Star Teachers of Children in Poverty

Haberman, Martin; Gillette, Maureen D.; Hill, Djanna A.

doi:10.4324/9781315193267

Cited by 22 publications

(31 citation statements)

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“…De concert avec les directions de ces écoles et avec notre équipe de recherche, nous nous sommes demandé si diriger une école primaire en milieu défavorisé comportait des différences par rapport à la direction d'une école de milieu plus favorisé. En effet, comme nous le verrons plus loin, certaines données de recherche (Archambault, Ouellet et Harnois, 2006 ;Haberman, 1999 ;Haberman et Dill, 1999) et l'observation quotidienne du travail de direction incitent à penser que la direction d'une école primaire en milieu défavorisé diffère de la direction d'une école en milieu plus favorisé. Toutefois, la recherche sur le sujet n'est pas abondante et ne permet pas de trancher si, oui ou non, il existe des différences.…”

Section: Le Travail Des Directions Dans Les éColes Montréalaises De Munclassified

Diriger une école en milieu défavorisé : observation des pratiques de travail de directions d’école primaire de la région de Montréal

Archambault

Garon

Harnois

2015

mje

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Dans un effort pour mieux comprendre le travail de directions d’école primaire en milieu défavorisé de Montréal, cette recherche décrit le travail réel de directions. Douze directions se sont autoobservées pendant dix jours et ont été observées pendant trois jours. Les données portent sur les types de tâches (administratives, éducatives, d’ordre social, de développement professionnel) qu’elles ont accomplies. Les résultats révèlent que les directions passent deux fois plus de temps à des tâches administratives qu’à des tâches éducatives. Ces résultats se distinguent toutefois de l’impression des directions au sujet de leur tâche. Certaines croient faire un travail administratif, d’autres, un travail éducatif. Nous discutons ces résultats et soulevons des questions qui incitent à poursuivre la recherche sur le travail de ces directions.

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Section: Le Travail Des Directions Dans Les éColes Montréalaises De Munclassified

Diriger une école en milieu défavorisé : observation des pratiques de travail de directions d’école primaire de la région de Montréal

Archambault

Garon

Harnois

2015

mje

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“…An effective teacher is an expert in the content he teaches (Haberman, 1995;Hirsch, 2007;Ravitch, 2000). He must be well educated, not just well trained in his field of discipline (Ravitch, 2000).…”

Section: Knowledge and Mastery Of The Contentmentioning

confidence: 99%

“…Effective teachers, as Cooper (1989) suggested, should assign math problems that match students' ability so they can feel successful. Haberman's (1995) star teachers "try to create assignments that youngsters are able to do independently and successfully…Such assignments place the child in the position of expert or explainer to-rather than someone in need of help from-a parent", and "each assignment is special and must pass the same tests of meaningfulness and relevance as in-class activities must" (Haberman, 1995, p.10). Gone should be the days where the teacher announces to the class: "Do problems 1 to 40 on page 55".…”

Section: Homeworkmentioning

confidence: 99%

Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses

Chaoui¹

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The study takes a close look at relationships between scores on a Mathematics standardized test in two different testing formats -Multiple-Choice (MC) and Constructed Response (CR). Many studies have been dedicated to finding correlations between item format characteristics with regards to race and gender. Few studies, however, have attempted to explore differences in the performance of English Learners in a low performing, predominantly Latino high school. The study also determined relationships between math scores and gender and math scores and language proficiency, as well as relationships between CAHSEE and CST scores.Statistical analyses were performed using correlations, descriptive statistics, and t-tests.Empirical data were also disaggregated and analyzed by gender, and language proficiency. Results revealed significant positive correlations between MC and CR formats. T-tests displayed statistically significant differences between the means of the formats, with boys and English Only students having better scores than their counterparts. Frequency tables examining proficiency levels of students by gender and language proficiency revealed differences between MC and CR tests, with boys and English Only students earning better levels of proficiency.Significant positive correlations were shown between CST scores and multiple-choice items, but none were found for CST scores and constructed response items. DEDICATIONTo my husband Nabil, whose patience and many sacrifices are what allowed me to complete this work uninterrupted.To my wonderful children, who thrived and finished their schooling while their mother was busy attending classes and focusing on her study.To my students, who are my biggest fans, and who accompanied me on this journey. May this work inspire you to always believe in yourselves and reach for the stars.And finally, to my parents, who instilled in me the love of learning, and taught me to appreciate culture and diversity.vi ACKNOWLEDGEMENTS

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“…Children living in poverty need to feel secure, confident, respected, and trusted, making positive relationships essential. Haberman (1995) asserted classrooms in low-income schools must be safe, interesting, and engaging. Teachers should set goals, assign challenging tasks, and provide meaningful activities in which all students can succeed.…”

Section: Strategies To Increase Parental Involvement In Educationmentioning

confidence: 99%

“…Goal setting should be encouraged, allowing children to identify areas they need to work on and how they can meet their goals. Setting goals encourages students' ownership of their learning, while successfully meeting goals results in increased self-esteem (Haberman, 1995). While no specific example for goal setting was given by Haberman, Chapter 3 presents a parent communication book, which was used with my sample of students, as one way to implement student goal-setting and communication among the student, parent, and teacher.…”

Section: Strategies To Increase Parental Involvement In Educationmentioning

confidence: 99%

Strategies to foster equal access to a quality education: parental involvement and its effect on education

Goodwin¹

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This participant-observer case study researched the supports and strategies a teacher could implement in the classroom to encourage parental involvement in their children's educations. These strategies and supports included invitations to school events such as assemblies, craft nights, and literacy nights, two parent-teacher interviews, extra parent contact through email, telephone calls, notes, and a weekly parent communication book.The study compared the amount of parental involvement students experienced during the study period with the students' levels of achievement on reading and writing assessments.Data were collected through the use of several different documents, including parent communication books, a parent contact log, parent communication questionnaires, reading assessments, and writing assessments. The results of this study suggest the classroom supports and strategies implemented to encourage parental involvement positively affected students' academic achievement. Abstract

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Star Teachers of Children in Poverty

Cited by 22 publications

References 0 publications

Diriger une école en milieu défavorisé : observation des pratiques de travail de directions d’école primaire de la région de Montréal

Diriger une école en milieu défavorisé : observation des pratiques de travail de directions d’école primaire de la région de Montréal

Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses

Strategies to foster equal access to a quality education: parental involvement and its effect on education

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