Sentences with phrase «different achievement at»

It works well to fast travel to the Ancient Forest since the creature needed for trophy «Snuggles For All» spawns there — so you can try your luck with different achievement at the same time.

Not exact matches

Week 25 Some of a baby's big achievements — sitting, crawling, walking — occur at vastly different rates over the next several months.

We were very pleased that all of the team members received equal playing time at numerous different positions throughout each game, and each player was readily recognized for their contributions to the team along with individual achievements.

And at the higher grades they are increasing their lead — a different pattern to A-levels in which boys are closing the achievement gap in the sciences.

The first subproject looks at how changes in physical activity and fitness affect cognitive function, academic achievement and educational attainment at different stages of a person's life.

Our aim is to explore how physical activity and fitness are linked to academic achievement, cognitive functions, brain properties and executive functions at different ages, both in children and adults.»

Featuring achievers, influencers and icons from any area of accomplishment including arts, music, science, tech, finance, sports, law, medicine and more, The Power of Different will share an eye - opening look at the remarkable ways disorder can result in some or our world's greatest achievements.

For this, let's look at two games that have two very different outcomes in terms of narrative achievement: The Elder Scrolls V: Skyrim and Borderlands 1.

Branching paths, multiple endings, challenging achievements and four different game modes give it considerable replay value, especially at that bargain bin price.

Since tests can include cultural bias and handicap those with different languages and cultures, we need to look at assessment as a holistic approach that includes performance tasks, portfolios, achievement scores, creativity tests, and other measures.

But it is worrying that there is such a disparity in the achievement of different ethnic groups at GCSE and particularly concerning that white working class boys and girls continue to perform so poorly.

The booklets illustrate how functional skills can be applied and developed in different subjects and contexts, supporting achievement at Key Stage 3 and Key Stage 4.

The study includes observations of math and reading achievement at 9 and 10 different points in time, respectively.

It covers characters in the story, writing tasks and drawing activities making it a fun workbook for all the children at different levels of achievement.

The article looks at four different family variables that may influence student achievement and at ways in which schools can offset the effects of these variables.

Gary Phillips at the American Institutes for Research has also conducted a series of analyses comparing state achievement on NAEP to international performance on a different international test, the Trends in International Mathematics and Science Study (TIMSS).

While some experts, educators, and writers dispute the existence of an alleged «boy crisis,» calling it a myth at best, other experts and indicators tell a different tale, one that includes compelling statistics pointing to a downward, multiyear trend in young male achievement.

At minimum — in the one - size - fits - all No Child Left Behind era — her tenure reminds us of the real genius of the federal system, the opportunity to try many different approaches to a shared objective: increased academic achievement for all students.

Taking data from TIMSS, we used a quasi-experimental design to take a broader look at how class size affects student achievement in different nations around the world.

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

So, it's thinking it's a disappointment and a failure and it works through the world, helping people resolve some of their emotional issues and helping them manage or cope with negative emotions in different ways, comes back to its creator, tells it what it's done and has a sense of achievement and happiness at the end of the whole thing.»

Will they be «adaptive» (via computer or otherwise) to kids at different levels of achievement or will they, like most of today's tests (see discussion here at the seventeen - minute point), do a weak job of differentiating performance at the top and at the bottom of their range of difficulty?

There are significant unresolved issues in all studies - about the adequacy of controls for family background, the possibility of differential bias at different levels of aggregation, and the use of weak measures of achievement and spending.

Literature reviews by scholars Alan Krueger, Larry Hedges, and Rob Greenwald have arrived at different conclusions than Hanushek's concerning the effects of resources on student achievement.

That's not how it worked in the one - room schoolhouses of yesteryear, and it's oblivious to the many ways that children differ from each other, the ways their modes and rates of learning differ, how widely their starting achievement levels differ, and how their interests, brains, and outside circumstances often cause them to learn different subjects at unequal speeds — and to move faster and slower, deeper or shallower, at different points in their lives, even at different points within a «school year.»

Because of the way tracking was done (splitting the grade into two classes at the median baseline test score), the two students closest to the median within each school were assigned to classes where the average prior achievement of their classmates was very different.

To get a sense of the magnitude of this impact, consider two students taught by the same teacher in different years who both begin the year at the 50th percentile of math achievement.

And all of this is so important, because we know that students in the same year of school or students at the same age are very, very different in their levels of achievement.

Employing information on in - class time use provided by a nationally representative sample of U.S. teachers in the 2003 Trends in International Mathematics and Science Study (TIMSS), we estimate the impact of teaching practices on student achievement by looking at the differential effects on the same student of two different teachers, using two different teaching strategies.

The use of a proficiency index or providing schools credit for students at different points in the achievement distribution improves the construct validity of the accountability measures over the NCLB proficiency rate measures (Polikoff et al., 2014).

While the slow improvement of all groups is «still a success story,» Mr. Petrilli said, the achievement gap, which shows how different groups perform relative to one another, still means that most black and Hispanic students will be at a sharp disadvantage when they have to compete against white and Asian peers as they move through schools and into the workplace.

A Different Look at the Causes of the Achievement Gap: The Matthew Effect In this hour - long presentation, David Liben provides a thorough review of research on the causes of the reading achievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase aAchievement Gap: The Matthew Effect In this hour - long presentation, David Liben provides a thorough review of research on the causes of the reading achievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase aachievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase achievementachievement.

Now comes a big study to say something different: Holding kids back at third grade when they don't meet the academic standards will give them a boost in achievement, by some measures.

Second, Loveless assumes that because students may learn these things at different times in a blended - learning world, that it will exacerbate the achievement gap — a legitimate worry.

After exploring some different ways of measuring segregation, Rivkin also looks at data on the connection between desegregation and student achievement.

Follow - up pairwise contrasts indicated that children's reading achievement in every classroom was significantly different from that in every other classroom: On average, children in classroom 1 were reading at a primer level; children in classroom 2 were reading at an end - of - first grade level; children in classroom 3 were reading on a mid second - grade level; and children in classroom 4 were reading on a late second - grade level.

This is about taking student achievement to an entirely different level, and doing it at scale.»

For Jakhai, a lot of that success is thanks to his time at Achievement First — he knows things could've been different.

Looking at achievement trends across these different assessments raises questions about the effectiveness of our current approach to school reform in the U.S.. By 2008 and certainly by 2012, we should have seen evidence of a positive impact on achievement from the test - driven reforms of the No Child Left Behind Act of 2002 (NCLB).

By looking at differences in the growth of student achievement across different teachers instead of concentrating on just the background and characteristics of teachers, it was possible to identify the true impact of teachers on students.

This study looked at two different types of motivation — intrinsic, which described if students enjoyed and were interested in math, and instrumental, which described if students valued math for its role in their education or career goals — and found both correlated to math achievement.3

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, and found that only 15 percent of the studies indicated an improvement in achievement, while 72 percent showed no effect at all.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

It allows schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven Cambridge IGCSE subjects from five different subject groups, including two different languages.

«There are a number of different strategies that we can take from the work that was done here to be able to scale collective impact across our district, and help us improve student achievement one building at a time,» Driver says.

Noting the lack of rigorous analysis of the role principals play in determining student outcomes, the study's authors measure how average gains in achievement, adjusted for individual student and school characteristics, differ across principals - both in different schools and in the same school at different points in time.

This quality can be assessed by comparing a student's learning rate and achievements in different classrooms at the same grade level.

Calling them «data review days,» teachers would look at how their students were performing on various tests in different subject areas, and then they would share with one another the best practices that were producing positive academic achievement.