Factors That Influence Student Achievement And Teacher Effectiveness In One Urban Charter School
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Factors That Influence Student Achievement And Teacher Effectiveness In One Urban Charter School
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Author : Rodney Bradley
language : en
Publisher:
Release Date : 2013
Factors That Influence Student Achievement And Teacher Effectiveness In One Urban Charter School written by Rodney Bradley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Academic achievement categories.
This qualitative case study examined teachers' perceptions of the factors that influence student achievement and teacher effectiveness in one urban charter school. Three research questions guided this study: (1) What are teachers' perceptions regarding the factors that are present in the school that influence student achievement? (2) What are teachers' perceptions of professional development initiatives provided by the school and the effect these initiatives have on student achievement? (3) What are teachers' perceptions regarding the factors that should be present in a school for students to learn? Researcher-designed surveys and interviews were completed by teachers from an urban charter school in southeastern Pennsylvania. Data analysis indicated that the majority of teachers perceived parent involvement benefits students, including raising their academic achievement. Parent-teacher relationships were perceived as being the most effective component. The factors perceived by the participants that influence student learning and teacher effectiveness included: viable professional development workshops, the integration of technology in the classrooms, school climate, team teaching, and cooperative groups.
Improving Schools
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Author : Wayne K. Hoy
language : en
Publisher: IAP
Release Date : 2008-04-01
Improving Schools written by Wayne K. Hoy and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-04-01 with Education categories.
Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This book is organized around two broad concepts—leadership and culture, which have important implications for improving schools. The book begins with an analysis of the saliency of trust in the culture of schools. In the first chapter, Patrick Forsythís review of the consequences of school trust sets the tone for seeking and developing school cultures that enhance high academic performance of students. The investigation of school trust is traced over several decades at four research universities as scholars at each institution conceptualized, refined, and examined the consequences of school trust. It seems fair to conclude that a school culture that is anchored in values and norms of faculty trusting students and parents facilitates high academic achievement and positive outcomes.
Effective Teachers Student Achievement
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Author : James Stronge
language : en
Publisher: Routledge
Release Date : 2013-07-23
Effective Teachers Student Achievement written by James Stronge and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-07-23 with Education categories.
Research has shown that there is no greater influence on a student's success than the quality of his or her teacher. This book presents the research findings which demonstrate the connection between teacher effectiveness and student achievement. Author James Stronge describes and explains the value-added teacher-assessment research that has emerged in the past decade and demystifies the power and practices of effective teachers.
Investigation Of The Perceptions Of Success Among Charter School Teachers As It Relates To Student Achievement
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Author : Kathryn Archibald Stakem
language : en
Publisher:
Release Date : 2013
Investigation Of The Perceptions Of Success Among Charter School Teachers As It Relates To Student Achievement written by Kathryn Archibald Stakem and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
The purpose of this study was to examine the perceptions of success among charter school teachers, along with their beliefs and self-efficacy, as it relates to student achievement. The researcher studied the successes of teachers based on their personal experience. The primary questions were designed to investigate teacher perceptions of their experiences and beliefs on achievement. The questions also addressed the influence that the charter school structure had on these beliefs and expectations. The participants in this study included 15 middle school teachers currently working in urban charter schools. A phenomenological study was conducted to gather information using the following research questions: (1) What are teachers' experiences in the classroom as related to successful teaching and strategy implementation? (2) What are charter school teachers' perceptions of success? (3) What are the benefits of spending more academic time at school? (4) What are the benefits of using data-driven instructional strategies? Four themes emerged from the data collected from the 15 teachers: (1) Differentiated learning and instruction through multiple intelligences promotes active participation and success for all students. (2) School culture and support promotes success. (3) Quantity of instruction does not always equate to quality instruction. (4) Reflection on action research of student mastery of material dictates pedagogy.
Teachers Perspectives Of Teacher Supervision Policies Practices In Charter Schools In Pennsylvania
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Author : Ellen Berson
language : en
Publisher:
Release Date : 2011
Teachers Perspectives Of Teacher Supervision Policies Practices In Charter Schools In Pennsylvania written by Ellen Berson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
The purpose of this qualitative case study is to discover how teachers view the teacher supervision practices that are in place in two selected charter schools in Southeast urban Pennsylvania by developing an in-depth perspective and understanding of teachers' perceptions of the efficacy and impact on the current system. Data will be gathered on nine teachers and two teacher supervisors through a series of in-depth interviews, structured observations and document examination at each of the two selected charter schools. There are no experiments being conducted, nor is there any controlling factors in this qualitative study. Instead observations and interviews will be conducted that will allow the voices of the respondents to be heard. The goal is to hear what teachers' persona perspectives are of the supervision process within their respective schools. This study moves beyond typical supervisory efficacy studies. First because of the setting in charter schools and secondly by examining the teachers' perspectives of the supervision practices and policies within their schools. In order to gain a better understanding of the context for this study, it is necessary to look at the history of the charter school movement as well as the impact charter schools are having on traditional public schools as a result of the Educational Reform Movement. The current education reform standards found within the No Child Left Behind Act (2001) has brought about a renewed focus on the systems being used to critique teacher efficacy. It is the system that is used to assess teacher quality, through teacher supervision practices and policies that this case study will address. Linda Darling-Hammond (2007) who writes extensively on teacher quality, proposes creating a "high-quality teacher-performance assessment that measures actual teaching skill." (p. 48). One that can be used for "determining teachers' competence." (p. 48). The need for this kind of assessment for teacher efficacy is important since "there does not appear any specific credential or characteristic that is a silver- bullet predicator of quality." (Goldhaber, 2006, p.1). This qualitative case study will show the reading what systems currently exist within the teacher supervision practices and policies in these two selected charter schools in Southeast urban Pennsylvania. What drives this study will be the revelations of the teachers working in these charter schools who will share their personal point of view of the teacher supervision process based on their own experiences, through document and field observations. The study in itself will not examine any quantitative links with student achievement but is nevertheless based on the idea that good teacher supervision improves teaching that ultimately impacts student achievement levels. "Educational research convincingly shows that teacher quality is the most important schooling factor influencing student achievement." (Goldhaber, 2006, p.1). Therefore it can be argued that teacher supervision can potentially improve teacher quality that in turn is directly linked to student achievement. While this study will focus on the exploration of teachers' perspectives of the teacher supervision process that exists within charter schools, the outlying factors such as teacher education, hiring and teacher retention are instrumental in student achievement cannot be ignored, however this study will concentrate only on teacher supervision practices. The significance of this study is that it may provide additional insight on teacher supervision practices, which include a broad range of approaches from instructional, collegial, peer, clinical and self-directed. This study will provide information that will answer the overarching research question, what is the state of teacher supervision in two selected charter schools in Southeastern urban Pennsylvania? Little research has been published specifically on teacher perceptions of teacher supervision practices in urban charter schools. Teacher supervision and teacher evaluation "the process by which teachers are assessed professionally" (Goldrick, 2002, p.2) in urban charter schools have not previously been the subject of rigorous examination. Out of 664 dissertations that addressed the topic of charter schools, teacher supervision practices, teacher perceptions of teacher supervision practices and the impact teacher supervision has on student achievement, only 12 studies (less than 1%) focused on these areas of research. This paucity illustrates the need to increase studies in the area of teacher supervision practices to determine if they are impacting student achievement. The significance of this study comes from learning about a previously unexplored phenomenon in the increasingly influential charter school. Although this study could extend beyond the boundaries of teachers' perspectives and potentially draw conclusions on the efficacy of teacher supervision practices based on the outcome of student achievement levels, that is not the focus or the reason for this study. The primary focus will remain on teacher's perceptions of the teacher supervisory practices in these two charter schools.
The Urban Challenge In Education
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Author : Joseph Scollo
language : en
Publisher: Rowman & Littlefield
Release Date : 2014-11-03
The Urban Challenge In Education written by Joseph Scollo and has been published by Rowman & Littlefield this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-11-03 with Education categories.
With the advent of charter schools in the United States, the face of public education has changed in this country. From its early beginning in Minnesota to its exponential growth in California the charter school movement has generated much controversy. It has been praised for its accomplishments, and criticized for its creaming of students. Over 130,000 students attend nearly 250 charter schools in the city of Los Angeles. This book presents an in-depth look at seventeen of those schools – urban schools that are making a difference in the lives of the students and families they serve. Readers will encounter a group of dedicated educational pioneers who are committed and passionate about their schools. These are people who have sacrificed much, and put their lives on hold to develop and implement schools that meet the needs of all students regardless of economic circumstance or background. From people who have mortgaged their homes toattain financing for their dream, to some that have changed careers to improve the quality of education for children and young adults.
Learning To Teach In Urban Schools
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Author : Etta R. Hollins
language : en
Publisher: Routledge
Release Date : 2012-03-22
Learning To Teach In Urban Schools written by Etta R. Hollins and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-03-22 with Education categories.
This book about the transition from teacher preparation to teaching practice in urban school settings offers rare insight into how teachers can transform their own practice and in the process, transform the culture of schools.
Unshackled Education For Freedom Student Achievement And Personal Emancipation
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Author : Greg Wiggan
language : en
Publisher: Springer Science & Business Media
Release Date : 2014-04-03
Unshackled Education For Freedom Student Achievement And Personal Emancipation written by Greg Wiggan and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-04-03 with Education categories.
Harnessing conceptual inspiration through the work of Harriet Tubman and Queen Nanny the Maroon of Jamaica, this book explores the historical and contemporary role that education has – and can continually play as an instrument of personal and group liberation. The book discusses the early formations of the Transatlantic Slave Trade, the enslavement of native populations, and the subsequent development of the Underground Railroad and Maroon societies in the Caribbean and Americas as systems of liberation. It investigates the development and maintenance of racial, gendered and class stratifi cation, and provides a personal path to freedom as a context for a broader discussion on using education as a mechanism for dismantling the effects of colonization, miseducation, and social-psychological domination in schools and society. As a contemporary issue, it presents an in depth analysis of the Tucson Unifi ed School District in Arizona, and the controversy surrounding its ethnic studies program as an example of one of the contested sites of curriculum development and student liberation. Additionally, it discusses high performing charter schools as an alternative model of education, which may help to provide a systematic way of unshackling institutional barriers and oppression. Ultimately, this book acknowledges that today the road tofreedom is still one we must all travel as: miseducation, school failure, school dropout, unemployment/underemployment, poverty, neighborhood violence, incarceration, and a growing prison industrial complex are all reminders of the work that still must be accomplished. Like those who historically sacrifi ced their lives to gain freedom and an education, today, with the lingering effects of institutionalized systems of domination, education must continue to be an instrument of social mobility and liberation, if indeed, we are to make schools and society more humane and inclusive towards those who are still waiting to be unshackled. The book presents implications regarding the treaties on education for freedom as a school reform and public policy topic.
The Influence Of Teacher Effectiveness On Student Achievement
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Author : Linda Marie Rogers
language : en
Publisher:
Release Date : 2018
The Influence Of Teacher Effectiveness On Student Achievement written by Linda Marie Rogers and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Academic achievement categories.
The purpose of this qualitative case study was to explore the perceptions and professional practices of 15 middle school teachers regarding teacher effectiveness and the influence on student achievement. The five research questions that guided this study aligned with the Georgia Department of Education five domains of teacher effectiveness: planning, instructional delivery, assessment, learning environment, and communication. This study implemented the qualitative case study design. The research was conducted in four middle schools in a school district in Georgia. The research used individual interviews, focus group interviews, and a prearranged classroom observation. The cross-case synthesis analysis method was implemented to find patterns and themes that were used to explain the phenomenon being studied. The data analysis involved segmenting the database, developing categories, coding segments, grouping category segments and drawing conclusions. Future research studies on teacher effectiveness and the influence on student achievement should include special education teacher participants.
Explaining Charter School Effectiveness
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Author : Joshua David Angrist
language : en
Publisher:
Release Date : 2011
Explaining Charter School Effectiveness written by Joshua David Angrist and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Academic achievement categories.
Estimates using admissions lotteries suggest that urban charter schools boost student achievement, while charter schools in other settings do not. We explore student-level and school-level explanations for these differences using a large sample of Massachusetts charter schools. Our results show that urban charter schools boost achievement well beyond ambient non-charter levels (that is, the average achievement level for urban non-charter students), and beyond non-urban achievement in math. Student demographics explain some of these gains since urban charters are most effective for non-whites and low-baseline achievers. At the same time, non-urban charter schools are uniformly ineffective. Our estimates also reveal important school-level heterogeneity in the urban charter sample. A non-lottery analysis suggests that urban schools with binding, well-documented admissions lotteries generate larger score gains than under-subscribed urban charter schools with poor lottery records. We link the magnitude of charter impacts to distinctive pedagogical features of urban charters such as the length of the school day and school philosophy. The relative effectiveness of urban lottery-sample charters is accounted for by over-subscribed urban schools' embrace of the No Excuses approach to education.