Sentences with phrase «teachers in this study valued»

These results provide supporting evidence that the beginning teachers in this study valued the computer technologies for gaining self - awareness and professional development and, therefore, might be inclined to use these tools in the future.

It also gathers data on the frequency of arts use by this population of teachers concluding that teachers in the study value the arts in education and see the potential benefits for themselves as teachers and their students yet they rarely implement arts in practice, citing many reasons including their own perception of lack of confidence to implement arts in a way that will lead to successful student learning.

Both teachers in this study valued the use of technology in their teaching, despite the limitations they faced, encouraging researchers to examine how best to prepare preservice English teachers to integrate technology into their instructional practice.

Not exact matches

In this edited volume, McClosky has included a vast number of case studies written by teachers of their experiences using drama, simulation techniques, filmmaking, literature related to social values and ethnic issues, and so forth.

This principle of value in and for itself is violated when what are termed liberal studies (and what may be so for other students) are pursued for the purpose of becoming a professional in liberal learning (as scholar and teacher).

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.

The Chetty, Friedman, and Rockoff study finds that, on average, a 1 standard deviation improvement in teacher value added (equivalent to having a teacher in the 84th percentile rather than one at the median) for one year raises a student's earnings at age 28 by about 1 percent.

Wiley, Director of Asia Society's International Studies Schools Network, blogs from Helsinki about the differences in how Finland and the U.S. value their teachers.

The study — conducted by William L. Sanders, the statistician who pioneered the concept of «value - added» analysis of teaching effectiveness — found that there was basically no difference in the achievement levels of students whose teachers earned the prestigious NBPTS credential, those who tried but failed to earn it, those who never tried to get the certification, or those who earned it after the student...

Ultimately, the enhancement we study was very expensive for the district — in 2013 dollars, we estimate the cost in present value was $ 166 million just for the single cohort of teachers working when it was enacted.

Commentary on «Great Teaching: Measuring its effects on students» future earnings» By Raj Chetty, John N. Friedman and Jonah E. Rockoff The new study by Raj Chetty, John Friedman, and Jonah Rockoff asks whether high - value - added teachers (i.e., teachers who raise student test scores) also have positive longer - term impacts on students, as reflected in college attendance, earnings, -LSB-...]

In other words, whereas consequential decisions to retain, promote, and compensate teachers based on their value - added to student achievement surely involve error, the districts we studied are using state - of - the - art value - added systems that minimize such error as much as is presently possible.

This component makes up 50 and 75 percent of the overall evaluation scores in the districts we studied, and much less is known about observation - based measures of teacher performance than about value - added measures based on test scores.

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

In his study, Hanushek calculated the economic value related to effective teaching by drawing on a research literature that provides precise estimates of the impact of students» achievement levels on their lifetime earnings, and by combining these figures with estimated impacts of more - effective teachers on student achievement.

A study published in Science describes an intervention by which students were prompted by teachers to talk about and reaffirm their most important values in writing before taking a high - stakes test.

Interestingly, the students in our study emphasized that they still valued teacher guidance and information «delivery».

The new study by Raj Chetty, John Friedman, and Jonah Rockoff asks whether high - value - added teachers (i.e., teachers who raise student test scores) also have positive longer - term impacts on students, as reflected in college attendance, earnings, avoiding teenage pregnancy, and the quality of the neighborhood in which they reside as adults.

In order to provide the Co-operative Group with more holistic and illustrative examples of co-operative values in action within the different school governance models, case studies were conducted in which researchers visited schools to talk to students, teachers, school governors, parents and partnerIn order to provide the Co-operative Group with more holistic and illustrative examples of co-operative values in action within the different school governance models, case studies were conducted in which researchers visited schools to talk to students, teachers, school governors, parents and partnerin action within the different school governance models, case studies were conducted in which researchers visited schools to talk to students, teachers, school governors, parents and partnerin which researchers visited schools to talk to students, teachers, school governors, parents and partners.

The results of the study are in line with the advocacy of the foundation, which has for several years funded groups that promote using value - added metrics as part of a teacher's evaluation.

Most students around the world study in classrooms where experiential access is very limited, and they study in large classes giving them little interaction with a teacher, so supplementing the class with a relevant experiential environment must offer value.

· In neither study did high value - added teachers «teach to the test.»

In deciding whether to prompt students to openly debate Donald Trump's proposal to create a registry for new Muslim immigrants, Northern's social studies teachers must weigh their commitments to professional neutrality, civic education, democratic values like religious freedom and respect for persons, and students» social - emotional well - being.

The studies show that a high value - added score is the best indicator of a great teacher, and that great teachers not only benefit their students in school, they benefit their life outcomes.

Recent work has included several studies related to value - added measures of teacher performance, teacher effectiveness in the early grades, school choice, teacher mobility and special needs identification.

In the wake of high - profile evaluations of teachers using their students» test scores, such as one conducted by the Los Angeles Times, a study released last month suggests some such methods, called «value added» measures, are too imprecise to rate teachers» effectiveness.

The best of these studies, so - called value - added studies that concentrate on the determinants of growth in achievement across individual classrooms, find that differences in teacher quality have a profound impact.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test scores are a very imperfect proxy for those impacts.

«Researchers who study value - added data are urging states to be cautious in how it is used to evaluate teachers,» Hoyt said.

Within education, he has conducted studies on teacher evaluation; on the value of school infrastructure spending; on affirmative action in college and graduate school admissions; and on the causes and consequences of racial segregation.

While the parents and teachers Miretzky studied did not espouse the value of democratic communities per se, the values they did espouse — investment in the school community, direct and honest communication, trust, mutual respect and mutual goals — «all reflect the «communication requirements «of such communities» (2004, p. 814).

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).

A 2010 study of 3,500 students and 250 teachers in six Bay Area high schools by researchers at Stanford University and UC Berkeley found that, under their model, teachers with more African American and Latino students tended to receive lower value - added scores than those with more Asian students.

Polikoff of the University of Southern California and Andrew Porter of the University of Pennsylvania looked at the value - added scores of 327 fourth - and eighth - grade mathematics and English language arts teachers across all six school districts included in the Measures of Effective Teaching (MET) study (New York City, Dallas, Denver, Charlotte - Mecklenburg, Memphis, and Hillsborough County, Florida).

More frequently, studies were designed to examine the effect of a comprehensive preparation program, yielding findings of value to those interested in replicating the entire program, but with less utility to those interested in understanding which knowledge and skills mattered for which teacher leader roles.

In our roles teaching the social studies methods course to students enrolled in our teacher education program (TEP), we try to teach our students directly about the value of colearning within communities of praxiIn our roles teaching the social studies methods course to students enrolled in our teacher education program (TEP), we try to teach our students directly about the value of colearning within communities of praxiin our teacher education program (TEP), we try to teach our students directly about the value of colearning within communities of praxis.

The value of this study lies in its emphasis on what teachers are doing and demonstrates the necessity of increased support for teachers who integrate technology.

«The teachers in our study confirmed what we at Teach Plus have learned from previous research and from speaking with thousands of teachers over the past five years: that alignment between assessments and curriculum, access to highly valued activities, and the autonomy to choose what's right for students all contribute to how teachers perceive the value of activities they use to prepare their students for tests, and are all factors that can be changed to reduce wasted time and increase valued instructional time.»

[22] To put this in perspective, one study finds that only 28 to 50 percent of teachers who were ranked in the top fifth on value - added measures one year were still ranked in the top fifth in the subsequent year, and 4 to 15 percent of teachers switched from the top fifth to the bottom fifth.

In fact, the study found that test preparation was positively correlated with a teacher's value - added scores, but not as strongly as other indicators, such as effective classroom management or efficient use of class time.

This study explores important questions related to the value teachers place on arts integration in their classroom for students with disabilities, as well as effective ways for teachers to collaborate in implementing and evaluating such programs.

A recent study finds evidence that teachers who teach different types of students also systematically differ in the stability of their value - added estimates.

In a recent study by Goldhaber and Liddle, the most highly rated programs in Washington state produced teachers with value - added of.046 student standard deviations higher than the average teacher in matIn a recent study by Goldhaber and Liddle, the most highly rated programs in Washington state produced teachers with value - added of.046 student standard deviations higher than the average teacher in matin Washington state produced teachers with value - added of.046 student standard deviations higher than the average teacher in matin math.

There are only a handful of studies that link the effectiveness of teachers, based on value - added, to the program in which they were trained.

Teacher scores: A Dec. 11 article in the LATExtra section reported that a preliminary study by education experts had found that teachers whose students said they «taught to the test» scored lower than average on value - added analysis.

These flaws included but were not limited to that only 17 % of the teachers included in this study (i.e., teachers of reading and mathematics in grades 4 through 8) were actually evaluated under the value - added component of the IMPACT system.

Teachers talk with students about how the values and traits they're studying apply to characters in the book.

Rather, the evidence trail is already quite saturated in many respects, as study after study continues to evidence the same things (e.g., inconsistencies in teacher - level ratings over time, mediocre correlations between VAM and observational output, all of which matter most if high - stakes decisions are to be tied to value - added output).

Studies have highlighted many ways in which value - added analysis may fail to accurately measure teacher performance.