Sentences with phrase «effects on student learning as»

Not exact matches

Service learning can have positive effects on students» performance on subject - matter examinations and assessments and creates opportunities known to improve academic achievement, such as giving students the chance to act autonomously, develop good relationships with adults and peers, and increase personal self - esteem and feelings of self - efficacy.

This set of resource includes: • 6 attractive PowerPoint presentations which lead the class through each of the lessons • Fun and thought provoking activities and discussion starters, worksheets and questions to reinforce the learning • 6 differentiated homework tasks • A mark sheet which allows pupils to track their own progress • An end of unit test to prepare the students for exams or can be used as a form of assessment • A complete teacher's guide including easy to follow lesson plans • An answer booklet to help the teacher along The lessons are: Lesson 1 — Looking into ethical and moral dilemmas such as driverless cars and the impact of technology on modern life Lesson 2 — More ethical dilemmas including the ratings culture, medical apps, sharing personal data and cyber bullying Lesson 3 — Environmental issues with technology and how organisations and individuals can reduce these effects Lesson 4 — The Computer Misuse Act 1990 Lesson 5 — The Data Protection Act 1998 Lesson 6 — Copyright Designs and Patents Act 1988 For more high - quality resources written by this author visit www.nicholawilkin.com

He is currently researching how students read and engage with non-traditional texts like video game narratives, manga, horror, fantasy, etc. as well as the effects of inquiry teaching on teachers, students, and learning.

The stereotypes they reinforce can permeate classrooms and eat away at trust and respect, and, as a Stanford study showed, can have a measurably negative effect on student learning and self - esteem.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

Students classified as learning disabled were excluded from the analysis, as they are eligible for a more generous voucher through the McKay Scholarship Program, and the FTC program should therefore have had no effect on schools» efforts to retain these students (see «The Case for Special Education Vouchers,» features, WinteStudents classified as learning disabled were excluded from the analysis, as they are eligible for a more generous voucher through the McKay Scholarship Program, and the FTC program should therefore have had no effect on schools» efforts to retain these students (see «The Case for Special Education Vouchers,» features, Wintestudents (see «The Case for Special Education Vouchers,» features, Winter 2010).

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

As the earlier grades provide the foundation for learning that is built upon for the rest of education (and life), changes in assessment earlier would have the most profound effects on students» lives.

A second - order meta - analysis of 25 meta - analyses encompassing over 1,000 studies and 40 years of research on technology and classroom learning found that the use of technology in the classrooms shows a small to moderate positive effect on student learning, as compared to technology - free traditional instruction.

We also control for the total number of minutes per week that the teacher reported teaching the math or science class, as more total instructional time could have an independent effect on student learning.

Texas also did not have a recommended principal evaluation system, despite findings that school leaders are responsible for as much as 25 percent of the total school effect on student learning [1].

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

These profiles may be an important resource for those LEAs seeking to apply to the competition, as the profiles chronicle the history of how schools and districts started their blended - learning programs, the effect of these programs on student achievement, the blended - learning models they use, and the software or Internet tools that power these programs.

When feedback is focused on the goal and is informative and actionable, then as Hattie explains, the greatest effect on student learning occurs when the teacher becomes aware of their own effect on learning.

Until recently, Texas did not have a recommended principal evaluation system, despite findings that school leaders are responsible for as much as 25 percent of the total school effect on student learning (Liethwood, Louis, Anderson, & Walhstrom, 2004).

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

This is a resource that can help students with their revision of any literature book they study and helps them to learn and identify quotes and devices used as well as the effect on the reader.

This is a resource that can help students with their revision of any poem they study using SMILE and helps them to learn and identify structure, quotes and devices used as well as the effect on the reader.

As a result of school closings and student transfers, teachers, administrators, and parents in a set of receiving schools reported: a) lack of necessary resources, staff, and professional support; b) disruptive and demoralizing climate; c) negative effects on teaching and learning; d) problems with safety and discipline; e) schools were «set up for failure» due to a history of declining resources and lack of district support.

Schools as learning organizations - effects on teacher leadership and student outcomes.

Here we were motivated by questions about (1) district antecedents of school leaders «efficacy, and possible differences in the antecedents of individual as compared with collective leader efficacy, (2) consequences of school - leader efficacy for leader behavior, as well as school and classroom conditions, and (c) effects of leader efficacy on student learning.

The agreement proposes to evaluate a teacher's effect on students» learning in part with an unusual mix of individual and school - wide data from such sources as state standardized tests, high school exit exams and district assessments, along with rates of high school graduation, attendance and suspensions.

Furthermore, establishing a culture of professional learning, as identified by the actions in Factor 1, appears to have greater effect on student outcomes in elementary schools than it does in secondary schools.

When educators had the chance to practice their new content knowledge and teaching skills with hands - on work, they reported a greater sense of efficacy, which, as we know from the Visible Learning research by John Hattie, has the largest effect on student achievement.

The efficacy of Science4Us (completed by McRel) has been established that it provides a positive effect on students» conceptual and procedural knowledge as well as their motivation to learn in science topics.

Every educator knows that problem behavior interferes with learning and has detrimental effects on a student's academic achievement as well as life beyond school.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.36

They found «a modest, statistically significant, positive effect on student test scores,» which they quantified as three additional weeks of learning per year in American schools (and four weeks when international studies were included).

As the Minnesota researchers put it, engaged learning «had a significantly positive effect on student learning outcomes as measured by course grades.&raquAs the Minnesota researchers put it, engaged learning «had a significantly positive effect on student learning outcomes as measured by course grades.&raquas measured by course grades.»

As part of focusing deeply on student needs, MAISD has assigned a staff member to provide community outreach, coordinate efforts between community agencies, and provide training around trauma and the effects trauma can have on student learning.

Mindfulness has become a leading social - emotional learning trend in schools, and a range of studies have shown it to have positive effects on students» emotional health as well as academic outcomes.

In a paper published by the Wallace Foundation, How Leadership Influences Learning, authors Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla Wahlstrom found that school leaders were responsible for as much as 25 percent of the total school effect on student lLearning, authors Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla Wahlstrom found that school leaders were responsible for as much as 25 percent of the total school effect on student learninglearning.

Working as a high school principal in 1995 he stumbled across research about the effects of family engagement on student learning and was immediately convinced that this was the missing ingredient in helping all children learn.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has named Facing History and Ourselves as one of only nine programs in the US that has a proven positive effect on students, such as improved academics, increased empathy, and increased prosocial behavior.

In «Interactive Learning Online at Public Universities: Evidence from Randomized Trials,» we measure the effect on learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eacLearning Online at Public Universities: Evidence from Randomized Trials,» we measure the effect on learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eaclearning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eaclearning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction each week).

Currently, school districts in the United States spend $ 18 billion annually on professional development for teachers, 52 and the 50 largest school districts spend $ 18,000 per teacher per year.53 New research questions whether these funds are being spent effectively, as many forms of professional development have been shown to have little to no effect on teacher practice or student learning.54 Redistributing some of the funding currently used for one - off workshops and other less effective professional development activities to more school - based collaborative learning time could make it possible to provide teachers with increased time to collaborate and plan.

Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems — attributes which have a negative effect on the learning of their fellow students.

Our platform is a practical realization of Dr. Bloom's mastery learning techniques, one that is as effective as one - to - one tutoring and capable of delivering a 2 sigma effect on student achievement.

While there is no single cause for LA students» poor performance, some of the blame can be attributed to collective bargaining which, as Terry Moe and other researchers have shown, has a detrimental effect on student learning.

The truth of the matter is that we already have «better» people on the job; we just never changed the job so those people could have as much effect on how and what students learn.

Heidi Batchelder, a reading specialist at Capital City, took part in two training opportunities to learn how to respond to students who have experienced trauma, as a number of students who live in poverty have, and to learn about the effect trauma can have on learning.

The ill effects of high - stakes testing - like narrowing learning environments to focus solely on reading, writing, and math, as well as the test - induced increase of high school dropouts — have had a disproportionately negative impact on low - income students and students of color.

Across all groups of elementary students, evidence strongly suggests that retention policies rarely produce improved learning and often have negative effects on learning as well as attitudes toward school and learning (McCoy and Reynolds, 1999; Westbury, 1994; Darling - Hammond, 1998).

They did this using a value - added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher graduates» students» learning and achievement as compared to other teacher education programs.

A fourth type of evidence derives from studies of leadership effects on student engagement, as distinct from effects on student learning.

Evidence of this type, as reported and reviewed since about 1980,4 suggests that the direct and indirect effects of school leadership on student learning are small but significant.

Induction programs have also been found to accelerate teachers» ability to drive student learning gains: In one study, new teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the program.64

As online educators we need to pay attention to the effects on how students learn (learning styles) and incorporate a wide variety of instruction.

Additionally, family and community engagement can improve school conditions for learning, such as increased trust among students, parents, and staff, which, in turn, has a positive effect on student outcomes.