Sentences with phrase «improving positive outcomes for students»

Not exact matches

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

In a ten - year study by the Wisconsin Center for Education Research on high school interdisciplinary teaching teams, researchers found that team teaching produced positive outcomes for students, and professionalism and morale improved when teams developed collective authority and accountability.

Given that money per se will not necessarily improve student outcomes (for example, using the funds to pay for lavish faculty retreats or to shore up employee pension funds will likely not have a large positive effect on student outcomes), understanding how the increased funding was spent is key to understanding why we find large spending effects where others do not.

Other initiatives in their school improvement plan (PDF) included Positive Behavioral Interventions and Supports (PBIS), an operational framework for implementing practices and interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecondary students.

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

The power of parents to move their disabled child out of a failing program would likely improve the outcomes for that child and motivate more teachers and administrators to achieve positive results for their students with disabilities.

She acknowledges in the introduction that her last effort, The Death and Life of the Great American School System, failed to offer a positive plan for improving student outcomes.

Educating Students on the Autistic Spectrum by Martin Hanbury (2011, SAGE Publications) is a must - have resource for all practitioners working with children and young people on the autistic spectrum, this book will improve your inclusive practice and ensure positive outcomes for these children.

A North Queensland school says a program rewarding positive behaviour, as opposed to punishing negative behaviour, is resulting in improved outcomes for its students.

Building a positive school culture can lead to a host of improved outcomes for students.

In the case of class size, for example, despite research that does show positive impact — especially for young deeply disadvantaged students, there is also strong research suggesting that there are stronger ways of improving student outcomes (such as getting more effective teachers into the classroom).

These studies showing the direct positive effects of raising household income — even by small amounts — on student achievement make it plain that reducing poverty through stable, living wage jobs for all working families would also help improve educational outcomes.

The transformation section of the Framework helps teachers act on their reflections in terms of their use of the types of learning experiences and what they can do to contribute to improved instruction (e.g., advocate for decisions that support positive student outcomes, share results of using one of the Framework's categories of learning experiences).

OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for students.

«This brief is intended to serve as a tangible resource for practitioners seeking to ensure that their efforts — are based in research and targeted in ways that will produce the most positive outcomes for students — particularly given limited program resources,» said IHEP President Michelle Asha Cooper, Ph.D. «With the prevalence and positive impact of mentoring generating a large body of social science research, IHEP and NCAN believe it's important to make meaningfully contributions to the existing conversation about mentoring to help support students along the high school - to - college continuum, and ultimately improve student outcomes and completion rates.»

Non-punitive approaches to discipline that emphasize positive reinforcement for appropriate behavior and early individualized interventions for students showing signs of misbehavior become a strategy to improve overall educational outcomes.»

Creating positive school climates for every student is instrumental in closing opportunity and achievement gaps in our system and improving student outcomes.

The hope is that educators and systems can institutionalize MTSS in ways that preserve the positive changes, and instill resilience to resist efforts to revert back to the old ways of doing things, and ultimately improve outcomes for all students!

In addition to improving student outcomes, small class sizes make for a positive learning environment and encourage the development of strong student - teacher relationships that are critical for learning.

Administrators who are the most successful at overseeing positive student learning outcomes create, support, and fight enthusiastically to sustain time for teachers to work together at mentoring, analyzing student work, doing peer observation and feedback, and engaging in dialogue about improving instruction.

A new report from the Alliance for Excellent Education examines how implementing rigorous and engaging curriculum aligned with college - and career - ready standards fosters positive school climates in which students are motivated to succeed, achievement gaps narrow, and learning and outcomes improve.

To the extent that they are successful at reducing class size, teachers unions have another positive impact on student outcomes: For every one - student decrease in class size, test scores tend to improve by 0.8 - 1.1 points.

Again from Jackson and his team: «money per se will not improve student outcomes» because, for instance, «using the funds to pay for lavish faculty retreats will likely not have a positive effect on student outcomes.»

More specifically, she is interested in the intersection of academic intervention and secondary - and tertiary - level positive behavior support interventions that promote improved outcomes for these students.

OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for... Continue reading Black Teacher Project to Improve Student Outcomes by Facilitating Supportive Workplaces for Black Teoutcomes for... Continue reading Black Teacher Project to Improve Student Outcomes by Facilitating Supportive Workplaces for Black TeOutcomes by Facilitating Supportive Workplaces for Black Teachers →

The other case study, How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary oOutcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary outcomesoutcomes.

A positive school climate improves outcomes for students, especially those from lower socioeconomic backgrounds.

Cohen concluded, «We feel confident that these new guidelines will have positive outcomes for everyone — students, teachers, and administrators — and will allow us to continue to move forward to improve the educational opportunities for all public school students in Connecticut.»

In addition, recent research suggests that positive school climates improve academic achievement and outcomes for students from low socioeconomic backgrounds.

The other case study, How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabiImprove Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabOutcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabStudents with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabiimprove disciplinary outcomes for students with disaboutcomes for students with disabstudents with disabilities.

After grappling for many years at the state, district and school levels to try to impact fundamental positive change in the realm of education, a number of AARO members expressed frustration that, while education outcomes have been incrementally improving for almost all groups of students, we continue to fall behind other nations in a 21st century global economy.

Additionally, family and community engagement can improve school conditions for learning, such as increased trust among students, parents, and staff, which, in turn, has a positive effect on student outcomes.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

And if there are differences, it allows the students to discuss the merits of different approaches.117 Providing sample or model email responses for students to review after class can allow students to self - assess their work and to improve for future email tasks.118 But students may struggle to understand what separates the quality of their work from the quality reflected in the model.119 So giving students multiple, annotated responses that highlight the positive aspects of the model and giving students the chance to review the model answers in groups can maximize the chances that students can learn from model answers.120 And a checklist or grading rubric can be another useful tool — either for the professor to effectively and efficiently assess student learning outcomes or for students to self - assess their own learning.121

Additionally, family and community engagement can improve school conditions for learning, such as increased trust among students, parents, and staff, which, in turn, has a positive effect on student outcomes.