Sentences with phrase «development of academic engagement»

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The State Department should begin by supporting three initiatives: the development of an academic sub-discipline of international religious freedom studies, the engagement of big business, and the building of partnerships with other, like - minded governments.

Years of research show that it's closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equitable opportunity.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

At the same time, classes are designed to address the differing learning needs, academic orientations and points of engagement of boys and girls at different stages in their mental and emotional development.

Findings include the most desired outcomes of OST grants: improved academic achievement, increased engagement, positive development, and 21st century skill building.

These educational benefits stretch across many realms of student learning and development, including academic achievement, social and interpersonal skills, workplace preparation, and civic engagement.

Our proven enrichment programs embrace the dignity of the person by focusing on academic excellence, virtue development, individual attention and parental engagement.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Project ACHIEVE also assists schools to implement effective and efficient problem solving and strategic intervention processes for students with academic and behavioral difficulties, while improving the staff's professional development and effective instructional interactions, and increasing the quality and quantity of parent and community involvement and engagement.

Frank's areas of instructional emphasis include literacy, student engagement, differentiated instruction, explicit instruction, academic vocabulary development and classroom management.

Diverse learning environments benefit all students, and the benefits stretch across many realms of student learning and development, including academic achievement, social and interpersonal skills, workplace preparation, and civic engagement.

Summary: This article comments on the work the Aspen Institute's National Commission on Social, Emotional, and Academic Development and the involvement of of current and former leaders from the worlds of education, policy, government, and business, The commission has an ambitious agenda to try to define commonalities in the emerging and overlapping fields of social - emotional learning, deeper learning, mindsets, and student engagement.

Little or not attention has been given to the fact that teachers are already involved in multiple activities inside and outside the classroom that have pervasive and diffuse student outcomes in terms of academic achievement, socio - emotional development and civic engagement.

K - 8 Youth Development provides rigorous academic interventions, college prep workshops, civic engagement projects, STEM / arts enrichment activities, and health / nutrition programming to vulnerable elementary and middle school students in an out - of - school - time setting.

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.»

The elements, in addition to the tracking their progress throughout the year aims to increase academic achievement in reading and development authentic engagement and ownership of the content in the class.

PEAR partners with school districts, out - of - school - time programs and youth - serving organizations to promote social - emotional development in the service of student engagement, academic achievement, and life success.

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

ASCD's Whole Child Initiative is an associationwide effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of children who are healthy, safe, engaged, supported, and challenged within a sustainable approach to education and community engagement.

This year's priorities for the Development grants are increasing educator effectiveness; improving low - performing schools; strengthening science, technology, engineering, and mathematics education; boosting academic outcomes for students with disabilities and English language learners; encouraging parent and family engagement; promoting effective use of technology; and serving rural communities.

Participation in extracurricular activities such as academic clubs and athletics reduces the likelihood of negative outcomes, such as dropping out of school.125 Participation in afterschool sports is also positively associated with student academic achievement and social development, in addition to parent engagement.126

In MPS, the Turnaround Arts effort will focus on three key areas: additional professional development for arts educators and arts integration education; integration of the five arts disciplines — visual arts, music, dance, theater and media arts — within all content area classrooms; and working with the district's arts partners to provide both in - school and after - school enrichment programs to foster student engagement in learning and incorporating the arts into academic supports.

The goal of YES is to promote academic achievement, critical thinking, character development and civic engagement through the teaching strategy of service - learning.

Afterschool programs of high - quality produce increase student academic achievement, positive social / emotional development, regular and consistent school attendance, student engagement, positive work / study habits and stronger links between students, families and schools.

ExpandED Schools (formerly TASC), the New York City Department of Education (NYC DOE), and the New York Hall of Science (NYSCI), invite applications from schools and community partners [1] to join us in a two - year study of a professional development program designed to boost students» interest, engagement and academic performance in science during the middle school years.

This connection drives academic achievement, youth development, post - secondary / workforce preparation and community collaboration while allowing the school to become a center of community support, civic participation, and community engagement.

The WCN will be a hands - on field effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of children who are healthy, safe, engaged, supported, and challenged within a sustainable approach to education and community engagement.

For example, according to an American Humane Association study of over 1,200 teachers who received Pets in the Classroom grants, pets: enhance children's senses of empathy, nurturing and respect for life; support the development of strong social skills; promote better school attendance and academic engagement; reduce tension in the classroom; teach children responsibility and leadership skills; and improve confidence and self - esteem.

Summary: This article comments on the work the Aspen Institute's National Commission on Social, Emotional, and Academic Development and the involvement of of current and former leaders from the worlds of education, policy, government, and business, The commission has an ambitious agenda to try to define commonalities in the emerging and overlapping fields of social - emotional learning, deeper learning, mindsets, and student engagement.

The WCN will be a hands - on field effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of children who are healthy, safe, engaged, supported, and challenged within a sustainable approach to education and community engagement.