Sentences with phrase «teacher survey items»
Given this weak statistical evidence of positive relationships between student achievement and district or school data use (as reflected in the principal and teacher survey items), we turned to our qualitative data, which provided the following insights:
http://www.wallacefoundation.org/ Not exact matches
On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.
The Department of Education and Training Queensland School Opinion Survey for Staff includes a group of items related to building teacher capability.
This 36 - point gap in support between teachers and the public is the largest observed for any item on our survey.
One survey item asked respondents to rate, on a scale of 1 (not important) to 5 (very important), the importance of various actors in informing their position on teacher evaluation policy.
For all items in the survey, the responses of the public, parents, teachers, African Americans and Hispanic adults are posted at educationnext.org / edfacts
Quantitative data for this sub-study derived from responses to 17 items from the teacher survey.
After revisions and more discussions with teachers and principals, we were ready with a Round One teacher survey of 117 items and a principal survey of 149 items.
Evidence for this sub-study was provided by responses to 58 items on the first round of teacher surveys and 58 items from the first round of principal surveys.
The teacher survey administered to all participating schools during the first round of data collection included a set of items designed to measure the relative influence of those in multiple roles on school decision making (see Section 1.1).
Both the teacher surveys and both the principal surveys contained some items from established instruments with good reliability measures as well as many new items and scales.
We divided the Round One teacher survey into sections with items about:
For Round Two, we collaboratively developed a revised 131 - item teacher survey and a 105 - item principal survey.
We measured three additional variables with the teacher survey: school leadership (20 items), class conditions (15 items), and school conditions (21 items).
The seven survey items loading on Factor 2 measure the frequency with which specific actions with a direct focus on instructional improvement were enacted by the principal with individual teachers.
Despite the fact that 95 percent of those surveyed in the August 2015 Phi Delta Kappa / Gallup Poll on Public Education said that the most important way to improve schools is to improve the quality of teachers, professional development is often the first budget item to be cut or reduced.
As Appendix A explains in considerably more detail, our instrument for the second survey of teachers includes 131 items.
Quantitative data included items from the second teacher survey and student performance data on state - level achievement tests.
For this evidence we examined responses to 36 of the 104 items included in the first teacher survey.
The survey asked teachers to rate items such as students» attention levels, the teacher's enjoyment, and effectiveness of the lesson.
Second, teachers completed a 6 - item post-professional development survey immediately after the one - day professional development workshop (see Additional file 1: Table S2).
Ideally, we're talking maybe over the course of, and there are survey programs through the US Department of Education that do have these types of panel surveys where they go back periodically and interview whether it's parents, teachers, school principals, and students and just see how they respond differently to similar items over a very long period of time.
These scores can be used to compare teachers who administered the same survey items at the same grade and content level.
Teachers can use common content pre-tests and post-tests as well as common items on student surveys to produce scores of student learning that more accurately reflect their effectiveness in the classroom.
To develop average growth scores using surveys, teachers can use items that address student perceptions of how much they've learned and how hard they've worked.
The survey included five questions and an item that allowed student teachers to write additional comments.
Items were pulled from this survey and combined with original items about whether or not teachers think students have preconceptions about math, qualities of those misconceptions, and how teachers work with student preconceptions to teach effectiItems were pulled from this survey and combined with original items about whether or not teachers think students have preconceptions about math, qualities of those misconceptions, and how teachers work with student preconceptions to teach effectiitems about whether or not teachers think students have preconceptions about math, qualities of those misconceptions, and how teachers work with student preconceptions to teach effectively.
In 2012, 17 preservice teachers completed the survey, which included 24 original items used to assess their beliefs about the role of students» thinking in effective mathematics instruction.
The survey items were initially developed by members of the simulation committee and pretested with the first group of preservice teachers who completed the course.
The next row displays the question stem for the subsequent survey items: «To what extent did the educator preparation program begin the beginning teacher to:»
To address this issue, the preservice teachers were assured anonymity and were reminded that their responses to the survey items were not reflected in the pass / fail grade for the course.
The assessment section of the CIERA survey included items arranged in four matrices, to maximize the amount of information obtained from teachers.
Several STEM - relevant variables show a significant association with effectiveness in math and science, including STEM teacher turnover, calculus and early algebra participation, and math and science instructional indices created from survey items in the data.
The survey, which required about 20 minutes to complete, measured the collective leadership and teacher - performance antecedents described in our framework: 9 items measured collective leadership, 9 items measured teacher capacity, 17 items measured teacher motivation, and 14 items measured teacher work settings or conditions.
Several survey items focused on how the preservice teachers came to a decision regarding the issue presented to them.
Teacher responses to 49 items from a 104 - item survey provided the remaining data for this sub study.
Our overall measure of school trust, on the basis of approximately two dozen survey items addressing teachers» attitudes toward their colleagues, principals, and parents, proved a powerful discriminator between improving and nonimproving schools.
Completion or noncompletion of the data - collection instruments did not impact the preservice teachers» grades, and they were informed that their responses to the survey items would be anonymous and used to make improvements to the simulation.
In June 2008, a revised version of the MDI, containing eight demographic background items and 71 survey items, was read out loud in class, by classroom teachers to 80 fourth graders from seven classrooms in three elementary schools.