Sentences with phrase «for improving student learning outcomes»

But edtech innovations hold real promise for improving student learning outcomes if education leaders use them to redesign classroom and school models in ways that transform teachers» instructional practices.

Systems like that don't create environments when districts and schools work together to reach goals for improved student learning outcomes.

Not exact matches

Developed specifically to instruct teachers and other school professionals about the impact hunger has on learning, the NEA Healthy Futures Breakfast in the Classroom Toolkit will help you communicate how BIC can help increase breakfast participation and address hunger in schools, which in turn can improve academic and behavioral outcomes for students.

While reiterating the commitment of the State Government under Governor Ambode to ensure that every child is given opportunity to succeed, Bank - Olemoh said the launch of the Digital Library, dubbed EducateLagos.com, was intended to further expand access to knowledge for Lagosians, make learning fun and contribute to improving exam outcomes for students.

The general disregard for curriculum as a means to improve teacher effectiveness and student outcomes is reflected in the observation that «many teachers do not have access to strong, standards - aligned curriculum; in fact, most teachers spend hours every week searching for materials that haven't been vetted and aren't connected to ongoing, professional learning activities in their schools.»

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 ALearning 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 AOutcomes 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 Alearning 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 Aoutcomes 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 AOutcomes: 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 Australia

While this could be seen as damning proof that technology does not have the capability to improve educational outcomes, and instead provides a platform for students to be become distracted from learning, Andreas Schleicher, OECD director for education and skills, concluded that schools systems «need to find more effective ways to integrate technology into teaching and learning».

Charity Mission Australia is calling for long - term commitment to a program that improves student learning engagement and outcomes, job pathways and wellbeing for young people experiencing disadvantage in South Australia, and the expansion of the program to other parts of Australia.

With guidance from Harvard faculty and district and community leaders, participants study best practices in family engagement and identify strategies they can use to promote student learning and improve educational outcomes for all.

«This program will provide important support for teachers to engage in professional development, professional learning, to enhance teaching practice and improve student outcomes.

Principal, Christopher Stock, reports that at the centre of their work was the impassioned determination to improve learning opportunities and outcomes for all students.

CPAHS has consistently used AL to build teachers» understanding and capacity across more than 25 projects on a range of new and emerging pedagogies to deepen student engagement and improve learning outcomes for students.

There's reason for optimism that knowledge of the basic science of learning can improve teaching, and ultimately, student outcomes.

Learn a step - by - step process for engaging in collaborative inquiry and using a range of data sources to improve instruction and student outcomes within your school or district.

Postgraduate study through the ACER Institute is helping Meegan Brown to fulfil her lifelong passion for improving the learning outcomes for students in remote areas.

It will increasingly be the responsibility of all educators to ensure that the learning they engage in is targeted toward improving student outcomes, has a plan for implementation, and is tailored to the context.

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 ouStudent 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 oustudent learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student oustudent outcomes.

Digital learning is a mechanism for improved student outcomes.

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

The holy grail for research into effective professional learning, of course, is to find the link between professional learning and improved student outcomes.

The top reasons for implementing blended learning were also strong and in line with our observations across the country: create / facilitate personalized learning (73 percent), provide more course choices (58 percent), and improve student academic outcomes (53 percent).

Australian Country Education Partnership has created and successfully implemented eKids blended program, which «is an accessible, adaptable, contemporary model for rural and remote communities to personalize their students learning, build the capacity of teachers, and improve students learning capacities and outcomes».

This focus promotes the development of leadership skills, professional learning, and support for teachers that target ways to improve student outcomes...

• Technology - based behavioral interventions — like nudging a student to register for a course — produce consistently improved learning outcomes.

Florida Virtual School also created the first - ever full online video - game based course called Conspiracy Code — initially an American History course — for which it did rigorous research to learn how it improved student outcomes and for which students and teachers it worked best.

In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largeStudent Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largLearning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larglearning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largestudent learning at larglearning at large scale.

With its focus on seat time — awarding credit for showing up to workshops, conferences, or classes — formal PD has ignored whether teachers actually learn new skills, apply them, and improve student outcomes.

Four of them were schools nominated by school system leaders as schools that had had autonomy for several years, had dramatically improved learning outcomes for students, and that the system leaders felt that the schools would have available some evidence that would enable us to explore the possible links between school autonomy and outcomes for students.

Passionate about improving learning outcomes for students of color, Harper started her teaching career in 2003 at KIPP Academy Middle School in the Bronx, New York.

In your setting, you will learn a step - by - step process for engaging in collaborative inquiry and using a range of data sources to improve instruction and student outcomes.

Why doesn't accreditation improve the quality of teacher preparation programs as judged by measurable increases in learning outcomes for the students in the classes of their graduates?

Studies comparing learning outcomes for students taught via project - based learning versus traditional instruction show that when implemented well, PBL increases long - term retention of content, helps students perform as well as or better than traditional learners in high - stakes tests, improves problem - solving and collaboration skills, and improves students» attitudes towards learning (Strobel & van Barneveld, 2009; Walker & Leary, 2009).

Improved outcomes for less advanced students depend on establishing in some detail the points individuals have reached in their learning and then providing targeted teaching to address specific skill deficits and misunderstandings and to establish stretch targets for further growth.

If the authors of the above article want to really help teachers differentiate their programs to improve learning outcomes for every student, offer practical, evidence - based suggestions focusing on the «how».

Barrera - Osorio is currently a senior economist in the Human Development Network Education group at the World Bank, and is known for working closely with governments in Pakistan and Colombia to evaluate policies and programs to improve student learning outcomes.

The review panel heard that the fundamentals for supporting all students do not change and personalised learning and teaching based on each child's learning needs, is effective at improving educational outcomes.

The first is improved student outcomes, and while that is usually around achievement outcomes — literacy and maths, for example — increasingly there is a focus on social outcomes such as reduction in bullying and students» enjoyment of school and of their learning.

It will support faculty and students who care deeply about improving outcomes for very young children, and will become an essential source at the university and across the country for scholarship, partnership, and professional learning.»

A quick snapshot of the past two decades alone reveals a commitment to ongoing reform and to improving learning outcomes for students.

Webinar participants will learn about the wealth of information well - crafted assessments can reveal, and will gain insights into how districts of all sizes can use assessment strategies, tools, and services to improve student outcomes and prepare for the Common Core State Standards.

Monmia Primary School has always understood the connection between improved outcomes for students and the professional learning outcomes it needs to achieve for staff.

The Standards outline the conditions for and characteristics of professional learning that leads to improved educator practices and increased student outcomes.

This information is essential for developing relevant, evidence based school improvement plans that can drive improved learning outcomes for all students.

This brief and related report synthesizes findings from 143 rigorous research studies and finds that community schools can improve outcomes for all students, especially those facing lack of access to high - quality schools and out - of - school barriers to learning.

The paper found that project - based learning holds promise for improving students» outcomes but that much remains to be learned about its effectiveness and about how its implementation can be strengthened.

What's needed is a shared vision and strategic plan for how mobile technology will be utilized to improve student learning outcomes that are aligned to higher standards.

The session shows how seemingly small decisions related to fidelity of implementation can have a powerful impact on student outcomes and provides recommendations for how to implement RTI to achieve improved student learning outcomes.

This report, which synthesizes findings from 143 rigorous research studies, finds community schools can improve outcomes for all students, and especially those facing lack of access to high - quality schools and out - of - school barriers to learning.

To improve student learning outcomes by making PBL accessible for teachers in grades K - 12 and all subject areas.

-LSB-...] Current research suggests that getting feedback right, establishing productive teacher - student relationships, reciprocal teaching and fostering meta - cognitive strategies to help students become better at learning are among the strategies for which there is a robust evidence base for improved outcomes.