scholarly journals Contextualizing Educational Disparities and the Evaluation of Teacher Quality

2020 ◽  
Author(s):  
Dara Shifrer
Keyword(s):  
Teacher Quality ◽  
Economic Status ◽  
Value Added ◽  
Social Institutions ◽  
Urban District ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
Statistical Estimates ◽  
Insight Into

Abstract Value added scores, statistical estimates of teacher quality, are representative of neoliberal logic. The higher average scores of teachers of socially advantaged students raise concerns that scores are inaccurate and unfair, and propagate decontextualized neoliberal understandings of the nature of learning and teachers’ work. This study uses longitudinal data from roughly 4,500 teachers in a large urban district between 2007–08 through 2012–13 to follow individual teachers as they switch into schools of different “performance levels” over time. Fixed-intercept models tracking individual teachers between 2007–08 and 2012–13 showed scores increased for teachers who switched into high-performing schools and decreased for teachers who switched into low-performing schools. Particularly indicative of scores biased by contextual factors outside teachers’ control, score changes for mobile teachers are partially attributable to shifts in the economic status and race of students in teachers’ classrooms and schools. Understanding how neoliberalism operates within education provides sociological insight into how neoliberalism is legitimated and perpetuated in other central social institutions, such as the criminal justice system, the environment, gender, sexuality, and health.

The Practical Relevance of Accountability Systems for School Improvement: A Descriptive Analysis of California Schools

2007 ◽  
Vol 29 (4) ◽  
pp. 319-352 ◽  
Author(s):  
Heinrich Mintrop ◽  
Tina Trujillo
Keyword(s):  
School Improvement ◽  
Descriptive Analysis ◽  
High Growth ◽  
Practical Relevance ◽  
Accountability Systems ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
Definition Of ◽  
California Schools

In search for the practical relevance of accountability systems for school improvement, the authors ask whether practitioners traveling between the worlds of system-designated high- and low-performing schools would detect tangible differences in educational quality and organizational effectiveness. In comparing nine exceptionally high and low performing California middle schools, the authors conclude that if such travelers expected to encounter visible signs of an overall higher quality of students’ educational experience at the high-performing schools, they would be disappointed. Rather, they would have to settle on a narrower definition of quality that is more proximate to the effective acquisition of standards-aligned and test-relevant knowledge. High-growth schools tended to generate internal commitment for accountability and consider it an impetus for raising standards.

scholarly journals Exploring Traits of High-Performing, High-Poverty Schools

2018 ◽  
Vol 6 (5) ◽  
pp. 33-40
Author(s):  
Jerilou J. Moore ◽  
Aubrey Womack ◽  
P. Renee Hill-Cunningham
Keyword(s):  
Constant Pressure ◽  
Common Factors ◽  
High Poverty ◽  
High Poverty Schools ◽  
High Stakes ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
The Past ◽  
The Common

Over the past decade, there has been a significant increase in pressure placed on schools across the nation due to high-stakes accountability policies (Klar, 2014). It comes as no surprise that low performing schools feel constant pressure to raise the measured academic performance of all students. Rarely, do low-performing schools who have overcome challenging circumstances in order to increase academic achievement, get spotlighted. Educators need to identify the common factors attributed to increased student achievement. This can be achieved by examining the lessons and examples of high-performing schools so that all schools can succeed regardless of circumstances.

Pulling Back the Curtain: Revealing the Cumulative Importance of High-Performing, Highly Qualified Teachers on Students’ Educational Outcome

2018 ◽  
Vol 40 (3) ◽  
pp. 359-381 ◽  
Author(s):  
Se Woong Lee
Keyword(s):  
Teacher Quality ◽  
Value Added ◽  
Educational Outcome ◽  
Educational Success ◽  
Highly Qualified ◽  
High Performing ◽  
Qualified Teachers ◽  
Bachelor's Degree Attainment ◽  
The Impact

This study examines the relationship between two dominant measures of teacher quality, teacher qualification and teacher effectiveness (measured by value-added modeling), in terms of their influence on students’ short-term academic growth and long-term educational success (measured by bachelor’s degree attainment). As students are exposed to teachers of varying quality over the course of their schooling, this study computes cumulative teacher quality indices that are able to more precisely estimate the impact of teacher quality. Notably, this study found that students who had been taught by a succession of high-performing and qualified teachers tend to have a positive relationship with students’ short- and long-term educational success.

Leadership practices of principals of high-performing community high schools: Evidence from Nepal

2019 ◽  
Vol 48 (6) ◽  
pp. 1026-1045
Author(s):  
Jeevan Khanal ◽  
Freya Perry ◽  
Sae-Hoon Park
Keyword(s):  
High Schools ◽  
School Leadership ◽  
Leadership Practices ◽  
Empirical Studies ◽  
Quality Teachers ◽  
High Performing Schools ◽  
Political Activities ◽  
High Performing ◽  
Low Performing Schools ◽  
Short Period

Empirical studies of school leadership in South Asia are limited. This qualitative study examines the ways in which principals in three award-winning community high schools enact leadership practices in their specific contexts in Nepal. The results reveal that the principals used multiple frames of leadership and were proactive towards reforms. High levels of interest, collaboration, prohibition of political activities inside the school, approachability for parents, recruitment of high-quality teachers and innovative programmes proved to be critical for success. This study has implications for how principals enact their role to transform low-performing schools into high-performing schools within a short period.

scholarly journals A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini

2019 ◽  
Vol 26 (3) ◽  
pp. 72-85
Author(s):  
Alfred Tsikati ◽  
Sanele Motsa
Keyword(s):  
Academic Performance ◽  
Comparative Analysis ◽  
Agricultural Education ◽  
Work Practice ◽  
Ministry Of Education ◽  
Agriculture Teachers ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
Teachers And Parents

Analysis of the school performance in external Agriculture examination showed that there were schools that consistently performed well and those constantly performing poorly in Eswatini. Unfortunately, there is no study that has sought to analyze the characteristics of the high performing and low performing schools in agriculture in Eswatini. Thus, the purpose of the study was to analyze the high and low performing schools in Agriculture in Eswatini. A comparative analysis targeting 27 schools: 15 high performing and 12 low performing schools was conducted. All the 38 teachers and 26 teachers from high and low performing schools respectively, participated in this study. A questionnaire was used in data collection. Three experts from the Department of Agricultural Education and Extension at University of Eswatini and two agriculture teachers validated the questionnaire. Thirty agriculture teachers who were not involved in the study were used in pilot testing to establish inter-item reliability using Cronbach’s Alpha and the reliability coefficient was .82. Data were analyzed using descriptive statistics. Findings revealed that high performing schools possessed the following features over low performing schools: motivation of learners to excel in academic work, practice farming in school garden, student making consultations with teachers, provision of extra lessons for students, monitoring class attendance and absenteeism, and teachers attending classes regularly. Also, the Ministry of Education and Training, headteachers, agriculture teachers and parents were more involved in high performing schools than in low performing schools. Therefore, the study recommended that special attention should be made to assist all stakeholders in low performing schools improve the academic performance. Keywords: academic performance; agriculture; comparative analysis; low performing school; high performing school

An insight into an electro-catalytic reactor concept for high value-added production from crude glycerol: Optimization, electrode passivation, product distribution, and reaction pathway identification

2021 ◽  
Vol 172 ◽  
pp. 130-144
Author(s):  
Ali Khosravanipour Mostafazadeh ◽  
Maria Samantha De La Torre ◽  
Yessika Padilla ◽  
Patrick Drogui ◽  
Satinder Kaur Brar ◽  
...  
Keyword(s):  
Crude Glycerol ◽  
Reaction Pathway ◽  
Value Added ◽  
Product Distribution ◽  
Catalytic Reactor ◽  
Electrode Passivation ◽  
Insight Into

Has the Allocation of Certain Teachers Impacted Student Achievement and Upward Economic Mobility? The Case of Forsyth County, NC Elementary Schools

2020 ◽  
pp. 001312452097267
Author(s):  
Zachary D. Blizard
Keyword(s):  
Elementary Schools ◽  
Economically Disadvantaged ◽  
Local System ◽  
Experienced Teachers ◽  
Economic Mobility ◽  
High Performing Schools ◽  
High Performing ◽  
Disadvantaged Children ◽  
Forsyth County ◽  
Inexperienced Teacher

Forsyth County, North Carolina has one of the lowest rates of upward economic mobility in the entire United States. Researchers find that one of strongest correlates of upward mobility is the quality of schools in the local system. Using 2018 and 2017 NC Public School Report Card (SRC) data for Forsyth County elementary schools, I find that the percentage of experienced teachers at a school is a significant predictor of school performance. At high-performing schools, a much larger share of their faculties consist of highly experienced and educated teachers, compared to low-performing schools that predominately serve economically disadvantaged children. Experienced and high-quality teachers can have significant long-term impacts on elementary school children, especially those who come from underprivileged families. Yet in Forsyth County, schools with greater shares of economically disadvantaged children have lower percentages of teachers with these characteristics. I argue that the Forsyth County school system can assist in reversing low mobility rates by allocating more experienced teachers toward low-performing elementary schools that serve mostly disadvantaged children. This will insure that these schools have higher experienced-to-inexperienced teacher ratios, while also helping to reduce teacher turnover.

scholarly journals Solvent-Free Benzylation of Glycerol by Benzyl Alcohol Using Heteropoly Acid Impregnated on K-10 Clay as Catalyst

Catalysts ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Devendra P. Tekale ◽  
Ganapati D. Yadav ◽  
Ajay K. Dalai
Keyword(s):  
Heterogeneous Catalysis ◽  
Benzyl Alcohol ◽  
Batch Reactor ◽  
Value Added ◽  
Solvent Free ◽  
Biodiesel Production ◽  
Area Measurement ◽  
Solid Catalyst ◽  
Glycerol Ether ◽  
Insight Into

Value addition to glycerol, the sole co-product in biodiesel production, will lead to reform of the overall biodiesel economy. Different valuable chemicals can be produced from glycerol using heterogeneous catalysis and these valuable chemicals are useful in industries such as cosmetics, pharmaceuticals, fuels, soap, paints, and fine chemicals. Therefore, the conversion of glycerol to valuable chemicals using heterogeneous catalysis is a noteworthy area of research. Etherification of glycerol with alkenes or alcohols is an important reaction in converting glycerol to various value-added chemicals. This article describes reaction of glycerol with benzyl alcohol in solvent-free medium by using a clay supported modified heteropolyacid (HPA), Cs2.5H0.5PW12O40/K-10 (Cs-DTP/K-10) as solid catalyst and its comparison with other catalysts in a batch reactor. Mono-Benzyl glycerol ether (MBGE) was the major product formed in the reaction along with formation of di-benzyl glycerol ether (DBGE). The effects of different parameters were studied to optimize the reaction parameters. This work provides an insight into characterization of Cs2.5H0.5PW12O40/K-10 catalyst by advanced techniques such as surface area measurement, X-ray analysis, ICP-MS, FT-IR, and SEM. Reaction products were characterized and confirmed by using the GCMS method. The kinetic model was developed from an insight into the reaction mechanism. The apparent energy of activation was found to be 18.84 kcal/mol.

scholarly journals An insight into the bioelectrochemical photoreduction of CO2 to value-added chemicals

iScience ◽  
2021 ◽  
Vol 24 (4) ◽  
pp. 102294
Author(s):  
Priyanka Gupta ◽  
Mohammad Tabish Noori ◽  
Abraham Esteve Núñez ◽  
Nishith Verma
Keyword(s):  
Value Added ◽  
Insight Into
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