Search results for: Student achievement
Page 1/3 29 items
The Influence of Student Teachers on Student Achievement: A Case Study of Teacher PersThe Influence of Student Teachers on Student Achievement: A Case Study of Teacher Perspectives
The case study aimed to discover the influence of student teachers on student achievement in an elementary school and explore how teachers perceived the influence of student teachers on their students' growth and achievement. Furthermore, the participants argued that student teachers needed to possess characteristics and qualities of highly effective teachers. Although the teachers perceived their experience of working with student teachers as positive, they considered themselves to be an important factor in the equation for impacting student achievement. The teachers said that even when the student teacher was in control, the teacher was available to work with individual students as needed.
Updated: Jul. 12, 2018
Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement
In this article, the authors examine specific learning outcomes—notably, increases in teachers’ knowledge, changes in their practice, and the impact on student achievement—as a result of teachers’ participation in a situative-based, adaptive professional development (PD) program. The findings suggest that participation in the Problem-Solving Cycle (PSC) model of PD can support at least modest improvements in teachers’ knowledge and classroom instruction within a relatively short time frame. This study of the PSC highlights one way to examine the effectiveness of adaptive PD using longitudinal data and quantitative analyses. Based on those analyses, the PSC does appear to have the potential to substantially affect teachers’ knowledge and instruction and, perhaps, their students’ achievement.
Updated: Apr. 17, 2016
Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools
This study examines relationships between teachers’ participation in professional development and changes in instruction, and between instruction and student achievement growth, from third to fifth grade. The findings reveal that when teachers participated in professional development that focused on math content or instructional strategies in mathematics, they were more likely to teach in ways associated with student achievement growth.
Updated: Jul. 03, 2013
What Makes Good Teachers Good?: A Cross-Case Analysis of the Connection between Teacher Effectiveness and Student Achievement
This study compared the impact of effective teachers and less effective teachers on their students tests scores in reading and math. The authors used a two-phase study to shed light on the connection between teacher effects and teaching practices. The findings reveal that top-quartile teachers had fewer classroom disruptions, better classroom management skills, and better relationships with their students than did bottom-quartile teachers.
Updated: Apr. 09, 2013
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement
In this article, the authors examine how working conditions predict both teachers’ job satisfaction and their career plans. The authors found that measures of the school environment explain away much of the apparent relationship between teacher satisfaction and student demographic characteristics. The conditions in which teachers work matter a great deal to them and, ultimately, to their students. Teachers are more satisfied and plan to stay longer in schools that have a positive work context, independent of the school’s student demographic characteristics.
Updated: May. 28, 2012
The current paper examines the design of a professional development model. The purpose of this model is to improve student achievement. The model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. The combined elements resulted in six aspects which incorporated in a new model which includes presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference.
Updated: Apr. 27, 2011
This article advances an interdisciplinary perspective on the factors influencing teacher quality, specifically defined as teachers’ practices and their interactions with students that can be shown to relate to student achievement. The article offers a view of teacher quality focused on teacher-child interactions that serve as explanatory mechanisms in predicting children’s achievement. Additionally, the article discusses two bodies of research from psychological science that illustrate the ways in which psychological principles and an overarching view of teachers as developing people may contribute to current debates about teacher quality.
Updated: Nov. 28, 2010
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. This article argues that student achievement in writing is likely to be higher when teachers exhibit strengths in these hallmarks.
Updated: Aug. 15, 2010
This essay discusses Justice Kennedy’s unique views in the Seattle school desegregation decision. The article also tries to clarify the relationship between social science evidence on desegregation benefits and the requirements of narrowly tailored remedies. The article analyze student achievement data of Black students from the Charlotte-Mecklenburg district.
Updated: Jun. 13, 2010
International Evidence on Ability Grouping With Curriculum Differentiation and the Achievement Gap in Secondary Schools
This article reviews international research on the connection between various forms of ability grouping with curriculum differentiation and the achievement gap. The article concludes that such practices are likely to increase the gap between initially high- and low-achieving students. Furthermore, there is a stronger link between students’ social backgrounds and their achievement in educational systems with more curriculum differentiation and in those with earlier placement in differentiated educational programs as compared with others.
Updated: Jun. 01, 2010