Sentences with phrase «examine group learning»

This course will examine group learning through the Making Learning Visible (MLV) framework.

Not exact matches

Maybe instead of pointing fingers at others, we should do our own deeper study of the bible and learn what it means to examine our own hearts, especially those of us tat like to name groups of people to push the blame on.

«With this implementation it can be examined whether there are even more patient groups who could benefit from this approach, for example individuals with congenital learning disorders or learning disabilities.»

In a follow - up study, the researchers were able to examine the word associations of a group of 324 participants and, by using machine - learning algorithms, predict their political leanings and what party they belonged to, as well as which candidate they were likely to vote for in the presidential elections.

Investigators will examine the impact of the mSMT on new learning and memory abilities and measures of daily life functioning and overall quality of life, assessing both groups immediately post-treatment and at one and two years post-intervention.

Dr. Ressler's group uses well - established mouse models to examine different aspects of fear learning and investigate the role of different brain regions, in particular the amygdala, in fear processing.

Through plenary sessions, group discussions, and personal reflection, Garcia examined the components of a good school and learned how to enhance the quality of the school experience for everyone.

A number of key teachers identified for their ability to innovate and push the boundaries though their use of digital learning have been asked to join a group to examine how apps for creating can be promoted across the curriculum.

Learning Together, Lessons in Inclusive Education in New York City This report examines a group of programs in NYC public schools that prove that integration of children with special needs into regular classrooms is not only possible but also desirable for children with many different types of disabilities and with differing needs....

Given these critical viewpoints toward collaborative learning in online environments and the dearth of empirical studies on teachers» perspectives toward online collaborative learning, An and Kim (2007) examined the ways in which in - service teachers enrolled in an online master's program perceived their online group project experiences.

The present study provides evidence of learning by examining participants» MKT through a validated measure and their reports of learning within focus group interviews.

As other states begin the process of reorienting their missions, they may wish to examine the lessons learned by this group.

A future study may examine what information is needed in an online lesson plan to help teachers replicate complicated groupings from lesson plans or the extent to which student groupings for learning are context - based and are, therefore, not replicated from curriculum materials that teachers download.

FastBridge Learning offers a number of group - level reports that teams can use to examine the effects of instruction.

Groups of adult professionals learning together abound in schools today, whether they are reading clubs, data - driven sessions, subject - level department meetings, mandated ad hoc groups charged with solving a problem, or homegrown efforts examining individual teachers» praGroups of adult professionals learning together abound in schools today, whether they are reading clubs, data - driven sessions, subject - level department meetings, mandated ad hoc groups charged with solving a problem, or homegrown efforts examining individual teachers» pragroups charged with solving a problem, or homegrown efforts examining individual teachers» practice.

FastBridge provides the Group Growth report so that teams can examine how much learning growth all students have experienced.

Their second year of funding will allow for 1) the creation of a cohort of teachers that will examine discipline data and develop policies and strategies that address trends and disparities; 2) the creation of a cohort of 65 students that will learn about discipline disparities, the school to prison pipe, and will develop advocacy skills in order to tell their stories, 3) opportunities for both groups to inform and shape MNPS policies on student discipline.

It may be that the group is reflecting on a recent professional learning experience to examine the impact it had on teacher practice.

Finally, the group examined how the Common Core Learning Standards progress across grade levels to inform EBCHS's sequence of building skills in a meaningful way.

For example, educators can join teacher inquiry groups to critically examine their own teaching practices and how that affects student learning (Nelson, Deuel, Slavit, and Kennedy, 2010).

Designs for job - embedded learning include analyzing student data, case studies, peer observation or visitations, simulations, co-teaching with peers or specialists, action research, peer and expert coaching, observing and analyzing demonstrations of practice, problem - based learning, inquiry into practice, student observation, study groups, data analysis, constructing and scoring assessments, examining student or educator work, lesson study, video clubs, professional reading, or book studies.

While value - added models based on student test scores are problematic for making evaluation decisions for individual teachers, they are useful for looking at groups of teachers for research purposes — for example, to examine how specific teaching practices or measures of teaching influence the learning of large numbers of students.

In the brief, we examine five groups of students who are frequently underserved by traditional schools — students with low prior achievement, English learners, African - American students, Latino students, and female students — to understand the successes and challenges of school districts in fostering access and equity in Linked Learning pathways.

Given the promising results of this initial study, it is likely that the Foundation will deepen their learning this coming summer by using a control group to examine growth in matched peers as well as dig in more deeply to document the specific practices that high quality programs are using to support positive outcomes.

Across the outcomes examined, we found that, on average, Linked Learning students in each of the five focal groups performed as well as or better than similar peers in traditional high school programs.

Teachers» Intellectual Identity in the Study Group Experience Our research on the study group examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club participaGroup Experience Our research on the study group examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club participagroup examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club participation.

By examining estrogen activity change in BMI groups (normal and overweight), we learned that the six participants who experienced no reduction in estrogen activity were all among the overweight group.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study examined whether a responsive parenting intervention for socially disadvantaged mothers (Play and Learning Strategies, PALS [now called Play and Learning Strategies Infant Program (PALS - I)-RSB--RRB- compared to preintervention parenting resources, the authors examined both of these conditions as moderators of behavior change in participating families.

A recent random assignment intervention study examined whether mothers» responsive behaviours could be facilitated and whether such behaviours would boost young children's learning.6 To also examine the most optimal timing for intervention (e.g. across infancy versus the toddler / preschool period versus both), families from the intervention and non-intervention groups were re-randomized at the end of the infancy phase, to either receive the responsiveness intervention in the toddler / preschool period or not.22 The intervention was designed to facilitate mothers» use of key behaviours that provided affective - emotional support and those that were cognitively responsive, as both types of support were expected to be necessary to promote learning.

The journal publishes articles examining groups in a range of contexts, including ad hoc groups in experimental settings, therapy groups, naturally forming friendship groups and cliques, organizational units, self - help groups, and learning groups.