Sentences with phrase «teaching on student achievement»

Effects of teachers» mathematical knowledge for teaching on student achievement.

The impact of effective teaching on student achievement is cumulative.

Effects of Teachers» Mathematical Knowledge for Teaching on Student Achievement (PDF).

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Harris - Tigg said with Paladino on the board, it undermines teaching and student achievement.

Being taught from a syllabus that's «a mile wide and an inch deep,» the report states, could be one reason why U.S. students do relatively poorly on international achievement tests.

A new report from the Royal Society on improving U.K. science and mathematics education contains a lengthy wish list: Upper - level students should take a lot more science and math; more college graduates with science degrees should go into teaching; current teachers should continually upgrade their skills and have a larger voice in the educational process; and the government should de-emphasize the high - stakes tests used to measure student achievement.

On average, today's teachers are older and hence their preparation for teaching occurred when academic achievement was not recognized as the primary purpose of schooling; their professional experience was in institutions that did not demand academic performance from them or their students.

«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.»

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

Ofsted's guidance on effective self - evaluation highlights that it needs to be able to capture the impact of the school's actions on the quality of teaching, students» achievement, behaviour and safety.

However, high - performing countries tend to require high academic achievement of entering teacher education students, and then select on the basis of skills and personal attributes required for effective teaching.

Teachers / leaders believe that their fundamental task is to evaluate the effect of their teaching on students learning and achievement.

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.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

The Massachusetts Expanded Learning Time (ELT) Initiative is based on the notion that providing teachers with more time to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectiveness.

This report reviews 16 studies conducted in seven states; 103 of 112 comparisons show positive results in writing achievement favoring students in classrooms of NWP participants, based on grading by «blind» coders who did not know whether the author received NWP teaching.

Even so, despite the urgings of the caucus and the local chapters of E4E and Teach Plus, UTLA refused to endorse the Los Angeles district's application for a $ 40 million Race to the Top grant, because it required the adoption of a teacher - evaluation system based in part on student achievement.

But it's also increasingly clear that the new generation of teacher evaluations have the potential to strengthen instruction, make teaching more attractive work, and raise student achievement on a wide scale — if states and school districts stay the course on reform.

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.

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.

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

Note, however, that we did not construct the indices based on any hypotheses of our own about which aspects of teaching practice measured by TES were most likely to influence student achievement.

This means that Match Education's business model depends on Match Education's ability to produces rookie teachers that can effectively produce student achievement results in the schools to which they go on to teach.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

Their study of teaching styles finds that «teaching style matters for student achievement, but in the opposite direction than anticipated by conventional wisdom: an emphasis on lecture - style presentations (rather than problem - solving activities) is associated with an increase — not a decrease — in student achievement.»

Management expert William G. Ouchi wants to let educators in on a secret: The key to improving student achievement is lightening teaching loads.

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.

As an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement testteaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement testTeaching Standards certification or for increases in student achievement test scores.

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.

We should expect, then, that giving schools the power to set their own budgets, performance goals, and standards of what to teach will have an adverse impact on student achievement.

Here, we outline a workable, balanced strategy that builds on what has been learned in the last decade, improves teaching, and thereby improves student achievement.»

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

Today, graduates from programs in Brain - Based Teaching based on the curriculum Wilson and Conyers co-developed are supporting student achievement in 47 U.S. states, Canada, Japan, South Korea, China, the United Arab Emirates, Bermuda, Malaysia, Vietnam, Guam, France, and Germany.

We should explicitly, rather than implicitly, value and reward our expert teachers, and we should do so regularly, not just on Open Day, as effective teaching is the best route to improved student achievement and greater economic prosperity.

If we really want to improve student achievement we need to focus on the person who gently closes the classroom door and performs the teaching act — the teacher — but to do that, says Russell Boyle, we need to open those classroom doors.

The development of global values can be achieved by drawing on the well - established knowledge base in human rights education, to discern how they are upheld, and by teaching students to value these rights and to act toward the achievement of these rights.

Concerns over our educational system, fueled by our students» poor performance in international comparisons of achievement, have reinvigorated the call for early academic instruction as a remedy for inadequate teaching later on.

We expected to find that many of the lessons on managing for results would be spent teaching principals to leverage accountability systems to help improve instruction and drive student achievement.

If we really want to improve student achievement we need to focus on the person who closes the classroom door and performs the teaching act — the teacher - but to do that we need to open classroom doors.

This relationship suggests that Cincinnati's evaluation program provides feedback on teaching skills that are associated with larger gains in student achievement.

But we can calculate more prosaic economic values related to effective teaching, by drawing on a research literature that provides surprisingly precise estimates of the impact of student achievement levels on their lifetime earnings and by combining this with estimated impacts of more - effective teachers on student achievement.

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.

Nevertheless, critics continue to question the NBPTS's method and focus for measuring quality teaching and to call instead for what they believe should be simple and direct measures of effects on student achievement.

The purpose of diagnosing where students are in their learning before teaching commences is to ensure that learning opportunities are well targeted on individuals» current levels of achievement and readiness.

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.

New research on technology's effectiveness in teaching math appears to confirm what many educators have optimistically suspected: Computers can raise student achievement and even improve a school's climate.

Utilizing data from the Measures for Effective Teaching project, we propose to test the impacts of ability grouping on observed teaching practice and student achievemenTeaching project, we propose to test the impacts of ability grouping on observed teaching practice and student achievementeaching practice and student achievement gains.

We find that teaching style matters for student achievement, but in the opposite direction than anticipated by conventional wisdom: an emphasis on lecture - style presentations (rather than problem - solving activities) is associated with an increase — not a decrease — in student achievement.