Sentences with phrase «academic abilities of the children»

By selecting a particular grade, such as kindergarten or first, districts can tailor the program's resources and materials to meet the needs and academic abilities of the children in that grade.

Not exact matches

>> Lifestyle Skills — this is your child's ability to achieve balance and to manage the challenges of academics, life and sport.

An academic child may be shunned or treated as «different», and learn to quench his ability in order to fit in with the rest of his class.

To address the issues above, this paper reports on the results of an 18 - year longitudinal study of the relationships between infant feeding practices and later cognitive ability and academic achievement in a birth cohort of > 1000 New Zealand children studied from birth to age 18 years.

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

Missing out on even one hour of sleep a night could have major consequences for a child, possibly lowering their cognitive abilities the following day and possibly hurting their academic performance at school or acquisition of knowledge at home.

It is important to note that because ADHD has the ability to affect your child's academic performance and personal relationships, your child faces a higher risk of developing psychological issues like anxiety, depression, aggression, or anger.

Our school community shares the belief that, together, we encourage the abilities and talents of every child by providing varied opportunities and resources for all children to develop their intellectual, academic, creative and leadership capacities.

«Efforts to enhance the academic performance of low - income children need to consider multiple aspects of their development, including the ability to plan in a goal - oriented manner.»

Second, the fact that children of high ability but from disadvantaged social backgrounds are unable to fully realise their academic potential indicates a substantial wastage of human resources, the study concludes.

Early childhood programs have long been known to be beneficial to children from low - income backgrounds, but recent studies have cast doubt on their ability to substantially increase the rate of children's academic achievement.

Help and Hope for ADHD The Brain Balance Program is designed to offer a drug - free, integrated approach that focuses on the whole child and brings parents and kids together to achieve a common goal of improving a child's processing and learning ability, leading to a more successful academic and personal life.

The Brain Balance Program is designed to offer a drug - free, integrated approach that focuses on the whole child and brings parents and kids together to achieve a common goal of improving a child's processing and learning ability, leading to a more successful academic and personal life.

She brings a new twist to the issue of the gap between American minority low - income children and middle - class children; what has engaged her passions and formidable abilities is not the academic gap, though of course she is fully aware of it, but the gap in the ability to participate effectively in the civic life, to influence political choices, the «Civic Empowerment» gap, as she labels it.

This groundbreaking book illuminates the ways rising inequality is operating through disadvantaged neighborhoods, insecure labor markets and schools to undermine one of the most important goals of public education — the ability of schools to provide children with an equal chance at academic and economic success.

Craig Haas, Special Ed and Student Services Coordinator at Edwards Middle School, shares how his team uses expanded learning time to provide relevant academic support to each individual student while breaking down stigmas between children of different abilities.

It's an absolute disgrace that the pressure on schools to ensure pupils pass tests means children as young as three consider themselves «low ability» right at the start of their academic life, a belief which could impact on their self - esteem, carry on throughout their schooling and determine the direction of their adult lives.

Similarly, the tracking of students into classrooms based on ability or academic performance may group disadvantaged children with the most disruptive students.

Strengthening the family's ability to support their children's academic achievement and other forms of success in school is a priority in HP / HP schools.

«While educators and policy makers can provide insight into the academic and political landscape of education, only parents have the ability to link the impact of home and school life with the learning success of their children,» the researchers note.

Though tests (especially standardized tests) may be the first thing that comes to mind when you hear the word assessment, comprehensive assessment encompasses a wide range of methods for evaluating a child's social and emotional and academic abilities.

But perhaps the most pressing question is whether or not micro-schools and their offshoots can ever serve all children, regardless of their incoming academic skills and ability to pay tuition.

Many of his studies took him into controversial territory, including his investigation of whether incentives increase academic achievement (in most cases, no), and his investigation with Steven Levitt of whether there are systematic racial differences in mental ability among young children (no, when they're under the age of 1; yes, as they get older, hinting at the importance of environmental differences).

Children are not selected only on the basis of academic ability, however, says the school, with aptitude for the arts, sport and all - round contribution to school life also considered.

In addition, ED shall annually award competitive grants, contracts, or cooperative agreements to eligible entities for the purposes of enriching students» academic experience by promoting: (1) arts education for disadvantaged and disabled students, (2) school readiness through the development and dissemination of accessible instructional programing for preschool and elementary school children and their families, and (3) support for high - ability learners and high - ability learning through the Jacob K. Javits Gifted and Talented Students Education Program.

It is important to remember that performance on standardized tests is not a complete indication of the full range of a child's academic abilities.

The third test is No Child Left Behind (NCLB), the education reform law passed in 2002 whose goals include improving the performance of students in the lower half of the academic ability distribution.

Children in roughly the bottom third of the distribution of linguistic and logical - mathematical ability are «just not smart enough to succeed on a conventional academic track.»

Before the re-authorization of IDEA of 2004, there was a «discrepancy» rule, which required a «significant» discrepancy between a child's intellectual ability (measured by IQ) and their academic functioning (measured by standardized Achievement Tests.)

HLC's program is grounded in the traditions and wisdom of the Hawaiian culture and through a project - based learning approach, strives to develop in each child the ability to engage in critical thinking, to apply creative problem solving approaches, and to demonstrate a mastery of the academic tools and positive values necessary to fully engage in life - long learning and to make life choices for a successful future.

We also can combat other forces that lower the confidence of children of color in their academic ability and their worth, such as the pervasive belief in this country in the bell curve of ability, school practices for tracking, disproportionate placement in special education, biased application of discipline procedures, and unequal access to Advanced Placement classes.

«Children from high - income backgrounds who show signs of low academic ability at age five, are 35 % more likely to become high earners than their poorer peers who show early signs of high ability,» Ms Greening told a Social Mobility Commission event.

It is tempting to use a quiet, brilliant child who has already mastered most of the academic work of the classroom as a tutor or teacher's assistant, especially when there are 30 children in the class, school policies discourage acceleration or ability grouping, enrichment materials are not available, and the gifted education program has been cut.

They argue that «teaching to the test» is a misuse of educational time, stresses children out (some call testing «abuse») and is a poor indicator of student academic ability and teacher effectiveness.Along the way, they've convinced their children these tests are frightening, useless and bad for them, and urged students to skip them.

And our efforts to enhance the ability of all children to communicate in academic language and academic thinking through oral vocabulary development must begin early.

This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education — the ability of schools to provide children with an equal chance at academic and economic success.

Excellence for Every Child Excellence for Every Child encourages small class sizes of multi-age groups, allowing a variety of learning styles, integrating the arts with core curricula, creating personal academic goals, and demonstrating knowledge and abilities through a variety of assessments.

Social and Emotional Learning (SEL) programmes teach children social and emotional skills that are not only linked with greater academic success but also skills of empathy, compassion, kindness, gratitude, optimism and resilience which improve their relationships and ability to make responsible decisions and choices within the school and wider community.

Offering demonstrated ability to teach special children and individuals to enhance their academic and general performance and make them an integral part of society.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Maxine's mission is to remove barriers to academic achievement for all children, instil a love of learning in them and only teach according to the educational needs and abilities of a pupil.

Though research demonstrates that parental involvement in education is associated with higher academic achievement in students (Jeynes 2012), the perceived barrier in much of K — 12 education between the importance of academics and the ability for families to adequately supplement this school learning serves to create a split between families and their children's education (Heath et al. 2014).

In the critical childhood years, positive feelings of self - esteem have been shown to increase children's confidence and success at school (Coopersmith, 1967), with positive self - esteem being a predicting factor for academic success, e.g. reading ability (Markus and Nurius, 1986).

However, recent research has shown that children exposed to high levels of adversity may be less prepared to succeed in school, in part due to deficits in executive function skills.6, 7,9,10,11 These deficits may undermine children's abilities to succeed in academics and develop positive peer and teacher relationships.12, 14,15 This may have long - term implications for school success given that the achievement gap tends to persist and even widen throughout the school years.16, 17

A new study finds that children who who are born and grow up in stable single - parent homes generally do as well as those in married households in terms of academic abilities and behavior problems.

Similar toTurnaround for Children, the dispositions include a growth mindset, a sense of social efficacy, and the ability to regulate academic behaviors.

These children can struggle for decades with the stress that accompanies the traumas they experienced, and the added strain of having to assimilate to a new culture can severely impact their social, cognitive, and academic development and hinder their ability to forge healthy relationships.

The most recent follow - up study reported associations between duration of breastfeeding and childhood cognitive ability and academic achievement extending from 8 to 18 years in a New Zealand cohort of 1000 children.19 This study found that these effects were significant after controlling for measures of social and family history, including maternal age, education, SES, marital status, smoking during pregnancy, family living conditions, and family income, and measures of perinatal factors, including gender, birth weight, child's estimated gestational age, and birth order in the family.

Early behavioural research pointed to the negative impact of «coercive» parenting practices in escalating negative child behaviours (Patterson 1989), and more recent research has shown that positive, proactive parenting (involving praise, encouragement and affection) is strongly associated with high child self - esteem, cognitive ability and social and academic competence, and is protective against later disruptive behaviour and substance misuse (Kumpfer 2004; Byford 2012).

Cognitive assessments are given to children to determine the impact of intellectual ability, academic skills, behaviors, and cognitive functioning on academic and psychological functioning.