Sentences with phrase «consequences for student learning»

More than a decade of research has confirmed what every parent knows: there are differences among teachers and they have huge consequences for student learning.

Missing school and skipping class has consequences for student learning.

Not exact matches

Amid a statewide furor over the flawed implementation of the Common Core Learning Standards, the State Assembly on Feb. 28 introduced a bill that would impose a two - year moratorium on attaching high - stakes consequences to the New York state tests for teachers and students.

The graduate students who wrote for our Learning and Teaching Scientific Ethics mini-feature learned that, as scientists, they should think about the consequences of their actions in the laboratory.

«Although some teachers may worry that social media distracts students from legitimate learning, we found that our Facebook group helped transform students from anonymous spectators into a community of active learners — and this has important consequences for student performance,» Dougherty said.

Thus, while roaming the virtual world, students can linger in places that catch their attention and learn more about what they see and how it is related to the subject matter being studied (for example, the chemical processes local rock is subjected to and their consequences).

Many states have set the bar so low for children who are learning English that students in those states could leave high school without being taught to read or write the language, yet their schools would face no consequences under federal education law.

The best answer, in my view, is that the consequences of racial segregation for student learning are probably adverse but not severely so.

Although the subjects vary considerably from one grade to the next (from the life cycle of frogs to the role of change makers in society to the study of the causes and consequences of war), every expedition shares some common characteristics: an emphasis on student - led inquiry, connections to the community (through interactions with local experts and service - learning projects, for example), and an integrated curriculum with a strong emphasis on the visual and performing arts.

The majority wrote that since most learning disabilities are rooted in dyslexia - an inability to read and process information quickly — and as the SAT is not supposed to be a test of speed (or so the College Board says), a dyslexic student's need for more time should be allowed without consequence.

If presidents come to learn that they are also being held accountable for the nation's educational performance, they will think more carefully about the consequences of their actions for students, not job holders.

Technology - based forces of «disruptive innovation» are gathering around public education and will overhaul the way K - 12 students learn — with potentially dramatic consequences for established public schools, according to an upcoming book that draws parallels to disruptions in other industries.

Most disconcertingly, it was bound to have a chilling effect on discipline in some of America's toughest schools, with perverse consequences for classroom order, learning, and student safety.

As a consequence, prominent organizations such as the National Research Council and the National Council of Teachers of Mathematics, since at least 1980, have called for teachers to engage students in constructing their own new knowledge through more hands - on learning and group work.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Here we were motivated by questions about (1) district antecedents of school leaders «efficacy, and possible differences in the antecedents of individual as compared with collective leader efficacy, (2) consequences of school - leader efficacy for leader behavior, as well as school and classroom conditions, and (c) effects of leader efficacy on student learning.

This report shows how the design of high school graduation policies can have important consequences for teaching, learning, and student attainment.

Whether deciding school policy for an upcoming year or debating the consequences for an individual student arising from a single incident of misbehavior, educators juggle several factors: striking a balance between an orderly campus and a welcoming climate conducive to learning; protecting the safety of all students while recognizing the rights of individuals; treating students equitably but, when warranted, considering individual circumstances that influence behavior; and, in concert with every school's educative mission, convincing students who are behaving badly to correct their behavior while also standing ready to banish anyone who interferes with the learning of others.

They pose the problem to a Twitter chat group and an online professional learning community and receive differing responses, many of which recommend negative consequences for students who perform poorly on the initial assessment (for example, limiting the grade students can attain on the second assessment, permitting a second assessment only occasionally and at the teacher's discretion, or making the second assessment more demanding).

The unfortunate consequence of «loose coupling» is that teachers tend to work in isolation from each other and from their administrators as they (teachers) manage and are held accountable for the technical core and ultimately for the student learning that happens or does not happen in the classroom.

It's no secret that many educators and researchers have long been leery of giving them too much weight in gauging student learning and meting out consequences for schools, students, and teachers.

Research has found that across preK — 12 and postsecondary settings, the racial attitudes of educators have important consequences for the learning and development of students, whether these attitudes manifest in academic expectations of students or disciplinary practices.

WHEREAS, the new evaluation system based on NYS Education Law 3012c disproportionately weights the use of high stakes test scores over qualitative assessments as «Measures of Student Learning (MOSL)» in determining teacher performance, leading to a proliferation of Common Core - aligned tests with devastating consequences for teaching and learning conditions in our schoLearning (MOSL)» in determining teacher performance, leading to a proliferation of Common Core - aligned tests with devastating consequences for teaching and learning conditions in our scholearning conditions in our schools, and

It was assumed the best and fastest way to teach students consequences and develop a school culture conducive for learning.

Ideally, future work would rely on a detailed student database — such as student transcript data — to address centrally important yet understudied issues in math placement, including the identification of reliable and accurate measures of student outcomes, the establishment of protocols associated with growth in student outcomes, and the consequences of effective support systems for improving student learning.

They are calling for for an alternative to these punitive practices, namely the institution of mediation methods that help students learn to deal with their emotions, talk about their problems, and confront the consequences of misbehavior in a supportive environment.

So we'll continue to get information on how student sub-groups — such as minority populations, dual language learners, and students with learning disabilities — are performing, but we aren't tying those tests to harsh consequences for schools and teachers.

We must advance beyond compliance («OK, I'll follow this classroom management plan and the student handbook that tells me the consequences I can assign when students misbehave») toward empowerment, taking charge and taking responsibility for teaching students the behavioral skills they need to succeed, and preparing the supports necessary for all students to learn these vital life skills.

When state tests with strong consequences for students and teachers come into play, as they do in every state now, practitioners are pressed to ensure that all students learn what will be on the test.

Well - designed accountability policy, on its own, does four things well: first, it requires participants to believe that all students can learn and succeed; second, it measures the academic progress of all students over time; third, it highlights gaps between different groups of students (be they racial, geographic, socio - economic, special education and gifted students, or English language proficiency); and fourth, it assigns consequences for not meeting goals around student progress.

It offers research - based tools, skills, and guiding principles that enable secondary teachers to organize and manage their classrooms for optimal learning; prevent most disruptive behaviors; diagnose and respond to problematic behaviors efficiently; and provide the right kinds of accountable consequences and supportive interventions that will help reluctant and resistant students to turn around their behavior.

If this continues it will represent an important paradigm shift with positive consequences for students» learning and their overall school experience.

These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students» learning.

We saw that our schools often assigned severe consequences for minor misbehaviors, instead of creating environments where students could learn from their mistakes.

Before you begin applying for student loans, it's wise to learn more about the consequences of default, how to avoid it and, if you're already in default, how to get out of it.

I would argue that the principal factor causing the most dire problem is not the lack of utility of a law degree, the tuition of the law school and the debt it created or even the competitiveness of the job market for lawyers upon graduation, but the four years that the student was required to spend learning something unnecessary to obtain an undergraduate degree that is utterly useless to the practice of law and that delays the entry to a competitive job market to a point in a person's life where the consequences of unemployment or underemployment can not be borne socially or financially.

Low - level physical aggression (pushing, kicking, hitting): Some consequences could include giving the student a new learning space in the room or a new spot in line, or they could be tasked with performing an act of kindness or service for the hurt person.