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The Relationship Between Teachers Characteristics And Students Academic Achievement In A Middle Class Community
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Book Synopsis The Relationship Between Teachers' Characteristics and Students' Academic Achievement in a Middle Class Community by : Steven Leslie Ober
Download or read book The Relationship Between Teachers' Characteristics and Students' Academic Achievement in a Middle Class Community written by Steven Leslie Ober and published by . This book was released on 1973 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Class and Schools by : Richard Rothstein
Download or read book Class and Schools written by Richard Rothstein and published by Teachers College Press. This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Book Synopsis Does Teachers' Work in Professional Learning Communities Explain Variations in Their Students' Achievement Scores? by :
Download or read book Does Teachers' Work in Professional Learning Communities Explain Variations in Their Students' Achievement Scores? written by and published by . This book was released on 2009 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' professional learning has been, and always will be, a critical thread of research. Over the last decade, however, the research on teacher professional learning has changed in two substantial ways. First, the way teachers learn on the job has changed. In the past, teachers attended one-time workshops, where they received information in a --sit and get" fashion. Today, teacher-learning communities are becoming more of the norm for learning on the job. In addition, today, it is also critical that teachers' learning bolster student achievement. That is to say, evaluators should be able to make direct connections between what teachers learn on the job to the impacts that learning has on their students. This study examined the relationship between teachers' perceptions of professional learning communities, student achievement, and other teacher and student characteristics. The researcher administered the Professional Community Index to 141 teachers during the 2008-2009 school year at 9 southern California schools. In addition to the Index, the teacher collected demographic data on teacher experience, education, certification, and content knowledge. The researcher merged these data with a large, longitudinal data set, which included background characteristics on these teachers' students. The data gathered included student ethnicity, socioeconomic status, English language status, prior achievement, parent education level, and absences. Results from several multiple regressions indicated that student background characteristics explained variations in student achievement. In the first regression, prior achievement scores accounted for approximately 37% of the variations in students' 2008 test scores. The second analysis indicated that once the block of student characteristic variables were controlled, the professional learning community variable explained only a nominal percentage of the overall explanation of scores. While the data for this sample suggested that teachers' work in professional learning communities had little impact on their students' scores, these results do not in anyway suggest that teacher learning is unsubstantial. The work teachers do within these communities may have influences on these students in ways that were not measured in this study or in ways that only long term research may capture.
Book Synopsis Measure for Measure by : Pam Grossman
Download or read book Measure for Measure written by Pam Grossman and published by . This book was released on 2010 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as research has begun to document that teachers matter, there is less certainty about what attributes of teachers make the most difference in raising student achievement. Numerous studies have estimated the relationship between teachers' characteristics, such as work experience and academic performance, and their value-added to student achievement; but, few have explored whether instructional practices predict student test score gains. In this study, we ask what classroom practices, if any, differentiate teachers with high impact on student achievement in middle school English Language Arts from those with lower impact. In so doing, the study also explores to what extent value-added measures signal differences in instructional quality. Even with the small sample used in our analysis, we find consistent evidence that high value-added teachers have a different profile of instructional practices than do low value-added teachers. Teachers in the fourth (top) quartile according to value-added scores score higher than second-quartile teachers on all 16 elements of instruction that we measured, and the differences are statistically significant for a subset of practices including explicit strategy instruction -- National Bureau of Economic Research web site.
Book Synopsis Handbook of the Economics of Education by : Eric A Hanushek
Download or read book Handbook of the Economics of Education written by Eric A Hanushek and published by Elsevier. This book was released on 2006-11-13 with total page 853 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbooks in Economics series continues to provide the various branches of economics with handbooks which are definitive reference sources, suitable for use by professional researchers, advanced graduate students, or by those seeking a teaching supplement. With contributions from leading researchers, each Handbook presents an accurate, self-contained survey of the current state of the topic under examination. These surveys summarize the most recent discussions in journals, and elucidate new developments. Although original material is also included, the main aim of this series is the provision of comprehensive and accessible surveys. *Every volume contains contributions from leading researchers *Each Handbook presents an accurate, self-contained survey of a particular topic *The series provides comprehensive and accessible surveys
Book Synopsis Do Teacher Characteristics Affect Student Achievement? by : James Virgil Shuls
Download or read book Do Teacher Characteristics Affect Student Achievement? written by James Virgil Shuls and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using a unique dataset, this dissertation analyzes the relationship between observable teacher characteristics and teacher effectiveness. Effectiveness is measured as a teacher's ability to improve student achievement on a standardized test. This analysis focuses on teachers of math and science at the elementary and middle school levels, as well as teachers of algebra, geometry, and 11th grade English language arts. The sample is drawn from Arkansas, a state that has a much more rural population than other states and cities where this type of analysis has been conducted in the past. For the analysis I am unable to link teachers directly to students, but I can match teachers and students to a course within a school. Thus, I generate a value added score at the school-course level and attribute that score to each teacher in that school, who teaches that course. I then regress observable teacher characteristics on the school-course value-added measure. In this way, I analyze the relationship between of a host of characteristics and student achievement. The observed characteristics include: certification route, licensure exam scores, experience, graduate degrees, and in some cases college degrees. I conclude with policy recommendations.
Book Synopsis Narrowing the Achievement Gap in a (Re) Segregated Urban School District by : Vivian W. Ikpa
Download or read book Narrowing the Achievement Gap in a (Re) Segregated Urban School District written by Vivian W. Ikpa and published by IAP. This book was released on 2009-11-01 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The interplay between sociopolitical forces and economic agendas becomes apparent when one examines the June 28, 2007 United States Supreme Court Decision, Parents Involved In Community Schools v. Seattle School District . In a reversal of the 1954 Brown Decision, the United States Supreme Court ruled that public schools could not use race as a factor when assigning children to public schools. Given demographic shifts, globalization, economic instability, and ideological shifts, the reversal was expected. However, it is essential that policymakers, educators, and other stakeholders consider the impact of attending segregated schools on the achievement gap that continues to exist between minority groups and European Americans attending resegregated neighborhood schools. This book will focus on the test score gaps between African American and European American students. The achievement gaps between these two groups will be analyzed will be presented and elaborated. Additionally, the authors will analyze how changes in school characteristics such as: racial composition; school composition; school expenditures, and socio economic level of neighborhoods affect achievement gap trends in the Norfolk School District. An examination of the achievement gap trends in an urban school district will serve to better inform public policy and school reform efforts. The specific goals of this book are to describe the achievement gap between minority African-American students and European-American students in the Norfolk school district and to present strategies utilized by urban districts to narrow the gap. One unique feature of this book is that it provides a data-driven research-based analysis of the achievement gap between minority and European-American students.
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Research on Schools, Schooling and Human Development by : Judith L. Meece
Download or read book Handbook of Research on Schools, Schooling and Human Development written by Judith L. Meece and published by Routledge. This book was released on 2010-06-10 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Book Synopsis Relationship Between Academic Achievement School Behavior and Attendance of Students from Lower and Middle Class Homes and the Extent of Parental Involvement on Their School Expierences by : Hadi Shakiba-Nejad
Download or read book Relationship Between Academic Achievement School Behavior and Attendance of Students from Lower and Middle Class Homes and the Extent of Parental Involvement on Their School Expierences written by Hadi Shakiba-Nejad and published by . This book was released on 1984 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Competence and Teacher Effectiveness by : Donald Matthias Medley
Download or read book Teacher Competence and Teacher Effectiveness written by Donald Matthias Medley and published by . This book was released on 1977 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook on Tourism and Rural Community Development by : Heather Mair
Download or read book Handbook on Tourism and Rural Community Development written by Heather Mair and published by Edward Elgar Publishing. This book was released on 2023-01-20 with total page 461 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook brings together experts from around the world to reflect critically on the relationship between tourism and rural community development. It first orients the reader in the important conceptual and epistemological foundations of the topic, before moving to consider key concepts and the most significant and salient theoretical and methodological developments in the field.
Book Synopsis The Relationship Between Highly Qualified Teachers and Student Academic Achievement by : Sherry Lou Macken
Download or read book The Relationship Between Highly Qualified Teachers and Student Academic Achievement written by Sherry Lou Macken and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between the percentage of highly qualified teachers and standardized measures of student proficiency in the core academic subjects of mathematics, reading, science, social studies, and writing. Signed into law in Janauary of 2002 by President George W. Bush, the No Child Left Behind (NCLB) Act requires teachers of core academic subjects to be highly qualified in subjects taught. According to the Association of Texas Professional Educators (2012), to be highly qualified under NCLB, a teacher must have "(1) at least a bachelor's degree, (2) full state certification, and (3) demonstrated subject-matter competency in the core academic subjects assigned" (p. 1). The study focused on all middle schools within the state of Tennessee. The relationship between the percentage of highly qualified teachers across all Tennessee middle schools and school-wide rates of attendance, promotion, suspension, and expulsion was also examined. Once those correlations were completed, the moderation of those relationships by the institutional characteristics of percentage of minority students, percentage of students in poverty, school locale/setting (urban, suburban, town or rural), and school enrollment were reported. Among the 292 middle schools that were able to be included in this study, bivariate correlations that were statistically significant were consistently observed between the percentage of highly qualified teachers at the school and standardized measures of student proficiency. Correlations between highly qualified teacher percentages and suspension and expulsion rates were also significant, meaning that as the percent of teachers deemed highly qualified increases, suspension and expulsion rates decrease. In regards to moderation of the findings, significant correlations between Tennessee Comprehensive Assessment Program (TCAP) outcomes and percentages of highly qualified teachers were present both between high and low percentage subgroups of middle schools by poverty level and by the high percentage subgroup of middle schools for the minority student classification. The findings of this study suggest that teachers holding highly qualified status are especially needed in schools with a high minority and/or high poverty student population in order to ensure that all students move forward academically at an appropriate pace. According to the results of this study, the highly qualified teacher mandate's (HQT) main purpose of helping increase student proficiency levels on standardized exams is being met along with the unattended outcomes of lowered suspension and expulsion rates. School-level administrators as well as district-level personnel should maintain concerted efforts to recruit and maintain highly qualified teachers of core academic subjects for the goals of ensuring adequate student academic progress and decreasing the frequency of student suspensions and expulsions.
Book Synopsis The Relationship Between Measures of Teacher Quality and Student Achievement by : H. Alix Gallagher
Download or read book The Relationship Between Measures of Teacher Quality and Student Achievement written by H. Alix Gallagher and published by . This book was released on 2002 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School Climate by : H. Jerome Freiberg
Download or read book School Climate written by H. Jerome Freiberg and published by Routledge. This book was released on 2005-08-02 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
Book Synopsis Teaching for Excellence and Equity by : Nathan Burroughs
Download or read book Teaching for Excellence and Equity written by Nathan Burroughs and published by Springer. This book was released on 2019-05-23 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
