research about how educators use Twitter to improve their practice.

Echoing Susan Moore Johnson's sentiments, reviewed as article # 6 here, this is appropriately hard if we are to augment versus undermine «our capacity to mobilize the «social capital» of the school to strengthen the human capital of the teacher» (p. 138).

A social capital perspective would answer the same question by looking not just at what a teacher knows, but also where she gets that knowledge.

Teacher Retention and Student Achievement: Environmental Factors, Social Capital and Interventions in Urban, Pre-Dominantly Latino Schools

For example, they sometimes influence how school leaders do their work; the nature of classroom teaching and learning processes (through their effects on teachers» expectations); the financial resources available to districts and schools; and the nature of the «social capital» available to students.

Her recent books include: The Growing Out - of - School Time Field: Past, Present, and Future (Information Age Publishing, 2018); The Future Directions of Educational Change: Social Justice, Professional Capital, and Systems Change (Routledge, 2018); «Empowering Teachers: The Role of School - Community Partnerships» (book chapter with IEL's Reuben Jacobson in Flip the System: Changing Education from the Ground Up, 2015); Leading Educational Change: Global Issues, Challenges, and Lessons on Whole - System Reform (Teachers College Press, 2013), The Futures of School Reform (Harvard Education Press, 2012, co-authored chapter with Jeffrey Henig and Paul Reville).

However, such teacher attitudes have never been analyzed on a broad scale, and many analyses of teacher effects focus solely on teachers» human capital, overlooking their social - psychological traits.

Social capital refers to those resources like expertise and advice that reside in the relations among people, and it has been linked to teacher productivity and student achievement.

Beyond the Individual Teacher: Developing Social Capital in Schools and School Systems By: Megan Hopkins, James P. Spillane, and Tracy M. Sweet