Sentences with phrase «attitude about achievement»

And parents can help kids cope by offering emotional warmth and promoting a resilient, effort - based attitude about achievement.

In this time of big transitions, parents» attitudes about achievement, the examples they set by the way they treat other people, and their parenting style can have a significant impact on their development.

The solution the school came up with is a program called Challenge Success that works with school communities to rethink attitudes about achievement and reduce student workload.

Not exact matches

So, what about all this celebration of being proud to be British, American, German, White South African etc have any of us anything to cause us to praise our past achievements, or our present attitudes to our neighbors.

Sleepless in Seattle's other hallmark achievement is its own attitude about itself.

CASEL reports: «A landmark review found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction.»

-------------------------------------------------- References Charlie M. Belin and Brian Kisida, «Science Standards, Science Achievement, and Attitudes About Evolution,» Educational Policy, September 21, 2014.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

These teachable skills promote healthy behaviors and are related to improved climate and attitudes about self and others, improved behavior and achievement test scores, and decreased anxiety and depression.

A meta - analysis conducted by Marzano, Waters, and McNulty (2005) found that several promotion - focused behaviors among school leadership are linked to higher levels of student achievement, including (1) serving as a change agent (challenging the status quo and leading efforts that have uncertain outcomes); (2) demonstrating flexibility (being comfortable with major changes and dissent); and (3) being an optimizer (encouraging innovation by portraying a positive attitude about teachers» ability to achieve what may seem to be beyond their grasp).

A landmark review found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction.

Containing more than 280 artists from 50 countries, the new volume provides an insightful gloss on the men and women who are using their wide - ranging respective mediums to advance beyond the artistic achievements of the 20th century — often in ways that reflect current attitudes about identity, politics, and the relationship between the real and the virtual.

If you're submitting a cover letter as well, talk about personal achievements that highlight a go - getter, can - do attitude.

A child is seen as successful in school when a positive attitude about school and learning is developed; supportive social ties with teachers and classmates are formed; comfortable and positive emotions, as well as positive engagement and participation in the classroom, are experienced; and academic achievement and progress are shown.

It is the process of gathering, recording, interpreting, using and reporting information about a student's progress and achievement in developing knowledge, skills and attitudes.

These teachable skills promote healthy behaviors and are related to improved climate and attitudes about self and others, improved behavior and achievement test scores, and decreased anxiety and depression.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

I wrote about how it is the biggest part of achievement, and that we acquire a sense of self - efficacy in four ways: personal experience, observation of others, a positive mental attitude and from the encouragement of others.