Sporte susan e (11 Ergebnisse)
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Zustand: New. Über den AutorJENNIE JIANG is a Research Analyst at UChicago CCSR. She previously worked as a researcher at Chapin Hall and as a teacher, both in Chicago Public Schools and in Shenzen, China. She earned an MPP in public policy at th.
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Zustand: New. Über den AutorJOSHUA KLUGMAN is a Senior Quantitative Research Analyst at UChicago CCSR. His current research focuses on the effects of the essential supports on student outcomes and the role of noncognitive factors in students aca.
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Zustand: New. Über den AutorJENNIE Y. JIANG is a Research Analyst at UChicago Consortium. She previously worked as a researcher at Chapin Hall and as a teacher, both in Chicago Public Schools and in Shenzen, China. She earned an MPP in public pol.
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Zustand: New. Über den AutorSTACY B. EHRLICH is a Senior Research Analyst at the UChicago CCSR. She earned her BS in human development and family studies from the University of Wisconsin-Madison, and an MA and PhD in developmental psychology from.
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Taschenbuch. Zustand: Neu. Neuware - As part of UChicago CCSR's ongoing study of Chicago Public Schools' new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than… in Year 1. This brief, a continuation of the work that began in Teacher Evaluation in Practice: Implementing Chicago's REACH Students, draws on survey data from more than 19,000 teachers and nearly 800 principals and assistant principals to measure their views of REACH (Recognizing Educators Advancing Chicago's Students). REACH replaced the previous checklist system, which rated nearly all teachers as excellent or superior and failed to provide much useful feedback for improving teacher practice.
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Cowhy, J: DESIGNING & IMPLEMENTING THE N
White, Bradford R.; Cowhy, Jennifer R.; Stevens, W. David; Sporte, Susan E.
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Taschenbuch. Zustand: Neu. Neuware - Teacher evaluation is a pressing issue for school personnel and district administrators across the country, as an increasing number of states mandate that their districts develop and implement new evaluation systems. In 2010, Illinois enacted the Performance Evaluation Reform Act (PERA), requ…iring every district in the state to adopt new teacher evaluation systems by 2016-17 that address both teacher performance and student growth. 'Designing and Implementing the Next Generation of Teacher Evaluation Systems' examines the experiences of five case study districts in north, central, and southern Illinois - representing a variety of evaluation approaches, each at different stages of planning and implementation - as they designed and implemented new teacher evaluation systems to fulfill the requirements of PERA. Based on qualitative interviews with members of each district's evaluation committee, the brief provides a snapshot of how districts assessed and dealt with challenges around cultivating buy-in and understanding; using evaluations for instructional improvement; and reducing the burden on principals. In addition, it examines the on-going challenge of incorporating measures of student growth into teacher evaluation systems. The challenges faced by these early adopter districts and the strategies they used to overcome them are relevant to other districts as they engage in their own design and implementation processes.
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Stevens, W: TEACHER EVALUATION IN PRAC
Sporte, Susan E.; Stevens, W. David; Healey, Kaleen; Jiang, Jennie; Hart, Holly
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Taschenbuch. Zustand: Neu. Neuware - This report finds that the overwhelming majority of teachers and principals in Chicago Public Schools (CPS) believe the overhaul of the district's teacher evaluation system has promoted teacher growth and instructional improvement; however, teachers also voiced concerns about some elements of… the evaluation system, particularly the use of student test scores as a factor in teacher ratings. 'Challenges clearly remain for CPS, which must improve communication and training around teacher evaluation and also grapple with teacher's concerns around the fairness of their ratings,' said Sue Sporte, the lead author of the report. 'Nevertheless, it is promising that teachers and administrators believe the system has the potential to improve instruction, particularly considering that the 2012-13 school year began with the first teacher strike in CPS in over 25 years, and teacher evaluation was a major point of contention.' The report is part of a joint study by UChicago CCSR in collaboration with CPS and the Chicago Teachers Union of REACH (Recognizing Educators Advancing CHicago) Students - CPS's teacher evaluation system implemented during the 2012-2013 school year. Chicago, the largest district in the nation to put in place a rigorous new system for measuring teacher effectiveness, has become a national test case for revamping teacher evaluation. More than 40 states, including Illinois, have passed legislation in the last few years mandating the evaluation of teachers based on a combination of student performance and the close examination of teacher practice. States and districts have adopted these new systems in response to a number of factors, including a growing body of research on the importance of teacher quality and incentives from the U.S. Department of Education. This report, the first in a series of reports about REACH, uses survey data and interviews to focus on the perceptions and experiences of teachers and administrators during the first year of REACH implementation. These experiences can be helpful to CPS and to other districts across the country as they work to restructure and transform teacher evaluation. The study of REACH was generously funded by the Joyce Foundation, which supports the development of policies that both improve the quality of life for people in the Great Lakes region and serve as models for the rest of the country.
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Taschenbuch. Zustand: Neu. Neuware - This report finds that about half of sixth- through twelfth-graders in Chicago Public Schools report using technology for school less than once a week. Between 20 and 30 percent of students report never or rarely using technology for school-at most once or twice a semester. At the same time,…the vast majority (92 percent) report having access to the internet at home, signaling a clear divide between how students interact with technology in and out of school. 'Given that low-income students are the least likely to be exposed to technology at home, we were surprised and encouraged by the large percentage of Chicago students who reported having access to the internet,' said Stacy Ehrlich, lead author of the report. 'However, we were disappointed to learn that widespread access outside of school did not translate into widespread use for academic purposes.' The report is based on 2011 and 2012 survey data from CPS teachers, principals and students. It updates previous CCSR research on technology use in Chicago Public Schools (CPS) by focusing on the most basic skills and experiences students need in order to become techno-logically literate-e.g., the extent to which students use technology for school and whether factors such as school culture and teacher and principal expectations contribute to student use.
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Gordon, M: 1ST LOOK AT THE 5ESSENTIALS IN
Klugman, Joshua; Gordon, Molly F.; Sebring, Penny Bender; Sporte, Susan E.
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Taschenbuch. Zustand: Neu. Neuware - In the first comprehensive analysis of Illinois' statewide survey of school climate and learning conditions, this report finds systematic differences among schools in the degree to which students and teachers report strength in the five essential supports. Previous UChicago CCSR research has…linked strength on the five essentials-effective leadership, collaborative teachers, involved families, supportive environments, and ambitious instruction-to engaging instruction and learning and ultimately to improvements in test score gains and attendance trends. This report analyzes data from the 2013 survey administered by the Illinois State Board of Education and the University of Chicago Urban Education Institute to all teachers and students in grades six through 12. The goal of the survey was to help schools across the state better identify their strengths and weaknesses. Nearly 90 percent of schools responded.
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Taschenbuch. Zustand: Neu. Neuware - This report finds teachers with the lowest scores on the REACH Students teacher evaluation system are overrepresented in schools serving the most disadvantaged students, while teachers with the highest observation scores are underrepresented in these schools. The study uses data from the 2013…-14 school year, which represents the first comprehensive snapshot of evaluation scores for Chicago Public School teachers under the new REACH Students teacher evaluation system. This includes value-added scores based on students' gains on tests, as well as scores from observations of teaching practices in classrooms. It finds 26 percent of teachers with the lowest value-added scores are in schools with the highest concentrations of poverty, while 13 percent are in schools with the lowest concentrations of poverty. The differences in observation scores are more pronounced: 30 percent of the lowest-scoring teachers are found in the highest-poverty schools, while only 9 percent are in schools with the lowest poverty. In other words, observation scores have a stronger relationship with school characteristics, such as poverty, than value-added scores. While more research needs to be done in Chicago to understand why these differences exist, other research suggests these differences could arise because it is more difficult to recruit and retain high-scoring teachers in high-poverty schools, or because it is more difficult to get a high observation score if teaching in a high-poverty school. The report also finds teachers in schools with better organizational and learning climates tend to have higher value-added and observation scores, and these differences remain significant when comparing schools with similar student characteristics, including poverty level. REACH and other teacher evaluation systems employ multiple measures to capture different aspects of teacher performance. Value-added scores are intended to capture student growth on test scores, and explicitly control for measures of student disadvantage, such as poverty and previous achievement. Observation ratings are intended to capture a teacher's level of instructional practice, and do not control for any student or school characteristics, such as poverty. The study also finds that, on average, African American, Latino, and other minority (i.e. Asian, Hawaiian/Pacific Islander, Native American, and multi-racial), teachers' observation scores are lower than white teachers' observation scores. However, for African American teachers, who are overrepresented in the highest-poverty schools, most of this difference seems to be due to the relationship between observation scores and school characteristics, such as school-level poverty. There were no significant differences by teacher race/ethnicity on either reading or math value-added scores.
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Brown, E: TEENS DIGITAL MEDIA & THE CHIC
Sebring, Penny Bender; Brown, Eric R.; Julian, Kate M.; Ehrlich, Stacy B.; Sporte, Susan E.; Bradley, Erin; Meyer, Lisa
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Taschenbuch. Zustand: Neu. Neuware - As new initiatives to exploit technology and digital media for learning sweep the country, a learning center for teens at the Harold Washington Library in downtown Chicago demonstrates both the challenges and opportunities that these efforts present, a new report from the University of Chicag…o Consortium on Chicago School Research finds. YOUmedia attracts between 350 and 500 teens weekly, the report finds. The largest single demographic group attending YOUmedia is African American males, who historically have been underserved by after-school programs. With the guidance of adults and collaboration with peers, participants discover and pursue their interests through activities such as blogging, writing and sharing poetry, playing and reviewing electronic games, producing mu-sic and videos, and participating in book clubs. Key findings from the report include: -YOUmedia is cultivating a budding sense of community among teens who participate. This sense of community, along with peer relationships, serves as a potent force for driving teens to engage in digital media in new ways. The vast majority of teens say that at YOUmedia it is 'cool to be excited about your interests' and that they have met peers and mentors that share their interests. -A majority of YOUmedia participants report that they have improved their digital media skills due to YOUmedia. -The majority of teens also report that YOUmedia has helped them with their school work and better understand opportunities available to them after high school. -Staff members at YOUmedia have at times struggled to balance the imperative to let teens choose their own activities in the space with the desire to engage students in more structured learning activities. -Participation at YOUmedia differs substantially from teen to teen. While about 22 percent of teens regularly create original work, 28 percent use the computers to do their homework. A little over 30 percent use a variety of media, including video games, keyboards, and podcasts; and 18 percent primarily socialize and attend open mic sessions performed by other teens.
