Student Achievement: Improving Our Focus.
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)
Predictors of absenteeism among primary school teachers
The present study was designed in order to examine the contribution of personal attributes, teachers’ organizational commitment, and two organizational attributes, school climate and culture of absence at, school, vis-à-vis two different types of teacher absences from work, namely voluntary and involuntary absence. For that purpose, 200 teachers (74% answered) from Jerusalem (Israel), were required to complete the following scales: the Organization commitment scale, the primary school climate scale and the culture of absence scale. Results indicated that the correlations between attitudes and voluntary measures differ from the same correlations involving the involuntary measures. None of the biographical (gender, age and seniority, education) and/or attitudinal variables can explain the variance for any of the involuntary indices. Lower teachers’ commitment to school, principal’s restrictive behavior and absentee school culture offer a better explanation of variances in teacher absenteeism than any of the biographical variables.
A Study on Technology Embedded English Classes Using QR Codes
The development of information and technology has brought plenty of changes to the educational environment. The prevalence of smart phones is particularly playing a huge role in shaping learning methods. Smart phones provide the opportunity to scan QR codes, which can greatly ease access to information. Due to a high recognition speed, recognition rate, and restoration rate, they can be useful tools for English teachers to use in their class. In this study, we suggest using QR codes for writing and picture descriptions. Based on this study, more research should invest in Technology Embedded English teaching models to create better English classes for students.