Sentences with phrase «weakest teachers worked»

Not exact matches

It has also reviewed hundreds of thousands of reports to aid in distinguishing the best - quality research from weaker work, including studies on such subjects as the effectiveness of charter schools and merit pay for teachers, which have informed the ongoing debate about these issues.

This is a subtle process in which the teacher pairs strong with weak, while avoiding best friends, worst enemies, and other combinations that just won't work.

They can spend time effectively on learning, access online platforms for essay service and assignment help and work on his weak areas with expert guidance from scholars and teachers.

There remains, as Klein is the first to remind us, vast work still to be done on raising teacher effectiveness, on improving school leadership, and on removing the blight posed by our weakest schools.

Teachers and principals report that the stronger specialists help them analyze lesson plans and student work in the context of the new standards, while the weaker ones add little value at best and misinformation at worst.

lack of personnel, lack of money, lack of time... students who have weak skills, teachers whose content and pedagogy need big shifts... administrators who are still learning what good common core instruction in their teachers should look like... you name it, this is a work in progress.

From this position, I can help the teacher capitalize on these abilities as we work to compensate for weaker areas.

The abundance of stories from teachers about how motivated weak readers have become, and how much better those kids feel about themselves as a result of being included in reading the core texts and doing the work of the unit, is — without question — a summative finding of the Knowledge Matters School Tour.

On their own, teachers are in a weak and sometimes risky position with the incoming principal, to argue for continuing attention to the initiatives they have been working on with the outgoing principal and that are showing signs of progress.

Like North Carolina, those are right - to - work states with weak or no official teachers unions and Republican majorities in the statehouse.

It is often assumed that to improve, teachers should work to develop the weakest aspects of their practice, and for some teachers, these aspects may indeed be so weak that they should be the priority for professional development.

And so, in just the meeting a little bit a go, strong administrators will work with teacher leaders and weaker administrators will be threatened by them.

She offers seven strategies that teachers can use to involve students in the assessment process and ensure that students are the primary users of formative assessment information: (1) Provide a clear and understandable vision of the learning target; (2) Use examples of strong and weak work; (3) Offer regular descriptive feedback; (4) Teach students to self - assess and set goals; (5) Design lessons to focus on one aspect of quality at a time; (6) Teach students focused revision; and (7) Engage students in self - reflection and let them document and share their learning.

Bring in independent consultants, such as retired educators, to evaluate teachers at work and work with them to build on weak areas and exchange innovative ideas with other classrooms.

A closing thought on the moral imperative: as a society, if we only help the weakest teachers improve, we're not going to improve the average levels of achievement by enough to ensure our students can find work and thrive in the 21st Century.

To ensure that my students learn, I work closely with other teachers (in and out of my school district) who are getting the job done (students perform well on standardized assessments), I research constantly in areas I feel weakest, and I invest in my own professional development.

If, as a teacher you can key into the student's strong points and work on the weak ones, it doesn't matter if you care or not.

Build custom quizzes and work with your expert teacher (s) to create a study plan that helps you focus on your weak areas.

Bridge's Measurement and Evaluation team work closely with government bodies to understand which teacher training and support techniques are most effective, and which teacher demographics may indicate a stronger or weaker efficacy in the classroom.

In that study, as in the present one, leadership was most strongly related to teachers «work setting and had weaker effects on teacher capacity than on teacher motivation.

Nber Working Paper Series the Fiscal Cost of Weak Governance: Evidence from Teacher Absence in India

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).