100,143 research outputs found
Assessing the Determinants and Implications of Teacher Layoffs
Analyzes the factors that predict which teachers are likely to be laid off in Washington state in the current seniority-based system and which would likely be laid off in an effectiveness-based system. Considers implications for student achievement
Evaluating the provision of school performance information for school choice
We develop and implement a framework for determining the optimal performance metrics to help parents choose a school. This approach combines the three major critiques of the usefulness of performance tables into a natural metric. We implement this for 500,000 students in England for a range of performance measures. Using performance tables is strongly better than choosing at random: a child who attends the highest ex ante performing school within their choice set will ex post do better than the average outcome in their choice set twice as often as they will do worse
This School Works for Me: A Guide for Data Analysts
Details the data collection, synthesis, and analyses required to identify at-risk students and gauge progress, assess school and program performance, and optimize resource allocation to raise graduation rates. Supplement offers tools, charts, and graphs
National Board Certification and Teacher Effectiveness: Evidence from Washington
We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board Certified Teachers (NBCTs) in the nation. Based on value-added models in math and reading, we find that NBPTS certified teachers are about 0.01-0.05 student standard deviations more effective than non-NBCTS with similar levels of experience. Certification effects vary by subject, grade level, and certification type, with greater effects for middle school math certificates. We find mixed evidence that teachers who pass the assessment are more effective than those who fail, but that the underlying NBPTS assessment score predicts student achievement. Finally, we use the individual assessment exercise scores to estimate optimal weights for value-added prediction
The effects of resources across school phases: a summary of recent evidence
This report provides an overview and discussion of the past decade of academic evidence on the causal effects of resources in schooling on studentsâ outcomes. Early evidence lacked good strategies for estimating the effects of schools resources, leading many people to conclude that spending more on schools had no effect. More recent evidence using better research designs finds that resources do matter, but the range of estimates of the impacts is quite wide. The review devotes special attention to differences across the early years, primary and secondary phases. Theoretical work has indicated that interventions early in a child's life may be more productive than interventions later on. However, although there are more examples of good quality studies on primary schooling, the existing body of empirical work does not lead to a conclusive case in favour of early interventions
Using Mobile Devices for Improving Learning Outcomes and Teachersâ Professionalization
Teaching in higher education is changing due to the influence of technology. More and more
technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being
positioned as a key tool for new ways of understanding educational practices. The present paper
responds to a systematic review about the benefits that mobile devices have for university studentsâ
learning. Using inclusion and exclusion criteria in theWeb of Science and Scopus databases, 16 articles
were selected to argue why Mobile learning (Mlearning) has become a modern innovative approach.
The results point to an improvement in studentsâ learning through Mlearning, factors that encourage
the use of mobile devices in universities have been identified, and e ective mobile applications in
improving teaching and learning processes have been presented. The inclusion of this methodology
requires a new role for teachers, whose characterization is also specified
Effects of a Sport Education Intervention on Studentsâ Motivational Responses in Physical Education
This study looked at the influence of a Sport Education intervention program on studentsâ motivational responses in a high school physical education setting. Two intact groups were assigned curricular interventions: the Sport Education
group (n = 25), which received eight 60-min lessons, and the comparison group (n = 26), which received a traditional teaching approach to sportbased activity. Pre- and postintervention measures of student enjoyment, perceived
effort, perceived competence, goal orientations, perceived motivational climate, and perceived autonomy were obtained for both groups. Repeated-measures ANOVAs showed significant increases in student enjoyment and perceived effort in the Sport Education group only. Hierarchical regression analyses revealed that increases in task-involving climate and perceived autonomy explained a significant amount of unique variance in the Sport Education
studentsâ postintervention enjoyment, perceived effort, and perceived competence responses. The results suggest that the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward
physical education
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