Sentences with phrase «at improving learning outcomes»

The team then researches, designs and implements an intervention strategy aimed at improving learning outcomes for the struggling students.

ACER has undertaken an evaluation of ICT in education in Papua province to inform national, provincial and local policies and curricular strategies aimed at improving the learning outcomes achieved by basic and secondary education students and adult learners in Papua; and to improve the quality of the teaching and learning using ICT across the curriculum.

Not exact matches

Center on the Developing Child at Harvard University, National Forum on Early Childhood Program Evaluation, and National Scientific Council on the Developing Child, A Science - Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children, Cambridge, Mass.: Center on the Developing Child, Harvard University, 2007.

«It will be valuable to learn whether improvements in earnings by families with pregnant women, improved maternal nutrition or reduced maternal stress — all factors associated with higher birth weight — also translate to better cognitive outcomes in childhood,» said Figlio, IPR faculty fellow and Orrington Lunt Professor of Education and Social Policy and of Economics at Northwestern's School of Education and Social Policy.

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There's a growing smorgasbord of initiatives and resources beyond the classroom supporting the push to improve STEM learning outcomes, so finding one to fit your students» needs at any given moment in time can feel a little overwhelming.

Stephen Dinham, National President of the Australian College of Educators and Chair of Teacher Education and Director of Learning and Teaching at the University of Melbourne, said to improve student outcomes you've got to start with teacher education.

Principal, Christopher Stock, reports that at the centre of their work was the impassioned determination to improve learning opportunities and outcomes for all students.

Moving forward, many school teams say they will use what they learned from the course and continue to meet on a regular basis to look at data through a different lens — how teachers can change teaching practice to improve student outcomes.

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

In addition, Rob Tarn, the regional chief executive and national leader of education at Outwood Grange Academies Trust, will be sharing advice on «implementing effective measures to transform schools and improve learning outcomes».

Dr Patsy Norton is currently Master Teacher at Craigslea State High School, where her responsibility is to improve teacher capability and student learning outcomes.

International studies, such as those conducted by the OECD (2005; 2006; 2009a, b, c; 2013) consistently point to the role of ongoing teacher learning at all career stages in improving student learning outcomes.

«At the end of the day, we're here to improve student learning outcomes and data is one tool that we have access to and that we can use.

In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largLearning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larglearning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larglearning at large scale.

Passionate about improving learning outcomes for students of color, Harper started her teaching career in 2003 at KIPP Academy Middle School in the Bronx, New York.

Learners are better engaged, leading to better learning, that ultimately translates to improved performance at the workplace — fulfilled business outcomes.

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.

Estelle's commitment to improving student outcomes and continual professional learning has led to her emerging as a valued teacher leader at BISS.

Barrera - Osorio is currently a senior economist in the Human Development Network Education group at the World Bank, and is known for working closely with governments in Pakistan and Colombia to evaluate policies and programs to improve student learning outcomes.

The review panel heard that the fundamentals for supporting all students do not change and personalised learning and teaching based on each child's learning needs, is effective at improving educational outcomes.

As a part of a whole school approach to improving student outcomes and teacher skills, Peer Learning Groups (PLGs) have been established at Craigslea State High School.

Teachers at Craigslea State High School in Brisbane are using Peer Learning Groups (PLGs) to improve their own practice and student outcomes.

It will support faculty and students who care deeply about improving outcomes for very young children, and will become an essential source at the university and across the country for scholarship, partnership, and professional learning.»

Gabrielle Doyle, Director of Teaching and Learning at Catholic Education Western Australia, says that by using data walls, several schools are experiencing improved student outcomes.

Finally, research has also shown that improving reading comprehension and preventing poor reading outcomes require measuring outcomes at every stage of learning.

-LSB-...] Current research suggests that getting feedback right, establishing productive teacher - student relationships, reciprocal teaching and fostering meta - cognitive strategies to help students become better at learning are among the strategies for which there is a robust evidence base for improved 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:

Previously, Stephen was a 5th grade Integrated Math teacher at Sí Se Puede Academy, where he first began his work leveraging blended learning strategies to improve outcomes for all students.

If done correctly, social and emotional learning has the potential to improve outcomes and services for these traditionally underserved students — but only if special education gets a seat at the table in national conversations about SEL.

Learn how to use the decision - making framework of MTSS to help better support teachers to make the right decisions at the right time to improve student behavior and outcomes.

Using this process at the start of the school year will help teachers to improve learning outcomes for all their students.

Administrators who are the most successful at overseeing positive student learning outcomes create, support, and fight enthusiastically to sustain time for teachers to work together at mentoring, analyzing student work, doing peer observation and feedback, and engaging in dialogue about improving instruction.

The Commission of Higher Education is working to: 1) improve the quality of teacher preparation and performance; 2) open the level of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary options.

Recognizing the tremendous potential for high - quality preschool to improve children's outcomes, this report considers how a universal publicly funded pre-kindergarten program in the United States could decrease both disparities in access to early learning and achievement gaps at kindergarten entry.

Considered a seasoned collaborator and evidence - based strategist, Dr. McGlawn served as the Senior Associate for Linked Learning at The Education Trust - West, where she led assessments of Linked Learning implementation, with a strong focus on the quality of curriculum and instruction delivered through Linked Learning pathways, as well as equitable systemic access and improved outcomes for students.

Thus, what was intended to be an effort at alignment of standards across states for improving clarity and consistency of expected learning outcomes has resulted in a perceived ongoing inconsistency of expectations across states.

His research focuses on strategies to increase the capacity of CTE programs to improve the engagement, achievement, and transition of secondary and postsecondary CTE participants, including longitudinal studies of the effects of work - based learning and CTE - based school reforms on the educational outcomes of at - risk youth.

She is currently an Assistant Professor, Service Learning Fellow, and Community Engaged Research Scholar at the University of Massachusetts Dartmouth, where she directs a team of student and faculty researchers committed to improving achievement, health and well - being outcomes for students and teachers in classrooms serving students with diverse learninLearning Fellow, and Community Engaged Research Scholar at the University of Massachusetts Dartmouth, where she directs a team of student and faculty researchers committed to improving achievement, health and well - being outcomes for students and teachers in classrooms serving students with diverse learninglearning needs.

This campaign will educate and empower teachers at all phases in their careers on how to be active, engaged leaders and create spaces for them to learn about the many ways they can be involved in education policy making, with the ultimate goal of improving student outcomes and opportunity.

They are typically delivered at the district level to enhance best practices and improve learning outcomes.

Rolf Grafwallner, CEELO Senior Scientist and Program Director at the Council of Chief State School (CCSSO) Rolf is Program Director for Early Childhood Initiatives at the Council of Chief State School Officers (CCSSO) in Washington, D.C. where he works with states to improve learning opportunities and outcomes for young children.

District leaders at Long Beach say outright that better instruction will lead to improved student learning and that asking teachers to learn more about teaching is crucial to that outcome.

The California Learning Communities for School Success Program (LCSSP) provides funds to local education agencies, including charter schools, to support programs aimed improving student outcomes by reducing truancy and supporting students who are at risk of dropping out of school or are victims of crime.

«Lifelong learning does have a transformational impact,» said Carvajal, «and research from the Center on the Developing Child at Harvard has demonstrated that building adult capabilities improves child outcomes.»

As the technology and curriculum team see improved student outcomes with technology at school and at home via the AP Blended Learning program, they are looking to expand the take - home learning program within other classrooms to provide similar filtered Internet access Learning program, they are looking to expand the take - home learning program within other classrooms to provide similar filtered Internet access learning program within other classrooms to provide similar filtered Internet access at home.

The key to Imagine Learning's success is game - based engagement woven into evidence - based pedagogy that creates a learning experience that is fun for students and highly effective at improving student oLearning's success is game - based engagement woven into evidence - based pedagogy that creates a learning experience that is fun for students and highly effective at improving student olearning experience that is fun for students and highly effective at improving student outcomes.

Yet, the evidence is mixed, at best, that this investment of time, money, and resources has produced measurable change in student learning outcomes, or in teaching practices that effectively leverage the capabilities of technology to improve student learning (Cuban, Kirkpatrick, & Peck, 2001; Mehlinger & Powers, 2002; National Center for Education Statistics, 1999, 2000; Windschitl & Sahl, 2002).

As the Vice President of Corporate Sponsorships at Achieve3000, Dr. Almeida is dedicated to working strategically with school district leadership teams to drive transformative change and improve learning outcomes for all students.