Sentences with phrase «highly values students»

Writing workshop is an instructional model in which the process of writing is emphasized more than the written product and which highly values students» interests and autonomy.

It would send the message that I highly valued those students in the lead positions.

Not exact matches

Universum polled more than 65,500 students to find out what aspects of an internship they valued most highly.

The accreditation status also allows currently enrolled students to be eligible to attain recognition as a certified culinarian or a certified pastry culinarian — a highly valued certification in the foodservice industry.

«With numerous reflections on the games impact on certain students and a resounding final chapter highlighting his classs 2012 visit to the Pentagon, Hunter proves the value of «slow teaching» in this important, fascinating, highly readable resource for educators and parents alike.»

Postdocs feel that, in a highly competitive academic system that values research output above all other factors, it is difficult to devote time to other academic duties such as supervising students.

New international research led by PhD student Laura Richardson of the ARC Centre of Excellence for Coral Reef Studies at James Cook University reveals that coral bleaching events not only whitewash corals, but can also reduce the variety of fish occupying these highly - valued ecosystems.

Growth mindset teachers see the challenge as an opportunity for students to learn when their efforts and mistakes are highly valued.

As writing teachers, we were also surprised at how highly students reported valuing their academic writing.

While I have come to recognize the value of such schools for some students, parents, and teachers, I continue to subscribe to the ideal of a humanistic liberal arts education that is highly prescriptive and, while global in scope, grounded in the intellectual, aesthetic, and moral traditions of western civilization.

In all of my years sitting in classrooms as a student, in public schools that were highly regarded, I never once produced anything that resembled authentic work or had value beyond addressing a class requirement.

The study found that flexible access to computers, printers, internet and other resources, including teaching expertise, before school and at non-class time was valued highly by students (Hay 2006).

Surely this was my experience as a student that the populist teachers would be voted highly by the students even though their value to your life May be later recognized to have been nil (think of teachers who act as if they are your friends, and as a student you like them a lot, but once you are out of school you May recognize that they haven't taught you anything).

Third, students learn valuable team skills that are highly valued as graduate attributes.

In a 2002 study Aronson, Good (then a graduate student at the University of Texas at Austin) and their colleagues found that college students began to enjoy their schoolwork more, value it more highly and get better grades as a result of training that fostered a growth mind - set.

If, rightly, we want to reject a zero - sum trade - off between our values, if what we need are a highly attractive long - term profession for successful teachers, accountability for student results, and a far more rigorous curriculum driving far higher learning outcomes for our students, are we willing to rethink the system from scratch and put everything on the table?

In a briefing paper prepared for the National Academy of Education (NAE) and the American Educational Research Association, Linda Darling - Hammond and three other distinguished authors reached the following conclusion: «With respect to value - added measures of student achievement tied to individual teachers, current research suggests that high - stakes, individual - level decisions, as well as comparisons across highly dissimilar schools or student populations should be avoided.»

This was a highly contentious issue, although, based off of the data, it should not have been; academic, student retention rates, parent satisfaction surveys, student and staff surveys would indicate that our school community has been committed to our values of Student Achievement, We Serve, and Continuous Improvement for 10 yeastudent retention rates, parent satisfaction surveys, student and staff surveys would indicate that our school community has been committed to our values of Student Achievement, We Serve, and Continuous Improvement for 10 yeastudent and staff surveys would indicate that our school community has been committed to our values of Student Achievement, We Serve, and Continuous Improvement for 10 yeaStudent Achievement, We Serve, and Continuous Improvement for 10 years now.

While Kraft and Gilmour assert that «systems that place greater weight on normative measures such as value - added scores rather than... [just]... observations have fewer teachers rated proficient» (p. 19; see also Steinberg & Kraft, forthcoming; a related article about how this has occurred in New Mexico here; and New Mexico's 2014 - 2016 data below and here, as also illustrative of the desired normal curve distributions discussed above), I highly doubt this purely reflects New Mexico's «commitment to putting students first.»

«The teachers in our study confirmed what we at Teach Plus have learned from previous research and from speaking with thousands of teachers over the past five years: that alignment between assessments and curriculum, access to highly valued activities, and the autonomy to choose what's right for students all contribute to how teachers perceive the value of activities they use to prepare their students for tests, and are all factors that can be changed to reduce wasted time and increase valued instructional time.»

Research shows that value - added models that do not account for student background factors (such as race, ethnicity and social class) correlate highly with models that do.

What is highly problematic about these claims is that the three correlated implementation strategies noted, again as significantly associated with teachers» students» test - based performance on the PARCC and SBAC mathematics assessments, were «statistically significant» (determined by standard p or «probability» values under which findings that may have happened due to chance are numerically specified).

One major vendor of value - added measures (i.e., SAS as in SAS - EVAAS) long has held that the tests need only to have 1) sufficient «stretch» in the scales «to ensure that progress could be measured for low - and high achieving students», 2) that «the test is highly related to the academic standards,» and 3) «the scales are sufficiently reliable from one year to the next» (see, for example, here).

In a recent study by Goldhaber and Liddle, the most highly rated programs in Washington state produced teachers with value - added of.046 student standard deviations higher than the average teacher in math.

At Cochiti, her students have averaged 1.4 years of reading growth and a 1.845 value - added growth score on the PARCC assessment, earning her the distinction of Highly Effective on the rigorous New Mexico teacher evaluation system.

Many of us highly value standardizing curriculum and instruction for students.

The goal of these resolutions is to provide assurance that public education institutions will continue to make every effort to provide a safe and welcoming campus environment for all students, faculty, staff, alumni and members of the community and to emphasize that diversity and inclusivity are highly valued.

Yi's approach seems to work: She is rated «highly effective» in a value - added analysis by The Times based on her students» standardized test scores in English and math.

With respect to value - added measures of student achievement tied to individual teachers, current research suggests that high - stakes, individual - level decisions, or comparisons across highly dissimilar schools or student populations, should be avoided.

Value - added in general is more highly correlated with teachers at the extremes in terms of their student survey and observational composite indicators.

Many practitioners (and the public) highly value standardizing curriculum and instruction for students.

For example, suppose that every year a fifth grade teacher is assigned highly gifted students whose learning is not captured by the yearly achievement test, and that her value - added measure does not account for the gifted status of these students.

Educators share innovative ways of creating learning environments that foster student creativity and exploration — traits highly valued by the business community and postsecondary institutions.

Although conclusions about individual teachers can be highly sensitive to the test used for calculating value - added, value - added on state tests can be used to identify groups of teachers who, on average, have students who show different growth on alternative tests.

Designed to prepare students to succeed in high school and continue on a path toward college and beyond, our educational model focuses on five core values: high expectations for all students; small, personalized schools and classrooms; increased instructional time; highly qualified principals and teachers; and parents as partners.

Given the growing understanding that value added measures (VAMs) of teacher effectiveness rely upon tests not designed to detect teacher input, are highly unstable, and can not account for teacher impact on variability among student scores, it is quite apt that Dr. Audrey Amrein - Beardsley of Arizona State University and a leading researcher on value - added measures, described the proposal as going from «bad to idiotic.»

We also highly value parents — because no one knows a child better — and include them in the parent - student - advisor team.

Encouraging growth mindset, metacognition and agency Students» development of growth mindset can help reframe mathematical struggle and failure as «efforts and mistakes [that] are highly valued».

CICS Lloyd Bond Curriculum combines the formal performance - based State Standards and informal content and process utilized in the Core Curriculum Model which together will enable our students to gain knowledge and understanding, develop skills, and alter attitudes, appreciation and values under the guidance of a select, highly skilled teaching staff.

These programs are highly valued by the district and community, and supported by the work of highly qualified educators, parents, donors, and hard - working students.

Top - performing international education systems value expert teaching and recognise that highly effective teaching improves student outcomes.

Recognizing the goal of self - actualized learners enables schools to see the full value of Meaningful Student Involvement creating opportunities for education to be highly successful, and rather than threatening schools, self - actualized learners should be treated as assets to the education system, inspiring others along the way.

The guide will: - highlight the value of nationally certified teachers to your school, including to students, staff and the wider school community - provide you with a greater understanding of your role and responsibility in supporting teachers through national teacher certification - help you understand the steps to enable your teachers to pursue national teacher certification - suggest ways to work with your existing nationally certified Highly Accomplished and Lead teachers (HALTs) to share their expertise across the school and beyond.

Instant Assignment Help specializes in the field of top quality academic writing with its highly creative and passionate assignment writers delivering value to more than 20000 students worldwide.

Value Investing Strategy VIOS Strategy is what I used to create a safe, secure, and highly profitable additional income stream for my VIC students and myself.

This situation is going to sound very «cartoonish», but I assure you it is no joke and a fact that I've just recently been slapped in the face with... I myself was brought up to highly value the dollar by my family so I still don't quite understand people who abuse both money or «bad» debt (credit cards, auto loans, student loans & etc).

RIBA calls it «a highly imaginative, exciting Academy that shows the students, staff and local residents that they are valued - is what every school should and could be.»

This well - established certificate of specialization, which is a series of courses that any J.D. student can complete during their second - and third - year studies, is highly valued by legal employers.

There are no doubt, hundreds of highly competent 3L students out there that could add value to this smaller firms - and if compensation is a question then perhaps we need to look into different options, such as shared articles.

Read about the growing coalition of education, parent & privacy groups protesting this plan to share confidential student information, without parental consent, with the Gates - funded inBloom Inc., which plans to put it on a highly vulnerable data cloud http://shar.es/Yf9F4 And contrary to what this journalist writes, there is no research showing any of this has pedagogic value.