Sentences with phrase «urban middle school students»
Teaching to Strengths: Character Education for Urban Middle School Students, Meghan F. Oppenheimer, Claire Fialkov, Bruce Ecker, and Sanford Portnoy
http://character.org/
CONCLUSIONS: These findings support the hypothesis that mindfulness instruction improves psychological functioning and may ameliorate the negative effects of stress and reduce trauma - associated symptoms among vulnerable urban middle school students.
The role of moral and performance character strengths in predicting achievement and conduct among urban middle school students.
Geier and colleagues (2008) demonstrated that a project - based approach improved science content knowledge and science process skills among urban middle school students.
The Role of Moral and Performance Character Strengths in Predicting Achievement and Conduct among Urban Middle School Students In Press, Teachers College Record
Teaching to Strengths: Character Education for Urban Middle School Students, Meghan F. Oppenheimer, Claire Fialkov, Bruce Ecker, and Sanford Portnoy
In that time, our approximately 20 teachers will continue to work together to create authentic learning experiences for Baltimore urban middle school students.
Generating knowledge of academic language among urban middle school students.
Urban middle school students engaged in PBL showed increased academic performance in science and improved behavior ratings over a two - year period (Gordon, Rogers, Comfort, Gavula, & McGee, 2001).
Not exact matches
A 2013 study by Mathematica Policy Research revealed that students at five urban EL middle schools advanced ahead of matched peers at comparison schools by an average of ten months in math and seven months in reading over the course of three years.
Using longitudinally linked, student - level data collected from two urban school districts, New York City and Washington, DC, Mathematica estimated the impacts of five EL middle schools on students» reading and math test scores.
This study took place in 3 middle schools and 3 high schools in a large, urban US school district that serves predominantly low - income, racial / ethnic minority students.
This longitudinal study in 3 middle schools and 3 high schools in a large, urban US school district in Washington state compared the nutritional quality of student school lunch food selections before and after the implementation of the new National School Lunch Program meal stanschool district in Washington state compared the nutritional quality of student school lunch food selections before and after the implementation of the new National School Lunch Program meal stanschool lunch food selections before and after the implementation of the new National School Lunch Program meal stanSchool Lunch Program meal standards.
The research team — led by professor Jeannette Ickovics, director of CARE (Community Alliance for Research and Engagement) at the School of Public Health — surveyed 1,649 middle - school students randomly selected from a single urban school district in ConnecSchool of Public Health — surveyed 1,649 middle - school students randomly selected from a single urban school district in Connecschool students randomly selected from a single urban school district in Connecschool district in Connecticut.
The study included 1,205 students at five urban middle schools in the same charter system.
A former middle school teacher, Francois came to the Ed School to explore school sites that support urban students of colorschool teacher, Francois came to the Ed School to explore school sites that support urban students of colorSchool to explore school sites that support urban students of colorschool sites that support urban students of color well.
For example, a recent study conducted in urban middle schools found that there were more similarities than differences in the reading profiles of struggling students from non-English-speaking and English - speaking households, and that low academic vocabulary knowledge, a major component of advanced literacy skills, was a shared source of difficulty.
Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.
Not for the students of Walden Middle School, an all - black, low - income, urban public school where Associate Professor Meira Levinson taught for several School, an all - black, low - income, urban public school where Associate Professor Meira Levinson taught for several school where Associate Professor Meira Levinson taught for several years.
A Taste of Problem - Based Learning Increases Achievement of Urban Minority Middle - School Students.
Our research begins to fill this gap with two studies of the G&T programs available to high - achieving middle - school students in a large urban school district in the southwestern United States which, to preserve anonymity we shall refer to as LUSD.
LACES» results stand out even more because the school has many of the challenges that often sink urban schools into the lower - performing category and anchor them there: a predominately urban, minority population; large classes (the average is 29 students in middle - school classes, 34 in high school); few computers, no computer lab, and a building that was new when Franklin D. Roosevelt served as president.
Now, reformers in Massachusetts, Pennsylvania, Ohio, Tennessee, Oklahoma, Maryland, and New York, and the large urban districts of Cincinnati, Cleveland, Philadelphia, and Baltimore, are challenging the notion that grouping students in the middle grades in their own school buildings is the right approach.
The growing black middle class soon joined the exodus, leaving urban schools with the difficult task of educating the majority of the nation's poor and minority students.
Shannon Darcey, a middle - school English language development teacher at Urban Promise Academy in Oakland, California, tackles this at the beginning of the year by asking her students to create a video tour of their school, narrated in English.
In Arizona, a state that has always had charter schools that draw middle - class students, there is evidence that, on average at least, charters are not doing any better at raising student achievement than district schools; outside of urban areas, they appear to do a bit worse.
The Urban Assembly Academy of Arts and Letters is a middle school with 300 students on the third floor of a building shared with an elementary school.
Soon he was in an urban Atlanta middle school, teaching seventh - grade geography students where Atlanta was on a map.
After 12 years teaching English Language Arts and history at an urban middle school, where he has inspired students with a love of Shakespeare and Tennessee Williams plays, Holt hopes to further what he sees as his mission in education giving «students access to learning situations that are as close to the real world as possible.»
This pattern of test - score effects — showing positive results in urban areas with many low - income students, but neutral or even negative effects elsewhere — also appears in a national study of oversubscribed charter middle schools funded by the U.S. Department of Education.
We also know very little about how those needs change depending on students» developmental stages (e.g., pre-K, middle school) and the teaching context (e.g., urban, suburban, rural).
This finding has led some to dream about economically integrating every urban public school with «a strong core of middle - class students,» as Kahlenberg puts it.
According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.
«Our evidence suggests that, on average, students do worse academically when they attend middle schools than when they attend K — 8 schools — and that this is true in urban, suburban, and rural settings.
Celebrating its 25th anniversary this year, Urban Scholars has grown from just 15 students annually to 120 and now serves both middle - and high - schoolers.
Then the word spread, other teachers liked the concept, the principal gave permission to set aside the regular curriculum temporarily, and 115 kids — fully a third of the students at Springfield Middle School, an urban school in Battle Creek, Michigan — wrote nSchool, an urban school in Battle Creek, Michigan — wrote nschool in Battle Creek, Michigan — wrote novels.
All students at this urban middle school participate in a daily program of quietude and optional meditation.
SABIS demonstrates the strength of its model as its middle - and high - school students surge ahead while their peers in urban district schools fall increasingly behind.
A Taste of Problem - based Learning Increases Achievement of Urban Minority Middle - School Students.
Preventing student disengagement and keeping students on the graduation path in urban middle - grades schools: Early identification and effective interventions.
Even middle class Black students are denied a meaningful education in the state's urban schools: Just 12 percent of them are taught to read at grade level in eighth grade.
Massachusetts» urban charter school students are drawn from a population in which middle school students generally score below the average on state - wide math and English tests.
Twenty percent of lower income White students in city schools read proficiently in eighth grade, as do more than half of urban middle class White students.
Urban students at the middle school level also lagged behind their peers nationwide in their ability to perform relatively straightforward scientific tasks, according to the study, based on the results of a special sampling of the 2005 National Assessment of Educational Progress.
The students are thriving and EJE has received WASC accreditation for both schools, as well as a National Excellence in Urban Education Gold Award from the National Center for Urban School Transformation (NCUST), California Distinguished School Middle, and the 2015 Seal of Excellence Award from the California Association for Bilingual Education Award.
State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).
One longitudinal study examined the graduation patterns of nearly 13,000 students in an urban district to discover how middle school factors related to high school graduation.
Through extensive study in the areas of next generation learning, social and emotional learning, wellness, urban planning, Hip - Hop culture, Chicago history, the opportunity gaps that exist among marginalized students, economic mobility, arts education, and the at - risk communities on Chicago's South Side, Art in Motion has a solid research foundation upon which to build an innovative middle and high school that has the potential to change the narrative for many Southside youth.
This study employed data from an urban Pennsylvania school district and affirms the positive and statistically significant relationships between student attendance and academic achievement for both elementary and middle school students.
Engaging Schools works with urban middle and high schools that serve high percentages of low - income students; students who are struggling academically; and students who need extra support to address social, emotional, and other chalSchools works with urban middle and high schools that serve high percentages of low - income students; students who are struggling academically; and students who need extra support to address social, emotional, and other chalschools that serve high percentages of low - income students; students who are struggling academically; and students who need extra support to address social, emotional, and other challenges.