Author: Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
Book Description
A Case Study of Six High-performing Schools in Tennessee
Author: A Case Study of Six High-performing Schools in Tennessee
Author: Jim CraigPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 126
Book Description
The Link
Author: Assessment-Centered Teaching
Author: Kathryn DiRannaPublisher: Corwin Press
ISBN: 1412954622
Category : Education
Languages : en
Pages : 449
Book Description
Accompanying CD-ROM contains forms referenced throughout the book.
A Study of the Relationship Between School Culture and Standardized Test Scores
Author: Andrew Lee SmithPublisher: Universal-Publishers
ISBN: 1599426730
Category : Education
Languages : en
Pages : 155
Book Description
The purpose of this quantitative study was to discover the perceptions of school culture and correlate those perceptions with standardized test scores in elementary and secondary schools in southwestern Arizona. The intention of this study was to contribute to the field of education leadership related to student achievement and factors contributing to student achievement including organizational culture. A survey of teachers and administrators in participating schools in southwestern Arizona was completed and correlated with existing student achievement data for those participating schools. The School Culture Survey by Leithwood, Aitken, and Jantzi (2001) was used for the survey instrument, and the Stanford Achievement Test, Ninth Edition, was used to measure student achievement. The survey results and student achievement data were correlated and revealed that a relationship does exist between perceptions of school culture and student achievement.
Characteristics of High-performing, High-poverty Elementary Schools in East Tennessee
Author: Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 233
Book Description
High academic achievement by students in high-poverty schools is unusual throughout the United States. East Tennessee is no exception. However, there are some schools with high percentages of low socioeconomic student populations, which do excel in helping students reach high academic performance. This study looks at four high-performing, high-poverty elementary schools in East Tennessee to determine how they have overcome the tendency to accept low student achievement as inevitable. By studying the high-achieving, high-poverty schools that exist in East Tennessee to find not only the characteristics that are associated with these effective schools, but also, more importantly, the practices used by educators in these schools, we can begin to provide some answers that will help all schools improve the academic performance of economically disadvantaged students. This mixed-method, multi-site case study involved four elementary schools in East Tennessee that were selected because of high test scores and value-added scores on the Annual Report Card issued by the state of Tennessee. Using quantitative data (The More Effective Schools Staff Survey) and qualitative data (interviews with the principal and at least two teachers at each school along with observations), this study sought to answer the following two research questions: (1) Which of the characteristics of Effective Schools do high-performing, high- poverty schools in East Tennessee have in common? (a) How do these characteristics correspond to those identified in the Effective Schools Research? (b) How do the characteristics differ from those identified in the Effective Schools Research? (2) What underlying conditions (i.e., values, beliefs, and culture of the school) or distinctive practices must be present for the Effective Schools practices to exist? A clear school mission, high expectations for success, instructional leadership, frequent monitoring of student progress, opportunities to learn and student time on task, a safe and orderly environment, and a positive home-school relationship -- the seven correlates of the Effective Schools Research -- were all found to be present in the four schools studied. The underlying conditions or distinct practices included strong commitment of teachers and staff members at each school; teachers were held accountable for teaching and students for learning; a positive, caring atmosphere existed where staff relationships were strong and a deep understanding of the local community was evident; and staff development and training were provided to support and consistently improve a wide variety of programs.
Using RTI to Teach Literacy to Diverse Learners, K-8
Author: Sheila Alber-MorganPublisher: Corwin Press
ISBN: 1412969522
Category : Education
Languages : en
Pages : 153
Book Description
Covering reading and writing, this book provides specific interventions for tiers 1, 2, and 3 within a multi-tier RTI framework so diverse learners can experience successful literacy.
The Learning of Mathematics
Author: Wayne Gary MartinPublisher: National Council of Teachers of English
ISBN:
Category : Education
Languages : en
Pages : 392
Book Description
Learning mathematics is the central goal of mathematics education, yet it is the least frequently addressed of NCTM's Principles and Standards. With an increasing population of English language learners and the inclusion of students with learning disabilities into the regular mathematics classroom, how can all the differentiated needs be met in one classroom? What is the balance between focusing on developing concepts and memorisation of certain facts and rules? The Learning of Mathematics, NCTM's sixty-ninth yearbook, furthers the discourse on learning with five main areas: how students learn, students' learning in school contexts, measuring and interpreting students' learning, teachers' learning of mathematics and reflections on mathematics teaching and learning.
Multidisciplinary Perspectives on Teacher Evaluation
Author: Morgaen L. DonaldsonPublisher: Routledge
ISBN: 042962459X
Category : Education
Languages : en
Pages : 246
Book Description
In the wake of national interest in teacher evaluation, this book examines what we have learned about how and whether teacher evaluation holds teachers accountable and improves their practice. Drawing on literature in psychology, economics, and sociology, this multi-disciplinary and multi-perspectival book explores teacher evaluation’s intended goals of development and accountability, as well as its unintended consequences, especially as they relate to equity. Blending theory from diverse disciplines with decades of research, this book provides new insights into how teacher evaluation has played out in schools across the United States and offers recommendations for research, policy, and practice in the years to come. Insights include how to embed teacher evaluation in a larger culture of continuous learning; rethinking assumptions on accountability and development aims; and highlighting the importance of equity in the design, implementation, and outcomes of teacher evaluation. Every chapter concludes with practical recommendations informed by theory and research to guide policymakers, researchers, and district and school leaders as they seek to understand, design, and implement better teacher evaluation systems.
A Graphic Analysis of Tennessee's Public Elementary and High Schools
Author: Tennessee. Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 96
Book Description