Sentences with phrase «big difference in student»

Their comments echoed what we learned in preparing our October 2017 report on Newark's high school chronic absenteeism — caring adults in the school building make a big difference in student attendance patterns and school engagement.

Here is a Developmental Designs - inspired idea that makes a big difference in student engagement in my class.

There are, of course, dozens of strategies that could be incorporated into instruction that will make a big difference in student achievement, but which ones are the best?

There's James Heckman, a Nobel Prize - winning economist at the University of Chicago, who found in the late 1990s that students who earned high school diplomas through the General Educational Development program, widely known as the GED, had the same future prospects as high school dropouts, a discovery that led him to conclude that there were qualities beyond courses and grades that made a big difference in students» success.

To determine the best way to find, implement, and evaluate edtech tools and innovative teaching practices with schools, and to begin to understand which of these tools and practices have the potential to make the biggest difference in student achievement.

In one of the most comprehensive reviews of school outcome data ever conducted, Hattie and colleagues (2008) showed that what teachers do in the classroom every day makes the biggest difference in student learning (Hattie, 2008).

Although time is the most precious commodity in schools, planned and careful use of the available instructional minutes can make a big difference in all students» learning outcomes.

«Of all the school - based factors, effective teachers make the biggest difference in student achievement,» she said.

It was our first step in determining the best way to find, implement, and evaluate edtech tools and innovative teaching practices with schools, and understanding which of these tools and practices have the potential to make the biggest difference in student achievement.

He believes «it could make a big difference in students» lives.»

Not exact matches

This investment will make a big difference in the quality of your course and students» perceptions of it.

There are many Child Nutrition Programs making a big difference in the health of their students.

While these differences are not problematic in and of themselves, they may explain broader trends that do have a much bigger impact on a student's educational progress.

When divided by language skill the biggest difference was seen in writing skills, where the students in the blended program obtained an average of three points more than the students in the standard program.

In working with students, your method of delivery will make a big difference.

If we look at the issue of disability as identity — which is one of the things we talk about in the book — and of students developing a sense of themselves as people with disabilities and integrating their disability into their overall personality, there were actually big differences on that dimension.

There is a big difference between what American and international math teachers know, and Figure 1 below shows how this difference is directly linked to how well our students do in math.6 In some countries, you are required to take four years on the topic you teacin math.6 In some countries, you are required to take four years on the topic you teacIn some countries, you are required to take four years on the topic you teach.

While «having high state standards makes a big difference to underprivileged people,» as Christopher Cerf put it, common standards might be set too low and so, contrary to what the PEPG report showed, may not serve to raise standards of achievement when U.S. students are compared to their peers in high - achieving countries.

students who wish to pursue an entrepreneurial career, whether nonprofit or for - profit, by providing important tools and services to schools and districts, will develop a much deeper understanding of the systems and processes that exist in K — 12 education that they want to improve or replace, and are better at finding points of leverage that will make a big difference for educators and students.

Effective teachers, Farr writes, «convince their students that they can reach their big goals if they work hard enough, and that doing so will make a real difference in their lives.»

Only after these background factors are fully accounted for is the second step taken — a look at the characteristics of the schools that make the biggest difference in determining the variation in student achievement.

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

«College counselors are one of the few tools we have to address this [the college access issue],» Kvaal said, noting that information relayed to students by counselors can make the biggest difference in whether or not they attend college.

«Schools have a very big responsibility to teach their students to think in more sophisticated ways about social and political controversies, to talk across differences of culture, class, and ideology and to engage in conversation with others that might have very different viewpoints,» Bermudez says.

Im going to share another model ~ designed by gifted education researchers ~ that could make a big difference in your reading instruction ~ and subsequently ~ students reading scores

As hard as it is when you're a busy student, planning ahead makes a big difference; if you can slot out a little time each day on the days leading up to an exam to study in different ways — try using a study app one day, review with friends the next, create a practice test on the third — you'll be much better prepared for test day.

As they piloted the change, these teachers saw a big difference in the levels of engagement for both parents and students.

Creating an equitable classroom can feel daunting, but I find it helpful to think of small changes that can make a big difference in increasing student voice.

The nimbleness of our responses can make a big difference in how much risk students are willing to take and how much they're able to accomplish.

Great teachers make the biggest difference of any in - school factor between a student fostering a lifelong love for learning and dropping out of school.

If socioeconomic differences are a major force driving discipline disparities, than we would expect to see bigger discipline disparities in districts with bigger socioeconomic disparities — that is, in places where most of the white students are middle class or above and most of the African American students are poor.

In it, author Susan Dynarski says that researchers»... have identified behavioral «nudges» that prod students to take small steps that can make big differences in learning»In it, author Susan Dynarski says that researchers»... have identified behavioral «nudges» that prod students to take small steps that can make big differences in learning»in learning».

The biggest difference between Harkin's bill and NCLB is that NCLB currently requires that states use raw numbers of students proficient in math or reading to determine whether «Adequate Yearly Progress» measures are met, or face escalating sanctions.

Of course, there are other barriers to effective implementation of professional development including limited financial resources, access to needed expertise, big differences in the capabilities of the teaching staff, and the absence of data needed to specify the problems that are impeding student learning.

Even with that big increase in the U.S., however, several other nations would still spend more on students than we would; but what a difference those extra funds could make in our country.

They found bigger, though not statistically significant, benefits in reading for students who had attended pre-K as compared with those who started KIPP in kindergarten, and no difference in math scores.

The big «aha» is when teachers realize that those stellar outcomes aren't really so stellar as they have reproduced their own ignorance and entitlement in their students and left them with no valuable skills for community building across difference.

It makes a big difference for a student to say what students think; adults tend to listen to student advocates in a different way than we listen to each other.

One of the biggest points of difference is the explicit language in Diegnan's bill that would prohibit student test scores from being a determining factor in a teacher's evaluation.

In «Moral Teachers, Moral Students» (p. 6), Rick Weissbourd asserts that «disillusionment — especially the loss of a belief that [teachers] can make a difference in students» lives — is one of the biggest reasons that nearly one - half of teachers in the United States leave the profession within the first five yearIn «Moral Teachers, Moral Students» (p. 6), Rick Weissbourd asserts that «disillusionment — especially the loss of a belief that [teachers] can make a difference in students» lives — is one of the biggest reasons that nearly one - half of teachers in the United States leave the profession within the first fivStudents» (p. 6), Rick Weissbourd asserts that «disillusionment — especially the loss of a belief that [teachers] can make a difference in students» lives — is one of the biggest reasons that nearly one - half of teachers in the United States leave the profession within the first five yearin students» lives — is one of the biggest reasons that nearly one - half of teachers in the United States leave the profession within the first fivstudents» lives — is one of the biggest reasons that nearly one - half of teachers in the United States leave the profession within the first five yearin the United States leave the profession within the first five years.

The report identifies four areas where investment of LCFF funds could make the biggest difference for students, including community outreach and engagement, and additional support staff in schools.

Principals can make a big difference in the quality of the education students receive.

Notably, black students did not seem to benefit much more from having more than one black teacher in grades 3 - 5 as compared to having just one — even a single teacher of the same race seemed to make a big difference.

Because there can be so much variation in poverty within a school district (just think about the socio - economic differences between Tribeca and the Bronx), the Department of Education is making a big push to calculate exactly how much each school spends on a student.

Something as simple as a dress code, like allowing kids to wear hats, can make a big difference in how students feel about school.

Big Shoulders Fund teachers are driven by a deep mission to serve Chicago Catholic school students in the greatest need, striving to make a difference in children's lives every day.

Our staff continually ask themselves the same question you might ask yourself: As educators, how can we make a bigger, better difference in student engagement and knowledge?

The big difference that the eight teachers and students interviewed all commented on about the experience in Soka Schools compared with other schools was the family feeling generated.

And while more low - income and otherwise disadvantaged students are now being served in charters, the substantial disparity across states indicates that policies on authorization, regulation, and monitoring are likely the biggest drivers of those differences.

Individual differences in important aspects of reading ability mean that students with reading difficulties may have different strengths and weaknesses in one or more of the Big 5 components.