Sentences with phrase «teaching at a achievement»

Instead of trained professionals with Connecticut experience, Pryor has handed the operation over to a former Achievement First, Inc. administrator Morgan Barth who managed to spend a number of years illegally teaching at a Achievement First school despite his lack of proper state certification.

July 2018 Teaching at Achievement First: Achievement First invites passionate educators to apply for the position of History Teacher for the 2018 - 19 school year.

Teaching at Achievement First is an...

Not exact matches

«To honor Barbara Bush as a commencement speaker is to honor a woman who has gained recognition through the achievements of her husband, which contravenes what we have been taught over the last four years at Wellesley.»

But in his spare time, Graffin — who received a doctorate from Cornell and a lifetime achievement award from the Harvard Secular Society — teaches evolutionary biology at UCLA and scrutinizes the mysteries of the fossil record.

The Thomas J. Brennan Award, for exceptional achievement related to the teaching of astronomy at the high school level, is awarded to Ms. Barbel Sepulveda.

Application of the new methods has also lead to more reasonable estimates of all kinds of important quantities from children's rates of achievement, to the duration of the doctoral career at HGSE, to realistic assessments of the positive impact of the GED on entry into the workforce, the duration of the teaching career, and so on.

«The teachers are [also] going to be learning how to plot student achievement at one time on a Guttman Chart and identify the Zones of Proximal Development, and target teaching at those.»

«Part of effective teaching is the use of appropriate assessments to inform teachers of the achievement level of students so that appropriate teaching and intervention strategies can be put in place if a child is not achieving at the expected level.»

I also run the tutoring center at Compass Academy, the Academic Achievement Center, and teach a few sections of photography.

Janine Bempechat studies and teaches about achievement motivation and social and moral development in children and young adults at the Harvard Graduate School of Education.

Voice of Experience: High Standards and Achievement Hallmark of Paideia Approach Principal Les Potter looks back on his years at an inner - city school that adopted the Paideia approach to teaching and learning.

While the SNMY assessment options and teaching advice can be used with students from Years 4 - 9, something more is needed to help prevent, or at least substantially reduce, the seven to eight year range in mathematics achievement in the middle years.

Our second lens focused on what national and international research shows about «hard to teach, hard to reach» (Boag - Munroe and Evangelo, 2010) and «closing the gap in educational achievement», including the debates about Leon Feinstein's research (2015); looking at definitions, causes and effects.

The earnings increase is comparable to the impact of having a teacher at the 87th percentile, in terms of her «value added» to student achievement, versus a teacher at the value - added median (see «Great Teaching,» research, Summer 2012).

In her first year on the job, Jewell - Sherman launched Excellence for All, a comprehensive plan aimed at improving teaching and learning to enable students to reach high academic standards, and promoting involvement with the community as a way of addressing nonacademic barriers to student achievement.

Either a majority or a near majority within each sector say they have spoken to a school staff member at least once within the past year about each of the following: their child's achievements and accomplishments; their child's schoolwork or homework; their child's behavioral problems; volunteering; the quality of teaching; and the behavior of other students at school.

Teach the same curriculum to the same tests at the same speed with the same pedagogy with teachers who have fixed mindsets about student achievement - no wonder grouping to ability doesn't save the planet.

Looking at gains rather than levels of achievement also adjusts for the fear that performance pay will make all teachers want to teach the highest - achieving kids.

At the conference, McKinley will be sharing examples of recent research exploring Indigenous student engagement and achievement in STEM disciplines, and studies on culturally responsive teaching practices.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

Since coming to the Ed School in 2007 following teaching stints at schools in Harlem and at the academic achievement program she attended before starting private school, she has been active in the annual Alumni of Color Conference.

At the root of outcomes - based education is the desire to raise student achievement and prompt the nation's schools to fix their sights on what children learn rather than on what administrators supply and what teachers teach.

Under the assumption that students in the same year of school are at broadly similar levels of achievement, teachers then teach the relevant year - level curriculum, accepting that some students inevitably will learn more of what they teach than others.

College instructors who use a hybrid approach that includes online learning and in - class lectures are likely to see greater achievement than those who only use a traditional in - class approach to teaching, a study by Brian K. McFarlin, an assistant professor of physiology at the University of Houston, suggests.

It is a powerful tool for teaching and learning that can be used as compelling evidence within each of the four cornerstones of the new Ofsted inspection framework: the achievement of pupils at school; the quality of teaching; the quality of leadership and management; and the behaviour and safety of pupils at school.

With more than 26 years teaching at Harvard, Ferguson's research focuses on the racial achievement gap, education policy, youth development programming, community development, economic consequences of skill disparities, and state and local economic development.

• Tuition or fees at a qualified school or an eligible postsecondary institution • Textbooks • Educational therapies or services from a licensed or accredited practitioner or provider • Tutoring or teaching services • Curricula and related materials • Tuition or fees for an online learning program • Fees for a nationally standardized norm - referenced achievement test, an advanced placement examination, or any exams related to college or university admission • Contributions to a college savings account • Services provided by a public school, including individual classes and extracurricular programs • Any fees for the management of the ESA

Last month, Education Next published a study that I conducted with Amelie Wupperman that looked at the impact on student achievement of teaching time devoted to lecturing vs. problem - solving activities.

In «The Logic of Interdisciplinary Studies,» a research report by Sandra Mathison and Melissa Freeman presented at the annual meeting of the American Educational Research Association in 1997, the authors wrote, «Interdisciplinary, integrated, and integrative studies represent an opportunity to have more meaningful relations with students; teach cognitive skills associated with «real life» (e.g., cooperation, problem solving, ability to see connections); motivate students; increase student achievement; promote positive attitudes toward subject matter; create more curricular flexibility; diminish scheduling problems; and integrate new and rapidly changing information with increased time efficiency.»

The most enduring achievement of Reading First may be that it has nurtured a group of state leaders who have developed deep expertise in the science of reading instruction and have been able to get steadily better at helping the districts teach more children how to read.

To get a sense of the magnitude of this impact, consider two students taught by the same teacher in different years who both begin the year at the 50th percentile of math achievement.

Arthur Levines 2006 study, Educating School Teachers, for example, found no significant difference in mathematics or reading achievement in students taught by teachers educated at NCATE - and non-NCATE-accredited institutions.

Despite a mediocre track record of school improvement, Ohio was a winner, partly for its «simple, yet bold, long - term aspirations,» including «a near - 100 % high school graduation rate from schools teaching at internationally competitive standards,» elimination of achievement gaps, and higher - ed completion rates «that are among the highest in the nation and world.»

The Digital Technologies Curriculum was formally introduced in Australia at the beginning of the 2017 school year, with all schools required to teach a new set of prescribed content and achievement standards.

At the same time, the cost - effectiveness of the board's approach, its focus on what teachers should know and be able to do rather than on the student outcomes or achievement associated with teaching, and its methods of assessing teacher quality, are features that have attracted strong criticism — issues we will return to later in this article.

At the same time, serious questions remain about the effects of NBCTs on student achievement and about the cost - effectiveness of the NBPTS's approach to improving the standard of teaching.

Employing information on in - class time use provided by a nationally representative sample of U.S. teachers in the 2003 Trends in International Mathematics and Science Study (TIMSS), we estimate the impact of teaching practices on student achievement by looking at the differential effects on the same student of two different teachers, using two different teaching strategies.

REVIEW: The Center for the Improvement of Early Reading Achievement (CIERA) represents a consortium of educators from five universities and receives support from the Department of Education for research on the learning and teaching of effective reading skills to children at an early age.

Savoie has been a twelve - year math mentor at the middle school level and has taught Junior Achievement to third grade classes.

At the Lawrenceville School, she has taught, been an assistant housemaster, overseen the early warning system, a program to close the achievement gap, served as an instructional leader, worked with University of Pennsylvania's Center for the Study of Boys» and Girls» Lives» to foster student action research projects and coordinated the educational support program.

The press release at least mentioned the study's finding that «having a higher percentage of teachers with master's degrees and extensive teaching experience appears to have comparatively little effect on student achievement across states.

Having recently completed her dissertation and teaching a course on gender and education at the University of Wisconsin — Madison, Blair hopes to continue this research by comparing her findings with those on women in other educational settings, with various relationships to their achievement.

He scoffs at teachers» being asked «to promote character development in students, to teach them a clear sense of right and wrong, to promote skills of individual achievement.»

Copyright 1988 The study looked at student achievement in the 16 school systems participating in the three - year - old pilot program, which seeks to improve the teaching force through incentives, performance - based pay, and improved evaluation techniques.

☐ Is overseen by an elected school board ☐ Submits to a financial audit on a regular basis ☐ Follows state class - size mandates ☐ Adheres to health, safety, and civil rights laws ☐ Teaches a curriculum aligned to state standards ☐ Is a brick - and - mortar school (not an online one) ☐ Doesn't teach religion ☐ Is in session at least six hours a day, 180 days a year ☐ Follows state teacher - pay guidelines ☐ Participates in annual assessments ☐ Has at least one librarian, nurse, and counselor ☐ Does not practice selective admissions ☐ Demonstrates at least minimal growth in student achievement ☐ Employs unionized teachers ☐ Keeps student suspensions to a minimal level

Center for Research on Education, Diversity & Excellence (CREDE) Center for Research on the Education of Students Placed At - Risk (CRESPAR) Center for the Study of Teaching and Policy (CTP) National Center for Early Development and Learning (NCEDL) National Center for Improving Student Learning and Achievement in Mathematics and Science National Center for Postsecondary Improvement (NCPI) National Consortium for Policy Research in Education (CPRE) National Research and Development Center on English Learning and Achievement (CELA) National Research Center on the Gifted and Talented (NRC / GT) Research Reports from the National Research and Development Centers

She is a Senior Mathematics Associate at the Education Development Center (EDC) where she is the implementation director for the Pathways to Mathematics Achievement Study and is a mathematics specialist for the NSF - funded Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) projects.

She also worked with teachers on a school - wide project to improve academic achievement, helping teachers to develop their teachings skills, to reach out to at - risk students, and enhance their classroom - management skills.

In «Teaching Math to the Talented,» published in the winter 2011 edition of Education Next, researchers from Stanford and Harvard compared U.S. math achievement at the advanced level with that of 56 other countries.