in increased student learningresultsin increased student learning

in improved student outcomesresultsin improved student outcomes

in better student outcomesresultingin better student outcomes

student achievement through teacher persistence ( lines 30 - 31may influencestudent achievement through teacher persistence ( lines 30 - 31

student achievement over timecan influencestudent achievement over time

to higher student achievementleadsto higher student achievement

to long - term , sustainable improvements in student outcomescan leadto long - term , sustainable improvements in student outcomes

student achievement through teacher persistence9may influencestudent achievement through teacher persistence9

more to improving student academic outcomes than any other school characteristic and that an effective principal is central to recruiting and supporting teachers and leading school improvement ( Murphy et al .contributesmore to improving student academic outcomes than any other school characteristic and that an effective principal is central to recruiting and supporting teachers and leading school improvement ( Murphy et al .

pupils ’ academic achievementequally could influencepupils ’ academic achievement

student behavior more than any other factorinfluencedstudent behavior more than any other factor

student achievement and life outcomes ... and that teacher effectiveness is measurableinfluencesstudent achievement and life outcomes ... and that teacher effectiveness is measurable

in increased student achievement as the project director is best summarized by the following statementresultingin increased student achievement as the project director is best summarized by the following statement

to student learning , especially for low‐income and minority students 1 reform strategies firmly anchored in the goal of college and career readiness for all studentscontributingto student learning , especially for low‐income and minority students 1 reform strategies firmly anchored in the goal of college and career readiness for all students

more to student academic outcomes than any other in - school measurecontributesmore to student academic outcomes than any other in - school measure

to student performance ( e.g. , Hattie , 2009contributesto student performance ( e.g. , Hattie , 2009

of observation scores , principal evaluations , and student surveyscomposedof observation scores , principal evaluations , and student surveys

their students ' attitudes and achievement as well as their own teaching behaviorsinfluencestheir students ' attitudes and achievement as well as their own teaching behaviors

student achievement and is situation specific with the next generation science standards calling for the incorporation of engineering practices into k-12 classroomsinfluencesstudent achievement and is situation specific with the next generation science standards calling for the incorporation of engineering practices into k-12 classrooms

long - term student outcomes , including the likelihood that a child will attend university , the quality of the university that the child will attend , the amount of the child ’s future earnings , the likelihood of the child becoming pregnant as a teenager , the quality of the neighborhood in which the child will live , and the amount the child will save for retirementinfluenceslong - term student outcomes , including the likelihood that a child will attend university , the quality of the university that the child will attend , the amount of the child ’s future earnings , the likelihood of the child becoming pregnant as a teenager , the quality of the neighborhood in which the child will live , and the amount the child will save for retirement

in turning biases into numbers which , by turn end with anything from resentful compliance to unfair dismissalresultin turning biases into numbers which , by turn end with anything from resentful compliance to unfair dismissal

to teaching effectiveness ( Tschannen - Moran , Woolfolk Hoy , & Hoy , 1998 ) , student achievement ( Armor , Conroy - Osegurea , Cox , King , McDonnell , Pascal , Pauly , & Zellman , 1976 ) , professional commitment ( Coladarci , 1992 ; Evans & Tribble , 1986 ; Trentham , Silvern , & Brogdon , 1985 ) , and career longevity ( Burley et al . , 1991can contributeto teaching effectiveness ( Tschannen - Moran , Woolfolk Hoy , & Hoy , 1998 ) , student achievement ( Armor , Conroy - Osegurea , Cox , King , McDonnell , Pascal , Pauly , & Zellman , 1976 ) , professional commitment ( Coladarci , 1992 ; Evans & Tribble , 1986 ; Trentham , Silvern , & Brogdon , 1985 ) , and career longevity ( Burley et al . , 1991

to a school improvingcontributes significantlyto a school improving

to students ’ learning and achievements through interactive instructions and reinforcing active learning respectivelycontributesto students ’ learning and achievements through interactive instructions and reinforcing active learning respectively

positive results for studentshas influencedpositive results for students

students academic performanceinfluencesstudents academic performance

Teaching practices and inclusion(passive) are largely influenced byTeaching practices and inclusion

from 8 mind framesresultsfrom 8 mind frames

to higher effectiveness of teachingleadsto higher effectiveness of teaching

teaching and learning processalso influenceteaching and learning process

in adjustments to the learning environment that meets the needs of all studentsresultin adjustments to the learning environment that meets the needs of all students

to higher goals and greater effort , persistence , and resiliencemay leadto higher goals and greater effort , persistence , and resilience

what and how they teachinfluenceswhat and how they teach

the effectiveness of teachers ( Rich , Lev , & Fischer , 1996can ... influencethe effectiveness of teachers ( Rich , Lev , & Fischer , 1996

teachers ’ resiliency ... openness to new ideas , persistence , and patience with students who struggleinfluencesteachers ’ resiliency ... openness to new ideas , persistence , and patience with students who struggle

the teachers ’ teaching processes and their reasons behind their decisions in their real classroom teaching settingsinfluencesthe teachers ’ teaching processes and their reasons behind their decisions in their real classroom teaching settings

teachers ’ effort to encounter classroom difficulties and students ’ academic performances ( Fackler & Malmberg , 2016influencesteachers ’ effort to encounter classroom difficulties and students ’ academic performances ( Fackler & Malmberg , 2016

the teachers willingness to implement new instruction in the classroominfluencesthe teachers willingness to implement new instruction in the classroom

to federal and state policies calling for more rigorous measures of teacher effectiveness ( Kane & Cantrell , 2010ledto federal and state policies calling for more rigorous measures of teacher effectiveness ( Kane & Cantrell , 2010

to long - term outcomes in ways that are imperfectly captured by test scorescontributesto long - term outcomes in ways that are imperfectly captured by test scores