Sentences with phrase «achievement of a social studies»

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There is a tendency to highlight the importance of cognitive achievements and the family's socioeconomic background for people's success in the future, but this study shows that children's self - regulation, which comprises children's social skills and processing of emotions, directs the future development in a profound way in different domains of life.

Over the last few years as education researchers at University of Michigan and Michigan State University, we have worked to address this question through a large study of the effects of PBL on social studies and some aspects of literacy achievement in second - grade classrooms.

Burris combines reviews of academic studies, as well as personal anecdotes from her own experience as an educator, to argue that ability tracking has a negative effect on the educational achievement of «low track» students while also undermining social cohesion.

The outcomes on standards - based social studies and content literacy assessments indicated that the project - based learning curriculum virtually erased the achievement gap between second graders of high and low - socioeconomic backgrounds (Halvorsen, Duke, Burgar, Block, Strachan, Berka, & Brown, 2012).

A team of researchers created and tested four social studies units that improved achievement among students in high - poverty schools.

Achievement; growth; social studies in certain grades; growth of students; on - track high school graduation for 9th graders; progress in English - language proficiency; four -, five -, and six - year cohort graduation rates

Janine Bempechat studies and teaches about achievement motivation and social and moral development in children and young adults at the Harvard Graduate School of Education.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

I measure student achievement with a composite of grade - point average (GPA) based on student self - reports of their most recent grades in English, math, history / social studies, and science.

By adjusting for the effort students are putting into their studies, I do my best to separate the social consequences of achievement from those of effort to achieve.

The limited educational research or recognition of social and behavioral development as important for academic achievement intrigued Bub, who has spent years studying how the two intersect.

The 2014 letter declares that «Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance... decreased academic achievement... increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems.»

Bilingual students also attain higher levels of achievement on standardized tests in reading, writing, social studies, and math and report higher levels of self - confidence (Tochon, 2009).

The National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD) collected detailed information on achievement, social development, family experiences, child - care quality, and schooling for roughly 1,300 children at regular intervals from birth on, yielding data that have resulted in numerous influential papers on child care and family background effects on early achievement and social adjustment.

In Teaching Middle School Social Studies III, Ali Brown — director of history achievement for the Achievement First schools — asked her class to write an «essential question» that would frame a unit they were soon to teach on the American achievement for the Achievement First schools — asked her class to write an «essential question» that would frame a unit they were soon to teach on the American Achievement First schools — asked her class to write an «essential question» that would frame a unit they were soon to teach on the American Revolution.

Findings from this large and comprehensive evaluation show that KIPP schools lead to educationally meaningful increases in student achievement, not just in basic reading and math, but in a broader set of subjects, including science and social studies.»

They will address many kinds of achievement in areas such as arts, social studies and outdoor education rather than just literacy and math and that also promote safe, healthy and zestful well - being for all our students.

One of the few large - scale national studies of magnet schools found that magnet schools were more effective than traditional public schools, Catholic schools, and secular private schools at raising student achievement in reading and social studies.

According to the Rand Corporation's Pre - school Study, the achievement gap becomes evident in kindergarten when many of these children come to school lacking the basic social skills and early literacy skills they need to succeed.

Ali currently leads Achievement First's K - 12 social studies / history program as the founding Senior Director of History Achievement.

The paper, published in Education Finance and Policy, details the achievement impacts of 41 KIPP charter middle schools nationwide and reports consistently positive and statistically significant test - score effects in reading, math, science, and social studies.

Rising proficiency for students with disabilities across most subjects (exceptions for middle school writing, high school math, and high school social studies), at a pace that can contribute importantly to narrowing one of our widest achievement gaps

Under the regulation, schools and districts would receive an overall rating of one to five stars as determined by school performance (very low to very high) on multiple indicators — proficiency, a separate academic indicator for science and social studies, growth (elementary and middle school), achievement gap closure, transition readiness, graduation rate (high school) and opportunity and access.

A study that assessed the enduring effects of the Seattle Social Development Project — another elementary school program — on former participants at age 18 found lower rates of violent behavior, heavy drinking, and sexual activity, as well as higher academic motivation and achievement, for program participants relative to comparison group students (Hawkins, Catalano, Kosterman, Abbot, & Hill, 1999).

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

Teacher - Student Interactions: The Key to Quality Classrooms By University of Virginia Center for Advanced Study of Teaching and Learning - Describes ten dimensions of teaching that are linked to student achievement and social development.

These social studies lesson plans were developed by the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE Center).

Students trained in social and emotional skills had academic achievement scores which were an average of 11 percentile points higher than those who did not, according to a meta - analysis of 213 studies (Weissberg, et al., 2015).

IMAST (Indiana Modified Achievement Standards Test) The purpose of the Indiana Modified Achievement Standards Test (IMAST) program is to measure student achievement in the subject areas of English / Language Arts, Mathematics, Scienc *, and SociAchievement Standards Test) The purpose of the Indiana Modified Achievement Standards Test (IMAST) program is to measure student achievement in the subject areas of English / Language Arts, Mathematics, Scienc *, and SociAchievement Standards Test (IMAST) program is to measure student achievement in the subject areas of English / Language Arts, Mathematics, Scienc *, and Sociachievement in the subject areas of English / Language Arts, Mathematics, Scienc *, and Social Studies.

The U.S. Department of Education's Institute of Education Science released this week an evaluation of a recent study on the effects of the Head Start program and, in typically terse language, reported «potentially positive effects» on reading but «no discernible effects on mathematics achievement and social - emotional development for 3 - and 4 - year old children.»

The What Works Clearinghouse review of Spelling Mastery for the Students With Learning Disabilities topic area includes student outcomes in nine domains: alphabetics, reading fluency, reading comprehension, general reading achievement, mathematics, writing, science, social studies, and progress in school.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

The impact of NYCLA - trained principals on student achievement has been demonstrated through a rigorous, independent study conducted by researchers from the Institute for Education and Social Policy at New York University.

Ethnographic case studies of classrooms in two gentrifying schools examine how social interactions, instructional decisions, and labeling and sorting practices relate to broader community discourses of race, class, and academic achievement.

Three well - designed studies have been conducted to measure the impact of the Ready To Learn program with Pre-K, Kindergarten, and first grade students on their academic achievement and social skills.

A meta - study of after - school programs around the country concluded that afterschool improves social, emotional and academic outcomes.7 Closing the achievement gap in STEM is critical for the children and youth of Massachusetts,

Professional development under Title IIA for public and private school staff members must focus on the promotion of academic achievement in one of the core content areas of English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history, geography and social studies.

On this page, you will find awards to present to your students for achievement in the area of history, social studies, geography, the middle ages, ancient Egypt, map reading, newspapers, and writing reports about countries.

Access to a wide range of classes that contribute to school engagement and academic achievement, such as social studies, service learning, career and technical education, art, music, physical education, and health education.

Students in the study were in the third grade as of spring 2013 and enrolled in a public school in one of five urban districts: Boston; Dallas; Duval County, Fla.; Pittsburgh; or Rochester, N.Y. Researchers used a randomized controlled trial to assess the effects of district - run voluntary summer programs on student achievement and social and emotional skills in the fall after the students participated in the summer program.

Driven by the belief — and backed up by studies — that «highly effective educators are the single ingredient most likely to impact student achievement,» Profound Gentlemen provides career support for black male educators so they can, in turn, serve as mentors to boys of color, ultimately improving the students» social and emotional well - being and increasing their opportunities for success.

A third area of assessment in the report is a comparison of achievement gaps, specifically the gap between white students and African - American students and the gap between white students and Hispanic students in English Language Arts, Mathematics, and Science and Social Studies.

They will address many kinds of achievement in areas such as arts, social studies and outdoor education rather than just literacy and math and that also promote safe, healthy and zestful wellbeing for all our students.

Jonathan Cohen, president of the National School Climate Center (formerly the Center for Social and Emotional Education), says there are more than 300 empirical studies that support the notion that «when schools make these core processes integral facets of school life, student achievement increases and school violence decreases.»

In light of this study's consistency with the larger cooperative learning research base, we conclude that Jigsaw, as modified (i.e., Jigsaw II), tends to produce higher levels of academic achievement than conventional whole - class, noncooperative instructional procedures in secondary social studies classes.

Afterschool programs of high - quality produce increase student academic achievement, positive social / emotional development, regular and consistent school attendance, student engagement, positive work / study habits and stronger links between students, families and schools.

A national study conducted by Mathematica Policy Research found that students attending KIPP middle schools made gains in reading, math, science, and social studies equal to 11 to 14 months of additional learning when compared to similar non-KIPP students.60 Similarly, researchers from the University of Pennsylvania found that students selected by lottery to attend Harlem Success Academy made significant gains in reading and math equal to 13 to 19 percent higher test achievement, compared to demographically similar students not selected via lottery.61

Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance and diminished educational engagement; 9 decreased academic achievement; 10 increased behavior problems; 11 increased likelihood of dropping out; 12 substance abuse; 13 and involvement with juvenile justice systems.14