How useful are the views of public school students about their teachers?
Quite useful, according to preliminary results released on Friday from a research project that is intended to find new ways of distinguishing good teachers from bad.
Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.
Financed by the Bill and Melinda Gates Foundation, the two-year project involves scores of social scientists and some 3,000 teachers and their students in districts such as New York and Pittsburgh.
Statisticians began the effort last year by ranking all the teachers using a statistical method known as value-added modeling, which calculates how much each teacher has helped students learn based on changes in test scores from year to year.
Thousands of students have filled out confidential questionnaires(秘密调查问卷)about the learning environment that their teachers create. After comparing the students ratings with teachers value-added scores, researchers have concluded that there is quite a bit of agreement.
Classrooms where a majority of students said they agreed with the statement, "Our class stays busy and doesnt waste time," tended to be led by teachers with high value-added scores, the report said.
The same was true for teachers whose students agreed with the statement, "In this class, we learn to correct our mistakes."
Few of the nations 15,000 public school districts systematically question students about their classroom experiences, in contrast to American colleges, many of which collect annual student evaluations to improve instruction, Dr Ferguson said.
Until recently, teacher evaluations were little more than a formality(形式)in most school systems, with the vast majority of instructors getting top ratings, often based on a principals superficial impressions.
But now some 20 states are overhauling their evaluation systems, and many policymakers have been asking the Gates Foundation for suggestions on what measures of teacher effectiveness to use, said Vicki L. Phillips, a director of education at the foundation.
One notable early finding, Ms Phillips said, is that teachers who incessantly(不停地)drill their students to prepare for standardised tests tend to have lower value-added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.
What is said about teachers rated as good at keeping their classes in order?
A.Their students gain more in test scores.
B.Their classes stay busy and don"t waste time.
C.Their students learn fastest during a semester.
D.They help students learn to correct their mistakes.
第2题
A、轻至中度肝功能损害患者无需调整剂量
B、重度肝功能损害患者慎用替加环素
C、使用替加环素后怀疑引发胰腺炎者应停药
D、替加环素可用于粪肠球菌(仅限于万古霉素敏感菌株)感染
E、替加环素可用于铜绿假单胞菌感染
第3题
A、轻至中度肝功能损害患者无需调整剂量
B、重度肝功能损害患者慎用替加环素
C、使用替加环素后怀疑引发胰腺炎者应停药
D、替加环素可用于粪肠球菌(仅限于万古霉素敏感菌株)感染
E、替加环素可用于铜绿假单胞菌感染
第4题
A.轻至中度肝功能损害患者无需调整剂量,重度肝功能损害患者慎用替加环素,必须使用时首剂剂量不变,维持剂量减半,并密切监测肝功能。
B.使用替加环素后怀疑引发胰腺炎者应停药。
C.替加环素可用于粪肠球菌(仅限于万古霉素敏感菌株)感染。
D.替加环素可用于铜绿假单胞菌感染。
第6题
青霉素与()合用可用于需氧菌与厌氧菌混合感染引起的耳源性脑脓肿。
A氯霉素
B红霉素
C替加环素
D麦迪霉素
第9题
A.替加环素对各种金葡菌的PAE可持续3.4-4h
B.替加环素对大肠埃希菌可持续1.8-2.9h
C.替加环素为浓度依赖性抗菌药物
D.研究显示,替加环素体内的PAE持续时间极长,对肺炎链球菌为8.9h
E.替加环素对大肠杆菌可持续4.9h
第10题
以下描述正确的是( )
A:以替加环素联合哌拉西林/他唑巴坦治疗屎肠球菌感染引起的心内膜炎是不恰当的
B:以替加环素联合多粘菌素E甲磺酸盐治疗鲍曼不动杆菌感染引起的呼吸相关性肺炎是不恰当的
C:以替加环素联合头孢哌酮-舒巴坦治疗多药耐药鲍曼不动杆菌感染引起的肺炎是不恰当的
D:以替加环素联合多粘菌素治疗由由肺炎克雷伯菌感染引起的菌血症是不恰当的
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