•Even in a highly resourced early childhood program, staff turnover was 30% annually.•Survival analysis allowed for quantifying the timing of turnover.•Predictors of staying were a positive work ...environment and teaching infants/toddlers.•Teaching staff with more years of education were more likely to leave.•Some predictors of staying were different for teachers compared to assistants/aides.
This study of a large sample of classroom teaching staff at 23 early childhood schools across the U.S. serving children birth to age 5 used survival analysis to investigate both the timing of staff turnover and the characteristics associated with turnover. The data were collected from over 2,000 teachers, assistant teachers and aides between 2007 and 2019. Survival analysis allowed for investigation of both the timing of staff turnover and the time-varying and time-invariant characteristics associated with turnover. Over time, staff who were more positive about their work environment, had more years of teaching experience, taught in infant-toddler classrooms, or identified as Black were more likely to stay, whereas staff who had more years of education were more likely to leave. The probability of leaving was greatest in the first 2 to 3 years of employment. Some predictors of retention differed between lead teachers and assistants/aides, for example, the risk of leaving was greater for teachers with depressive symptoms but not for assistants/aides. While the results point to some areas where school leaders can effect practice changes to improve retention, the findings point to multiple areas where systemic and policy changes may be needed to reduce turnover.
Observations of time usage and teachers statements were made in 175 classrooms in twenty-six high schools in Chicago. The measures of time were combined into one variable that was then tested for its ...association to the achievement scores of the eleventh grade class. The correlation showed that schools with higher reading achievement had a lower amount of lost time. Regression models showed that better use of time and more use of positive comments were each associated with increases in achievement. The low use of reinforcing comments by teachers and the high proportions of student time lost through absences, interruptions, and noninvolvement were cited as areas that could be affected by school policies.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
This study examines the relationship between TABE-R performance and performance on selected, more focused reading component tests after 42 hours of adult education classroom instruction. ...Specifically, measures of expressive vocabulary, reading fluency, sight word reading, and decoding were administered to 98 participants along with the TABE-R. This study asks, "What value is added by administering additional reading component tests?" Results indicate that when tests of fluency, sight word reading, and decoding are administered with the TABE-R, similar skill level scores are obtained for all but the decoding test. (Contains 6 tables.)
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
We examined changes in food-choice behavior, nutrition knowledge, and attitudes of junior and senior high school students in a three-year national study of nutrition education integrated into home ...economics, health, science, and social studies. Key findings useful in understanding the impact of nutrition education on adolescent food choices were that 1) study participants' nutrition knowledge improved, 2) their attitudes toward nutrition--positive before instruction--became more positive, and 3) their intentions to include more high-nutrient foods in their diet increased significantly. Our results suggest that teacher experience and commitment to nutrition education are important factors in influencing teenagers to change food consumption patterns in positive directions. Variables in the school setting most closely related to positive change included support from within the school system and from external forces encouraging the teaching of nutrition. Also important to policy makers are the findings that nutrition education for adolescents can be effective under a broad range of conditions
Discusses four design issues related to the development or selection of an appropriate measurement instrument for evaluation or research in nutrition education: data sources, response format, ...collection mode, and referent. (DC)
Provides a brief overview of validity and reliability as concepts related to the overall quality of test instruments. Describes the nature and interpretation of content, face, criterion, and ...construct validity and identifies several approaches for measurement and improvement of reliability. (Author/CS)
Multiple group discriminant analysis was employed to determine the utility of preenroliment traits and academic performance in dentifying freshman students who persisted, stopped out, or withdrew ...early from an urban, nonresidential university. An equation based on nine preenrollment variables significantly discriminated among the three groups and correctly identified 48.1% of an independent validation sample (p < .001 for the hypothesis that overall correct classification was a significant improvement on chance). The clearest separation based on preenroliment traits was between stopouts on the one hand and both persisters and withdrawals on the other. It was only after firstquarter academic performance was added to preenrollment traits that a sharp discrimination was found between persisters and early voluntary withdrawals.
Uses data from the evaluation of schools using a continuous progress curriculum plan to evaluate both intended and unintended outcomes of the project. Asks if sometimes the benefits of the intended ...outcome aren't outweighed by the costs of the unintended outcomes. (IRT)
