106 1 Hearing Improving Student Achievement Examinating The Impact Of Teacher Quality And Class Size Serial No 106 30 April 29 1999
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Release | : 1999 |
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Download 106-1 Hearing: Improving Student Achievement: Examinating The Impact Of Teacher Quality And Class Size, Serial No. 106-30, April 29, 1999, Book in PDF, Epub and Kindle
Author | : United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning |
Publisher | : |
Total Pages | : 144 |
Release | : 1999 |
Genre | : Education |
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Download Improving Student Achievement Book in PDF, Epub and Kindle
Author | : United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning |
Publisher | : |
Total Pages | : 154 |
Release | : 1999 |
Genre | : Education |
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Download Improving Student Achievement Book in PDF, Epub and Kindle
Author | : Russell Henke |
Publisher | : DIANE Publishing |
Total Pages | : 141 |
Release | : 2001 |
Genre | : |
ISBN | : 0756705517 |
Download Improving Student Achievement Book in PDF, Epub and Kindle
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Release | : 1999* |
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Download IMPROVING STUDENT ACHIEVEMENT: EXAMINING THE IMPACT... HRG.... NO. 106-30... COM. ON EDUCATION & THE WORKFORCE, U.S HOR... 106TH CONG., 1ST. Book in PDF, Epub and Kindle
Author | : Christopher P. Loss |
Publisher | : Harvard Education Press |
Total Pages | : 353 |
Release | : 2021-03-02 |
Genre | : Education |
ISBN | : 1612509843 |
Download The Convergence of K-12 and Higher Education Book in PDF, Epub and Kindle
In The Convergence of K–12 and Higher Education, two leading scholars of education policy bring together a distinguished and varied array of contributors to systematically examine the growing convergence between the K–12 and higher education sectors in the United States. Though the two sectors have traditionally been treated as distinct and separate, the editors show that the past decade has seen an increasing emphasis on the alignment between the two. At the same time, the national focus on outcomes and accountability, originating in the K–12 sector, is exerting growing pressure on higher education, while trends toward privatization and diversification—long characteristic of the postsecondary sector—are influencing public schools. This volume makes the powerful case that it is no longer possible to think of one sector in the absence of the other, given the economic, demographic, and technological forces that are pushing the educational system toward convergence. Taken together, the chapters in this book provide a promising new line of inquiry for examining contemporary questions in education policy.
Author | : Diane Ravitch |
Publisher | : Brookings Institution Press |
Total Pages | : 270 |
Release | : 2010-12-01 |
Genre | : Political Science |
ISBN | : 9780815719434 |
Download Brookings Papers on Education Policy: 2005 Book in PDF, Epub and Kindle
Contents include: •Test-Based Accountability: The Promise and the Perils Tom Loveless (Brookings) • Can the Federal Government Improve Education Research? Brian Jacob (Harvard University) and Jens Ludwig (Georgetown University ) •Realizing the Promise of Brand-Name Schools Steven F.Wilson (Harvard University) • School Choice: How an Abstract Idea Became a Political Reality Joseph P. Viteritti (Hunter College, CUNY) • Education Reform and Content: The Long View E.D. Hirsch Jr. (Core Knowledge Foundation) • Evidence-Based Reading Policy in the United States: How Scientific Research Informs Instructional Practices Reid Lyon and Vinita Chhabra (National Institutes of Health) and Sally E. Shaywitz and Bennett A. Shaywitz (Yale University)
Author | : National Reading Panel (U.S.) |
Publisher | : |
Total Pages | : 44 |
Release | : 2000 |
Genre | : Government publications |
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Download Report of the National Reading Panel Book in PDF, Epub and Kindle
Author | : John Hattie |
Publisher | : Routledge |
Total Pages | : 389 |
Release | : 2008-11-19 |
Genre | : Education |
ISBN | : 1134024126 |
Download Visible Learning Book in PDF, Epub and Kindle
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.
Author | : Christopher Andrew Candelaria |
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Release | : 2016 |
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Download Improving Student Achievement Book in PDF, Epub and Kindle
Across three papers, I reevaluate the roles that teacher quality and court-ordered school finance reform have in improving student achievement. In the first paper, I examine the extent to which teachers have longer-term effects on student achievement using administrative data from Miami-Dade County Public Schools (MDCPS). I define longer-term effects as the effects teachers have on student achievement in the years after they teach their students. Using a flexible statistical model, I obtain teacher-specific short-term and longer-term effects. I also estimate the extent to which short-term and longer-term effects relate to one another, on average. Results suggest that there is meaningful variation in teacher longer-term effects. I also find that short-term and longer-term effects are not perfectly correlated with each other. Finally, I find that having a master's degree or Ph. D. is associated with higher longer-term effects when estimating the model for math teachers. In the second paper, I assess the validity and stability of short-term and longer-term teacher effect estimates. I assess validity by examining whether future teachers predict the past test score gains of students they have not yet taught. This particular test is designed to provide evidence of student sorting bias that could potentially invalidate the teacher effect estimates. I then assess the stability of teacher effect estimates by considering the stability of teacher effects across different cohorts of students and the stability of teacher effects across math and English language arts within a given cohort of students. Results show that teacher effect estimates suffer from sorting bias. Although this is problematic, it suggests the need to understand whether the sorting bias is large enough to invalidate teacher effect estimates; this is an area of future research. With respect to stability, there is substantive overlap of teacher effects--both short-term and longer-term--across student cohorts, which suggests that the estimates carry some true signal of teacher quality and are reliable. Overlap of teacher effects across subjects is also non-trivial, but it is less stable the across cohort stability. These results suggest that teachers have different strengths in different subjects. In the third paper, Kenneth Shores and I provide new evidence about the effect of court-ordered finance reform on per-pupil revenues and graduation rates. We account for cross-sectional dependence and heterogeneity in the treated and counterfactual groups to estimate the effect of overturning a state's finance system. Seven years after reform, the highest poverty quartile in a treated state experienced a 4 to 12 percent increase in per-pupil spending and a 5 to 8 percentage point increase in graduation rates. We subject the model to various sensitivity tests. In most cases, point estimates for graduation rates are within 2 percentage points of our preferred model.