Literaturnachweis - Detailanzeige
| Autor/in | Hawkins, Amber |
|---|---|
| Titel | Student Achievement: Improving Our Focus. |
| Quelle | (2000), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; Educational Improvement; Elementary Secondary Education; Employee Absenteeism; Faculty Development; Incentives; Substitute Teachers; Teacher Attendance |
| Abstract | An efficient way to help students achieve academically is to maximize the consistent attendance of permanent teachers in the classroom. Students nationwide are spending increased amounts of time with instructors other than their permanent teachers. A large contributor to the problem of teacher absenteeism is mandatory leave for professional development training programs. To combat teacher absenteeism caused by burnout, stress, or abuse of available teacher leave, districts have implemented an incentive program instead of a use them or lose them policy. Student achievement, to a large degree, depends on continuity of instruction. Research shows that interruption of instruction negatively affects academic achievement. Students often experience lack of instructional continuity due to exposure to untrained substitutes who often do not have regular teaching certificates and are not qualified to be in the classroom. School districts must provide effective, comprehensive training for substitute teachers that addresses professional behavior, classroom management, legal and first aid issues, teaching and instructional strategies, fill-in activities, and substitute resource kits. Such training benefits students more than anyone else. Trained substitutes will most likely do a better job of maintaining instructional continuity, which is essential to student achievement. (Contains 17 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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