Sentences with phrase «in classroom achievement»

«This book provides teachers with what they need to reach out to Latino families, engaging an important group of student learning stakeholders in classroom achievement.»

Jack has now made huge leaps forward in his classroom achievements, and with support from all staff, is able to work as part of the class to achieve his targets.

Not exact matches

The emotional climate of the classroom is all - important in the achievement of this goal.

Here are some of the factors which threaten selfesteem in the classroom: (a) Persistent criticism and shaming — Severe criticism makes the child feel rejected as a person; the need for recognition is so intense that a child will seek it in unconstructive ways if he can not get it by achievement.

Therefore, one function of a university, whether in teaching or research, in classrooms or dormitories, is to assist all of its members, and indeed all of its constituencies, toward that achievement of moral clarity — toward the clarification of the moral issues and alternatives which are resident in the university itself and in the disciplines it practices — which surely is an essential ingredient in all responsible action.

For every hour over 2, your child sees a 7 % decrease in classroom engagement and a 6 % drop in math achievement.

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

Find classroom management strategies that help students build community, prepares them for successful living, and increases academic achievement in the classroom.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance on standardized tests, higher teacher ratings of classroom performance, and better high school achievement.

«Investments in computers and other technology can be used to close the achievement gap by bringing the technology of today and tomorrow into the classroom,» the report says.

The Buffalo School Board is taking a hard look at all of the programs outside of the brick and mortar classrooms intended to help students do better in academic achievement.

Parents worry about funding and standards for their public school students and remain least concerned about the amount of testing in classrooms, a survey released by High Achievement New York and Achieve found.

WHITE PLAINS, NY — With the new school year underway, Westchester County Executive Robert P. Astorino today re-issued his challenge to all Westchester County students in grades 6 through 12: Win a free season pass to Playland by earning high achievement in the classroom.

Cataloguing the achievements of President Akufo - Addo's government in Ahafo, the Yamfo Chief stated that in the Tano North district, bungalows have been constructed for the Directors of Health and Education; together with the construction of several units of classroom blocks in the district.

Limitations For all of the enthusiasm around games and learning, very few studies have examined whether video games improve classroom performance and academic achievement, says Emma Blakey, PhD researcher in developmental psychology at the University of Sheffield in England.

Although most reformers say that they want to raise student achievement, many projects focus on interim targets, like attracting more students into STEM fields, training more and better math and science teachers or improving the skills of those already in the classroom, and strengthening curricula.

Yet physically active children tend to outperform their inactive peers in the classroom and on tests of achievement.

Scientists have discovered that this inborn sense of numbers may influence learning and achievement in the classroom.

As explained in Critical Evidence: How the Arts Benefit Student Achievement, arts instruction can develop cognitive and social skills, increase motivation, and help form a positive school environment when integrated into the classroom curriculum.

In The Global Achievement Gap, Tony Wagner discusses how analyzing classroom footage is the best way for teachers to improve instruction.

A new, in - depth report takes a look at how states spend education money and finds that the most cost - effective ways of increasing student achievement are by reducing pupil - teacher ratios, providing more prekindergarten programs, and providing teachers with discretionary classroom resources — not by raising teacher pay.

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.

Blacks did better if they went to school with whites, and the achievement of whites did not decline in integrated classrooms.

This isolation, in turn, is shown to increase the likelihood that low - income children will be in classroom settings with behavioral problems and high student turnover — both of which take away from instructional time and lead to lower educational achievement.

Over the last few years as education researchers at University of Michigan and Michigan State University, we have worked to address this question through a large study of the effects of PBL on social studies and some aspects of literacy achievement in second - grade classrooms.

Finally, Chapter 8, «Reaching Out to Parents,» and Chapter 9, «When Parents Visit the Classroom,» include practical suggestions for improving home - school communication, including ideas on how to involve parents in setting classroom goals, supporting classroom rules, and encouraging academic achievement.

While there are hundreds of technology tools out there to help language arts teachers, these four have helped me enhance my use of formative data and feedback to further student achievement in a diverse and differentiated classroom.

Understand how and why the skill of question - asking is critical to student achievement and agency in and out of the classroom

For example, achievement emotions are feelings of success or failure (and everything in between) that result from classroom activities.

Over the last two years, the school I'm thrilled to be a part of has been able to create a laser - like focus that enables student achievement while protecting teacher autonomy in the classroom.

The evolution of the gender gaps in achievement as children mature suggests that what occurs in schools and classrooms may play an important role.

I yes, I support achievement and ability grouping in the classroom, as I support it for sport, music and drama - it should be no different.

When we started this probably three years ago I started collecting data, students were still learning in the traditional maths setting, one teacher [and] 30 kids in their own classrooms, and so I started getting data mid-year, end of year, and so we've continued that so we're getting student achievement data.

Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning.

While the term gifted is used ~ I believe these ideas can work in all classrooms and help lift all students to higher levels of achievement.

My name is Themy Sparangis and my group, Educational Technology, in LAUSD handle the integration of technology into the classroom to increase student achievement and enrich the learning environment.

Rather than attempting to develop and implement solutions for defined student groups, a more effective strategy for closing achievement gaps may be to work to ensure that evidence - based best practice is implemented as widely as possible in every school and every classroom.

While previous research indicates that ability grouping is in fact correlated with higher achievement, these findings could be misleading if students placed in high - ability classrooms were likely to be successful for reasons that researchers are unable to measure, such as stronger motivation.

Winning the lottery increased the average achievement of students» classroom peers by as much as a full standard deviation in some subjects.

Today I'm talking to Professor Peter Barrett who, along with colleagues Dr Yufan Zhang, Dr Fay Davies and Dr Lucinda Barrett, from England's Salford University, carried out a three year study into the link between physical classroom design in primary schools and academic achievement.

Since I am an educator in the Age of Accountability, I resign myself to gathering and analyzing everything from classroom behavior to achievement test results and homework completion.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

Today, only about 25 percent of U.S. classrooms have teachers whose students learn enough to close achievement gaps in a few years and make further progress like the world's top students.

Since finding success in the classroom, Dr. Rajagopal and his students have spoken throughout the nation at conferences on closing the achievement gap.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

This report reviews 16 studies conducted in seven states; 103 of 112 comparisons show positive results in writing achievement favoring students in classrooms of NWP participants, based on grading by «blind» coders who did not know whether the author received NWP teaching.

Goodman shows that achievement is harmed both by individual students» own absences and by the absences of others in the classroom.

Equally important are school / university partnerships and the coming together of like - minded researchers and classroom teachers who recognize the fertile opportunity to research, measure, and disseminate findings in Mind, Brain, and Education Science to enhance teacher quality, student achievement, and professional satisfaction.

The average achievement of the peers in G&T students» classrooms were between 0.25 and 0.33 of a standard deviation higher in each core academic subject.