Sentences with phrase «what school characteristics»

The school staff finds itself asking, What school characteristics and practices have been most successful in helping all students achieve at high levels?

Not exact matches

Future research should not only compare how embryonic stem cells, iPS cells and adult stem cells differentiate, but focus on what effects the niche in which these cells will reside, when transplanted, will have on their characteristics, including tendencies to mutate into cancer cells, notes cell and stem cell biologist Olga Genbacev at the University of California, San Francisco, (U.C.S.F.) School of Medicine.

«What characteristics do school shooters share?

You would think that what all this prefrontal cortex real estate would do for us is allow us to do all these wonderful things like paint and make music and speak and build churches and cities and schools and have systems of justice, but at an anatomical level one of its most distinguishing characteristics is that it's full of inhibitory circuits.

We eventually learn that Lester works as a high school substitute teacher — it's characteristic of the chummy, upscale narrowness of Baumbach's world that details such as what people do for a living usually aren't accorded much importance.

Any analysis has its limitations, but what I especially appreciate about the report is the care researchers paid to controlling for the measurable student characteristics most strongly related to school performance.

Having a strong school professional learning community benefits students and teachers alike, but what are the characteristics of such communities and how do you go about building one?

«The ability to understand why others do what they do and think the way they do takes precedence over all other characteristics,» agreed Robert B. Cormany, executive director of the Pennsylvania School Counselor Association.

WHAT TO DO WHEN ENCOUNTERING SUSPICIOUS ITEMS The following protocol should be abided to by a school's staff member should a suspicious item be identified at the establishment: • Use the following HOT protocol to confirm if the item exhibits suspicious characteristics • Is the item Hidden?

«What I've discovered to be the single most important characteristic [in a teacher] would be their compassion for children, as that is the essence of the profession,» said Paul McCarty, vice principal at Martins» Achievement School in Sacramento.

These yardsticks can elucidate what makes effective principals — including the characteristics and training they bring to the profession and the organization of their schools.

What if students knew from the start of the school year that all of their work would be in support of two or three essential questions, such as: What are the characteristics of good problem solvers?

In management consulting, the crucial assumptions are that 1) each organization possesses a unique culture and set of goals; therefore, the same intervention is likely to elicit different results depending on a school's history, organization, personnel, and politics; and 2) suggestions for change should creatively blend knowledge from many different sources — from general organizational theories, from deep insight into the district or schools under study, and from «craft» knowledge of what is likely to improve schools or districts with particular characteristics.

As school leaders nationwide are increasingly being held responsible for what students learn, Delaware has crafted a method for evaluating its public school administrators that is drawing acclaim for its attention to leadership characteristics connected to student achievement.

Our ethos is summed up through what are known as the 12 characteristics of a Mary Ward School - Mary Ward being our inspirational 17th century foundress who believed that «By God's grace, women in time to come will do much».

So, just reiterating what Tham was saying - so we were looking at the influence the school can have when you control for those individual student characteristics, when we're looking at both cognitive and an emotional engagement.

The report examines the role of states in the charter movement, describes basic characteristics of charter schools and their students, and examines why people create charter schools and what barriers they encounter.

By contrast, our study adds a «bottom - up» approach, focusing not on governance but on salient school characteristics such as instructional hours, academic orientation, grade span, and extracurricular activities — factors that determine what students and families actually experience.

A characteristic of high performing schools is strong and effective leadership; but, what is it about leadership (at all levels in a school) that can move a school towards improvement and transformation?

As research has demonstrated, school factors explain only about 20 percent of achievement scores — about one - third of what student and family background characteristics explain.

They have no idea what topics are being taught in school and their job is done when tests show certain technical characteristics.

However, recent studies using randomized admission lotteries at charter schools and the random assignment of teachers has suggested that simple, low - cost methods, when they control for students» prior achievement and characteristics, can yield estimates of teacher and school effects that are similar to what one observes with a randomized field trial.

This week, the IES launched a new version of its What Works Clearinghouse that allows school and district leaders to search for research - proven programs based on the specific characteristics of their schools.

2) the indirect channel that works through families» choices of schools, in which the school characteristics relevant to achievement are more fully captured by what parents observe than by the short list of school descriptors in the regression (for instance, well - educated parents choose teachers with higher value - added); or

Second, why did I specify school characteristics «relevant to achievement [that] are more fully captured by what parents observe than by the short list of school descriptors»?

There was one commonality in the schools where they did see a notable change in how students were acknowledging and embracing the traits good learners should possess and exemplify: a shared agreement of the adults as to what a good learner was and how to help develop those characteristics.

The School Principal as Leader: Guiding Schools to Better Teaching and Learning www.wallacefoundation.org/knowledge-center/pages/the-school-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx This Wallace Perspective is a summary of a decade of research, identifying what effective school principals do and describing five key practices that are characteristic of those leSchool Principal as Leader: Guiding Schools to Better Teaching and Learning www.wallacefoundation.org/knowledge-center/pages/the-school-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx This Wallace Perspective is a summary of a decade of research, identifying what effective school principals do and describing five key practices that are characteristic of those leschool-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx This Wallace Perspective is a summary of a decade of research, identifying what effective school principals do and describing five key practices that are characteristic of those leschool principals do and describing five key practices that are characteristic of those leaders.

The moderating effects of organizational characteristics are to be expected, since district size and school size almost always «make a difference,» no matter what the focus of the research is.180 Elementary schools are typically more sensitive than secondary schools to leadership influence, although previous leader - efficacy research has reported mostly non-significant effects.181 And the rapid turnover of principals has been widely decried as anathema to school improvement efforts.182 Now we have some evidence that the positive effects of leader efficacy are also moderated by school and district size (the larger the organization, the less sense of efficacy among principals).

The general idea of this line of work was to identify characteristics of schools that were performing well beyond what would be predicted from one or more demographic variables.

In other words, the New York University professor wrote, the scores «reflected something other than what the teachers did, such as the students» ability and motivation, or the characteristics of a class or conditions in the school.»

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

To start with the end in mind, our approach is designed to provide each school we work with the tools and support they need to achieve personalised improvement goals, within the context of the national education agenda and what our research has shown to be the distinctive characteristics of a highly performing school.

Finally, standardized test scores are strongly correlated with students» demographic characteristics, which means they tend to tell us more about the number of economically advantaged students in any particular school than what they are learning.

Schools must ensure that all students are on track to graduate, prepared for college.Public schools can do what they choose to educate their students within certain limits and parameters, but they are accountable for educating all learners to high academic standards and outcomes regardless of differing characteristics of those leSchools must ensure that all students are on track to graduate, prepared for college.Public schools can do what they choose to educate their students within certain limits and parameters, but they are accountable for educating all learners to high academic standards and outcomes regardless of differing characteristics of those leschools can do what they choose to educate their students within certain limits and parameters, but they are accountable for educating all learners to high academic standards and outcomes regardless of differing characteristics of those learners.

When codifying school models, what are the characteristics of the format, packaging, and dissemination strategy that will most effectively facilitate adoption by others?

In Trusting Teachers with School Success: What Happens When Teachers Call the Shots we found that teachers who have authority to make the decisions influencing school success create cultures consistent with the characteristics of high - performing organizaSchool Success: What Happens When Teachers Call the Shots we found that teachers who have authority to make the decisions influencing school success create cultures consistent with the characteristics of high - performing organizaschool success create cultures consistent with the characteristics of high - performing organizations.

To find out how the individual states performed in 2000 compared with what we might expect on the basis of conditions in each state, I computed the correlation of completion rates with expectations based on three factors: state average socioeconomic characteristics (family income, education, and occupation); the percentage of two - parent families; and the rate at which students change schools.

Review the questions on pp. 33 — 34 about school culture, in particular «What are the characteristics of students who succeed?»

What characteristics must school leaders possess to lead schools that will best prepare students for their future?

What are the demographic characteristics and academic performance outcomes of language minority and English learner students in California public schools?

By selecting Spotlight HOT schools in this way virtually any K - 12 educator can visit a school or classroom with characteristics similar to their own to see what steps / strategies have been and continue to be taken towards «Becoming HOT.»

The authors delineate the most noticeable characteristics of depression in children and adolescents, and what these symptoms tend to look like in school.

What student performance outcomes do professionals predict based on changes in student characteristics and school - level resources?

My sense is that the efforts to identify high - performing schools, high - quality schools regardless of what sector they're in — public, charter or private — identifying the characteristics of high - performing schools regardless of sector, and trying to replicate them.

And the final two are «how consistent are students, parents, and their public school professional staff in their perception of the effectiveness of their magnet schools, and what characteristics do the highly successful magnet school share?»

As research has found, school factors explain only about 20 percent of achievement scores — about a third of what student and family background characteristics explain.

In Trusting Teachers with School Success: What Happens When Teachers Call the Shots, Kim Farris - Berg, Edward J. Dirkswager, and Amy Junge found that when teachers have collective autonomy to design and run schools, they make decisions that emulate the nine cultural characteristics of high - performing organizations.

Important topics for the network are aspects of policy or practice with regard to data use that have positive impacts in different countries» contexts; factors that hinder or enable the use of data; effects and side effects of data use; definitions of effective data use (i.e. what does data use in different countries look like); support of schools in the use of data; and characteristics of effective professional development in the use of data.

What are some of the key characteristics of effective schools?

The hidden curriculum of the school is what it teaches implicitly because of its characteristics.