Sentences with phrase «from effective school research»

Most research on school leadership and student achievement was published after 1978, when the research focus moved away from effective school research to research on how school leaders affect student achievement.

Not exact matches

Our schools send teams of educators, parents, and students to our annual fall conference at Stanford University where they hear the latest research on best practices in education and learn from each other how to create effective school reform.

Dr Setor Kunutsor, Research Fellow from the Musculoskeletal Research Unit at the Bristol Medical School: (THS) and lead researcher, said: «For several decades, the two - stage procedure has been presumed to be more effective than the one - stage.

Dr Sian Clarke from the London School of Hygiene & Tropical Medicine, also a principal investigator in the research, said: «This study shows that rapid diagnostic tests can improve the use of artemisinin - based combination therapies — the most effective treatment for malaria — in drug shops, but it's not without its challenges.

The Johns Hopkins Bloomberg School of Public Health - led research also suggests that employing local community health educators instead of more formally educated nurses to counsel young at - risk mothers could be cost effective and provide badly needed jobs to high school graduates from the same impoverished communSchool of Public Health - led research also suggests that employing local community health educators instead of more formally educated nurses to counsel young at - risk mothers could be cost effective and provide badly needed jobs to high school graduates from the same impoverished communschool graduates from the same impoverished communities.

«From our past research, we know the ketogenic diet is effective in approximately one - third of adults with epilepsy who are resistant to traditional anti-seizure drugs,» says Mackenzie C. Cervenka, M.D., associate professor of neurology and director of the Adult Epilepsy Diet Center at the Johns Hopkins University School of Medicine.

Academics from Berkley and other schools are trying to do research projects to find out how effective dating sites» communications tools, personality testing and other features are.

Delegates attending the BNF conference heard from a panel of eminent scientific experts including Professor Ashley Adamson from University of Newcastle, Dr Graham Moore from University of Cardiff, Professor John Reilly of University of Strathclyde, and Professor Jeanne Goldberg from Tufts University in Massachusetts, USA, about the role and impact of a whole school approach to nutrition; the association between breakfast consumption and education outcomes in primary schools, with particular reference to deprivation; the impact of obesity, and of physical activity, on academic attainment; and research which points to the most effective methods of communicating about nutrition with school children.

Further research has also shown that the potential benefits of the programme go wider than pupil health, with FFL schools «consistently reporting that FFL had contributed to their school improvement agendas, helping improve attainment, behaviour and school environments» and that the experiential learning resulting from Food for Life activity «appears to have been particularly effective at helping engage or re-engage pupils with learning issues and challenges.»

An effective learning culture in a school has a number of key features, including: engaging teachers in collaboration, using data to inform decision making and learning activities, conducting professional learning that is based on current research and identifying the impact of professional learning on staff and student outcomes from the outset (AITSL, 2013b).

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher sresearch, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher sResearch, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher salaries.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

The Youth Sport Trust's annual survey is just one example from more than forty research projects undertaken over the last decade that provide evidence for the positive impact that effective school sports provision can make.

Over a decade, this mandate would transform New American Schools from a privately funded R&D center that would support only effective whole - school reform models into a savvy service provider for research teams that needed to market and fund their designs.

Mandates that states and districts redistribute «effective» teachers from middle class to poor schools, even though recent research indicates that the «teacher effectiveness gap» may not exist.

What is needed now, we believe, is research on ways to help aspiring schools and teachers learn from effective schools and accomplished teachers so they too may «beat the odds» in teaching all children to read.

Although research on effective schools has been favorably received by school leaders and policymakers, Hoffman (1991) points to limitations of this research stemming from its lack of connection to classroom practice and to insufficient information on the process schools went through to become effective.

With a mixture of respected teachers, head teachers and members from the National Education Trust, ResearchED and the Teaching Schools Council, the CPD Expert group aims to address the lack of understanding on effective professional development in the teaching profession.

Emerging research from Rutgers and Cornell Universities is showing the positive impact of collaborative partnerships on district and school climate, effective leadership, teacher efficacy and student learning.

He goes on to argue, «Research on value added has no implications for action in isolation from other research about effective schooling because, like any research program, the narrow conditions that make value - added research convincing limit its direct applicability in practiceResearch on value added has no implications for action in isolation from other research about effective schooling because, like any research program, the narrow conditions that make value - added research convincing limit its direct applicability in practiceresearch about effective schooling because, like any research program, the narrow conditions that make value - added research convincing limit its direct applicability in practiceresearch program, the narrow conditions that make value - added research convincing limit its direct applicability in practiceresearch convincing limit its direct applicability in practice.»

The work of developing the standards began with a study of research on effective school boards, review of standards statements from other states, Iowa law and board practices according to Lisa Bartusek, IASB executive director.

Boykin and Noguera maintain that it is possible to close the achievement gap by abandoning failed strategies, learning from successful schools, and simply doing more of what the research shows is most effective.

Findings from research indicate that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.

Research from the Center for Educational Effectiveness and the Baker Evaluation Research Consulting groups shows improvements in important skills and characteristics, such as high levels of collaboration and communication, high standards and expectations for all students, effective school leadership, and increased family and community involvement.

If we provide district and school leaders with tools, resources, and guidance based on NCEE's research on high performing education systems and NISL's research on leadership development from other sectors, then they can create systems in which all schools are at least as effective as schools in the highest performing countries.

IDRA's research on strategies for reducing the dropout rate, stemming from research - based effective strategies and IDRA's experience in schools over the last 26 years, shows five components are vital to successful dropout prevention.

Responding to research from Stanford University's John W. Gardner Center linking student opinions and perceptions to their own academic outcomes, the Center for Effective Philanthropy — funded by a host of donors, including the Gates, Hewlett and Wallace foundations — created YouthTruth «to better understand from students what was and was not working in their high schools in order to give school and district leaders, as well as education funders, better information to inform improvement efforts.»

Recent research from the University of Chicago Consortium on School Research (Sebastian, Allensworth, & Huang, 2016) suggests that successful principals «empower school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hartresearch from the University of Chicago Consortium on School Research (Sebastian, Allensworth, & Huang, 2016) suggests that successful principals «empower school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, School Research (Sebastian, Allensworth, & Huang, 2016) suggests that successful principals «empower school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and HartResearch (Sebastian, Allensworth, & Huang, 2016) suggests that successful principals «empower school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, 2018).

Drawing from the research literature and the Center on School Turnaround's extensive practical experience with the University of Virginia Partnership for Leaders in Education (UVA / PLE), the rubric includes 12 key planning domains that support effective year - long or short - cycle SIPs, as follows: Turnaround Vision, Priorities, Process Outcomes, Progress Indicators, Action Steps, School Context, Root Cause Analysis, Sequencing, Schedule / Timeline, Alignment, Directly Responsible Individuals, and Supports.

Elaine Allensworth, from the Consortium on Chicago School Research, discussed the Illinois Five Essentials; Kendra Wilhelm, Denver Public Schools, talked about the LEAP (Leading Effective Academic Practice) work in

Colleagues from Asia, Australia, New Zealand, the Americas, Europe, the Middle East, and Africa are attending to learn and to share research about effective schools and educational programs worldwide.

Three factors stand out from the research that guide implementation of this component of effective schools.

The articles that follow provide concrete, detailed lessons from research and best practice about how to make afterschool and summer programming more effective in a number of key areas that help young people to be more successful in school and to graduate from high school — the first rung in the ladder leading to full participation in 21st century economic and civic life.

Research from the Center for Research on Education Outcomes (CREDO) at Stanford University shows that charter schools are particularly effective in benefiting low - income students, students from communities of color and English - language learners.

NIEER Founder and Senior Co-Director W. Steven Barnett Ph.D. presented research on different preschool funding schema drawing from national models, highlighting cost of quality and state education infrastructures, and effective state support systems during the Council of Chief State School Officers summit in January 2018.

Her research interests include how to measure and grow effective school leadership, understanding teacher mobility from an organizational perspective, the antecedents and effects of school climate and safety for both students and school staff, and the effect of student course taking in high school on students» short and long term outcomes.

Emphasizing outcomes in reading achievement, Hoffman (1991) summarized the research on effective schools from the 1970s and early 1980s (e.g., Venezky & Winfield, 1979; Weber, 1971; Wilder, 1977).

Based on research reviews and lessons we learned from promising practices in DC public and public charter schools, Flamboyan Foundation has compiled a rubric of effective school - wide practices.

Taylor, Pressley, and Pearson (2002) summarized findings from five large - scale research studies on effective, high - poverty elementary schools, which were published between 1997 and 1999 (Charles A. Dana Center, 1999; Designs for Change, 1998; Lein, Johnson, & Ragland, 1997; Puma, Karweit, Price, Ricciuiti, Thompson, & Vaden - Kiernan, 1997; Taylor, Pearson, Clark, & Walpole, 2000).

To determine the influence of district superintendents on student achievement and the characteristics of effective superintendents, McREL, a Denver - based education research organization, conducted a meta - analysis of research — a sophisticated research technique that combines data from separate studies into a single sample of research — on the influence of school district leaders on student performance.

Without School Librarians and highly effective school library programs, our students are lacking information literacy skills, research skills, and are unable to differentiate credible information from fakeSchool Librarians and highly effective school library programs, our students are lacking information literacy skills, research skills, and are unable to differentiate credible information from fakeschool library programs, our students are lacking information literacy skills, research skills, and are unable to differentiate credible information from fake news.

With support from the Nellie Mae Education Foundation and the Schott Foundation for Public Education, we're delighted to share our new research paper, «Conditions and Considerations for Effective Development and Implementation of Personal Opportunity Plans by the Commonwealth, Districts, and Schools,» by Engaging Schools senior consultant Carol Miller Lieber.

The six recurring themes that emerge from these five studies both support and extend the earlier research on effective schools.

We know from research and our work with schools, districts and states nationwide since 2000 that educator effectiveness systems aren't necessarily making educators any more effective.

Leveraging Public Dollars to Support Community School Outcomes: An example from Youth Ventures Joint Powers Authority of Oakland, CA Josephina Alvarado Mena, Chief Executive Officer, Youth Ventures Joint Powers Authority - PowerPoint Presentation - Safe Passage Joint Powers Authority One - pager - Elev8 Oakland One - pager - Stanford Social Innovation Review - Integrating Youth Services Preparing High School Students for Post-Secondary Success Jimmy Casas, Principal, Bettendorf High School Joy Kelly, Associate Principalt, Bettendorf High School Tim Carlson, Principal, Sycamore Community School District 427 - Creating Career Academies PowerPoint Presentation Project - based Learning Jaime Stephanidis, Consultant, American Institute for Research Fausto Lopez, Consultant, American Institute for Research - PowerPoint Presentation - Essential Elements of Project Based Learning - Project Planning Form - Tips for Effective Facilitation - Things to Consider When Developing a Project Ensuring a Continuum of Care and Support for Students: How one community is developing a strategic collaboration between their middle schools and high schools Fanny Diego, Contracts Administrator, Enlace Chicago P - 20 Council: A systems - level scale - up of education initiatives across Illinois Miguel del Valle, Chair, Illinois P - 20 Council - Illinois P - 20 Council Executive Report - Illinois P - 20 Council Full Report - Illinois P - 20 Org.

This initiative was designed in response to 2007 research findings from the UChicago Consortium on School Research regarding the importance of an effective transition into 9tresearch findings from the UChicago Consortium on School Research regarding the importance of an effective transition into 9tResearch regarding the importance of an effective transition into 9th grade.

It was a hard decision to leave the classroom, but I took on the role with renewed energy, reading Elena Aguilar's The Art of Coaching: Effective Strategies for School Transformation and learning all I could from Jim Knight's research and writings as the director of the Kansas Coaching Project.

Research conducted by the University of Chicago Consortium on Chicago School Research in 2006 demonstrates there is no single aspect that drives change, but multiple areas that must improve to push student learning and prepare students to graduate from high school and college — Effective Leaders, Collaborative Teachers, Involved Families, Supportive Environment, and Ambitious InstruSchool Research in 2006 demonstrates there is no single aspect that drives change, but multiple areas that must improve to push student learning and prepare students to graduate from high school and college — Effective Leaders, Collaborative Teachers, Involved Families, Supportive Environment, and Ambitious Instruschool and college — Effective Leaders, Collaborative Teachers, Involved Families, Supportive Environment, and Ambitious Instruction.

It stems from research showing schools that are rated highly on measures of effective leaders, collaborative teachers, involved families, supportive environment, and ambitious instruction are far more likely than others to show improvements in students» learning gains.»

Our schools send teams of educators, parents, and students to our annual fall conference at Stanford University where they hear the latest research on best practices in education and learn from each other how to create effective school reform.