Sentences with phrase «factors impact on achievement»

Not exact matches

Many factors could cause BlackBerry's actual results, performance or achievements to differ materially from those expressed or implied by the forward - looking statements, including, without limitation: BlackBerry's ability to enhance its current products and services, or develop new products and services in a timely manner or at competitive prices, including risks related to new product introductions; risks related to BlackBerry's ability to mitigate the impact of the anticipated decline in BlackBerry's infrastructure access fees on its consolidated revenue by developing an integrated services and software offering; intense competition, rapid change and significant strategic alliances within BlackBerry's industry; BlackBerry's reliance on carrier partners and distributors; risks associated with BlackBerry's foreign operations, including risks related to recent political and economic developments in Venezuela and the impact of foreign currency restrictions; risks relating to network disruptions and other business interruptions, including costs, potential liabilities, lost revenues and reputational damage associated with service interruptions; risks related to BlackBerry's ability to implement and to realize the anticipated benefits of its CORE program; BlackBerry's ability to maintain or increase its cash balance; security risks; BlackBerry's ability to attract and retain key personnel; risks related to intellectual property rights; BlackBerry's ability to expand and manage BlackBerry (R) World (TM); risks related to the collection, storage, transmission, use and disclosure of confidential and personal information;

Many factors could cause BlackBerry's actual results, performance or achievements to differ materially from those expressed or implied by the forward - looking statements, including, without limitation: BlackBerry's ability to enhance its current products and services, or develop new products and services in a timely manner or at competitive prices, including risks related to new product introductions; risks related to BlackBerry's ability to mitigate the impact of the anticipated decline in BlackBerry's infrastructure access fees on its consolidated revenue by developing an integrated services and software offering; intense competition, rapid change and significant strategic alliances within BlackBerry's industry; BlackBerry's reliance on carrier partners and distributors; risks associated with BlackBerry's foreign operations, including risks related to recent political and economic developments in Venezuela and the impact of foreign currency restrictions; risks relating to network disruptions and other business interruptions, including costs, potential liabilities, lost revenues and reputational damage associated with service interruptions; risks related to BlackBerry's ability to implement and to realize the anticipated benefits of its CORE program; BlackBerry's ability to maintain or increase its cash balance; security risks; BlackBerry's ability to attract and retain key personnel; risks related to intellectual property rights; BlackBerry's ability to expand and manage BlackBerry ® World ™; risks related to the collection, storage, transmission, use and disclosure of confidential and personal information; BlackBerry's ability to manage inventory and asset risk; BlackBerry's reliance on suppliers of functional components for its products and risks relating to its supply chain; BlackBerry's ability to obtain rights to use software or components supplied by third parties; BlackBerry's ability to successfully maintain and enhance its brand; risks related to government regulations, including regulations relating to encryption technology; BlackBerry's ability to continue to adapt to recent board and management changes and headcount reductions; reliance on strategic alliances with third - party network infrastructure developers, software platform vendors and service platform vendors; BlackBerry's reliance on third - party manufacturers; potential defects and vulnerabilities in BlackBerry's products; risks related to litigation, including litigation claims arising from BlackBerry's practice of providing forward - looking guidance; potential charges relating to the impairment of intangible assets recorded on BlackBerry's balance sheet; risks as a result of actions of activist shareholders; government regulation of wireless spectrum and radio frequencies; risks related to economic and geopolitical conditions; risks associated with acquisitions; foreign exchange risks; and difficulties in forecasting BlackBerry's financial results given the rapid technological changes, evolving industry standards, intense competition and short product life cycles that characterize the wireless communications industry.

Among the important factors that could cause Rio Tinto's actual results, performance or achievements to differ materially from those in the forward - looking statements include, among others, levels of actual production during any period, levels of demand and market prices, the ability to produce and transport products profitably, the impact of foreign currency exchange rates on market prices and operating costs, operational problems, political uncertainty and economic conditions in relevant areas of the world, the actions of competitors, activities by governmental authorities such as changes in taxation or regulation and such other risk factors identified in Rio Tinto's most recent Annual Report on Form 20 - F filed with the United States Securities and Exchange Commission (the «SEC») or Form 6 - Ks furnished to the SEC.

Major studies have confirmed what we all intuitively know: the quality of teaching is by far the biggest factor within schools impacting on the learning and achievement of our children.

Looking directly at impacts on student achievement, and carefully controlling for a variety of potentially confounding factors, we find results quite consistent with these averages (see Figure 5).

Since it is possible that student achievement is higher whenever pay schedules are flexible, regardless of the connection to teacher classroom effectiveness, I estimated the impact of each of these three sets of factors on math achievement.

A body of research literature on teacher quality has isolated the impact of teachers on student achievement, apart from other factors, such as the student's own motivations, support from family and peers, and school resources.

But when the authors adjust for other factors — race, mother's and father's education, single or two - parent family, smoking during pregnancy, and so forth — the distinctive impact of family income on math achievement drops to just 6.4 percent of a standard deviation.

All of these factors, on average, make an impact on academic achievement from a very early age.

«Out of school factors have a huge impact on student achievement in school and on their futures.

To be sure, statewide analyses can provide accurate estimates of the impact of school resources — but only if the analyst includes within the statistical model all the factors that affect student performance and, in the standard linear regression model generally favored by RAND, if these factors have a constant, additive effect on student achievement.

This approach uses sophisticated, rigorous models to evaluate schools» impact on student achievement, making sure not to conflate factors (like student demographics or prior achievement) that are outside of schools» control.

Established in the 2009 - 10 school year, D.C.'s IMPACT evaluation system relies on a complex mix of factors to score each teacher, including both multiple observations and measures of student achievement.

After all, Hattie (2008) has shown that the single factor that has the greatest impact on student achievement is feedback.

This contextual analysis provides information about the condition or level of functioning of the various key school - based factors that influence the impact that professional development can have on teacher practices and student achievement.

We did the same thing at the school level, to be certain that we ruled out school - level factors that might have impacted instruction and hence, achievement, such as proportion students of color, school size, poverty level, and how well students had done on the assessments the prior year.

Extensive research documents the impact on academic achievement of poverty - related family and community factors such as lack of school readiness, disproportionate physical and mental health needs, and summer learning loss.

Research consistently demonstrates that high - quality teaching is the most important factor impacting student learning; furthermore, teacher and principal quality accounts for 60 percent of the impact on student achievement.

Of all school factors — from extended learning opportunities to family and community engagement to smaller class sizes — teachers exert the largest impact on student achievement.

Organized by the Community Coalition, the groups presented a comprehensive, data - driven «Student Need Index» that uses environmental, social and academic factors known to impact student achievement — such as poverty and violence — to produce a district - wide ranking of schools based on need.

Using longitudinal data, this report looks at teachers between 2007 - 2008 and 2012 - 2013, as well as their students and schools, to investigate the degree to which value - added scores capture the impact of teachers on student achievement gains rather than the influence of factors beyond the teachers» control.

After synthesizing over 800 meta - analyses on the factors that impact student achievement, John Hattie concluded that the best way to improve schools was to organize teachers into collaborative teams that clarify what each student must learn and the indicators of learning the team will track, to gather evidence of that learning on an ongoing basis, and to analyze the results together so that they could learn which instructional strategies were working and which were not.

shows that teachers have the greatest impact on student achievement compared to any other in - school factor.

His overall findings might be surprising to some; more than socioeconomic status, teacher feedback, teacher - student relationship, and a host of other factors that one might expect to have a substantial impact on how well students do in school, Hattie found that by far the single strongest influencer of student achievement is collective teacher efficacy.

In light of the nonschool factors that impact student achievement, the Connecticut State Department of Education needs to take a step back and reflect on what their focus on high - stakes testing is doing to our students and what they are doing to our teachers and schools.

, Improving academic achievement: Impact of psychological factors on education (pp. 303 - 327).

Tomalis said that the study of the program confirms that when all factors — including funding — are examined, it's the quality and structure of a school's leadership that has the greatest impact on student achievement.

They identified common factors in these schools, a «distinctive set of practices» which seem to have a substantial impact on improved student achievement.

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.

Improving academic achievement: Impact of psychological factors on education.

The impact of attending a participating D.C. voucher school on math achievement is a larger decrease than all other factors that the authors reviewed.

• The degree of parent and community interest in high quality education is the critical factor in the impact of the school environment on the achievement and educational aspirations of students.

The OECD report also seeks to offer some insights concerning the impact of poverty and other socioeconomic factors on student achievement.

This raises the whole issue of impact of contextual factors on reading achievement.

Consider crime statistics: the data on which a computer will base its predictions may reflect factors logically not connected with particular defendants: arrest patterns that match or do not match the characteristics of the accused person; the impact of poverty or race on conviction rates of people «comparable» to the accused; hard - to - quantify characteristics of accused or convicted people like educational achievement or religious practices.

Includes articles about family relatedness; family conflict and well - being; impact of interparental conflict and parental factors on child adjustment; discipline responses; parenting practices and adolescent depressive symptoms; adolescent self - esteem; achievement and self - perceptions; and racial preferences in media and peer choices.

All this also reminds us, yet again, that, though we teachers can have an important impact on our students» lives, as all the research shows, we can only impact between ten and thirty percent of the factors that influence their academic achievement.

I'll add this post to The Best Places To Learn What Impact A Teacher & Outside Factors Have On Student Achievement.

The impacts of trauma on learning, how expressions of trauma manifest in the classroom, and the factors considered important by researchers for improving the academic achievement of Aboriginal victims of trauma are then explored.