This tale of two boys, and of the millions of kids just like them, embodies the most stunning finding to come out of education research in the past decade: more than any other variable in education—more than schools or curriculum—teachers matter. Put concretely, if Mr. Taylor’s student continued to learn at the same level for a few more years, his test scores would be no different from those of his more affluent peers in Northwest D.C. And if these two boys were to keep their respective teachers for three years, their lives would likely diverge forever. By high school, the compounded effects of the strong teacher—or the weak one—would become too great.
Science NetLinks: Resources for Teaching Science - 4 views
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Providing a wealth of resources for K-12 science educators, Science NetLinks is your guide to meaningful standards-based Internet experiences for students
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Great science resources for K-12.
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I am impressed with the quality of lessons, so much provided to help the teacher use the resource in their classroom.
How Significant Is Good Friday Gathering for Children - 0 views
Classroom 2.0 LIVE - ShareTabs -AllaboutExplorers.com - 1 views
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Followup resource links to Classroom 2.0 LIVE show on August 8, 2009 with creators of the website AllaboutExplorers.com where they provide fantastic tools, lessons, materials for teachers to use with students to teach internet/web evaluation in a fun, creative, memorable way! Be sure to check out the site and explore the followup links.
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Followup resource links to Classroom 2.0 LIVE show on August 8, 2009 with creators of the website AllaboutExplorers.com.
The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 2 views
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Farr was tasked with finding out. Starting in 2002, Teach for America began using student test-score progress data to put teachers into one of three categories: those who move their students one and a half or more years ahead in one year; those who achieve one to one and a half years of growth; and those who yield less than one year of gains. In the beginning, reliable data was hard to come by, and many teachers could not be put into any category. Moreover, the data could never capture the entire story of a teacher’s impact, Farr acknowledges.
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They were also perpetually looking for ways to improve their effectiveness
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"This tale of two boys, and of the millions of kids just like them, embodies the most stunning finding to come out of education research in the past decade: more than any other variable in education-more than schools or curriculum-teachers matter. Put concretely, if Mr. Taylor's student continued to learn at the same level for a few more years, his test scores would be no different from those of his more affluent peers in Northwest D.C. And if these two boys were to keep their respective teachers for three years, their lives would likely diverge forever. By high school, the compounded effects of the strong teacher-or the weak one-would become too great."
Teaching the iGeneration - 3 views
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