Sentences with phrase «academic learning outcomes»

Services support the implementation of Alternate Academic Learning Outcomes aligned with Curriculum 2.0.

These include the positive impact of arts integration practices on school performance, and the connections between professional development, arts, and academic learning outcomes.

For school communities already committed to providing arts integration practice, the alternative methods and tools developed in the PAIR project demonstrate how to qualitatively and quantitatively assess the impact of individual teacher arts integration professional development variables on individual student arts integration and academic learning outcomes.

Researchers also determined that a chain of causal links existed among PAIR teacher professional development outcomes, student arts integration, and student academic learning outcomes.

Inter-correlations among the intersections between teacher and student outcome variables were also subjected to factor analysis achieved through step-wise regression modeling techniques to determine the most potent predictors of student arts and academic learning outcomes.

Not exact matches

Developed specifically to instruct teachers and other school professionals about the impact hunger has on learning, the NEA Healthy Futures Breakfast in the Classroom Toolkit will help you communicate how BIC can help increase breakfast participation and address hunger in schools, which in turn can improve academic and behavioral outcomes for students.

David interviews Lord (Maurice) Glasman — Labour peer, academic, and architect of «Blue Labour» — for his predictions on the outcome of 2015, the future of the Labour Party, and what modern politicians can learn from Wolf Hall.

NIH, by the way, has recently recognized that «the career outcomes of NRSA - supported training programs include both research - intensive careers in academia and industry and research - related careers in various sectors, e.g. academic institutions, government agencies, for - profit businesses, and private foundations» and is encouraging universities with T32 programs to provide «structured, career development advising and learning opportunities» to prepare trainees for those opportunities, according to a notice issued in September 2013, near the end of the study period.

Nashua, NH About Blog We develop innovative technology and methods to enable faster and more reliable language learning outcomes for professionals in organizations with critical language requirements, for students and teachers in academic environments, and for anyone else intent on becoming more proficient in Spanish language.

Thus, although both groups may post lower rates of school readiness, Hispanic children from Spanish - speaking homes face the additional challenge of learning the language of the classroom, making them especially vulnerable to poor academic outcomes.

Too often, teachers tend to blame «undesirable» outcomes or academic results on student absence, attitude to learning, or social / behavioural factors.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Accountability systems should measure and reflect this broader vision of learning by using a framework of indicators for school success centered on academic outcomes, opportunity to learn, and engagement and support.

Fall - Hamilton Elementary emphasizes social and emotional learning and trauma - informed practices as a path to improving students» academic outcomes.

We believe that if schools and school systems clearly define their graduate outcomes for students to include not only the courses or subjects they need to pass but also Deeper Learning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andoutcomes for students to include not only the courses or subjects they need to pass but also Deeper Learning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andLearning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andOutcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andlearning to learn — we will create schools and school systems that ensure students are ready for success in college and career.

But if school leaders adopt blended learning merely to increase out - of - district enrollments, increase course offerings, boost credit completion rates, lower staffing costs, or decrease the demands placed on teachers, then blended - learning technologies will become increasingly cheap, convenient, engaging, and easy to use without necessarily improving students» academic or life outcomes.

The top reasons for implementing blended learning were also strong and in line with our observations across the country: create / facilitate personalized learning (73 percent), provide more course choices (58 percent), and improve student academic outcomes (53 percent).

Another Obama effort, The Striving Readers Comprehensive Literacy grants program, assists states in creating or maintaining a comprehensive literacy plan for children birth through grade 12; creating quality learning environments across the age span has the potential to promote academic outcomes for all children, including EL learners.

There is a strong desire to expand beyond just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.

There have been plenty of studies showing the connections between school culture and academic outcomes, staff recruitment and retention, parental engagement and community support; we all learn best when we are feeling safe, contained and able to thrive.

Similarly, California's rural - adjacent Grimmway Academy achieves significantly better academic outcomes for the children of farm workers than local alternatives, with a model centered on an edible schoolyard and blended learning.

Educators and staff working with young people are eager to learn strategies to enhance their relationships with students to improve wellbeing and academic outcomes.

Dozens of studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands - on, experiential learning in project - based after school programs.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

He replies candidly to the question of whether the creation of team - oriented «cultures of learning» will advance academic outcomes with, «I hope so — but in all honesty, I do not know.»

Since improved AP outcomes may not necessarily reflect increased learning and could come at the expense of other academic outcomes, I also looked beyond these immediate effects to the broader set of outcomes, such as high school graduation rates, SAT and ACT performance, and the percentage of students attending college.

Dr Lauren Sherar, Senior Lecturer in Physical Activity and Public Health at Loughborough University, who is an academic advisor for Super Movers said: «There is growing evidence supporting beneficial effects of active learning on education - related outcomes.

«Learning by Doing», a 2015 report by DEMOS, comments that evidence suggests that character attributes not only reinforce academic learning but also have a significantly positive influence on later life outcomes, including those relating to health, well - being and Learning by Doing», a 2015 report by DEMOS, comments that evidence suggests that character attributes not only reinforce academic learning but also have a significantly positive influence on later life outcomes, including those relating to health, well - being and learning but also have a significantly positive influence on later life outcomes, including those relating to health, well - being and careers.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exLearning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning experience of pupils; can help to transform schools; does not need to be expensive.

Evidence suggests that children's academic and social - emotional outcomes improve when adults collaborate across home and school environments to provide consistent, reliable, high - quality learning experiences, particularly during key developmental transitions.

A Nashville high school focuses on using social and emotional learning to build strong relationships and a positive culture — and to improve academic outcomes.

Living by the mantra «pedagogy before technology», Dr Cowling works to help teachers and academics innovate with technology, improving student motivation and learning outcomes, and leveraging technology as a tool to improve the overall education process.

Visit a pair of Nashville middle schools born out of the belief that strong social and emotional learning practices improve academic outcomes.

By middle school, academic outcomes in multiple content areas are inexorably dependent upon students» ability to independently learn from text and express what they know through text.

Learning communities build a sense of academic and social community and increase engagement among students and faculty, all of which lead to a variety of positive outcomes.

Education research and the data that enables it are incredibly powerful tools that help educators and policymakers understand and personalize learning; make good policy, practice, and funding decisions; and improve academic, life, and work outcomes.

The Colorado Education Initiative and its coalition partners imagine a future where education is designed to: help students develop the academic, professional, entrepreneurial, personal, and civic competencies that a modern society and economy demand; support educators in creating learning environments designed to maximize these outcomes for students; and promote systems that support and incentivize educators in this effort.

This study in two localities will show whether an academic boost from a six - week school readiness program in the summer right before kindergarten is a cost - effective way to improve outcomes (and prevent summer learning loss) for children who have been in preschool during the regular school year.

Separately, BLOCS works to collect Social and Emotional Learning (SEL) data from approximately 52 of these 75 sites using the Survey of Academic and Youth Outcomes (SAYO - Y).

As a member of the National Center for Academic Transformation (NCAT) Corporate Associates Program since 2004, we have partnered with institutions nationwide to improve learning outcomes.

Applying the Drive Your Brain framework for teaching and learning to improve academic outcomes is best accomplished at the systems level across school districts and states through:

In this A Word interview, he describes how his state tried to change the education conversation from being about money and conditions (adult concerns) to instruction, learning, and academic outcomes (student priorities).

Topics include the use of disciplinary procedures such as Positive Behavior Intervention and Support and Restorative Justice as effective ways in reducing suspension rates, the impact of high suspension rates in the capacity of schools to attain better academic outcomes, and the high suspension rate of students suffering learning and emotional disabilities.

Unlock the magic of learning, improve academic outcomes and help your students become college and career ready with StrongMind Digital Curriculum.

Learning Around the Clock: Benefits of Expanded Learning Opportunities for Older Youth identifies and describes Expanded Learning Opportunities (ELOs) that improve academic performance, college and career preparation, social and emotional development, and health and wellness outcomes for underserved youth.

The bottom line is this: If we are serious about eliminating long - standing academic achievement gaps and improving learning for all students, we can not ignore the critical role of school district central offices in improving educational outcomes for all students.

Catapult Learning, Inc. has dedicated over four decades to providing outstanding education solutions that generate demonstrable academic achievement and better life outcomes for students, regardless of their learning barriers or other challenges they mLearning, Inc. has dedicated over four decades to providing outstanding education solutions that generate demonstrable academic achievement and better life outcomes for students, regardless of their learning barriers or other challenges they mlearning barriers or other challenges they may face.

Learn how StrongMind's high - caliber digital courseware can help your school innovate to attract and retain more students, improve academic outcomes and increase graduation rates.

Bedford Elementary School will capitalize on their work with Leader in Me to increase student leadership within the school and community, as well as taking ownership of their learning and academic outcomes.

The summative evaluation of two years of the Arts for Academic Achievement (AAA) program examines student learning outcomes of arts - integrated instruction measured by standardized tests, as well as effects not captured by standardized tests.