Sentences with phrase «developing good research skills»

Districts that slashed jobs for teacher librarians in recent years may soon regret that decision - especially as schools in California transition to the Common Core standards, which put new emphasis on students developing good research skills.

Yet legal research is one area in which both «sides» might be able to develop a strong commonly agreed aim: I know from my own experience that law faculties claim to want students to develop good research skills, propose in fact that they are teaching students to learn to learn, and almost without exception make Legal Research and Writing a mandatory subject.

Not exact matches

A major research direction, then, might well develop a design for research in which pastors would develop psychological skills in aiding parishioners in the development of wholesome (as part of «holy»), mature personalities, and in assisting persons in developing meaning and purpose in their lives, as well as dealing therapeutically with specific emotional problems which cripple their functioning.

During the last 5 years, due to the integrity of our farming techniques and business model, as well as Brendan's skills in Sales and Marketing, our business has experienced massive growth, necessitating the employment of key staff to help develop our business and continue expanding our Research, Development and Innovation projects.

But research shows that children who are securely attached tend to develop better self - regulation skills.

As a result, research has shown that homeschooled children tend to develop better social skills than those who spend a large part of their days in a classroom, rather than out in the «real» world.

• Helping mothers develop skills and techniques to ensure breastfeeding goes well • Providing expertise in the management of breastfeeding challenges • Training other healthcare workers using current evidence based knowledge • Collaborating with other healthcare workers to meet the family's needs • Investigating and participating in research • Educating policy makers on the economic and health benefits of breastfeeding • Advocating for services to support breastfeeding

I draw on the work of many analysts, including Melissa Roderick at the Consortium on Chicago Schools Research and the authors of the book «Crossing the Finish Line,» to suggest that doing a better job of developing non-cognitive skills in students could be a particularly fruitful way to increase college - graduation rates.

Research shows that learning and playing in the outdoors and developing the skills to be a good friend are important ingredients in healthy child development.

«You develop research and analytical skills and, perhaps most importantly, the objectivity you need to listen to music without having an opinion on whether it's good or bad, but simply whether it's the same or different.»

The technical skills can be picked up anywhere — the personal qualities have to be developed and the best way to do this is by doing some clinical research during your studies.

Steverink's research spans the theoretical and practical: She has developed a theory of psychological well - being in older people, she studies their capacity to manage their own well - being, and she creates courses to teach elderly people self - management skills.

The new publication format has yet to establish itself, but proponents argue that it could help young scientists in particular pursue good research ideas, develop solid methodological skills, and get papers on their CVs.

For example, invest some time and effort to improve your communication skills (by giving presentations at internal group meetings or conferences); your teamwork (by developing good working relationships with your research group, supporting undergraduate students, or through external activities); and your project management skills (have a system for planning your research and time).

«People hoping to enter the field would be better off developing specific skills that they can bring to bear on a research question,» says Nichtberger.

In the long term, it provides a mechanism for developing the skills of a good research assistant, a partner, a collaborator, or a productive scientist.

While there may be instances where useful skills can be developed through interaction with only a machine, I believe ethical reasoning — including research ethics — is best taught through interaction with other people.

[Faculty members] who engage in research and publication... are better equipped to translate ideas to students and to help students develop meaningful cognitive skills.

Her research suggests that a good working memory is a decisive factor in developing good language skills and competency.

Active involvement in research helps you develop the technical and critical thinking skills you?ll need on the way to becoming a good graduate student and scientist.

«In the traditional science track, you learn to do one thing very well, but there's no real opportunity to develop teaching skills,» explains Bockholt, who «turned down faculty positions and took the job at CELL to really broaden my skills... skills that I couldn't get in a research position.»

There must also be a well - developed health and industrial sector, which can capitalise on and exploit the benefits of research and lead to a critical pool of skilled managers and professionals in the private and public sectors.

Military personnel develop valuable skills that can serve them well in a research lab, and the National Science Foundation (NSF) is offering a new funding opportunity intended to encourage them to pursue graduate studies.

I have developed a project called Alpine Snow School Project - This project enables students to develop a wide range of skills by researching, developing a poster, presentation, excel spreadsheet tasks including SUM, MIN, MAX, Average, IF function, Lookup Function, Absolute as well as general ICT questions.

While the OECD's research highlights failings in the implementation of technology, the social shift towards an increasingly connected world means that it can not simply be discredited as «not suitable» for the classroom and must instead be better utilised to support students» learning, while simultaneously developing their digital skills.

The research also found that poor children who attended after - school clubs developed better social, emotional and behavioural skills than those, also from similar social circumstances, who did not.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

The guide, created by developmental psychologist Stephanie Jones and her research team, acknowledges that for an SEL program to be effective, it must work to develop key skills across the many domains of childhood development, and — importantly — it must promote and support teachers» own social and emotional competencies as well.

Drawing on more than a decade of research on afterschool programs, Lopez and colleagues identify a set of best practices that afterschool programs can adopt to promote engagement and help young people develop skills like problem solving, responsible decision making, and self - confidence.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

By telling their stories through multimedia, students develop skills in critical thinking, writing, research, and collaboration, as well as owning their learning and effecting change.

In addition, the programs emphasized the application of research skills to develop a better understanding of families and communities.

Whether playing on the school playground, playing football or even chatting with class mates, research suggests that this recess time helps children behave and perform academically better in class and develop skills that can't be taught in the formal classroom setting.

When I took on my new role in the school, which involved using and analysing data and assisting other staff members to do the same, I knew that it would be important to ensure I upgraded my skills and develop a good understanding of the current research to be able to put it into practice.»

Finally, this research showed that despite doubts regarding learning «school» content through games, participants developed their knowledge in core economics concepts as well as skills with technology.

«A lot of research shows that students who are taught to write have a better vocabulary, develop better reading skills, and do better on standardized tests than students who are not taught to write well,» Bergey explained.

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Develop Fine Motor Skills in...:: coloring:: painting:::: gluing:: cutting:::: following directions:: Perfect for...:: Centers:: Morning Work:::: Art Class:::: Literacy Extensions:::: Social Studies / Cultural Studies:: Included in this unit:: 3 Crown styles to suit your kiddos Single Band Crown Fish Tail Crown Ribbon Crown:: 2 Year of the Rooster Designs Featuring the Chinese Zodiac characters for Year of the Rooster:: Various head bands with saying that include... Happy Chinese New Year, Year of the Rooster, Gung Hey Fat Choy (Cantonese), Kung Hei Fat Choy (Cantonese), Gong Xi Fa Cai (Mandarin)... choose the phrasing that works best for your community of learners:: 7 Year of the Rooster Worksheets 2 styles of Rooster Research pages 2 Can Have Are Charts 3 Circle Charts ** If there are additional trim sayings, phrases or lantern designs, please do not hesitate to email your requests.

Research finds that students who are engaged with content in deep ways while developing conceptual understanding are better able to develop skills in specific areas, such as math or language development.Yoshikawa et al., Investing in Our Future.

Using this research as a starting point, we can engage preservice teachers in developing habits / skills necessary to identify the best teaching tools to help students, whether they are computer - based technologies or not.

Metacognition and self - regulated learning reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils» metacognitive skills and knowledge.

Though a growing body of research has studied the theory and best practices for developing students» disciplinary literacy skills in the high school classroom, research that investigates the ways preservice secondary teachers use instructional technology during their student - teaching internship is an emerging area of study.

The real issue, she insists: «Since research confirms that these well - crafted and playful learning experiences help children develop important and foundational skills and understandings, why aren't they more common in preschool settings?»

The research suggests that such assessments are better tools for showing the extent to which students have developed higher order thinking skills, such as the abilities to analyze, synthesize, and evaluate information.

By the end of this training, participants will develop good factual questions that will prompt students to build background knowledge and develop their literacy and language skills by expecting them to read, research, and report definitions and details insightfully and in their own unique way.

Focus on developing the skill of integrating adult learning theory and current research - based best practices into professional development program planning.

The goal is to provide insights for instructors wishing to learn about, adapt, and incorporate research - based materials and teaching strategies into their courses, hopefully with the goal of «doing better things» to create more effective learning environments to promote students achieving a deeper understanding of STEM and developing appropriate science process skills.

By developing a disposition for learning, a broad range of skills, and the confidence and aptitude to apply them with impact, aspiring and new principals will be better prepared to keep pace with trends and new research, and respond effectively to culturally diverse communities.

Research told us that experiential learning would help our largely low - income Latino population build upon and deepen their prior knowledge as well as develop their language skills, so we incorporated service learning and passion areas into the school day.

In 2015, Trinity College developed a test - optional policy that allows application readers to get to know the applicant well beyond just their grades and test scores.This change in policy stemmed from growing research in the area of non-cognitive skills, which leads us to believe that there are alternative factors, besides just standardized test scores, class rank, grades, and essays, that are essential to understanding potential student success in college and later in life.