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DOUGLAS COLLEGE

 

 

Students had better academic success in schools where the
teachers expressed expectations that a high proportion would
da well.

Students’ sense of futility accounts for more of the
difference in achievement than S.E.5. (Socia Economic
Status), racial composition or the remaining climate
variables. It would appear that this sense of futility

measures the students’ perception of their control over
those factors in the school environment that affect their
achievement.

Higher achieving schools spend a larger proportion of class
time in instruction.

The proportion of instructional time during which students
receive academic feedback is high.

"Syecess" should not be measured merely in terms of specific
task skills or paper accomplishments, @ven across a wide
range of activities. The taking of responsibility in the
school is also most important for success and valuable
training for later.

Achievement data is used to change and improve the curricula
and/or teaching strategies on a regular basis.

Schools that are effectively teaching poor pupils do not
separate them according to ability.

In lower achieving schools. disproportionate numbers of
students are either placed in slow or remedial groups where
low academic expecations prevail. Observations of teachers
in ineffective schoois suggestec that they were willing toa
accept the slightest improvement in achievement as
sufficient evidence they were fulfilling their obligations,
even though achievement was well below grade level.

There is a clear relationship between school effectiveness
and mixing students of varying abilities and backgrounds.

If a student is not learning the way we are teaching, then
we need to teach the way the student can learn.

It is imperative that instruction for students, at all
levels, te designed to enplov all of the ways we learn - by
hearing, seeing. moving, acting, basting, smelling,

canstructing, and touching.