Sentences with phrase «effective practices in schools»

Two of our research products are designed to provide educators with step - by - step recommendations and guidance on the implementation of promising and effective practices in schools.

Originally from Philadelphia, she has spent over 12 years studying and designing effective practices in schools and school systems.

There are a number of examples of effective practice in schools but I want to highlight one in particular as it is such a simple, yet measureable initiative.

Not exact matches

Our schools send teams of educators, parents, and students to our annual fall conference at Stanford University where they hear the latest research on best practices in education and learn from each other how to create effective school reform.

A 2016 study by Broglio [46] found that a rule change limiting full - contact high school football practices appears to have been effective in reducing head - impact exposure for all players, with the largest reduction occurring among lineman.

The articles in this newsletter offer a variety of insights on the topic of governance — from understanding basic principles of governance and knowing the basic types of governance models, to looking at effective practices in Waldorf Schools and delving deeper into anthroposophical insights into social creation.

Participants discussed the most effective policies and practices across different sectors to facilitate the successful implementation of Smart Snacks in Schools standards throughout the country.

In addition, attendees joined small group discussions about effective and successful policies and practices at the school, district, and state level pertaining to three groups of activities that catalyze efforts to meet and exceed Smart Snacks requirements:

To what ages should these programs extend in school, and how can the most effective practices be scaled up to apply them universally?

«Goal achievement — be it accomplishing a task at work, performing well in school, or losing weight — depends to a large extent on how tactical we are at using our resources and also how effective we are at practicing strategic self - management,» says Chen.

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

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 AusSchool, 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 AusSchool, 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 AusSchool, 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 Ausschool 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 AusSchool, 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 AusSchool 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 AusSchool, Western Australia

«The planning and resources group will consider the impact of lesson planning and use of resources in schools to see how effective practice can improve attainment and reduce workload.

A few open - enrollment district schools also show the ability to drive similarly outsized gains, an important reminder that while governance matters, what counts in the end is effective practice.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schoolIn her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schoolin developing professional learning, and maintaining momentum within schools.

We hope the campaign will leave a lasting legacy of evidence - based programmes and effective practice in the region, building on the good work already under way in schools.»

It provides knowledge and practical skills in: understanding business issues and how they influence HR decision ‑ making; employment law; researching data; resourcing and talent planning; reward management; and developing yourself and understanding the benefits of effective HR practice in schools.

«However, despite comparatively frequent use of a range of direct sanctions, ranging in severity from verbal reprimands to suspension from school, as a method, direct sanctions was rated as the least effective, notably significantly less effective than restorative practice.

Innovative and effective practices at Cleveland's MC2 STEM High School are driving learning and higher achievement for students in a district where every student qualifies for free or reduced - price meals.

These practical resources will assist school leaders in fostering the effective teaching practice of teachers at the beginning of their careers.

Each centre is now responsible for working with the CAS Master Teachers in their area to promote and support relevant teacher engagement and CPD activities, with the ultimate aim of establishing effective and enduring local communities of practice involving CAS Master Teachers, lead schools and local hubs.

Rather than attempting to develop and implement solutions for defined student groups, a more effective strategy for closing achievement gaps may be to work to ensure that evidence - based best practice is implemented as widely as possible in every school and every classroom.

Further research that can credibly and specifically examine how school and teacher responses have contributed to the achievement effects documented here would be a useful next step in identifying effective policies and practices that can reliably improve student outcomes.

This will only happen if we give people the right tools to become effective leaders and put in place in every school the best possible practice.»

One strand of his research, which has sought to replicate effective charter - school practices in public school contexts, has shown that when a school increases instructional time, has excellent teachers and administrators, and instills data - driven instruction, small - group tutoring, and a culture of high expectations, it can eliminate gaps in math performance.

As a result of the compact, BPS and the local charter sector have established several school - to - school partnerships (some including local parochial schools) in order to share and develop effective instructional practices.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool district to a panel of faculty judges.

In this module, you will examine research and best practices related to the school change process, exploring how effective change management strategies can be used to generate support and momentum at all levels of an organization.

This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student outcomes.

The «effective schools» literature includes no experiments in which the supposedly effective school practices were randomly used in some schools and withheld from others.

The goal of Leading 21st Century High Schools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high sSchools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high schoolsschools.

This practice is supported by the available research; there is little evidence that either streaming by ability or having students repeat years of school is effective in improving educational outcomes.

One of the Boston Foundation's high priorities in its education giving is supporting the sharing of effective practices between chartered and traditional schools.

Preventing Reading Difficulties in Young Children — edited by Harvard Graduate School of Education Professor Catherine E. Snow, M. Susan Burns, and Peg Griffin — offers groundbreaking consensus on effective literacy practice for young children.

The foundation estimates more than 600 000 students in the high school age group could benefit from more flexible and inclusive learning approaches; and the good news is there are already plenty of examples of effective practice across the country to build on.

The founder of a non-profit school to share effective practice in teaching reading and writing has won the inaugural million dollar Global Teacher Prize.

In addition, schools and colleges will receive guidance, access to conferences and events on effective teaching practice, alongside a new online maths zone on the Hwb learning website and new evidence - based professional development programmes for teaching staff to improve their maths knowledge.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presSchool and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presSchool of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presschool districts, began the Case Competition where teams of Harvard University students present...

Learn how to organise, plan and conduct an effective PD inservice day at your school that will improve your aspirations and inspire your colleagues to change their practices and improve the school's performance in student attainment of ICT capability.

Research and practice were connected in the development of the Teaching for Understanding Framework, a collaborative approach for effective teaching developed, tested, and refined by faculty at the Harvard Graduate School of Education along with many experienced teachers and researchers.

«That said, our evidence indicates that effective school practices are more common in K — 8 schools than in middle schools and that the transition to middle school itself is detrimental for students and should be eliminated wherever possible.»

We seek to learn whether the creation of an institute that provides the space and time for the sharing of ideas, resources, best practices, lessons learned, etc. can result in the development of sustainable, strong, effective, actionable and replicable faith - based supplemental education (out - of - school learning) and advocacy programs.

Each domain identifies and describes a set of practices that highly effective schools tend to have in common.

The NSIT was built on research into the practices of highly effective schools, defined as schools that make rapid improvements in student performance over time or that perform unusually well given the socioeconomic backgrounds of their student intakes.

When national resources are used to minimise student residualisation, to ensure that every school has access to high quality teaching and school leadership, and to promote the use of effective, evidence - based practices in every school, it is more likely that every student will receive a high quality education regardless of the school they attend.

His core professional interest is in establishing highly effective performance and development cultures within schools — built on contemporary teaching and learning practice, including blended and personalised learning styles.

Principals and teachers in good schools will talk about effective learning and what constitutes good teaching — in particular how professional teacher knowledge, practice and engagement works in their schools.

The group searched the country for models that emphasized arts, required a whole - school commitment, were rooted in the daily practice of the classroom teacher, and were shown through research to be effective.

«We often find that practices designed to meet the needs of the most challenging students in a school are effective for all kids,» says Peter Poutiatine, Edutopia's school selection coordinator, who researches successful school practices.

This one volume brings together in readable, concise language the authoritative research on effective classroom practices in all major disciplines currently taught in elementary and secondary schools: the arts, foreign language, health, language arts, physical education, mathematics, social studies, and science, as well as generic practices that apply across all disciplines.