Search results for: Low achievement
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Scholarships to Recruit the “Best and Brightest” Into Teaching: Who Is Recruited, Where Do They Teach, How Effective Are They, and How Long Do They Stay?
This article examines whether a popular innovation for increasing human capital in the teaching profession—competitive college scholarships for teachers— is effective. The authors show that one large and long-standing merit-based scholarship program (a) attracts teacher candidates who have high academic qualifications; and (b) yields graduates who teach lower performing students, although not as challenging as the students of other beginning teachers.
Updated: Sep. 11, 2013
The paper describes the theoretical framework, research base, structure, and content of a video-based professional development program. This program was implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools.First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Changes that were made to the program to address teachers’ needs in the 2nd year are then described.
Updated: Mar. 23, 2009
This study is a review of research on the association between student engagement and activity structure. In interpreting the evidence, the authors focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement.The authors find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students.
Updated: Mar. 16, 2009