Sentences with phrase «based learning policies»

It was written by Linda Darling - Hammond, Leib Sutcher and Desiree Carver - Thomas, all of the California - based Learning Policy Institute, which conducts independent, high - quality research to improve education policy and practice.

That is the major finding of Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013, a new report by the California - based Learning Policy Institute (LPI).

Like some traditional schools, certain charters have characteristics associated with higher turnover, such as their location in low - income communities and hiring of younger, newer teachers, said Leib Sutcher, research associate at the Palo Alto - based Learning Policy Institute.

Not exact matches

Her article, co-authored with Dr. Dave Yeske, CFP, «Policy - Based Financial Planning Provides Touchstone in a Turbulent World», was published in the July 2006 issue of the JFP, where their most recent collaboration, «Evidence - Based Financial Planning: To Learn... Like a CFP ®» also appeared in November, 2011.

The revolution in government presaged by an activist population policy would thus seem to be based less in politics per se than in «science,» for in the final analysis it is the field of learning known as «population studies» that provides population policy with its raison d'etre.

Challenge Success has since worked with almost 800,000 students, faculty, administrators and parents throughout the United States and across the world on efforts like changing bell schedules, reforming homework policies, shifting to alternative assessments and encouraging project - based learning with the goal of creating «healthier and more productive pathways to success.»

Linda has worked and supported preventive nutrition research based best practices thru legislation, creation and implementation of best practices and policy change while working and learning in Georgia, Tennessee and Alabama.

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.

Connecticut needs to enact a law for all schools (all ages) to record head injuries to learn the scope of this issue and set policy based on sound data.

«While I am grateful to Congressman Bob Turner and honored that he and his colleagues chose to support me based on my platform and policies, I'm learning that the Republican Machine in the other boroughs runs on dirty politics, and that is not something I want to be associated with.

«Outstanding issues include under - investment in school technology infrastructure, significant inequities in allocation of Fair Student Funding dollars, disparities in gifted and talented education, resistance to training and support for new learning devices like tablets, inaction on liberalizing school space usage policy for community - based organizations, and poor community notification on significant changes to school utilization,» Adams said.

«The major policy implication of this review of research on games for learning is that it is premature to call for a major overhaul of schools based on computer games: The research certainly does not warrant extensive replacement of current educational practices with practices based on computer games,» Mayer concluded.

Bioeconomic modeling, agent - based and evolutionary (learning) agent - based modeling, multi-scale approaches to coupled human and natural systems, natural resource markets, regulatory policy

The more I learned, the more furious I got, because it was very clear to me that this policy was based on nothing but ignorance and racism stemming from the 1930s.

Between midday on 4th and 14th December, all donations online can be doubled, which means in the future twice as many teachers could be learning about child rights and gender - based violence, twice as many communities learning about the importance of girls» education, twice as many school - boards understanding and enforcing national policies aimed at supporting girls, and hopefully twice as many girls could be making that crucial transition from primary to secondary school, become shining beacons for hundreds of other women and girls who dream of a better future but wonder if it's possible.

Completion - based funding policies could be an easy sell to state lawmakers eager to fund more personalized learning — but they're a short - sighted, and ultimately self - defeating, approach.

It is based on «Teachers the Age of Digital Instruction,» a paper published this week by the Fordham Institute as part of its Creating Sound Policy for Digital Learning series.

The products that win in the marketplace aren't necessarily those that are the best for learning, as the policies in public K - 12 education in particular are focused heavily on input - based metrics that encourage compliance, but not student learning growth.

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lBased on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lbased learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lbased learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.

Game - based learning is undisputedly the way to help new hires retain information better and get acquainted with the company's policies and procedures.

Instead, we ask teachers to develop their own grading systems based on their professional judgment and interpretation of learning standards and school policy.

Our study provides what we hope is just the beginning of a strong evidence base for understanding realistic budget and policy planning around personalized learning.

To help fill the gaps for participants, sessions included exploring what leadership really means, understanding the process of policy analysis, figuring out how to get others to see all sides of an issue, figuring out how to effectively use research - based evidence, strategizing how to get quality teaching even without resources, and learning how to use the media to communicate a vision.

These criteria can be used by assessment developers, policy makers, and educators as they work to create and adopt assessments that promote deeper learning of 21st - century skills that students need to succeed in today's knowledge - based economy.

Building on Rhee's early work, and learning from her mistakes, her successors have effectively transformed it into a performance - based profession that provides recognition, responsibility, collegiality, support, and significant compensation — features that policy experts, including many of Rhee's harshest critics, have long sought but never fully achieved.

(2) To create and support an initial network of selected states and community - based sites that are both motivated and prepared to engage in an interactive process of «Innovation by Design» through piloting creative, new policies and practices, as well as contributing to active, cross-site learning that will be supported by the Early Childhood Innovation Partnership (ECIP) based at the Center on the Developing Child at Harvard University.

The May 23 conference at the Urban Institute, a think tank based here in the nation's capital, examined the policy implications for value - added statistical designs, which typically measure students» learning gains from one year to the next.

Policy makers, politicians and media too often discuss data about class sizes and their impact on student learning without an evidence base, relying largely on second - hand research or anecdotes.

A 1999 study by the Center for Research in Educational Policy at the University of Memphis and University of Tennessee at Knoxville found that students using the Co-nect program, which emphasizes project - based learning and technology, improved test scores in all subject areas over a two - year period on the Tennessee Value - Added Assessment System.

This policy recommendation is apparently based on a single study in 2000 of the Voyager summer learning program, although they note that a major meta - analysis suggests widely varying effect sizes from the evaluations of different studies.

In a 17 - page paper published recently by Learn Inc., a Washington - based policy - research organization, Mr. Walberg said Chapter 1 (formerly Title I) money has not raised the academic achievement of needy students and has often been spent on students who are not poor.

But sometimes schools sacrifice depth of learning for test preparation, says the report released last week by the Washington - based Center on Education Policy.

Indeed, colleges and universities are even frequently evaluated on the racial, geographic, and socioeconomic diversity of each incoming class of students, and affirmative action policies in admissions are based on the rationale that the presence of campus diversity enriches the learning environment.

CSEDU 2015, the International Conference on Computer Supported Education, aims at becoming a yearly meeting place for presenting and discussing new educational environments, best practices and case studies on innovative technology - based learning strategies, institutional policies on computer supported education including open and distance education, using computers.

An American Youth Policy Forum (AYPF) publication looked at the overlap of afterschool programs and competency - based learning models.

Andrea Guengerich Education Policy and Management Hometown: Austin, Texas Experience: High school teacher in Brownsville, Texas, one of the largest cities along the Texas - Mexico border; position at Breakthrough Austin, a community - based organization that provides a path to college, starting in middle school, for low - income students who will be first - generation college students; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whole child

The findings below showcase how real - time, research - based feedback is improving student learning; informing policy; and providing breakthrough solutions to inform continuous improvement in the CORE Districts and beyond.

Representing over 5 million members of the global workforce, P21 unites business, government and education leaders from the U.S. and abroad to advance evidence - based education policy and practice and to make innovative teaching and learning a reality for all.

Ask the Teacher - Leaders — October 1, 2015 Indy Teachers Union Votes for High - Paid Opportunity Culture Roles — September 9, 2015 Charter School Lessons in New Orleans, Nashville — September 1, 2015 Teacher Evaluation for Teacher - Led, Team - Based Schools: Free Guide & Policy Brief — August 27, 2015 Early Lessons from Newark's Charter School Sector — August 20, 2015 New, Free Training Materials for Teaching - Team Leaders — August 4, 2015 Higher Growth, Pay at Early Opportunity Culture Schools: Results and Lessons — July 21, 2015 Syracuse Schools Build on First Opportunity Culture Year — June 16, 2015 How to Build an Opportunity Culture: New, Free Toolkit — June 9, 2015 Hire Great Teacher - Leaders, Blended - Learning and Team Teachers: Free Toolkits — June 2, 2015 Texas First to Launch Statewide Opportunity Culture Initiative — May 19, 2015 RealClearEducation.com Launches Opportunity Culture Series — May 15, 2015 Indianapolis Public Schools Begin Opportunity Culture Initiative — May 07, 2015 What Could YOU Do in an Opportunity Culture?

The report, based on data collected from state education department personnel in 45 states, discusses the present status of state exit exam policies, the future of these policies as states implement the Common Core State Standards and common assessments, and lessons that can be learned from states» past experiences with implementing new exit exam policies.

The expansion of charter schools, less university - based teacher preparation, and putting digital technology before superb teaching as a way to personalize learning for students do not characterize the policies of international educational leaders like Canada, Finland, or Singapore.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

Providing real - time, research based feedback that improves student learning; informs policy; and provides breakthrough findings about the achievement gap.

She has worked extensively with a subset of school systems eager to embrace the new policy to aid in their implementation of competency - based learning.

Consequently, they still stand to accumulate gaps in learning that the state's competency - based policies were intended to prevent.

This article is adapted from two reports authored by Freeland and published by the institute in 2014: «From policy to practice: How competency - based education is evolving in New Hampshire» and «Blending toward competency: Early patterns of blended learning and competency - based education in New Hampshire.»

The other recommendations below provide options for state policy and programmatic interventions that can help teachers and other school - based professionals recognize and respond to the behavioral manifestations of trauma and other impacts of ACEs on learning.

In reaction to criticism of the policy, Cate Swinburn, head of data and accountability in the D.C. school system, stated, «In no way does DCPS hold our students to different expectations based on their skin color or language ability or special learning needs».

«We realized that our competency - based policies were not urging schools to focus on personalized learning to the degree we had hoped,» Leather said.

Whether your preferred policy solution is based on standards and accountability, parental choice, instructional reform, or something else, the better approach to reform is gradual and decentralized so that everyone can learn and adapt.