Teacher Absenteeism and Student Achievement at Segerstrom High School PDF Download
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Author: Thomas M.. Pfeifer
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 202
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Book Description
Author: Thomas M.. Pfeifer
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 202
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Book Description
Author: Curtis Benjamin Boswell
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 94
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Book Description
Author: Alisa Rene'e Bledsoe Wilson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 206
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Book Description
The purpose of this study was to investigate the relationship between teacher absenteeism and student achievement on the TNReady achievement test in the Southeast region. The three instruments used in this study were the TNReady achievement test results from 2018–2019, teacher absentee data provided by the local school district, and survey answers from Survey Monkey. The data from these three instruments formed the basis to compare sixth-, seventh-, and eighth-grade student achievement scores with teacher absentee data. Vital to this investigation was the premise that student achievement can be negatively impacted by excessive teacher absenteeism in the classroom. The results of the findings indicated that, within the sample of teachers and students studied, there was no significance found between teacher absenteeism and student achievement on the sixth-grade level and negative, weak correlation with significance on seventh and eighth grades for English-language arts, math, and social studies. In this study, 57% of middle school teachers chose to be absent due to sickness, but 47% of the same teachers were absent due to reasons other than sickness. The phenomenon of teacher absenteeism was as varied as the teachers were who taught in the field of education, including reasons for absences, views on attendance policy, and suggestions for what could be done to prevent teacher absenteeism.
Author: Helen Abadzi
Publisher: World Bank Publications
ISBN:
Category :
Languages : en
Pages : 96
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Book Description
Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-??-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.
Author:
Publisher:
ISBN:
Category : Absenteeism (Labor)
Languages : en
Pages : 68
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Book Description
In an effort to reduce salary costs, many school districts have begun to offer teachers financial incentives to retire early. Often, however, these districts have limits on the number of cumulated unused sick leave days that teachers may receive cash payments, credits toward future health insurance, or retirement credits for, at retirement. Thus, one might expect that in addition to stimulating early retirement, early retirement incentive programs may interact with sick leave provisions and provide an unintended incentive for increased teacher absenteeism. To the extent that less learning occurs when regular teachers are absent and student motivation to attend school is also reduced, student academic performance may suffer. This surely would be an unintended side effect of these policies. To address these issues, this paper, which is based on an extensive data collection effort by the authors, presents an econometric analyses of variations in teacher and student absenteeism across the over 700 school districts in New York State in 1986-87 and of how such variations influence student test score performance.
Author: Kristy Lee Pitts
Publisher:
ISBN:
Category : Absenteeism (Labor)
Languages : en
Pages : 0
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Book Description
Since the passage of the No Child Left Behind Act (NCLB) in 2001, public school systems have been engaged in a system of educational reform fueled by a level of accountability that includes not only the performance of the students, but also the performance of the teachers and the administrators. Recent studies have found that student achievement has been negatively impacted by teacher absenteeism; however, there have been scant studies conducted in the United States regarding teacher absence behaviors. The purpose of this study was to examine the teacher absence data of a school division in central Virginia in order to determine teacher absence behaviors. This study focused on two specific research questions: What is the frequency of teacher absence? What are the predictors of teacher absence? The design of this quantitative study was secondary data analysis. The data set included absence data for 1,198 classroom teachers who were continuously employed for the 2005-06, 2006-07, and 2007-08 school years. Data analysis included running descriptive statistics in order to determine the frequency of teacher absence, and by performing bivariate and multivariate analyses to determine the predictors of teacher absence. The dependent variable was the total number of absences taken, and the independent variables included demographic information, days of absence, teaching assignments, and types of leave. Analysis of the data found that absences occurred most frequently on Fridays and that sick leave accounted for most of the absences. There is evidence that teachers use leave to extend weekend or holiday leisure time. The use of leave under the Family Medical Leave Act rose from .1 percent to 1 percent of the total leave days over the course of the study. The total number of absences increased by almost 4 percent after the introduction of an electronic absence reporting system. Women are more likely to be absent than are men. Teachers at the specialty schools had the highest rates of absenteeism, and high school teachers had the lowest absence rates. As age advanced, teachers were less likely to be absent, but as years of experience advanced, teachers were more likely to be absent.
Author: Jennifer L. Collins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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Book Description
Author: Derek Dewayne McDowell
Publisher:
ISBN:
Category : Substitute teaching
Languages : en
Pages : 80
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Book Description
Author: Chrissie Bamber
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 52
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Book Description
Author: Jessica Sprick
Publisher: ASCD
ISBN: 1416626832
Category : Education
Languages : en
Pages : 250
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Book Description
"For students to be successful in school, they first have to be in school." With that simple statement, Jessica Sprick and Randy Sprick launch a compelling case for prioritizing student attendance. This comprehensive guide provides school and district-level administrators and teams with the background information, strategies, and tools needed to implement a multitiered approach to improving attendance and preventing chronic absence. The authors use the results of their work in schools throughout the United States to dispel the myth that educators have little control over student attendance and provide success stories from elementary and secondary schools that have reversed longstanding patterns of absenteeism. Citing extensive research, Sprick and Sprick share details about the shocking prevalence of chronic absence in U.S. schools and its effects on students, teachers, families, and the school community. They explain how to replace punitive approaches to absenteeism with effective methods that begin with universal supports and continue through Tier 2 and Tier 3 interventions for students with more persistent problems. Specifically, they explain how to Build an effective school team to address absenteeism . Create systems to collect accurate data and set priorities. Develop an attendance initiative that generates student enthusiasm as well as staff, parent, and community support. Design and implement strategies that are tailored to specific schoolwide concerns and demographics that reach all students. Equipped with the information and tools presented in this book, educators can ensure wise use of staff and other resources—and create a culture of attendance that is the foundation of successful schools. This book is a copublication of ASCD and Ancora Publishing.
