Sentence examples for classroom effectiveness from inspiring English sources
Colorado's law, passed last month, requires that school principals evaluate teachers' classroom effectiveness each year, and that at least half of their rating be tied to student achievement.
One issue she would tackle, she said, was the practice of laying off teachers, according to their contracts, by seniority rather than classroom effectiveness.
There's no solid evidence that state certification ensures classroom effectiveness -- and the booming success of programs such as Teach for America, which sends recent college graduates into troubled schools, suggests that certification may be wholly unnecessary.
Those successful strategies include engaging teachers in curriculum and assessment development, using assessment data as diagnostic tools to identify areas where students and teachers need additional support, embedding time in the work week for teachers to collaborate on improving their classroom effectiveness, and actively cultivating strong communication with parents and community organizations.
Their mantra was classroom effectiveness, pure and simple.
"As the classroom effectiveness of the teachers trained in these programs is better understood, I'm confident that NCTQ will continue working to validate and improve these ratings".
Although there is a large amount of research in literature which includes usage of technology in mathematics classrooms, especially calculus classrooms, the effectiveness of these studies is limited because the expectations and demands of students are not taken into account (Marshall et al. 2012; Samuels, 2010; Swidan & Yerushalmy, 2014).
To ECE 484 and 588 he brings his research experience into the undergraduate classroom with great effectiveness.
Successful letters from undergraduate students or alumni are typically one page and describe the nominee's classroom teaching and effectiveness, impact on students, and interactions and availability outside of class times.
Specifically in the context of instructional self-efficacy, age and gender are considered to be moderators of different relations among classroom management, teaching effectiveness, and job satisfaction (e.g., Dicke et al. 2014; Klassen and Tze 2014).
