We all know that good
teaching results in positive outcomes for students.
Not exact matches
While there may be other mechanisms through which increased school spending improves student
outcomes, these
results suggest that the
positive effects are driven, at least
in part, by some combination of reductions
in class size, having more adults per student
in schools, increases
in instructional time, and increases
in teacher salaries that may help to attract and retain a more highly qualified
teaching workforce.
According to a recent implementation study with the John W. Gardner Center for Youth and Their Communities at Stanford University, Aim High is helping students reach
positive outcomes, and the
teaching and instructional practices
result in «increased self - efficacy, or the belief
in one's ability to succeed» for its students.
Some also proposed that successful
results reported
in the use of these programs are confounded by the fact that
positive outcomes may be more of a consequence of the Hawthorne Effect or a change
in teaching strategy than a validation of one particular form of media over another (Finkelman & McMann, 1995; Tierney et al., 1997).
Parent Interviews, Introduction, Themes, Effective overall, Supportive teachers,
Positive student
outcomes,
Positive family relationships, Improvements, A Day
in the Life, STAR
Results, Adequate Yearly Progress and Academic Performance Index, School Personnel / Instructional Designer Interviews, Instructional Designer, CAVA Board Members Head of School, Administrative Staff, and
Teaching Staff, Leadership Characteristics and Dynamics, Parental Relationships and Contributions, Benefits Associated With This Educational Partnership, Challenges / Areas of Improvement, Teacher Perspectives, Review of Documents
'' [T] hree factors were found to be
in place that were positively related to effective professional development
resulting in positive teaching and learning
outcomes: (1) the professional development per se must be sustained for at least two years and (2) implemented
in the classroom for more than 1.5 years with (3) 75 % or more teachers
in the school participating.»