Sentences with phrase «changing difference for students»

It's about making a life - changing difference for students by staying involved in all aspects of the work, ensuring that policies successfully reach classrooms, and keeping parents engaged in order to build lasting, systemic momentum focused on what's best for kids.

Not exact matches

On Tuesday 21st January T and I set off extremely early in the morning to London joining the commuters on the train to one of the main London Stations and then onto the Tube for a trip to West Minster Palace to meet with other parent bloggers who believe strongly like we do that together we can make a change for these children with our voices, teachers, students, volunteers, representatives of Save the Children and Beanstalk, MP's from around the country and peers of the realm to talk about reading, books and how we can make a difference.

I also liked the messaged that although I probably won't make huge policy changes that effect the whole country, I can make a difference for the students I work with.

«We thought that changing a single point within these HARs might account for the difference, but we realized that the various changes within an individual HAR actually work together or interfere with one another,» said first author Hane Ryu, PhD, who was a graduate student in Pollard's and Ahituv's laboratories.

But as the student population has grown, the school district has changed the start times for many individual schools in order to maintain a balanced bus schedule, generating differences in start times for the same school in different years.

This is a summary of Gender and sex differences in student participation, achievement and engagement in mathematics by Dr Sarah Buckey, the first in a series of papers, Changing minds: Discussions in neuroscience, psychology and research, published by the Centre for Science of Learning @ ACER.

These changes can be difficult even for students who have the best supports, but for students with disabilities, English language learners, and those with little family or community support, these transitions can make the difference between success and failure.

• Duke researchers Charles Clotfelter, Helen Ladd, and Jacob Vigdor found that being taught by a sub for 10 days per year has a larger effect on a child's math scores than if he'd changed schools, and about half the size of the difference between students from well - to - do and poor families.

We also adjusted the data to account for changes in state spending on education and for parents» educational levels, which provides controls for simultaneous changes in state policies or differences in demographics that might confound the analysis of how accountability systems influenced student achievement.

Specifically, I examine whether the results change when I adjust my results to account for differences in student characteristics, including prior (age 7) test scores; gender; eligibility for free lunch; special education needs; month of birth; whether first language is English; ethnic background; and census information on the home neighborhood deprivation index.

The power of the visual representation made all the difference for these students, and being able to sequence through the problem using the visual supports completely changed the interactions they were having with the problem.

A controlled trial of approximately 1,000 students across three courses over a six - month period confirmed that these changes led to statistically significant differences in student success: whether students mastered critical objectives and passed the course and stayed on for their next course (see Figure 1).

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

Mariam Durrani, an expert on Islamophobia and Muslim youth and a lecturer at the Harvard Graduate School of Education (HGSE), says that even if there are no Muslim students in a class, «changing educational and society - wide demographics suggest that as young people come of age, we'll have even greater need for conversations about learning across difference and about addressing systemic inequalities,» whether about religion, race, gender, sexual orientation, or other identifiers.

The hope is that if enough of these efforts show sustained results, funding priorities may change, and programs such as Quiet Time could find a place next to blended learning, English - language learning, and other strategies that make a substantive difference for students who face a steeper path to success.

npower's Climate Cops resources, designed for 4 to 7, 7 to 11 and 11 to 14 year olds, aim to engage students in tackling the causes of climate change in a lively and stimulating way by making a positive difference to the way they use and save energy.

Joyful Teaching in an Age of Change: A SOAR - ing Tale, the creator of the SOAR School - Year Theme Kit, and co-author, with Robert J. Marzano, of Teacher Evaluation That Makes a Difference: A New Model for Teacher Growth and Student Achievement.

«We may not fully know which changes will make the most difference, which will transform outcomes for poor and minority students.

But if for some reason there will not be major changes made, or in the interim until they are, if the cap could be increased or lifted all together, it would make a HUGE difference for all students that we serve.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

2000 Results began to demonstrate that the changes in Finland's educational system were making a significant difference as demonstrated by scoring third on a global assessment, the Programme for International Student Assessment (PISA), a standardized test given to 15 - year - olds in approximately 40 countries.

Evidence from High School and Beyond», Economics of Education Review, March 1994, Volume 13, Issue 1, pp. 1 - 17; Ron Ferguson, «Paying for public education: New evidence on how and why money matters,» Harvard Journal on Legislation, Volume 28, Summer 1991, pp. 465 - 498; R. Strauss and E. Sawyer, «Some New Evidence on Teacher and Student Competencies», Economics of Education Review, Volume 5, Issue 1, 1986, pp. 41 - 48; M. McLaughlin and D. Marsh, «Staff development and school change,» Teachers College Record, Volume 80, Number 1,1978, pp. 69 - 94; D. Winkler, «Educational Achievement and School Peer Group Composition,» The Journal of Human Resources, Volume 10, No. 2, Spring 1975, pp. 189 - 204; A. Summers and B. Wolfe, «Do schools make a difference?»

Conlon describes how these changes have made a difference for individual students in terms of being more engaged in school and pursuing deeper learning.

During that time, it has been immensely rewarding to see students awaken to the possibilities of using design for social good, to see the difference that they can make in solving everyday problems by applying design thinking and skills to engender positive change.

I would tell potential law students and others considering legal industry careers that this is a wonderful time for those who are creative, entrepreneurial and visionary to make a real difference in bringing about necessary changes.

Today, Microsoft announced the addition of a visual dictionary to its suite of inclusive classroom tools to make it easier for teachers and students to change text size and spacing to accommodate reading differences.

Given clustering in data and ROE delivery, we used multi-level modelling (SAS PROC MIXED) to account for three levels of variability: intra-individual change in students over time (in the three outcomes), inter-individual differences between students (gender) and inter-group differences between classrooms (assignment to ROE or control group, grade level).