Sentences with phrase «difference in student academic»

They found that writing is one area in which «deep and sustained» access to technology has made a difference in student academic performance.

Hierarchical cluster analysis was applied, and four time perspective patterns were distinguished with some significant differences in students academic procrastination and interest in decreasing it.

Not exact matches

But going by the past trends it has been observed that there is some difference when those students who excel in academics in, say, Engineering colleges come on board companies and are not able to perform to the mark.

In one key study, researchers at Stanford University and the University of Texas at Austin found that a simple, one - sentence note of encouragement made a huge difference in academic outcomes for African - American students, who often have fraught power relationships with teacherIn one key study, researchers at Stanford University and the University of Texas at Austin found that a simple, one - sentence note of encouragement made a huge difference in academic outcomes for African - American students, who often have fraught power relationships with teacherin academic outcomes for African - American students, who often have fraught power relationships with teachers.

There is no conformity in the way PhD programmes are organised and there are substantial differences in how PhD students are funded, supervised, and assessed — not only between universities, but also across different academic departments within the same university.

«The economic, social, and academic backgrounds of the students who attend segregated schools could be the cause of differences in achievement — and not aspects of the segregated settings themselves,» said Kainz.

He found that the money did not make much of a difference in the academic achievement of the students most likely to be affected.

Schools, teacher quality and family income all play a large role in student success, but these factors do not fully explain the academic differences seen in the U.S. between whites and disadvantaged racial / ethnic minorities, including blacks and Hispanics.

For example, a recent study conducted in urban middle schools found that there were more similarities than differences in the reading profiles of struggling students from non-English-speaking and English - speaking households, and that low academic vocabulary knowledge, a major component of advanced literacy skills, was a shared source of difficulty.

While existing research has compared academic performance between in - person and online students, little is known about the differences among the students themselves.

More recent research has examined non-test score outcomes, uncovering differences by race / ethnicity in teacher expectations for students» educational attainment and subjective evaluations of students» academic ability.

The paper also cites PISA data from 2012 showing girls studying physics «had lower confidence than their male classmates, despite tests revealing no difference in academic performance; and that students confidence in their maths abilities were more likely to embark on STEM careers».

[xi] Di Xu and Shanna Jaggars, «Performance Gaps Between Online and Face - to - Face Courses: Differences Across Types of Students and Academic Subject Areas,» Journal of Higher Education 85 (3), 633 - 659, 2014; Cassandra Hart, Elizabeth Friedmann, and Michael Hill, «Online Course - Taking and Student Outcomes in California Community Colleges,» Education Finance and Policy, forthcoming.

These differences in school effectiveness have important consequences for students» academic performance.

(We are quick to add, though, that age tends to convey only small advantages that are likely to be trumped by differences in innate academic talent, and that there are many young - for - grade students in gifted programs.)

We may not all agree on which reforms have been proven effective, but we could all agree that at least some of these reforms, perhaps used in combination, could make a large difference in the academic achievement of low - income and minority students.

If students do sort themselves into middle schools because of some unobserved characteristic that causes changes in academic achievement over time, we would incorrectly attribute differences in achievement to the middle schools instead of to characteristics of the students themselves.

But it is unclear to what degree they reflect racial bias as opposed to differences in socioeconomic status and levels of academic preparation between white students and black students that could influence both expectations and outcomes.

For instance, students could discuss the similarities and differences in their interpretations, or the teacher could model academic language and teach essential background information.

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

The Education Next research article «Stuck in the Middle,» featured in the Fall 2010 issue of Education Next, finds that the steep drop - off in middle - school students» academic achievement may be linked to the larger number of students in each grade level but can not be explained by differences in per - pupil spending or class size, which were similar in middle and K - 8 schools.

In a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentIn a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentin Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentin the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of students.

«Siury exemplifies well the social commitment of students in the International Education Policy Program who understand that leadership that makes a difference combines academic excellence with civic engagement.»

The athlete, we discover, is relegated to dead - end remedial courses and is allowed to persist in his delusion that his athletic prowess will win him a full ride through college; his experience prompts Maran to explore in some detail how academic tracking and other more subtle differences in teachers» expectations contribute to a situation where 60 percent of white Berkeley High graduates attend a four - year college, while only 14 percent of black students earn enough credits to do so.

Tracking, on the other hand, refers to grouping students between classses, offering academic courses in subjects that reflect differences in students» prior learning or ability.

Research shows that quality teachers make the difference — not only in students» academic performance but also in lifetime achievement.

Parent - child differences in educational expectations and the academic achievement of immigrant and native students

Research shows that quality teachers make the difference — not only in students» academic performance but also in their lifetime success.

Percentage point difference between the average annual student academic performance growth in PowerMyLearning partner schools and comparison schools

«Social and emotional learning makes a difference for students in terms of their academic well - being in many respects,» said panelist Elizabeth Glennie, a research analyst at RTI International and NNSTOY report co-author along with Bassett and three others.

Among the most common rationales offered for the Common Core State Standards project is to eliminate differences in the definition of student proficiency in core academic subjects across states.

A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills.

But they do offer a clearer picture of which schools are making a difference in their students» academic lives, allowing policy makers and families to better distinguish the school lemons from peaches.

Alturas International Academy School Type: Charter Public Location: Idaho Falls Grades Served: K - 8 ’20 in 10 ′ Investment: $ 1,000,000 over five years ’20 in 10 ′ Impact: 538 new seats About the School: Alturas International Academy promotes academic distinction, while empowering students to be principled and intellectual leaders as they explore, create, investigate, and analyze in a safe, engaged, collaborative environment that inspires them to make a genuine difference in their local and global community.

Given the shameful differences in the academic outcomes and graduation rates of students of color compared to many Asian and white students, one would expect policies and practices related to students» race and ethnicity to be high on the reform agenda.

Research shows clearly that high quality teachers make a very large difference in the academic success of their students, more so for low income students.

Work with the Academic Resource Specialist and / or counselors to accommodate students who have learning differences or who fall behind in work;

REQUIRED QUALIFICATIONS: A bachelor's degree or higher with at least 24 credit hours in content area Valid IndianaTeaching License for Grades K - 5 or 6 Demonstrates strong writing skills as evidenced by a written response included with Application, answering the following questions: o Describe one experience where you made a significant difference in a student's academic achievement.o Describe a time in which you have used student data to drive greater levels of student achievement.o Describe one way you have successfully integrated technology into your classroom.

I would like to think that I am familiar with past and current instructional strategies, the variety of ways to meet student needs, different curriculum designs, and the like, all in the hope of making a difference in student learning and boosting academic achievement.

This study examined age and gender differences in global, academic, athletic, and social self - concepts in 311 academically talented middle and high school students.

These dramatic differences in per - pupil funding affect the resources available in the classroom, and the academic opportunities for students across the state.

Differences in schools» ability to respond to such challenges may lead to better or worse academic outcomes for students who use their vouchers to attend these schools.

Many groups have, in fact, opposed the release of any grades at all this year because of the differences, most prominently the lack of student academic gains data.

«Never have we been more optimistic about transforming achievement and making a real and measurable difference in the outcomes for students — in their academic pursuits, in their careers, and in their contributions to our nation and to their own communities.»

Offering teachers incentives of up to $ 15,000 to improve student test scores produced no discernible difference in academic performance, according to a study released Tuesday, a result likely to reshape the debate about merit pay programs sprouting in D.C. schools and many others nationwide.

Because many students who have learning differences have struggled with academics in traditional, general education, it is particularly important — even necessary — that they have an opportunity to develop and grow talents and skills in the arts and athletics, and develop communication and relational skills in clubs and extracurricular activities.

Yet even taking into account the possible differences in students» and parents» levels of motivation, the academic performance gap between these charter schools and public schools that serve similar students is striking.

Shifting poor students to better schools can at best alleviate observed differences in academic achievement.

We emphasize a socio - cultural approach to issues of language and learning, acknowledging the value of linguistic and cultural differences, and recognizing that academic settings represent important socializing forces in students» lives.

Being in a small class, economists Alan Krueger and Diane Schanzenbach found, made a noticeable difference in a student's academic performance: Math and reading scores improved, and more students took college - entrance exams, signaling at least an interest in continuing their education beyond high school.