Sentences with phrase «developmental studies students»
GED and developmental studies students use Merit reading, writing, and math software to enhance learning skills and strategies.
https://www.meritsoftware.com/ Not exact matches
Multiple intervention studies of learners at different developmental stages have explored the effect of explicitly teaching students about an incremental theory of intelligence.
«It requires student initiative to connect with the right role model / adviser,» says Todd Evans, a professor of developmental and molecular biology and Assistant Dean for Graduate Studies and Director of the Graduate Program at the Albert Einstein College of Medicine of Yeshiva University in Bronx, New York.
A study published in Developmental Psychology by Erin Barker, professor of psychology in Concordia's Faculty of Arts and Science, shows that students who were mostly happy during their four years of university but who also experienced occasional negative moods had the highest GPAs at the time of graduation.
In the Cornell study, Ceci taught exactly the same course on developmental psychology to two very similar classes, totaling 472 students, in fall and spring semesters.
«Electronic bullying of high school students threatens the self - esteem, emotional well - being and social standing of youth at a very vulnerable stage of their development,» said study author Andrew Adesman, MD, FAAP, chief of Developmental and Behavioral Pediatrics at Cohen Children's Medical Center of New York.
«Previous research has shown that CTCF acts as a key insulating barrier to prevent mistakes in cells as they multiply and differentiate,» says Varun Narendra, the study's lead author, and a fifth - year graduate PhD student in developmental biology at NYU Langone and the Howard Hughes Medical Institute.
Deppmann and his graduate student, Kanchana Gamage, the study's lead author, believe that axons communicate the death message to each other during injury as a leftover activity, «borrowed» from the nervous system's developmental period when axons are overproduced and then improper or unnecessary connections are eliminated by a similar communication between axons.
The study's co-authors are Hannah Schacter, a UCLA graduate student in developmental psychology; Miia Sainio, a senior researcher at the University of Turku, in Finland; and Christina Salmivalli, a professor of psychology at the University of Turku and the developer of KiVa.
Alex Thiery, a PhD student at the University of Sheffield who contributed to the study said: «We are interested in the developmental origin of the pufferfish beak as it presents a special opportunity to understand how evolutionary novelty can arise in vertebrates more generally.
The authors are Duflo; Moira R. Dillon, an assistant professor in New York University's Department of Psychology; Harini Kannan, a postdoc at J - PAL South Asia; Joshua T. Dean, a graduate student in MIT's Department of Economics; and Elizabeth Spelke, a professor of psychology and researcher at the Laboratory for Developmental Studies at Harvard University.
Stanford co-authors of the study are data analyst Pang Wei Koh; former undergraduate student Tianda Deng; instructor Rahul Sinha, PhD; graduate students Jonathan Tsai, Amira Barkal, Kimberle Shen and Benson George; research assistant Rachel Morganti; postdoctoral scholar Nathaniel Fernhoff, PhD; assistant professor of pathology Gerlinde Wernig, MD; former graduate student Zhenghao Chen; professor of pathology and of pediatrics Hannes Vogel, MD; assistant professor of genetics and of computer science Anshul Kundaje, PhD; professor of developmental biology William Talbot, PhD; and professor of developmental biology Philip Beachy, PhD.
1) Co-authors of the gata5 study, published in Genes & Development, were lead author Jeremy Reiter, and Jonathan Alexander, both MD / PhD students funded by the NIH Medical Scientific Training Program and students in Stainier's lab, Deborah Yelon, PhD, a postdoctoral fellow in Stainier's lab, Adam Rodaway, PhD, and Roger Patient, PhD, both of Developmental Biology Research Centre, The Randall Institute, King's College London, and the late Nigel Holder, PhD, of the Department of Anatomy and Developmental Biology, University College London.
3) The co-authors of the role of the endoderm in heart formation study, published Developmental Biology, (September) were Jonathan Alexander, Michael Rothenberg, a graduate student in Jun's lab, and Gilbert L. Henry, PhD, of the Department of Molecular and Cellular Biology at Harvard University.
Biology Bytes author Teisha Rowland is a science writer, blogger at All Things Stem Cell, and graduate student in molecular, cellular, and developmental biology at UCSB, where she studies stem cells.
Using the classic Waldorf developmental approach, students study drama in the ninth grade to reflect where they are emotionally.
Only about 4 percent of U.S. students go to colleges that accept less than 25 percent of their applicants, and most American kids either don't attend or don't graduate from four - year colleges, says developmental psychologist Richard Weissbourd, who studies the social and emotional lives of teens.
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).
We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.
Three - Year Effects of CUNY's Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.
The word study section focused on teaching students letter - sound relationships and a sequence of word patterns based on developmental spelling theory (Bear, Invernizzi, Templeton, & Johnston, 2000; Henderson & Templeton, 1986; Invernizzi, Abouzeid, & Gill, 1994).
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Doubling graduation rates: three - year effects of CUNY's Accelerated Study in Associate Programs (ASAP) for developmental education students,
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).
A decade - long study of after - school programs for low - income youth found that arts programs attracted higher - risk students than sports and had far greater academic and developmental benefits.
This study explores the heterogeneous effects of ESL compared to developmental English on first generation, second generation, and generation 1.5 students as well as other language minority subgroups in order to illuminate which language minority students benefit the most (and the least) from ESL.
Further, to the extent that homework helps young students develop effective study habits, our results suggest that homework in early grades can have a long - term developmental effect that reveals itself as an even stronger relationship between completion rates and grades when the student moves into secondary school.
A cross-sectional developmental study of the social relations of students who enter college early.
Students examine the developmental nature of language, literacy and cognition birth to adulthood by reading and studying classic and current research.
In another Stanford University study, 288 community - college students enrolled in developmental math were randomly assigned, at the beginning of the semester, to read one of two articles.
The Regional Educational Laboratory (REL) Northwest study examined developmental (remedial) education placement rates and predictors of academic performance among first - time students who enrolled in the University of Alaska System between fall 2008 and spring 2012.
Some colleges are transforming traditional developmental education into accelerated pathways that are relevant to students» programs of study using the design principles of guided pathways introduced by Bailey, Jaggars, and Jenkins, which allow colleges to cluster hundreds of programs of study into a handful of broad areas (e.g., liberal arts, STEM, business, and health).
Many colleges have redesigned developmental sequences by eliminating potential exit points where students often drop out and aligning coursework with students» programs of study.
The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions.
MDRC: Doubling Graduation Rates: Three - Year Effects of CUNY's Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
The Master of Education in Developmental Studies in Language and Literacy Education program is designed for graduate students who are interested in research and practice in literacy and language in public and non-public education settings.
Higher academic achievement was observed in both lower and higher performing students in the few studies that used some form of either cognitive, developmental, or constructivist forms of pedagogical theory coupled with computer technologies.
Trained students on simple developmental skills, worked with other teachers to ensure students were ready for future studies and supervised -LSB-...] Continue Reading →
• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations
• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved
Monitored students» educational progress with individual charts and files, including Desired Results Developmental Profile, Individual Education Plan (IEP), Student Study Team (SST),
The Family Engagement in Online Employment Planning Intervention is looking for parents of a student with an intellectual and / or developmental disability to participate in a study to see how Facebook Messenger might be used as an effective tool to coach families on planning for employment.
The BASC has a «developmental history» component, a «student observation system,» several subscales that are not included in the CBCL series (e.g., self - esteem, self - reliance, locus of control, sense of inadequacy, study skills), and a set of validity indices.
However, future studies should adopt a multidimensional perspective to probe the concrete structure and developmental process of secondary vocational school students» character strengths for promoting positive growth.
Prepares students for competitive doctoral studies in psychology or related fields (law, social work, education) including supporting students to become a clinical, experimental, developmental, or social psychologist.
Abstract: In a cross-sectional study with 541 German students (mean age: 12.61 yrs) and (for a subsample of N = 350) one of their parents, developmental conditions for a particular resource of self - regulation («Flexibility of Goal Adjustment»; Brandtstädter & Renner, 1990) are investigated.
The current study used a developmental framework to examine peer group influence on individual levels of physical and relational aggression over a year with 6th and 7th grade students (n = 346, 51 % female).
Application of Bowlby's (1988) developmental theory of attachment to the study of college student development has challenged the separation - individuation model, as attachment theory postulates that a secure connection to parents is conducive to promoting autonomy across the lifespan.