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Collective Efficacy Teacher Expectations And Reading Achievement In High Poverty Elementary Schools
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Book Synopsis Collective Efficacy, Teacher Expectations, and Reading Achievement in High-poverty Elementary Schools by : Heather Shea Stroud
Download or read book Collective Efficacy, Teacher Expectations, and Reading Achievement in High-poverty Elementary Schools written by Heather Shea Stroud and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest in the two constructs, collective teacher efficacy and teacher expectations, has increased tremendously among researchers in recent years. This article addresses this meager but growing body of literature through a framework consisting of four interlocking research questions. The guiding questions investigate the relationship between collective teacher efficacy and teacher expectations, collective teacher efficacy and student achievement, and teacher expectations and student achievement, as well as the structures and practices that can be implemented by administrators to enhance these constructs in their schools. This study is based on the belief that collective teacher efficacy and teacher expectations are related to student outcomes; therefore, every school leader should make these constructs the focus of their school improvement plans.
Book Synopsis Turning High-Poverty Schools into High-Performing Schools by : William H. Parrett
Download or read book Turning High-Poverty Schools into High-Performing Schools written by William H. Parrett and published by ASCD. This book was released on 2020-04-28 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life. In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action. Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty. Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders—as well as teachers, teacher leaders, instructional coaches, and other staff—can close persistent opportunity gaps and reverse longstanding patterns of low achievement.
Book Synopsis Characteristics of Strayers, Movers, and Leavers by :
Download or read book Characteristics of Strayers, Movers, and Leavers written by and published by . This book was released on 1994 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Collective Teacher Efficacy and Reading Achievement for Hispanic Students in Reading First and Non-Reading First Schools in Southwest Florida by : Larry Van Hylemon
Download or read book Collective Teacher Efficacy and Reading Achievement for Hispanic Students in Reading First and Non-Reading First Schools in Southwest Florida written by Larry Van Hylemon and published by . This book was released on 2005 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Visible Learning written by John Hattie and published by Routledge. This book was released on 2008-11-19 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Book Synopsis The Achievement Gap in Reading by : Rosalind Horowitz
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Routledge. This book was released on 2017-04-07 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Book Synopsis Visible Learning for Teachers by : John Hattie
Download or read book Visible Learning for Teachers written by John Hattie and published by Routledge. This book was released on 2012-03-15 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
Book Synopsis Teacher Efficacy and Student Achievement in Ninth and Tenth Grade Reading by : Anete Vasquez
Download or read book Teacher Efficacy and Student Achievement in Ninth and Tenth Grade Reading written by Anete Vasquez and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: More than 8 million of America's middle and high school students are struggling readers. Two-thirds of all eighth graders read below grade level, and the reading scores of high school students have not improved since 1974. Low literacy levels affect learning in all subject areas and impede student opportunity for future success. The No Child Left Behind Act of 2001 and the accountability measures associated with the Act have heightened public awareness of the deficiency in adolescent literacy. School districts are choosing to respond in one of two ways. Some school districts are opting to invest in teacher-proof curricula that negate the effect of the teacher. Other districts are opting to invest in the professional development of their teachers. The goal of this study was to support district efforts to provide strategic professional development opportunities for teachers by investigating the effects of teacher efficacy for instructional strategies, classroom management and student engagement on ninth and tenth grade students' reading achievement. Teachers with high efficacy were hypothesized to impact students' reading gains positively. Student contextual variables of prior achievement, socioeconomic status, ethnicity and grade were controlled for in the study. The participants included 2,061 students in 23 classrooms taught by 110 teachers in two school districts on the west coast of Florida. The results indicated that there was no statistically significant relationship between teacher efficacy and student reading achievement gains. The only variables of statistical significance were race (white vs. Non-white) and grade. As more researchers use the findings and recommendations from this study to inform new investigations of the complex relationship between teacher efficacy and student achievement in reading, teacher educators, policymakers, teachers and administrators will be better informed as they continue to work towards improving the reading achievement scores of and narrowing the achievement gaps in adolescent literacy.
Book Synopsis Collective Efficacy, Teacher Beliefs, and Socioeconomic Status in Title I and Non-Title I Schools by : Betsy B. Furr
Download or read book Collective Efficacy, Teacher Beliefs, and Socioeconomic Status in Title I and Non-Title I Schools written by Betsy B. Furr and published by . This book was released on 2018 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the association between collective efficacy, teacher beliefs, and socioeconomic status with reading and math student achievement in the Title I and Non-Title I schools of one school district. This study examined factors that influence student achievement in a district with a majority of Title I schools. Of the eight K–8 schools in the participating district, five are Title I. -- Collective efficacy and teacher beliefs were used to gather data about what teachers believe regarding student learning. The efficacy survey in this study provided data about instructional strategies and student discipline. The beliefs survey provided data on teacher beliefs about student learning, problem-solving, and instructional effectiveness. The EVAAS growth scores indicated reading and math achievement for the participating district. Socioeconomic status was determined by the number of students receiving free and reduced lunch and was collected from district reports. -- Descriptive statistics, multiple linear regression analysis, and Pearson’s product-moment correlations were used to determine the significance of the association between collective efficacy, teacher beliefs, and socioeconomic status with reading and math student achievement in the Title I and Non-Title I schools of one school district. -- The multiple linear regression model for reading produced usable models for Title I and Non-Title I schools; however, the model for math was not reliable. Teacher beliefs were not found to have a significant association of either reading or math achievement in this study. Socioeconomic status and reading indicated a statistically significant p value, but the effect size was too small to determine practical significance. Correlation values for collective efficacy overall and both the instructional strategies subscale and the student discipline subscale produced moderate associations. The pairing for socioeconomic status and student achievement did not produce significant associations.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Implementation of the Program "Teacher Expectations and Student Achievement" in the Reading Curriculum at Savannah Elementary School by : Carol S. Lifer
Download or read book Implementation of the Program "Teacher Expectations and Student Achievement" in the Reading Curriculum at Savannah Elementary School written by Carol S. Lifer and published by . This book was released on 1983 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Analysis of Collective Efficacy Measurement and the Effects Collective Efficady Beliefs Have on Student Achievement in Select Texas Suburban Elementary Schools by : David Paz
Download or read book A Comparative Analysis of Collective Efficacy Measurement and the Effects Collective Efficady Beliefs Have on Student Achievement in Select Texas Suburban Elementary Schools written by David Paz and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The two part purpose of this study is to first test whether perceived collective efficacy is positively significantly related to student achievement in select Texas suburban elementary schools. The second part is to determine which of three collective efficacy belief measures has the greatest predictive validity. Collective efficacy beliefs are grounded in social cognitive theory which explains a group̕ s belief in its capability to attain desired effects. Collective efficacy beliefs can influence the effort a group puts forth to achieve desired effects. In the context of education, a highly efficacious faculty that collaborates and works hard on a daily basis is likely to overcome arduous obstacles and achieve high levels of student success. Five districts participated and 100 schools were sampled in this study. However, due to missing data, only 97 schools were included in this study. Teacher respondents varied in age, ethnicity and experience within the five districts included in the sample. For test of predictive validity, student level data was also used, which included student level characteristics as well as 4th and 5th grade reading and math Texas Assessment of Knowledge and Skills (TAKS) scores representing student achievement. Factor and reliability analyses were used to create the Collective Efficacy Scale Short Form (CES-Short Form) and the Collective Teacher Belief Scale (CTBS). Both measures have been utilized for over a decade and the results were aligned with past studies. The third measure of collective efficacy was developed by Bandura who pioneered the field of efficacy belief research. A partial correlation was conducted to find the unique variance in student achievement that was explained by each measure. Of the three measures, the CES-Short Form explained more variance in math and reading achievement when accounting for the other two measures while maintaining significant results (p = 0.01). Further tests using multilevel analysis were consistent with these findings, specifically the CES-Short Form had the strongest relationship with achievement and the Bandura measure was not significantly related to reading and math achievement in multilevel models with controls for student and school characteristics. The results confirmed that perceived collective efficacy was a positive predictor of student achievement in select Texas suburban elementary schools with the CES-Short Form having greater predictive validity than the other two measures. Implications of this study for future research are discussed on collective efficacy beliefs in schools. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149250
Book Synopsis Teachers' Perceptions Regarding the Effect of Poverty on the Reading Achievement of Students in the Elementary Grades by : Jennifer Murray
Download or read book Teachers' Perceptions Regarding the Effect of Poverty on the Reading Achievement of Students in the Elementary Grades written by Jennifer Murray and published by . This book was released on 2018 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' perceptions of the impact of poverty on learning to read and the practices that were utilized to successfully close the reading achievement gap with low socioeconomic students in elementary schools. One hundred nineteen teachers, kindergarten through sixth grades, participated in this study. Data were collected with an online survey and open-ended questions completed by 119 participants, as well as, interviews conducted by a research assistant with five participants. This study identified: (1) teachers' perceptions on how poverty affects learning in reading in grades K-6; (2) instructional strategies that work best to teach reading and support students from low socioeconomic backgrounds; and (3) practices, other than instructional, that are successful in improving reading performance and supporting students from low socioeconomic backgrounds. The results suggested that the participating teachers agreed that poverty affected students' achievement in reading and caused deficits in their learning starting at an early age. Furthermore, the results of the study revealed that teacher participants believed that smaller instructional groups, more resources, increased parent involvement, and parental education positively influenced low socioeconomic students' reading achievement. The study also recognized other strategies that teachers perceived helped in closing the reading achievement gap in elementary students. Finally, the findings from this research revealed that teachers recognized the causes of the achievement gap and specific efforts that could assist in shrinking the gap for students living in poverty.
Book Synopsis Turning High-Poverty Schools into High-Performing Schools by : William H. Parrett
Download or read book Turning High-Poverty Schools into High-Performing Schools written by William H. Parrett and published by ASCD. This book was released on 2020-04-28 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life. In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action. Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty. Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders—as well as teachers, teacher leaders, instructional coaches, and other staff—can close persistent opportunity gaps and reverse longstanding patterns of low achievement.
Book Synopsis The Influence of Teacher Expectations on Black and White Students' Academic Achievement by : Syprose A. Owaja
Download or read book The Influence of Teacher Expectations on Black and White Students' Academic Achievement written by Syprose A. Owaja and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the influence of teacher expectations based on student's and teacher's race on academic achievement of white versus black students using data from the National Educational Longitudinal Study. Modeling of interaction terms in level-1 resulted in six separate models (two for reading, and four for math). A two-level hierarchical linear modeling with students at level-1 and schools at level-2 was used in each model with application of a three-step modeling procedure in each analysis. The results of the study were consistent with previous research that black students had lower achievement, and also elicited lower teacher expectations regarding achievement than white students in all six models. The study results also suggested significant association between student's and teacher's race, and teacher's expectations as it relates to the achievement gap between white versus black students in the four math models. Both white and black teachers had higher expectations of white students than black students. The association between school type and student's achievement showed mixed results. Public schools had lower achievement than private and Catholic schools in one reading and one math model, and higher achievement than private and Catholic schools in one math model.
Book Synopsis Leading Professional Learning Communities by : Shirley M. Hord
Download or read book Leading Professional Learning Communities written by Shirley M. Hord and published by Corwin Press. This book was released on 2008-02-01 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity." —From the Foreword by Andy Hargreaves "The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning." —Joseph Murphy, Professor Vanderbilt University "The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′" —Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit." —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis "The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision." —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, "rocks in the road" and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning.
Book Synopsis Why Cant We Make a Difference? A Study of Reading Instruction in an Urban Middle School by : Lauren A. Kazmark
Download or read book Why Cant We Make a Difference? A Study of Reading Instruction in an Urban Middle School written by Lauren A. Kazmark and published by . This book was released on 2010 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading initiatives in urban school districts are often implemented as a result of poor student achievement. This study sought to examine factors that affect the success of reading initiatives in an urban school district. Teacher self-efficacy, teacher expectations of students, school level leadership, and grade configuration were investigated as possible factors affecting the successful implementation of reading initiatives in one urban school district. The external research indicated that these four factors were linked to classroom instruction, student learning, and student achievement, and therefore affected the implementation of reading initiatives. Third and fourth grade teachers, literacy coaches, and principals from four elementary schools participated in this study. Two of the participating schools had achieved Adequate Yearly Progress, as measured by the 2008 NJASK 3 and 4, while the two remaining schools were labeled Schools in Need of Improvement. The outcomes of this dissertation defined connections between self-efficacy, expectations for students, school level leadership, grade configuration and not only student achievement but the successful implementation of the reading initiative. These connections were evidenced by feedback from teachers, literacy coaches, and principals, classroom observations, and test data. Analysis revealed differences in self-efficacy, teacher expectations of students, the role of the school leaders, and perceptions regarding grade configuration between the two successful schools and the two schools in need of improvement.
