Sentences with phrase «focused on academic outcomes»

While historically, education has been focused on academic outcomes, student wellbeing is becoming increasingly more salient, relevant, and prioritised.

• an interest in valid measures of student engagement — although systems focus on academic outcomes, some try to capture school culture as well.

Not exact matches

Numerous studies have identified possible negative outcomes of screen time to include: irregular sleep patterns, behavioral issues, focus and attention problems, decreased academic performance and negative impact on socialization and language development.

«Students who completed more hours of homework per night were at greater risk for these negative outcomes; they were also more likely to drop activities or hobbies they enjoyed in order to focus on their academic work.»

These strong long - term outcomes — which tend to be much more significant than any short - term test - score gains — likely reflect Catholic schools» focus on discipline and character as much as their excellent academics.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

There is a strong desire to expand beyond just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.

While research on SEL programs generally focuses on behavioral, social - emotional, cognitive, and academic outcomes, a few studies demonstrate promising economic benefits.

But these skills are not uniform, however, and unintentionally misnaming them can obscure the differences that research has identified — about when and how they develop, when it's most important to focus on them, and how they predict academic, social, and behavioral outcomes.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Once we can measure them though, we can then put the focus on them to give the outcomes that matter in the long run in balance with academic outcomes.

A Nashville high school focuses on using social and emotional learning to build strong relationships and a positive culture — and to improve academic outcomes.

Resources to support districts in ensuring, schools and classrooms are focused on the same outcomes related to academic services and supports for students.

Now, BLOCS is focused on understanding how program quality improvement yields positive impact on youth outcomes including academic, behavioral, and college and career readiness outcomes.

Working with a partner organization known as Transforming Education, they selected the specific social - emotional skills on which to focus based on a review of evidence on the extent to which those skills are measurable, meaningfully predictive of important academic and life outcomes, and likely to be malleable through school - based interventions.

Similarly, of two schools with similar academic achievement, a state could choose to focus limited resources for CSI on a school with poor SQSS outcomes rather than a school with positive SQSS outcomes, since the latter school may be on a road to improvement while the former is not.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

I strongly agree with the district regarding a focus on socio - economic integration and increasing academic rigor, but share parents» concerns about whether this will actually improve outcomes.

The state's PBIS framework focuses on enhancing academic and SEL outcomes for students, and part of the plan includes a two - day workshop on Tier I systems for PBIS within an MTSS framework.

His research focuses on education and tax policy, and particularly on the way that public institutions ameliorate or reinforce the effects of children's families on their academic and economic outcomes.

At East High School, Anibal has instilled a focus on increasing academic outcomes for students.

If our focus is only on the bottom line (academic outcomes) we're barking up the wrong destination.

Veronica Palmer, Co-Founder and CEO, RISE Colorado in Aurora, CO, for an innovative family engagement model focused on creating strong partnerships between schools and families, with the goal of improving academic outcomes for low - income students and students of color in Aurora, CO..

«We're really focused on hearing that student perspective, in part because that's where the research is — linking student opinions to academic outcomes,» Wilka said, «and, secondly, because the student voice and student perspective is most often the one lacking in school policies and programmatic decisions.»

IEE is an outcome - based organization focused on your academic success.

We believe that it will demonstrate a rigorous, criteria - based evaluation that focuses on students and academic outcomes above all else.

With a mix of human capital reforms, such as rounding out the teaching force with UCLA graduate students who have expertise in key subjects, added student learning and enrichment programs in and out of classroom, and a new focus on developing a college - going culture of high expectations, UCLA is setting out to take what is, by most measures, a struggling school and drastically improve academic outcomes for all students.

The iSTEM study focuses on the extent to which inclusive STEM high schools contribute to improved academic outcomes, interests in STEM careers and expectations for post-secondary study.

Whether it's growing to serve more students, improving academic outcomes for historically underserved students, protecting our most vulnerable students so they can focus on learning, or developing innovations that are working their way into all public schools throughout the state, CCSA members have played a catalytic role helping public education improve for all California students.

promote school success by focusing on social and behavioral characteristics, which recent research shows can positively influence academic outcomes *

Based on the premise that positive relationships between middle and high school students and their teachers can lead to better educational outcomes, «Creating birds of similar feathers: Leveraging similarity to improve teacher - student relationships and academic achievement,» by Hunter Gehlbach, Maureen E. Brinkworth, Aaron King, Laura Hsu, Joe McIntyre, and Todd Rogers, focuses on a simple intervention...

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

British government leaders are embracing the ideas of American academics who argue that schools need to focus more on building knowledge to improve outcomes for low - income students.

Control - treatment outcome comparisons reveal that students at schools with an arts focus combined with arts integration programming scored higher than other types of student cohorts (non arts schools, conventional arts, and academic magnet schools) on both state academic achievement scores and arts integration learning measures.

In this role, Tessa has imparted to her teaching team her student - centric focus on finding individualized paths to student engagement through rigorous and differentiated instruction that drives strong academic outcomes for all students.

Traditional research on college completion has focused on factors such as socioeconomic status and high school academic preparation, but less is known about how psychological factors predict college outcomes.

This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need.

She pointed out that other academics, such as Professor Rob Coe, have previously shown that peer observations focused on rating individual aspects of a lesson did not change pupil outcomes, and have suggested that it is hard to judge teaching quality in this manner.

The principal of a high school in Savannah, Georgia, focuses on establishing a calmer, safer, and more pleasant learning environment while improving student academic outcomes.

That said this criticism leads us to question whether Success Academy's laser - like focus on academic excellence comes at the expense of other student outcomes, such as their socio - emotional and behavioral health.

As a complement to accountability systems focused on academic success, financial oversight, and labor - market outcomes, a robust risk - sharing proposal would help improve outcomes for students and reduce costs for taxpayers.

The curriculum for academic legal education should focus on learning outcomes and should be developed in consultation with key stakeholders.

In sketching out an agenda for future research and potential reforms, this Article closes with a call to action for all policy - makers and academics concerned with sentencing systems to focus needed attention on defense counsel's role and impact on sentencing outcomes.

More specifically, his work examines the risk and protective factors that impact the academic and behavioral development of children and youth, with a focus on how the school and family environments influence student outcomes.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

We focus on these outcomes in kindergarten because academic skills and behaviors at that time point are strong predictors of educational trajectory.10 We hypothesized that ACEs in the birth - to - age - 5 time period would be associated with poor teacher - reported academic skills including emergent literacy and behavior difficulties.

Despite decades of research describing the harmful effects of family poverty on children's emotional and behavioral development, eg,12 - 17 experimental or quasi-experimental manipulations of family income that could go beyond description are rare18 and tend to examine the effect of such manipulations on physical health or academic attainment, rather than emotional or behavioral functioning.19, 20 Other analyses of the Great Smoky Mountains data set have focused on educational and criminal outcomes.21 The few studies looking at emotional or behavioral outcomes tend to have a short time frame.22, 23 Some studies of school - based interventions have followed up with children through to adulthood, 24,25 but we have found none that have looked at the long - term effects of family income supplementation on adult psychological functioning.

In particular, her research interests focus on language and literacy development of dual language learners, and the relation between the classroom context and academic and socioemotional outcomes among children from socioeconomically disadvantaged backgrounds.

Whether or not parent - focused interventions exert effects on child outcomes via EF remains to be seen but such evidence would provide support for any causal claims about the relations between parental behavior, children's EF and early academic ability.