Sentences with phrase «academic problems result»

Not exact matches

In this configuration, class time is utilized for working through questions, collaboration, and problem - solving instead of lecture, ultimately resulting in greater student engagement and academic success.

They tend to have better academic results, fewer emotional and behavioral problems, and lower rates of incarceration as they mature.

Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37

To do this, they will literally translate industrial problems and requirements into basic scientific concepts, submit them to academic experts, and finally convert the scientific results into commercially exploitable information.

The result is a commentary article in the May 2015 issue of the journal Academic Medicine, where Holleman and two colleagues present MD Anderson as a case study illustrative of a broader national trend and encourage other institutions to address what the authors identify as the faculty morale problem.

Although children with these conditions are at higher risk for reduced school performance and academic attainment, there are other problems that they can encounter as a result.

By contrast, an initial study of the consortia by CRESST in 2013 shows promising results for the consortia's ability to measure students» ability «mastering and being able to apply core academic content and cognitive strategies related to complex thinking, communication, and problem solving.»

Classroom Problem Solver: Prevent Teasing Teasing can result in anxiety and low self - esteem, affect academic performance, and even escalate to physical conflict.

I have weekly meetings with the teams to discuss an array of topics including academics, after - school tutoring for at - risk students, behavior problems, parent concerns, truancy, curriculum mapping, and tri-annual online reading and math test results.

Rather than lay out the case for the brokenness of the current virtual school model, I would encourage you to simply do a Google search for «virtual schools» and see what results pull up in the News section — academic problems, high attrition rates, low retention rates, etc..

The fear created for immigrant parents and students resulted in symptoms of mental health problems that affected students» academic performance.

Topics discussed include a study that found that SEL led to a reduction in conduct problems, increased pro-social behaviors and resulted in an 11 - percentile improvement in academic performance.

The United States ranks much higher in collaborative problem - solving than in individual academic achievement, according to PISA results.

As result, she is thriving and is able to show her academic gifts while being given accommodations for her learning problems.

The problem lies in the way the article distinguishes a Growth Mindset from academic results.

The report presents a comprehensive survey of the abundant news accounts and prominent studies documenting the origins of the modern charter industry, its incredibly successful public relations and marketing effort, and the significant problems it leaves in its wake, including widespread financial fraud and abuse, dubious academic results, and a weakening of democratic control of local schools.

The results speak for themselves: Our students are community assets, instead of tax liabilities; academic test scores are improving; students spend more time actively learning; discipline problems have significantly reduced; and we cut students» average stay in half, while doubling the number of students who return to their home schools.

Grade retention that results from narrow measures of academic preparedness can increase student risk for problems in school, including increased drop - out rates, and even when the student is promoted, the use of such assessments to sort students creates tracks within grade levels that reflect racial, ethnic, and social - class differences and that function to direct entire categories of students toward low - wage jobs or incarceration.

(Colo.) About 2 percent of the nation's schools are closed every year either because of declining enrollment or the result of lingering academic problems.

«The results show our starting point as a state, a window into where California students are in meeting tougher academic standards that emphasize critical thinking, problem solving, and analytical writing,» California's Superintendent of Public Instruction, Tom Torlakson, said in a statement.

If a student treated a problem of writing company selection with due diligence and motivation then he / she is sure to be satisfied with their cooperation as the result will be a profound academic project that would earn high estimation of the professor.

While running the DICE model (and similar integrated assessment models) may be a useful academic exercise in anticipation of solving these very serious problems, the results at this time are nowhere near reliable enough to justify trillions of dollars of government policies and burdensome regulations.

Symptoms are often evident as early as 1 to 3 years of age1, 2 and typically continue into later childhood and adolescence,3 - 5 resulting in academic underachievement, reduced social competence, and mental health disorders.6 - 8Quiz Ref IDHowever, fewer than 25 % of young children identified with behavioral problems receive treatment.9, 10 Because of the frequency and nature of their contact with families of young children, primary care physicians are in a unique position to affect the course of early - onset disruptive behavior.11

Social isolation may mean they do not develop social skills and have difficulties establishing relationships; spasmodic school attendance or lack of time for homework can result in poor academic achievement and lost opportunities in future years; physical strain may lead to health problems in later life, while emotional stress may lead to mental health problems.

Trauma resulting from childhood maltreatment can manifest in feelings of depression, aggression, avoidance, low academic achievement, and / or health problems or substance abuse; all of which are exacerbated when low socioeconomic status is also a factor (Chartier et al., 2010; Felitti et al., 1998; Kreidler & Kurzawa, 2009).

While research has shown that a secure relationship with an educator results in higher academic achievement, greater social competence, and fewer behavioral problems, the art and science of building secure relationships is missing from educator preparation and support.

Some children who have additional needs resulting from chronic illness, intellectual disability, or behaviour or developmental difficulties might be more at risk of developing academic problems or difficulties with relationships at school.

The result is a comprehensive classroom and school program that contributes to academic excellence by fostering mutual respect, promoting collaboration and proactive problem solving, and increasing classroom productivity.

Such problems often result in significant impairments in the individual's emotional, social, academic, and occupational adjustment.

Depressed adolescents show concentration problems (Gotlib and Joormann 2010), which might result in lower grades and more academic failing (Darney et al. 2013), and could therefore also lead to lower levels of academic self - efficacy.

Results indicated that adolescents in the intervention group improved key family, peer, and academic correlates of juvenile sexual offending and improved existing adjustment problems in individual family members.

Witnessing violence can have a lasting impact on a child, and can result in fractured relationships, poor academic success, and even health problems that can last long into adulthood.

These competencies provide a foundation for better adjustment and academic performance in students, which can result in more positive social behaviors, fewer conduct problems, and less emotional distress (Durlak et al. 2011).

After adjusting for a broad range of confounder variables, the associations between parent - rated hyperactivity / inattention and conduct problems measured at age 3 and academic outcomes at age 16 (national General Certificate of Secondary Education (GCSE) examination results) were investigated (n = 11640).

Results suggest that aspects of early father functioning play an important role in the psychosocial, cognitive, and academic development of preschool - aged children with behavior problems.