Sentences with phrase «education outcomes from»

Before I came to Thrive in January 2014, I served as education investor for Boeing, brokering the company's relationships with state and local education leaders as well as nonprofit education agencies working statewide to improve education outcomes from birth to high school graduation and beyond.

The L.A. Compact is a bold commitment by Los Angeles leaders from education, business, government, labor, and non-profit sectors, to transform education outcomes from cradle to career, ensuring that today's youth have the skills necessary to compete and succeed in a 21st century global workforce.

Not exact matches

However, I think some of the problems in education — that I can see — stem from the funding of a certain education model and therefore, the continual production of the same sorts of outcomes.

There's embarrassing little research on entrepreneurship education and outcomes, but we do know that students learn best when they can connect with the material in a hands - on way — personally making the mistakes and learning from them directly.

Government has often played a role in promoting performance - enhancing work practices to enhance overall economy - wide outcomes from higher productivity and innovation, such as the long history of agricultural extension services (since 1887) to spread information on best practices in farming, and employer education on safety practices conducted by the Occupational Safety and Health Administration.

On an individual level, if you are well - educated, middle - class parents (the children who make the biggest gains from early childhood education are those from deprived backgrounds) and use quality daycare (if you use it), you are probably not going to influence your child's outcomes all that much whatever you do.

This course is dedicated to promoting optimal mental health outcomes from the earliest years (prenatal to 36 months) by developing and supporting best practices for enhancing infant mental health through education, information dissemination, networking and advocacy.

Petra Colindres is a Family Dietitian and Lactation Consultant with a passion for infant nutrition and prenatal education, valuing the importance of the first thousand days of an infant's life (from conception to 2 years) to be the standard for future successful health outcomes.

Absolute inequality measures reflect not only inequalities across socioeconomic subgroups but also public health importance of the outcome in consideration, and they could provide different, even contradictory, patterns of inequalities from relative measures in a given outcome.21, 22 However, measuring absolute inequality is often neglected in health inequalities research.23 Relative risks (RRs) and absolute risk differences (RDs) of discontinuing breastfeeding among mothers with lower education compared with mothers with complete university education (reference category) were separately estimated in the intervention and in the control group and then compared between the two groups.

We also estimated relative indices of inequality (RII) and slope indices of inequality (SII) as summary measures of relative and absolute inequalities of breastfeeding outcomes, respectively, across the entire distribution of maternal education.24 For child IQ, linear regression analyses using GEEs were performed to estimate mean IQ differences in lower maternal education from the reference category in each intervention group and compared between the groups.

Our approach is one that has so far successfully married most if not all of the opinions from both sides of the education divide relating how education can or could be delivered, and from this we have achieved a broad and successful outcome, that benefits all of the children who attend our school.

There are so many positive outcomes that result from sending your kids to camp during the March Break, be it health and fitness, emotional growth, education, skill building, or simply getting them out of the house.

Place change request outcomes will inform the place numbers in further education college, commercial and charitable provider, and academy 16 to 19 student number statements, issued from the end of January 2016; and 2016 to 2017 general annual grant statements for academies and free schools, issued from February 2016.

webcast of the markup of the House Education and the Workforce Committee «s school food bill yesterday (my dedication to TLT readers only goes so far, people) but I've seen summaries of the outcome and it looks like the final bill is about as bad as expected, at least from the perspective of children's health.

Cronin S, Becher EH, Mccann E, Mcguire J, Powell S. Relational conflict and outcomes from an online divorce education program.

Some of the many benefits a Postpartum Doula provides for you and your baby include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with disabilities can also benefit greatly by learning special skills specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.

The scheme's critics argued that Specialist Schools encouraged segregation in education, insofar as the middle class parents who were long best placed to ensure favourable outcomes from school admissions regimes of grammar schools would continue to be able to get their children into the better schools, at the expense of those from poorer and socially excluded backgrounds.

«We also need to embed employability in education, with a greater focus from schools on employability outcomes for their pupils, and with management modules becoming mandatory in higher education, to give students in different disciplines more opportunities to learn to lead.»

He told BBC Radio 5 live's Victoria Derbyshire: «To bring in people who've got a wider life experience and skills from outside of education... has got to encourage better educational outcomes.»

ALBANY — State education commissioner John King said Tuesday that a call from teachers» unions for a three - year moratorium on using state exam results for «high - stakes» decisions is a «distraction» from the goal of improving New York graduates» outcomes in college and careers.

The findings from this study extend those of the Abecedarian Project and other research suggesting that starting a comprehensive early childhood education program early can improve the outcomes of infants and toddlers from low - income families.

Diabetes education significantly improves outcomes among people with the condition, leading to reduced blood sugar, blood pressure and cholesterol levels, according to data presented by the Diabetes Self - Management Education Program from New York - Presbyterian Hospital today at AADE14, the American Association of Diabetes Educators Annual Meeting & Exeducation significantly improves outcomes among people with the condition, leading to reduced blood sugar, blood pressure and cholesterol levels, according to data presented by the Diabetes Self - Management Education Program from New York - Presbyterian Hospital today at AADE14, the American Association of Diabetes Educators Annual Meeting & ExEducation Program from New York - Presbyterian Hospital today at AADE14, the American Association of Diabetes Educators Annual Meeting & Exhibition.

However, evidence from both small - scale, intensive interventions and Head Start suggest that despite this convergence on test scores, there are long - term effects on important societal outcomes such as years of education completed, earnings, and reduced crime and teen pregnancy.

As a not - for - profit organization, the University of Michigan C.S. Mott Children's Hospital depends on generous gifts from our supporters to infuse strength into our patient care, research and education, ultimately yielding new knowledge and better outcomes for our Little Victors.

The development of K - 12 science curricula in many provinces benefitted from the 1997 Common Framework of Science Learning Outcomes created by the Council of Ministers of Education, Canada (CMEC, 1997), and from the 1984 Science Council of Canada report, Science for Every Student (SCC, 1984).

The Georgia Center for Oncology Research and Education (Georgia CORE), received a multi-tiered award from the Patient - Centered Outcomes Research Institute (PCORI) to support «Patient - Centered Cancer Survivorship Care: Improving Quality of Care and Quality of Life for Survivors in Georgia.»

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

The 50 - state table reflects the highlights of each governor's 2005 education proposals, the outcomes from that year — including...

Delegates attending the BNF conference heard from a panel of eminent scientific experts including Professor Ashley Adamson from University of Newcastle, Dr Graham Moore from University of Cardiff, Professor John Reilly of University of Strathclyde, and Professor Jeanne Goldberg from Tufts University in Massachusetts, USA, about the role and impact of a whole school approach to nutrition; the association between breakfast consumption and education outcomes in primary schools, with particular reference to deprivation; the impact of obesity, and of physical activity, on academic attainment; and research which points to the most effective methods of communicating about nutrition with school children.

First, in its rehearsal of the responses, outcomes, and derivatives of Risk, the one advance since 1983 that gets short shrift from Koret (so short that it is virtually unmentioned) is the recent reform focus not just on teachers as linchpins of the education system but on teaching as the very core of what happens in schools and thus of school reform.

The survey, conducted at the Telethon Kids Institute by Dr David Lawrence from UWA's Graduate School of Education, analysed educational outcomes from Young Minds Matter: the Second Australian Child and Adolescent Survey of Mental Health and Wellbeing.

While this could be seen as damning proof that technology does not have the capability to improve educational outcomes, and instead provides a platform for students to be become distracted from learning, Andreas Schleicher, OECD director for education and skills, concluded that schools systems «need to find more effective ways to integrate technology into teaching and learning».

4260.0 - Outcomes from Vocational Education and Training in Schools, experimental estimates, Australia, 2006 - 2011.

Successful outcomes may range from negotiated improvements to ensure safer school conditions or improved special - education policies, to charter conversion or school leadership changes.

These charges seemed odd, given that the best studies available on the subject — from Stanford University's Center for Research on Education Outcomes (CREDO)-- show that Michigan charter students make large academic gains relative to similar students at district schools, particularly in Detroit.

In fact, one recent piece of research — a 2015 report from the Center for Research on Education Outcomes (CREDO) at Stanford University — suggests that students in online charter schools aren't doing as well as their peers.

In our Innovation Labs you'll learn about the latest tools and strategies available for transforming education delivery and outcomes — directly from experienced teachers and educators!

In a case study for The 74, Matt Barnum tries to unpack why the Louisiana Department of Education ended its data - sharing agreement with researchers from MIT and Duke after they released a study of the Louisiana voucher program that relied on just one year of outcome data.

From the standpoint of public accountability, mayors were the smart point of contact, those most naturally inclined to see the value of autonomy, flexibility, and choice; most likely to embrace an outcomes - based approach to governance; and most effective at articulating the value of education to overall community well - being.

Meiers and Ingvarson in 2005 focused precisely on this critical indicator, investigating the outcomes of 10 professional development programs in 42 primary schools and 28 secondary schools from all education sectors across Australia.

Online and blended learning have the potential to dramatically transform our education system by being able to individualize for each student's distinct learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - ceneducation system by being able to individualize for each student's distinct learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - cenEducation), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - centric one.

Jay Harman, BHA education campaigner, said: «All the evidence and all the expertise tells us that comprehensive, high - quality, and age - appropriate PSHE, including SRE, leads to the best outcomes in terms of improving sexual health, reducing teenage pregnancy, challenging gender stereotypes, educating about consent, protecting children from abuse, and tackling homophobic and transphobic bullying.

Releasing a study that analyzed state actions and student outcomes from the «education - reform decade» of the 1980's, Gregory R. Anrig, president of the Educational Testing Service, said the reforms of the past decade «probably did all they could do» to raise student achievement.

A 2013 report from the Center for Research on Education Outcomes (CREDO) at Stanford University found that Uncommon's schools «completely cancel out the negative effect associated with being a student in poverty,» concluding that «it IS possible to take innovation to scale and maintain a focus on quality.»

Concerning the Commentary «Outcome - Based Hype» (Feb. 2, 1994): The article it uses in an attempt to discredit criticism of outcome - based education, William F. Jasper's «Outcome - Based Education: Skinnerian Conditioning in the Classroom» (from The New American, Aug. 23, 1993), is the most intelligible and well - documented examination of O.B.E. to have been wOutcome - Based Hype» (Feb. 2, 1994): The article it uses in an attempt to discredit criticism of outcome - based education, William F. Jasper's «Outcome - Based Education: Skinnerian Conditioning in the Classroom» (from The New American, Aug. 23, 1993), is the most intelligible and well - documented examination of O.B.E. to have been woutcome - based education, William F. Jasper's «Outcome - Based Education: Skinnerian Conditioning in the Classroom» (from The New American, Aug. 23, 1993), is the most intelligible and well - documented examination of O.B.E. to have beeneducation, William F. Jasper's «Outcome - Based Education: Skinnerian Conditioning in the Classroom» (from The New American, Aug. 23, 1993), is the most intelligible and well - documented examination of O.B.E. to have been wOutcome - Based Education: Skinnerian Conditioning in the Classroom» (from The New American, Aug. 23, 1993), is the most intelligible and well - documented examination of O.B.E. to have beenEducation: Skinnerian Conditioning in the Classroom» (from The New American, Aug. 23, 1993), is the most intelligible and well - documented examination of O.B.E. to have been written.

A 2015 report from the Center for Research on Education Outcomes at Stanford University found that students enrolled in online charter schools aren't performing as well as their peers, and many observers have argued that online - only charters should be put out of business.

Whilst acknowledging that science education should lead to these various outcomes, our decision to focus on big ideas of science and about science follows from our view that ideas play a central role in all aspects of science education.

To call attention to some district schools that have adopted blended learning and boosted student outcomes, we at the Christensen Institute have partnered with the Evergreen Education Group to profile district schools with measurable positive student results from having adopted blended learning.

Like other skeptics, Carter seized on a 2010 report from Stanford University's Center for Research on Education Outcomes that portrayed many charter schools as doing no better, and indeed sometimes worse, than traditional schools nationwide.

We have rigorous statistical evidence from Stanford's Center for Research on Education Outcomes (CREDO) that urban charter schools outperform traditional schools (the table below comes from their 2015 study of charters in 41 urban regions), and I believe this should be our nation's preferred school improvement strategy.