Sentences with phrase «for student learning and achievement»

We pave the way for the newest and and best strategies for student learning and achievement.

Family engagement is a shared responsibility of families, schools, and communities for student learning and achievement; it is continuous from birth to young adulthood; and it occurs across multiple settings where children learn.

ASCD supports high standards for student learning and achievement that are the result of a development process that is state - led, transparent, and implemented under the following principles:

The Standards of Learning for Virginia Public Schools describe the commonwealth's expectations for student learning and achievement in grades K - 12 in English, mathematics, science, history and social science, technology, the fine arts, foreign language, health and physical education, and driver education.

The committee's position on standards development and implementation asserts that ASCD supports high standards for student learning and achievement that are the result of a development process that is state - led, transparent, and implemented under specific guiding principles.

Frequent systematic practice is important for student learning and achievement in mathematics.

Not exact matches

Education — Mille Lacs Corporate Ventures will help to increase student achievement by donating to areas that make learning relevant for future careers, inspire students to pursue higher education, and to further education students about Native American culture.

She is committed to child - centered learning and fostering achievement and growth for both students and teachers.

In 2010, the Board of Regents released policies designed to prepare students for college and 21st century careers, close the achievement gap and instill a lifelong love of learning in children Regents Reform Agenda, according to a press release issued by Mr. Flanagan's office.

The program will provide close to $ 400 million to support locally developed plans to personalize and deepen student learning, directly improve student achievement and educator effectiveness, close achievement gaps, and prepare every student for success in college and careers.

Science has learned that the president's 2005 budget request, due out early next month, would phase out the National Science Foundation's (NSF's) largest program to improve student achievement in science and math and shift responsibility for it to the Department of Education, which now runs a similar program.

The physics Nobelist who recently stepped down as point person for the Obama Administration's efforts to improve U.S. science education told Congress yesterday that many federally funded programs don't draw upon current research about how people learn and, therefore, haven't managed to boost student achievement.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

There are plenty of evidence - based recommendations for how to quickly optimize student achievement in low - performing schools, but an entry point for a broader, deeper systems change at RHS was to redesign its educational system and adopt blended learning.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and manLearning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and manlearning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

Schools operated by Achievement First, for example, have helped their students gain an additional 125 days of learning in math and 57 days in English over traditional public schools.

In 2008 Jenny received an Australian College of Educators award for Outstanding Achievement in Education for the development of innovative approaches to teaching and learning which respect and support students as individuals and influence, motivate and inspire them to learn.

To promote student learning and achievement, research indicates that teacher advancement systems should compensate teachers for their expert contributions, particularly in economically disadvantaged schools where teaching challenges tend to be greater (Accomplished California Teachers, 2012).

Innovative and effective practices at Cleveland's MC2 STEM High School are driving learning and higher achievement for students in a district where every student qualifies for free or reduced - price meals.

According to a recent study in the journal Science, methods like those used in Interactive Learning increased learning for all students and decreased the achievement gap between economically disadvantaged and non-disadvantaged students in a large, introductory - level college biologLearning increased learning for all students and decreased the achievement gap between economically disadvantaged and non-disadvantaged students in a large, introductory - level college biologlearning for all students and decreased the achievement gap between economically disadvantaged and non-disadvantaged students in a large, introductory - level college biology class.

In her first year on the job, Jewell - Sherman launched Excellence for All, a comprehensive plan aimed at improving teaching and learning to enable students to reach high academic standards, and promoting involvement with the community as a way of addressing nonacademic barriers to student achievement.

Since 1970, MESA (which stands for Mathematics, Engineering, Science Achievement) has been engaging «educationally disadvantaged» students and reigniting their interest in learning.

This is a summary of Gender and sex differences in student participation, achievement and engagement in mathematics by Dr Sarah Buckey, the first in a series of papers, Changing minds: Discussions in neuroscience, psychology and research, published by the Centre for Science of Learning @ ACER.

Outcomes from the Knowledge in Action (KIA) project - based learning (PBL) Advanced Placement (AP) course (s) were compared with outcomes from traditionally taught AP courses among student groups who were matched for school - level achievement and socioeconomic status.

But it is showing that with commitment and a willingness to experiment, blended learning has great potential not just for improving efficiency and reducing costs, but for boosting student achievement across the board.

Conservatives, for instance, are less likely than liberals to say that funding is a barrier to academic achievement, and liberals are more likely to put less focus on improving student learning.

The report «A New Day for Learning,» recently released by the Time, Learning, and Afterschool Task Force, argues that we must redefine the school day if we are to improve student achievement in the United States.

For instance, I am co-principal investigator on the IES - funded Center for Standards, Alignment, Instruction, and Learning, and one of our main projects is a longitudinal study of NAEP data to understand the impact of «college - and career - readiness standards» on student achievemeFor instance, I am co-principal investigator on the IES - funded Center for Standards, Alignment, Instruction, and Learning, and one of our main projects is a longitudinal study of NAEP data to understand the impact of «college - and career - readiness standards» on student achievemefor Standards, Alignment, Instruction, and Learning, and one of our main projects is a longitudinal study of NAEP data to understand the impact of «college - and career - readiness standards» on student achievement.

Schools realize the importance of SEL and / or character for their broader purposes of developing the whole student, fostering academic achievement, promoting positive behavior, and creating a positive culture and climate for learning.

In «Game Plan for Learning: Building on Coleman's early theories, new academic competitions motivate students to achieve,» USA Today's Greg Toppo revisits James S. Coleman's oft - forgotten findings on teen culture, exploring how educators today can use academic competition to foster engagement, motivation, and student achievement.

Contrary to the initial reaction of Shkreli on social media — he played down the achievements of the students arguing «learning synthesis isn't innovation» and «almost any drug can be made at small scale for a low price» — this was a tale of resilience and persistence.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

17 National Center for Improving Student Learning and Achievement in Mathematics and Science - University of Wisconsin

A study of a representative sample of schools in California shows that schools where the principal and the district extensively used test data to improve instruction and student learning had the highest achievement for English - language learners.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

«I look forward to moving ahead, working collaboratively with Beacon Hill and the field, to address troubling, persistent student achievement gaps by developing an education reform agenda that gives primary attention to improving learning for all students.»

We've written here and here about the importance figuring out as a nation how to «extend the reach» of great teachers to more students, since great teachers accountable for student learning are the one «intervention» we know can close achievement gaps and raise the bar for all students.

«Reading enables achievement in every dimension of life, and we have an extraordinary opportunity to combine knowledge of how individuals learn with technologies that will put remarkable interventions within reach for students across the country,» Harvard President Drew Faust said.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

The latter is one of nine principles of learning formulated by the Institute for Learning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement stlearning formulated by the Institute for Learning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement stLearning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement standards.

We excluded kindergarten and first - grade teachers because earlier achievement exams were not available for their students; this prevented us from developing a «value - added» measure of student learning.

Another goal states that participants would implement approaches to ensure inclusion of all students; implement practices to close the achievement gap; establish means for collaboration between district departments and schools; develop a plan for sharing lessons learned with other district leaders and to complement succession planning.

The progress data would provide the school leader with a guide to the staff changes that would further improve student learning, and the achievement of early goals would help build support for such changes.

The institute includes a blend of theory and practice - based techniques for addressing student learning by strengthening instruction and better engaging communities, closing the achievement gap and establishing a positive, safe and goal - oriented school culture.

Dr. Lombardi has organized an academic climate (culture of achievement) as a learning leader for teachers and a purveyor of the self - management of learning for students.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

I am not aware of research on precisely these points, but learning the answers to these questions should be of first - order importance for policymakers and practitioners interested in facilitating minority student achievement and educational attainment.

So, getting students to use what they are learning and, maybe, teach it to others is the leap in achievement for which we are struggling to discover.