Sentences with phrase «identified educational outcomes»

Not exact matches

Results: Eleven studies were identified, of which 8 demonstrated improvements in infant sleep outcomes subsequent to the implementation of an educational behavioral program.

The field of educational research endeavors to achieve this mission by producing both quantitative and qualitative research to identify what works in education to improve outcomes and drive policy.

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.

Identifying the kinds of private schools that boost these outcomes could enhance policymakers» ability to design private school choice programs that expand disadvantaged children's access to high - quality educational opportunities.

«With everything we participate in on a school level, we need to be able to articulate the impact on the student learning experience and what NT Learning Adventures has achieved is having the tourism operators directly inform the schools of the outcomes and clearly identify the educational purposes behind a tour to the NT,» she said.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

But the only way to live up to such a lofty name is to ensure that states actually identify schools that aren't raising achievement and boosting the educational outcomes of all students.

By identifying what works, what doesn't, and why, we aim to improve educational outcomes for all students, particularly those at risk of failure.

Identify current conditions of inequity in our educational systems and the role of teachers in changing systems to increase equitable outcomes for all students.

The authors examine the current performance of America's K — 12 education system, identify the market share of different types of educational choice options and analyze how effective open enrollment, charters, and educational choice programs are at improving student outcomes.

The draft accountability rules, to be released this summer, will encourage states to identify high - and low - performing teacher preparation programs across all kinds of educational models, not just those based in colleges and universities; urge a transition from current input - based reporting requirements to a focus on more meaningful outcomes; and likely limit program eligibility for TEACH grants — which are available to students who are planning to become teachers in a high - need field in a low - income school — to only effective teacher preparation programs.

Two curvilinear relationships are identified: one for economic efficiency and one for educational outcomes.

Not only have multiple Department of Education (USED) studies concluded that the program has failed to improve educational outcomes for participating students, but two U.S. Government Accountability Office (GAO) reports have also identified its repeated management and accountability failures.»

«This report sheds light on how resources are allocated in the United States and identifies that better - resourced areas have better educational outcomes.»

Because districts are responsible for improving educational outcomes, it is important to identify the schools that may need the most help.

(Texas) Outcomes for homeless children in Texas may largely depend on which state or educational agency identifies them first, according to a new study.

The variation in union strength identified in recent literature, the new policy experiments occurring in states across the country, and the sheer availability of large administrative datasets that link individual students to teachers in school across the country now allow a new field of highly focused questions that link educational outcomes to rules, regulations and conditions directly attributable to union efforts.

Significant gaps were identified in the educational outcomes of students identified as having low socioeconomic status.

Each of the educational activities in ZooWhiz has been included to meet specific learning outcomes identified in the comprehensive, rigorous planning that preceded their creation

A confluence of research has identified executive functioning deficits as a common characteristic of individuals with FASD.9 15 — 27 Damage to neurological structures, including the prefrontal regions of the brain, is a significant hypothesised cause for these deficits.28 29 Executive functions are defined as a set of cognitive processes responsible for orchestrating purposeful, goal - directed behaviour.15 30 31 These processes are responsible for the ability to plan, organise, attend, problem solve and inhibit responses.31 It is also suggested that the ability to self - regulate emotional responses and behavioural actions is interrelated with the construct of executive functioning.17 28 32 Deficits in executive functioning and self - regulation can lead to learning and behavioural problems that impact a child's educational outcomes as they struggle to cope with the complex demands of school life.16 20

We work with different groups of professionals and with parents, carers, children and young people to identify the practices that best support disabled children and young people and those with special educational needs to learn, make good progress and secure the best possible educational outcomes.

Achievement for All (3As) is an evidence based, two - year improvement programme that will support you and your team to improve outcomes for vulnerable and disadvantaged pupils, including those from low income families, those identified with special educational needs, and looked - after children.

SRI partners with policymakers, administrators, and educators to identify desired school improvement plans, educational outcomes and strategies to achieve them, and to find ways to collect and use data to monitor progress.

When applied to a school's provision for pupils with special educational needs, the domains and statements of practice enable teachers and school leaders to review their practices, to identify what they are doing well, and to recognise aspects of the school's work that could be further developed to improve learning experiences and outcomes for these pupils (Appendix 6).

We plan to: (a) identify high risk adolescents based on elevated scores on a screening measure of depressive symptoms that is delivered in primary care; (b) recruit 400 (200 per site) of these at - risk adolescents to be randomized into either the CATCH - IT or the Educational group; and (c) assess outcomes at 2, 6, 12, 18 and 24 months post intake on measures of depressive symptoms, depressive diagnoses, other mental disorders, and on measures of role impairment in education, quality of life, attainment of educational milestones, and family functioning; and to examine predictors of intervention response, and potential ethnic and cultural differences in intervention response.