Sentences with phrase «where teachers reported»

Approximately 73 % of children had a diagnosis of ADHD DSM - IV Combined type, 6 % with DSM - IV inattentive subtype, 8 % with DSM - IV hyperactive - impulsive subtype and 13 % ADHD DSM - III - R (children were classified as DSM - III - R where teacher reports were unobtainable but evidence of pervasiveness was present from parent reports).

Not exact matches

This is something which has been very well documented and mourned in a report from the National Academy of Sciences that was issued by a committee headed by Norman Augustine just a few months ago and this report — which is called «he Gathering Storm» — lays out in some detail the concern that that [leaves us] with a long hole over the next couple of decades, because of weaknesses in [the] way we fund basic physical sciences, the way we are training people to do physical sciences, the way we treat science in elementary and high - school programs — all of those factors, the way we pay teachers, the way we use the patent system where we try to provide incentives in some of the physical sciences; we are losing our leadership gradually to other countries, especially in Europe and [of] particular concern in Asia, where the rise of science in, particularly China, to a certain extent India and other parts of Southeast Asia, are cause for long - term concern.

A new report on how teachers use video games in classrooms identifies features they find most useful to track student learning, as well as gaps where better tools could help link games more closely to the curriculum.

All schools said students were instructed to report any incidents to a teacher or counsellor, but 19 said this didn't mean they had to do it in person (in one case there was a «bully box» where students could send messages).

Even in the minority of cases where flexibility was granted, teachers reported still being expected to undertake work - related activities on days they were not supposed to be working, invariably without payment.

Once the state issues its annual report on schools» academic progress, safety, and teachers» qualifications, families can decide where to send their children and tuition dollars.

The ACWP report suggests this may be down to differences in primary and secondary school environments where:» teachers tend to teach larger numbers of students, and students have to deal with larger numbers of teachers.»

But I think this report shows that's not necessarily true and that teachers should have some sort of way of checking where their students are before they take on teaching this.

Using data on contributions from NASRA and pension fund annual reports where necessary, and using weights based on the number of teachers employed in each state or district as reported in the NCES Common Core of Data, it is possible to compute average employer contribution rates for teachers.

Chicago tells us no more about this than does Atlanta, where cheating was systematic, or Kentucky, where another study that I cite in Charade found that 9 to 36 percent of teachers in Kentucky reported various forms of cheating in their own schools.

She also shares the data report with teachers in a meeting where she explains the folders and graphs to the entire staff.

He says, «In February, we introduced parent accounts where teachers could invite parents to view their child's report and could send basic information home.

The report, two years in the making, calls on America's high schools to evolve into smaller communities where students and adults know each other well, the curriculum emphasizes depth over breadth, and a flexible, active learning process replaces the factory - era model of teachers lecturing to rows of students.

«The profiles illustrate that adolescents who see schools as a place where they like to go, feel free from bullying and with teachers who believe that students can be a success, report higher life satisfaction,» the report notes.

As the report documents, the teacher chronic absenteeism gap is particularly striking in the fourteen states where districts — but not charters — are required to bargain collectively.

Happier students tend to report positive relations with their teachers and students in «happy» schools (schools where students» life satisfaction is above the average in the country) report much higher levels of support from their teacher than students in «unhappy» schools.

It advised the government to draw up a clear plan for teacher supply covering the next three years, detailing how targets will be met and based on better data; to set out how it will talk to school leaders about the recruitment challenges they face; to report back on the extent of teachers taking lessons in which they are not qualified; and to ensure there is clearer information on where applicants may train to become a teacher and how much it costs.

In the college town where he was living, an astonishing 47 percent of the school district's 721 teachers were absent more than 10 days during the school year, according to data the district reported to the U.S. Department of Education for a 2009 — 10 study.

«Teachers are at breaking point» urges The Guardian in a recent report, «it's time to push wellbeing up the agenda» in a climate where over 30 % of teachers feel stressed because of work most, if not all of the time and a staggering 53 % had considered leaving the sector within the past two years because of health prTeachers are at breaking point» urges The Guardian in a recent report, «it's time to push wellbeing up the agenda» in a climate where over 30 % of teachers feel stressed because of work most, if not all of the time and a staggering 53 % had considered leaving the sector within the past two years because of health prteachers feel stressed because of work most, if not all of the time and a staggering 53 % had considered leaving the sector within the past two years because of health pressures.

Teachers said the Progress Learning Charts (PLC) reports are really useful and far better than what other tools have to offer, especially because they get more than a final score and can see where the learning gaps are.

The data collection for the Coleman Report included several questions about where teachers in a school grew up and went to high school and college.

In addition to students being able to report their concerns from any school PC to a trusted member of staff, teachers can also «Add a Concern» where they are verbally told of a student's problem.

The Evening Telegraph has also reported that Councillor Roisin Smith, deputy convener for children and families services, conceded that sourcing teachers remained a challenge — but insisted the posts would be covered by temporary staff where required.

New teachers in schools where novices and veterans collaborated to develop curriculum reported greater comfort and clarity.

These are usually «freemium» models where teachers pay nothing for basic access and a small amount for additional features such as classroom dashboards and reports; school - or district - wide packages come with a licensing fee.

We are only asking... that states have in place systems to report on final metrics that are developed through rulemaking so that parents, teachers, and policymakers have clear and consistent information about where our schools and students stand.»

Small Market, Beat Reporting Special Citation — Colleen Gillard, Lucy Hood, Patti Hartigan, Laura Pappano, Brigid Schulte, David McKay Wilson, The Harvard Education Letter, Harvard Education Letter's Education Coverage «Stopping Sexual Harassment in Middle School» by Colleen Gillard «The Greening of Environmental Ed» by Lucy Hood «Bringing Art into School, Byte by Byte» by Patti Hartigan «Integrated Data Systems Link Schools and Communities» by Patti Hartigan «Differentiated Instruction Reexamined» by Laura Pappano «Using Research to Predict Great Teachers» by Laura Pappano «Hybrid Schools for the iGeneration» by Brigid Schulte ««Clicks» Get Bricks» by Brigid Schulte «Leading a System Where Everyone Gains» by David McKay Wilson «With Cheating on the Rise Schools Respond» by David McKay Wilson

He correctly singles out the news media, where reports of the teacher unions» activity and influence are woefully inadequate.

By exploring a number of areas, namely policy, curricula, teachers and assessment, this report aims to identify what has so far been achieved in education systems of the ten selected countries in the area of LTLT and where further analysis may be required.

Moreover, much of the reporting focuses on Milwaukee schools, where teachers are not allowed to set their salaries and benefits, key parts of the teacher co-op idea according to MNCS cofounder and EdVisions Cooperative director Doug Thomas.

The New Teacher Project's recent report, The Widget Effect, noted that in the 12 school districts it examined, less than 1 percent of all teachers had received an unsatisfactory evaluation, even in schools where students were chronically underperforming.

The report succeeds by focusing on average test gains in grades within schools where mean value - added within a grade has been affected by the movement of teachers in and out of the grade.

Furthermore, schools serving students from neighborhoods with the highest crime rates and the fewest social resources predominantly serve African American students; thus, most of the schools in Chicago where students and teachers report the lowest levels of safety serve a majority African American student population.

As part of an international study collating results from surveys covering 3,328 primary and secondary teachers in the UK, Denmark, Norway, Sweden, Brazil, the US and Australia, the report shows that the 11 hours is considerably more than those in the US (nine per cent) and Australia (seven per cent) where the time spent on teaching is typically higher.

The report revealed that a high percentage of teachers in the U.S. public education come from the lower third of college graduates, unlike many other countries where teachers come from the top third tier.

«Create systems where teachers enter data once and all of the analysis, reporting, etc is done for them.

In this webinar, Daniel Weisberg, CEO, The New Teacher Project, will be interviewed by Joanne Weiss, former chief of staff to former U.S. Secretary of Education Arne Duncan, about the key insights of The Mirage report, where the field of educator professional learning is headed, and what it means for districts to ask fundamentally different questions about what great teaching means and how to achieve it.

But a new report points to a promising trend in New York City, where teachers in the highest - poverty schools became more qualified over a five - year period.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

«The emphasis for so long has been placed on academic performance and academic content mastery,» said panelist Rebecca Snyder, a co-author of the NNSTOY report and member of Greater Latrobe Education Association in Pennsylvania where she was teacher of the year in 2009.

Teachers are and historically have been excellent at gathering, recording, and reporting data; however that is where the buck stopped.

Duffett and Farkas reported that this phenomenon was most evident in high - poverty schools, where 34 % of AP teachers believed «administrators [were] pushing unqualified minority or low - income students into AP» and 50 % said that their African - American and Hispanic students were not adequately prepared for AP instruction.

This report examines shortage indicators, discusses their impact on students, analyzes factors that influence teacher supply and demand in California and nationally, and recommends policies to ensure an adequate supply of fully prepared teachers where they are needed.

However, I still find no evidence in the MET report to support the idea that its measures can identify ineffective teachers without damaging and / or destroying the careers of good teachers, guilty of nothing but committing their careers to schools where it is harder to raise test scores.

In 75 % of Schools where MindUP ™ was implemented, teachers reported that children had more impulse control and less reactivity in class.

Campus Safety magazine has reported that, after asking teachers to react to a scenario where they hear gunfire, «we often see that it takes the employee between 30 and 40 seconds to find their key and lock the door.»

This report focused on the inability of existing evaluation tools to distinguish between different levels of educator performance, finding, among other things, that nearly all teachers were rated as «good» or «great,» even in schools where students failed to meet basic academic standards.

«I've never been in a school year where I've had so many kids, kind of on edge,» the report quoted a Utah social studies teacher as saying.

The areas where states reported struggling the most are getting the right teacher evaluations in place, effectively rewarding teachers who do their jobs well at low - performing schools and dismissing the teachers who are not getting results.

NSBA's Center for Public Education's recent report, Fixing the teacher shortage pipeline, finds that while the nation as a whole is awarding more teacher licenses, making progress on this issue lies in getting the right teachers with the right qualifications to where they are needed the most.