Sentences with phrase «important policy achievements»

Not exact matches

Another important principle, articulated by Michael Armstrong in his book A Handbook of Human Resource Management, is that business success «is most likely to be achieved if the personnel policies and procedures of the enterprise are closely linked with, and make a major contribution to, the achievement of corporate objectives and strategic plans.»

It forces them to take on the responsibility for potentially blowing up arguably the most important foreign policy achievement of the Obama era.

But, somewhat in the shadows of these remarkable achievements in the field of multilateral trade policy, foreign investment has emerged as another important component of China's international economic relations.

The ceremony is part of Kavli Prize Week - a week of special programs that celebrate extraordinary achievements in science, educate the public on important scientific advances, and bring together distinguished members of the international community to discuss key global issues in science and science policy.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

However, lower peer achievement is a potentially important channel through which a high poverty rate could affect the educational environment, and from a policy perspective what matters is the total effect of a high poverty rate.

We can describe only associations between policies and achievement effects, and the distinction between association and causation is very important in practice in the charter school context.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

Second, because many education policies change the composition of school and classroom peer groups, it is important to understand how such changes may affect student achievement.

But over the range of spending commonly observed among school systems in the United States, the effect on student achievement is often swamped by how wisely the money is spent, by bureaucratic and contract rigidities, and by a host of important policies and decisions that have nothing at all to do with money.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

[2] The most important implications relate to allocation of Title I funds among schools and Title I policies requiring schools to be accountable for these funds by reporting achievement levels specifically for students from low - income families and taking appropriate actions when those achievement levels are inadequate.

In particular, we wished to explore the general issue of whether professional development, which we view as targeted support for leadership, is more or less important than pressure to increase achievement, which is a major component of state policy.

While research shows that classroom teachers are the single most important in - school factor in improving student achievement, their diverse voices are consistently left out of education policy decisions.

With a quickly growing national network of over3, 500 educators united by the E4E Declaration of Teachers» Principles and Beliefs, E4E teachers can learn about education policy and research, network at E4E's event series with like - minded colleagues and important education policymakers, and take action by advocating for teacher - created policy recommendations that lift student achievement and the teaching profession.

The latest results on the most important nationwide math test show that student achievement grew faster during the years before the Bush - era No Child Left Behind law, when states were dominant in education policy, than over the years since, when the federal law has become a powerful force in classrooms.

It has become conventional in educational policy discussion to assert that «research shows» that «teachers are the most important influence on student achievement.»

Promoting Student Achievement through Improved Health Policy is a quick primer of the CDC's «Whole School, Whole Community, Whole Child» model, which highlights 10 important areas for connecting health and learning: health education; physical education and physical activity; nutrition; school health services; counseling, psychological, and social services; employee wellness; safe physical environments, social and emotional school climate; family engagement; and community involvement.

The Every Student Succeeds Act, which President Barack Obama signed into law last month, includes important policies that recognize the needs and diversity of English learners in an effort to close the ongoing achievement gap between them and other students.

«As the second most important factor in raising student achievement next to an effective teacher, we look forward to shaping policies and programs that will ultimately strengthen and improve support for principals in partnership with USED and the principal ambassadors.»

But understanding the tradeoffs between the approaches to gauging student achievement is important for designing school rating systems that are fair and useful for parents, educators, and policy - makers.

With a growing body of research showing that teachers are the most important determinant of student achievement, new and more rigorous teacher evaluation systems and policies have been implemented ac... Read More...

Improving the skill set of new teachers is a potentially important policy lever to increase student achievement.

Recent research indicates that school and district policies that determine when students take particular courses can have important consequences for achievement and subsequent outcomes like advanced course taking.

This important research explores the effects of district policy interventions on the distribution of teacher qualifications and student achievement.

Teacher quality is an important school - level factor in student achievement (Rivkin, Hanushek, & Kain, 2005) and the focus of ongoing effort by policy makers and practitioners to ensure that all students have effective teachers throughout their school years.

With a growing body of research showing that teachers are the most important determinant of student achievement, new and more rigorous teacher evaluation systems and policies have been implemented across the country.

TVlink gives a brief overview and points out the most important achievement of European policy:

Adolescence is characterized by major biological, psychological and social challenges and opportunities, where interaction between the individual and environment is intense, and developmental pathways are set in motion or become established.2 — 4 Furthermore, adolescent psychopathology can have important consequences for education, relationships and socioeconomic achievement in later life.5 — 7 These characteristics of adolescence do not only set high demands for cohort studies aiming to capture the most salient aspects of developmental pathways, they also ensure a great gain in empirical knowledge and an invaluable source of information for public health policy from such studies.

When such a case is presented for decision, important considerations will include the difference between indirect and direct achievement of a result and fundamental legal policy such as the equity of the statute [95], in particular section 223 of the NTA.