Sentences with phrase «experience research achievements»

Not exact matches

Researchers caution colleges not to put too much emphasis on AP when considering applicants, since research is inconclusive on whether AP experience alone impacts student achievement in college.

He knows at first hand the research and researchers of whom he writes and from this wealth of experience produces a fairly comprehensive and enormously optimistic review of parapsychology's achievements.

Regardless of their career destinations, 90 % of the respondents said that the fellowship helped them get subsequent jobs by increasing their self - confidence; offering personal support; creating opportunities to network, improve one's skills and knowledge, and retrain; and providing recent evidence of grant success, research achievements, and teaching experiences to add to their CVs, among other benefits.

The Airborne Astronomy Ambassadors project is aimed to measurably enhance student STEM engagement and achievement in selected school districts via professional development for teachers consisting of: (1) STEM Professional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject matter experts.

Research has found that ADHD adults experienced more creative achievement compared to non ADHD adults.

Benefits to School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject area.

Christensen is aware of the strong class differences among children as reflected in school achievement, but he is convinced by research that shows that a great part of intellectual ability is determined by the experience of the first 36 months of life, particularly the amount and kind of language directed to children.

Voice of Experience: Most Direct Route to Parents Is an E-Line Educator Max Fischer has been doing a little independent research on the effectiveness of phone calls, written progress reports, and e-mail in raising student achievement.

A large body of research confirms that family involvement in children's school experiences has a positive effect on children's attitudes toward school achievement, regardless of how much money parents have or how many years of school they completed.

The groups represented at the expo included Alumni Relations, the Annual Fund, Career Services, the Field Experience Program, Gutman Library Research Services, Human Resources, the Achievement Gap Initiative, the Change Leadership Group, the Executive Leadership Program for Educators, Harvard Education Publishing Group, Harvard Family Research Project, the Office of School Partnerships, Programs in Professional Education, Project Zero, the Usable Knowledge website, and WIDE World.

For younger students, research has shown that chronic absenteeism in kindergarten is associated with lower achievement in reading and math in later grades, even when controlling for a child's family income, race, disability status, attitudes toward school, socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experience.

Another example: in Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certificatAchievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certificatachievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification status.

In contrast, a meta - analysis of 35 years of research indicates that school leadership has a substantial effect on student achievement and provides guidance for experienced and aspiring principals alike.»

Most research on teacher effectiveness has focused on teacher attributes, finding that readily measurable characteristics such as experience, certification, and graduate degrees generally have little impact on student achievement.

The measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher student achievement.

In a 1996 meta - analysis published in the Review of Educational Research, Rob Greenwald and his colleagues concluded that «school resources are systematically related to student achievement and that these relations are large enough to be educationally important» and «resource variables that attempt to describe the quality of teachers (teacher ability, teacher education, and teacher experience) show very strong relations with student achievement.»

The application of MBE scientific research in the classroom is the most promising and innovative way to examine, elevate, and enhance teacher quality, student achievement, and the learning experience today.

Research confirms what logic and experience dictate: that teachers - in training are significantly less effective in supporting student achievement than those who are fully trained when they enter teaching, and that the negative effects are particularly pronounced for students whose success depends most acutely on fully - trained professionals.

I was happily working alongside a diverse team of educators from all across America to update our organization's founding document, using both research and our experiences in the classroom to productively and civilly discuss what students and teachers need in order to elevate our profession and increase student achievement in our communities.

Beyond that, Jarvis - Cedeño spent most of her budget hiring accomplished, experienced teachers, in line with research suggesting that high - quality teachers are perhaps the most important ingredient in closing the achievement gap.

According to García, «A vast body of research has documented a direct link between ELL students achievement and the expertise and experience of the classroom teacher,» and that «To be effective, teachers must provide a classroom environment with ample opportunity for students to practice academic language thoughtfully and meaningfully» (García 2010, p. 8).

The Center's work, based on research and two decades of experience, focuses on K — 16 mathematics and science education with an emphasis on strategies for improving student engagement, motivation, persistence, and achievement at scale.

Unfortunately, decades of research and experience have shown that students who are retained are far more likely to drop out of school and that the threat of retention does nothing to motivate students or improve student achievement.

She has focused her recent research on the effectiveness of numerous school and district educational interventions designed to improve student achievement and has more than two decades experience conducting mixed methods studies.

Research demonstrates that credentials a teacher has earned do not have a significant impact on student achievement and the impact of his or her years of experience levels off after the first five to seven years.

This model focuses on four key areas: (a) providing authentic supervised training and experience for teacher candidates and new teachers; (b) enhancing PK - 12 student achievement including diverse student populations, (c) serving as a site for professional development of teachers, and (d) supporting research and inquiry about teaching and learning (Clark, 1999; The Holmes Group, 1990; Love et al., 1996).

It negatively affects student achievement, a fact borne out by research that finds that every 10 absences lowers average mathematics achievement equivalent to the difference between having a novice teacher and one with a bit more experience.

Whether a school requires a rapid turnaround or simply seeks to rise to the next level, SEDL provides intensive, tailored support grounded in research and practical experience to improve leadership, teaching, and student achievement.

Both research and experience tell us that nothing is more important in improving student learning and achievement than teacher quality.

Our research - based Workshop Days offer interactive learning experiences designed to improve teachers» instruction, advance students» learning, and increase achievement in math.

Recently, Dr. Carruthers's research has focused on the effectiveness of charter schools, the characteristics of teachers drawn to charter schools, and the impact of faculty experience on charter student achievement.

We know now — based on decades of use in schools, on findings of hundreds of research studies, and on the everyday experiences of educators, students, and their families — that, properly used, technology can enhance the achievement of all students, increase families» involvement in their children's schooling, improve teachers» skills and knowledge, and improve school administration and management.

We've identified three levers that research and on - the - ground experience tell us create systems for investing in teachers and school leaders — and get results for increasing student achievement.

Through their own practical experiences as turnaround school administrators and using research - based methods found in the No - Nonsense Nurturer approach, our associates have the tools to help you assess current levels of performance and design a comprehensive plan to lead your school toward growth and high levels of achievement.

«I look forward to lending my experience and expertise in securing the best, most comprehensive data on student achievement to the School Finance Research Collaborative,» Eberts said.

Tectonic social changes — including demographic shifts that have placed most women with school - age children in the labor force, research breakthroughs in the learning sciences and in socio - emotional and brain development, and daunting national achievement worries — have all converged to place a major new emphasis on the quality of a child's learning experiences throughout the typical school day, after school, weekends, and across the year, including summers.

Despite the extensive research showing the negative impacts of ACEs on children's academic achievement and overall wellbeing, many schools and communities continue to struggle to support children who have experienced trauma and adversity.

In 1995, research by Betty Hart and Todd R. Risley revealed how differences in early language experience fuel the achievement gap in our nation's schools.

In the case of New York City, this basket is the June 2010 «research» report by MDRC entitled «Transforming the High School Experience: How New York City's New Small Schools Are Boosting Student Achievement and Graduation Rates» and the January 2012 follow up report «Sustained Positive Effects on Graduation Rates Produced by New York City's Small Public High Schools of Choice.»

The study found that students who attended schools led by New Leaders principals experienced slightly larger achievement gains on average than did similar students in schools led by non-New Leaders principals.131 While these results are promising, more research and data collection on both new and existing programs is needed to inform policy efforts to improve principal preparation.

I summarise PAST experiences (as research focuses on what has happened in the past) and the preponderance of evidence shows that reducing class size DOES INCREASE achievement but the effect is small.

Tenure not only empowers teachers to advocate for children and public education, but also prevents educators from becoming «at will» employees and therefore positively impacts retention of experienced educators, which research shows is a significant factor for improving student achievement and adult outcomes.

Research finds that sorting, this 21st century version of school segregation, correlates strongly with student race and economic status and predicts and contributes to student outcomes, with students in higher - level classes typically experiencing better teachers, curriculum, and achievement levels than peers in lower - level classes (Carbonaro & Gamoran, 2003).

This accomplishment may be demonstrated by achievement in one or more of the following categories: classroom performance in veterinary public health courses; research or original published work in the field of veterinary preventive medicine; public service in veterinary preventive medicine; field experience in the form of an internship, externship, or volunteer work which provides in - depth knowledge of some aspect of veterinary preventive medicine: Valerie Goeman (2017), Amanda Emery (2016), Apryl Pagliaro (2015), Amber Kerk (2014), Catherine Foley (2013), Brandy Cichocki (2012), Rachel Cumberbatch (2011), Rachel Cumberbatch (2010), Jennifer Fife (2009)

Requirements and qualifications Experience and skills: — Minimum six years» experience in a museum or academic institution — Proven experience initiating and executing major loan exhibitions with international scope — Demonstrated scholarly achievement and extensive published record, including evidence of original research — Demonstrated engagement with international critical theory and artistic practice — Demonstrated commitment to broad international audience engagement and learning — Excellent interpersonal and communication skills with artists, museum colleagues, donors, and the general public — Ability to create and maintain well - researched and preciExperience and skills: — Minimum six years» experience in a museum or academic institution — Proven experience initiating and executing major loan exhibitions with international scope — Demonstrated scholarly achievement and extensive published record, including evidence of original research — Demonstrated engagement with international critical theory and artistic practice — Demonstrated commitment to broad international audience engagement and learning — Excellent interpersonal and communication skills with artists, museum colleagues, donors, and the general public — Ability to create and maintain well - researched and preciexperience in a museum or academic institution — Proven experience initiating and executing major loan exhibitions with international scope — Demonstrated scholarly achievement and extensive published record, including evidence of original research — Demonstrated engagement with international critical theory and artistic practice — Demonstrated commitment to broad international audience engagement and learning — Excellent interpersonal and communication skills with artists, museum colleagues, donors, and the general public — Ability to create and maintain well - researched and preciexperience initiating and executing major loan exhibitions with international scope — Demonstrated scholarly achievement and extensive published record, including evidence of original research — Demonstrated engagement with international critical theory and artistic practice — Demonstrated commitment to broad international audience engagement and learning — Excellent interpersonal and communication skills with artists, museum colleagues, donors, and the general public — Ability to create and maintain well - researched and precise records

Specifically, the research team evaluates factors which include, but are not limited to the following: firm profile and reputation, years of practice, education, training, trial experience, case outcomes, peer endorsements, client reviews, professional awards, professional memberships, leadership in legal organizations, community involvement, disciplinary status, and other noteworthy achievements.

CVs include information on one's academic background, including teaching experience, degrees, research, awards, publications, presentations, and other achievements.

This is often the case when academic achievements or research experience form essential criteria of the vacancy applied for.

Research the individuals and continue to sell your achievements and experience in more detail than you did at the first stage.

You've done your research and chosen the best resume type for the job opening and your experience, skills, and achievements.