Not exact matches
When he
studied the lives of those who gave themselves to the search for truth, he saw that they might be classified
in four groups: the scholastic theologians, who proclaimed themselves the followers of reason and speculation; the Isma`ilis and other Shi`as who held that to reach truth one must have an infallible living
teacher, and that there always is such a
teacher; the philosophers, who
relied on logical and rational proofs; and the Sufis, who held that they, the chosen of God, could reach knowledge of Him directly
in mystical insight and ecstasy.
This
study relies on a unique dataset from Washington State that links
teachers to their schools and,
in some cases, to their students; the dataset also includes information on those
teachers who received RIF notices
in the 2008 — 09 and 2009 — 10 school years.
The researchers recognize that a key challenge
in studying the effects of teaching practices is that «
teachers may adjust their methods
in response to the ability or behavior of their students,» perhaps
relying more on lectures when assigned more capable or attentive students.
In both cases the «strong research» on which these standards
rely is a
study by Boyd, et al examining the relationship between
teacher characteristics and student achievement.
In the research reported here, we
study one approach to
teacher evaluation: practice - based assessment that
relies on multiple, highly structured classroom observations conducted by experienced peer
teachers and administrators.
A new
study finds that using observational ratings of beginning
teachers may be a viable alternative — or a useful complement — to
relying solely on controversial «value - added» modeling (VAM)
in evaluation of educator preparation providers (EPPs).
When using the IWB
in the social
studies, they largely
relied on a
teacher - centered, projection - only approach.
In addition, «relatively few studies rely on experimental designs that enable us to attribute differences in student achievement and teacher retention solely to the compensation program, and not to other characteristics of the teachers, schools, or districts» (Glazerman
In addition, «relatively few
studies rely on experimental designs that enable us to attribute differences
in student achievement and teacher retention solely to the compensation program, and not to other characteristics of the teachers, schools, or districts» (Glazerman
in student achievement and
teacher retention solely to the compensation program, and not to other characteristics of the
teachers, schools, or districts» (Glazerman).
In the current
study, a randomized controlled trial found that
teachers receiving MTP - S
relied less on exclusionary discipline with all of their students compared to the control
teachers.
Instead of taking seriously these high quality
studies, charter critics
rely heavily on a report released
in 2004 by the American Federation of
Teachers (AFT).
It doesn't mean
teachers get fired or schools close down, but it does mean kids from all walks of life could learn extremely valuable skills
in things like computer programming, web design or number of any number of fields that suit their fancy without
relying on
teachers who correctly spent their time
studying education rather than those pursuits.