【文章內(nèi)容簡(jiǎn)介】 arate school districts. ? Differences of 50 percentile points were observed in student achievement after only 3 years of effective teaching (., 3 Highs). ? The effects of teacher effectiveness (TE) on student achievement are additive and cumulative. ? As TE increases, lowachieving students are 1st. to benefit. ? The top 20% of teachers produce gains in all students. ? Students of different ethnicities respond equivalently. 22 Characteristics of T amp。 T Teachers Rated as Effective (Worrell amp。 Pierre, 2022) 1. A belief that they can make a difference with students – They had a strong sense of selfefficacy 2. Conscientiousness – The teachers were anized, reliable, amp。 efficient. They planned for teaching and followed through on the plans. 3. Number of years teaching – Teachers got more effective with time in classroom. 4. Openness – These teachers were inventive, curious, enthusiastic, original, amp。 selfreflective. They tried different methods. 23 Teacher Classroom Behaviours from Kutnick et al., 1997 ? Teachers did not municate expectations for student behaviour and learning clearly to students. ? School rules were not on display, nor did students participate in generating them. ? There were many instances when teachers were not in the classroom in secondary schools. – When teachers were absent, female students were more likely to engage in academic work than males. 24 Characteristics of More and Less Effective Teachers in T amp。 T ? More effective teachers – Efficacious, conscientious, and reflective. Experience counts if the first two are present. ? Less effective teachers – Poor munication of expectations for academics or behaviors – Frequently absent from class. ? Males use time less productively than females when teachers are absent. 25 Student Data Disaggregated by Gender ? Data on phonemic awareness and learning and adjustment behaviors are derived from representative samples of the student population (Hall, Watkins, amp。 Worrell, 2022。 Watkins, Worrell, amp。 Hall, 2022。 Worrell, Hall, amp。 Watkins, 2022). ? Other data are from the Secondary School Survey conducted by the School Leadership Center and summarized in this presentation (Worrell, 2022). ? Significant Differences are indicated by asterices. 26 Term 1 Phonemic Awareness Scores (Genders NOT Different in Any Term) 0246810121416181st Y e ar 2n d Y e ar Stan d ar d 1M al eF e m al e27 Adjustment Behaviours* in Primary Schools 1 (Normative Sample Pilot) 0 20 40 60 80Ofte n l ose s or for g e ts th i n gsM i sb e h aves w h e n atte n d i n g tooth e r sI m p r ove s on l y for a m o m e n tafte r c or r e ctionD e stro ys o r d e faces b oo ksD isr u p ts b y fooli n g ar ou n dF e m al e sM al e s28 Adjustment Behaviours* in Primary Schools 2 (Normative Sample Pilot) 0 20 40 60 80 100Star ts f i gh ts an d r ou gh p l ayA ssociate s w ith tr ou b l e som estu d e n tsC low n s ar ou n d , p la ys si ll ytr ick sI s o f te n th e cau se of tr ou b leU se s b a d l an gu ageF e m al e sM al e s29 Adjustment Behaviours* in Primary Schools 3 (Normative Sample Pilot) 0 20 40 60 80**T r ies to d om in a t e sam e agep e ersL acks in te r e st, ju st sitsN ot sh y b u t n e ve r se e k s h e l pT oo l e th ar gi c t o se ek h e lpW ai ts for you to g r e e t fi r stF e m al eM al e30 Adjustment Behaviours in Primary Schools 4 (Worrell, Hall, amp。 Watkins, 2022) ? Males and females were found to manifest the following adjustment syndromes across grade levels and ethnicity: – AttentionDeficit/Hyperactivity (ADH)*, Conduct Problems, and Underactivity ? Teachers rated males as having significantly more ADH behaviours than girls. ? Males