Teacher Influence, Pupil Attitudes, and Achievement PDF Download
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Author: Ned A. Flanders
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 766
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Book Description
Author: Ned A. Flanders
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 766
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Book Description
Author: Ned A. Flanders
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 304
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Book Description
Author: Ned A. Flanders
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 144
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Book Description
Author: Ned A. Flanders
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Book Description
Author: United States. Bureau of Educational Personnel Development
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 196
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Book Description
This collection of essays concerning recent research on pupil achievement focuses on the role of teachers. The papers served as the basis of discussions during a day-long conference in February, 1970, at the Office of Education. Topics included models of school effectiveness, teacher quality, teacher attitudes, and policy implications. While the state of research on the effects of teachers on pupil achievement is considered still primitive, a few tentative indicators are held to be emerging. From the papers in this collection, one is led to believe that schools can and do make a difference in the development of youth. Beyond this, it is thought that teachers are the single most important element in the school. The public policy implication is that more available resources must be devoted to the development of methods for recruiting, preparing, and utilizing quality educational personnel. It is held that the fact that great numbers of children are not learning to read and are not receiving other basic tools essential for productive living demands that ways to make teachers, administrators, and all educational personnel more effective be found.
Author: Tina M. Soric
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 54
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Book Description
This study uses data from 19 teachers in an underperforming, urban, low-income charter school located in the Midwest to examine the backgrounds and attitudes of the teaching staff. The data collected provides possible areas of improvement for this school. It can be assumed that these results are not unique to this building, but rather indicative of what is taking place in schools throughout our nation. Therefore, this small study can be used to identify ways to improve practices in order to better meet the needs of students who have been historically underserved in schools throughout the country. Some key findings from this study indicate the following: there could be a correlation between student achievement and teacher background; colleges of education may not be adequately preparing pre-service teachers; and there may be a lack of access to curricular materials that represent the student population.
Author: Richard S. Reed
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 286
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Book Description
Author: Jennifer Ward DeJoseph
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 228
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Book Description
The overall intent of No Child Left Behind is to ensure the success of all students; however, within many schools, the components of the law have become the focus of leadership. For example, assessment literacy, measures of achievement, teacher behaviors and attitudes, and student achievement have become high priority issues. The results of student achievement data have been utilized to plan, implement, evaluate, and improve school reform. As a result of increased use of data in schools, need for assessment literacy of all stakeholders has increased. Teacher influence on student achievement and the importance of assessment literacy of teachers have been well documented; however, teacher attitude toward assessments and relationships to student achievement are not well understood nor well documented. This study focused on relationships among student achievement, teacher attitude about assessments, and teacher application of assessment data. Selected teacher demographic variables were used to define groups including grade level taught, length of service and education level. Data was analyzed using quantitative methods. Two major findings were identified. First, teacher self-reported behavior concerning assessments can significantly predict math achievement at the classroom level. Second, differences in attitude toward assessment existed between primary and intermediate teachers.
Author: Harold John Bergquist
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 198
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Book Description
Author: Linda Darling-Hammond
Publisher: Teachers College Press
ISBN: 080777197X
Category : Education
Languages : en
Pages : 193
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Book Description
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
