Sentences with phrase «demonstrate academic development»

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Since the early 1990s, independent scientists in academic laboratories around the world have published hundreds of articles demonstrating how a broad selection of chemicals can interfere with the normal development of a baby at extremely low levels of exposure — in fact, levels similar to those experienced every day by people worldwide.

Election to NAI Fellow status is the highest professional accolade bestowed solely to academic inventors who have demonstrated a prolific spirit of innovation in creating or facilitating outstanding inventions that have made a tangible impact on quality of life, economic development, and welfare of society.

Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL skills, attitudes, positive social behavior, and academic performance while finding decreases in conduct problems, emotional distress, and drug use.

Development of skills Scientific research demonstrates that student health, attendance and academic performance is improved with clean and well - maintained schools.

National Schools of Character are schools, early childhood through high school, that have demonstrated through a rigorous evaluation process that character development has had a positive impact on academics, student behavior, and school climate.

Each year, Character.org and its state affiliates select schools and districts that demonstrate a dedicated focus on character development that has a true positive impact on academic achievement, student behavior, and school climate.

Restorative Practices will foster closer relationships and partnerships with both students, and their families, demonstrating our commitment to their academic success and social / emotional development.

These schools and districts have demonstrated, through a rigorous evaluation process that character development infused in the curriculum and schools showcased positive impact on the schools» academics, student behavior, and school climate.

College students who are exposed to information about brain development that shows the plasticity of intelligence, Aronson and several colleagues have demonstrated, «reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than students in the control group.»

There are some studies that connect teacher perceptions to their development and professional practices (Aguirre - Munoz et al. 2008; Huang 2004; Hart and Okhee 2003), such as Aguirre et al.'s study that provided clear evidence demonstrating the effectiveness of a systemic functional linguistic approach to teacher development for attention to academic language / literacy in teachers» instructional practice, but the findings are limited to teacher development in the area of middle school language arts.

For school communities already committed to providing arts integration practice, the alternative methods and tools developed in the PAIR project demonstrate how to qualitatively and quantitatively assess the impact of individual teacher arts integration professional development variables on individual student arts integration and academic learning outcomes.

This certification demonstrates comprehensive knowledge of early childhood development from ages 3 to 8, and the academic skills associated with each stage.

For example, Comer's School Development Project demonstrates that strengthening the connections between urban school professionals and parents of low socioeconomic status can improve their children's academic achievement (Comer, Haynes, Joyner, & Ben - Avie, 1996).

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

Each year, CEP selects schools and districts that demonstrate through a rigorous evaluation process that their focus on character development has had a positive impact on academic achievement, student behavior, and school climate.

Each year, we identify students at the College of Veterinary Medicine that have demonstrated academic success and a strong interest in feline medicine and / or surgery and provide stipends that promote their development as excellent feline practitioners.

Each year, we identify students at the New York State College of Veterinary Medicine that have demonstrated academic success and a strong interest in feline medicine and / or surgery and provide stipends that promote their development as excellent feline practitioners.

Students will demonstrate increased proficiency in communication, critical thinking, personal and global awareness, academic proficiency, and professional development.

Bruce W. Ferguson is a proven arts and academic leader with extensive experience in entrepreneurial leadership and institutional development, with a demonstrated passion for facilitating artists and intellectuals and their work and research.

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

• 7 years» extensive experience in providing physical education • Committed to deliver modern, high quality, results - oriented lessons • Highly skilled in using assessment data to recalibrate curriculum • Demonstrated ability to set and hold students to high academic, behavioral, and character standards • In - depth knowledge of developing motor skills and physical development in young adults

These CBOs — rooted in communities in California, Florida, New Mexico, New York, and Virginia — demonstrated a commitment to youth development in their localities and a readiness to strengthen academic skills, enhance social emotional learning, develop leadership training and civic education in coordination with local and national COIN support teams.

The latest international research, as reported at the ICSP 2nd International Conference on Shared Parenting, along with other academic developments all convincingly demonstrate that the world wide inexorable transition to equal shared parenting is quickly gaining momentum.

The purpose of the white paper document is to demonstrate the relationship between the importance of good health in young children and how it impacts child outcomes and later development (i.e., school readiness / academic performance).

Maternal depression is demonstrated to contribute to multiple early child developmental problems, including impaired cognitive, social and academic functioning.3 - 6 Children of depressed mothers are at least two to three times more likely to develop adjustment problems, including mood disorders.3 Even in infancy, children of depressed mothers are more fussy, less responsive to facial and vocal expressions, more inactive and have elevated stress hormones compared to infants of non-depressed mothers.7, 8 Accordingly, the study of child development in the context of maternal depression is a great societal concern and has been a major research direction for early childhood developmental researchers for the past several decades.

Arthur J. Rolnick of the Federal Reserve Bank of Minneapolis writes that, «Careful academic research demonstrates that tax dollars spent on early childhood development provide extraordinary returns compared with investments in the public, and even private, sector.

In fact, children who demonstrate empathy also show greater social skills, healthy friendships and academic achievement.2 There's strong evidence to support parents» significant role in the development of empathy.

Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL skills, attitudes, positive social behavior, and academic performance while finding decreases in conduct problems, emotional distress, and drug use.

Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement.