Sentences with phrase «in improving student learning outcomes»

This groundbreaking book synthesized the findings from 800 meta - analysis of 50,000 research studies involving more than 150 million students and it built a story about the power of teachers and of feedback, and constructed a model of learning and understanding by pointing out what works best in improving student learning outcomes.

International studies, such as those conducted by the OECD (2005; 2006; 2009a, b, c; 2013) consistently point to the role of ongoing teacher learning at all career stages in improving student learning outcomes.

It contains a suite of cloud - based software programs that allows administrators, educators, students and employers to collaborate and learn together as they build high quality pathways that result in improved student learning outcomes.

Not exact matches

In the sections ahead, I'll describe a number of interventions that are improving outcomes among low - income students by enhancing the environments in which they learIn the sections ahead, I'll describe a number of interventions that are improving outcomes among low - income students by enhancing the environments in which they learin which they learn.

Developed specifically to instruct teachers and other school professionals about the impact hunger has on learning, the NEA Healthy Futures Breakfast in the Classroom Toolkit will help you communicate how BIC can help increase breakfast participation and address hunger in schools, which in turn can improve academic and behavioral outcomes for students.

About Lippincott Williams & Wilkins Lippincott Williams & Wilkins (LWW) is a leading international publisher of trusted content delivered in innovative ways to practitioners, professionals and students to learn new skills, stay current on their practice, and make important decisions to improve patient care and clinical outcomes.

The general disregard for curriculum as a means to improve teacher effectiveness and student outcomes is reflected in the observation that «many teachers do not have access to strong, standards - aligned curriculum; in fact, most teachers spend hours every week searching for materials that haven't been vetted and aren't connected to ongoing, professional learning activities in their schools.»

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 ALearning 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 Alearning 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

Thinking Maths draws on a New Zealand research synthesis by Helen Timperly and colleagues highlighting features of professional learning in mathematics that are effective in improving student outcomes.

Charity Mission Australia is calling for long - term commitment to a program that improves student learning engagement and outcomes, job pathways and wellbeing for young people experiencing disadvantage in South Australia, and the expansion of the program to other parts of Australia.

There's a growing smorgasbord of initiatives and resources beyond the classroom supporting the push to improve STEM learning outcomes, so finding one to fit your students» needs at any given moment in time can feel a little overwhelming.

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.

«This program will provide important support for teachers to engage in professional development, professional learning, to enhance teaching practice and improve student outcomes.

Over time, increased useful student effort will leading to improved learning outcomes, which will in turn shift students mindsets in a growth - oriented direction.

Participation in any professional learning activity needs to be driven by a desire to improve identified student outcomes.

Learn a step - by - step process for engaging in collaborative inquiry and using a range of data sources to improve instruction and student outcomes within your school or district.

Postgraduate study through the ACER Institute is helping Meegan Brown to fulfil her lifelong passion for improving the learning outcomes for students in remote areas.

It will increasingly be the responsibility of all educators to ensure that the learning they engage in is targeted toward improving student outcomes, has a plan for implementation, and is tailored to the context.

This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student ouStudent Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student oustudent learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student oustudent outcomes.

In what ways could your school work collaboratively with local businesses to improve student learning outcomes?

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 top reasons for implementing blended learning were also strong and in line with our observations across the country: create / facilitate personalized learning (73 percent), provide more course choices (58 percent), and improve student academic outcomes (53 percent).

But edtech innovations hold real promise for improving student learning outcomes if education leaders use them to redesign classroom and school models in ways that transform teachers» instructional practices.

St Monica's Primary School, Footscray, Victoria, Kimberley Morgan Adopting a Growth Mindset: Using student data to improve learning outcomes in mathematics

Last year two educators told us how an in - school book publishing program has improved student learning outcomes, engagement and motivation.

• Initiatives that provide computers to every student in a classroom do not improve learning outcomes.

Educators from around the world will gather in Sydney next month to share successful approaches that have helped improve student learning outcomes in school communities.

Most powerfully, students in the district have produced a number of videos that speak to the power of the district's approach, from the advantages of online learning from students» point of view to the perspective of a face - to - face and online teacher, as well as a video that summarizes the district's positive and improving student outcomes.

In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scalIn a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largeStudent Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largLearning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larglearning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scalin the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largestudent learning at larglearning at large scale.

Passionate about improving learning outcomes for students of color, Harper started her teaching career in 2003 at KIPP Academy Middle School in the Bronx, New York.

In your setting, you will learn a step - by - step process for engaging in collaborative inquiry and using a range of data sources to improve instruction and student outcomeIn your setting, you will learn a step - by - step process for engaging in collaborative inquiry and using a range of data sources to improve instruction and student outcomein collaborative inquiry and using a range of data sources to improve instruction and student outcomes.

In communities across the nation, faith - based organizations (FBOs) provide out - of - school learning programs designed to help students attain improved education outcomes, and faith - based leaders use their voices to advocate on behalf of the needs of the students and families they serve.

Why doesn't accreditation improve the quality of teacher preparation programs as judged by measurable increases in learning outcomes for the students in the classes of their graduates?

More and more studies show that technology integration in the curriculum improves students» learning processes and outcomes.

Studies comparing learning outcomes for students taught via project - based learning versus traditional instruction show that when implemented well, PBL increases long - term retention of content, helps students perform as well as or better than traditional learners in high - stakes tests, improves problem - solving and collaboration skills, and improves students» attitudes towards learning (Strobel & van Barneveld, 2009; Walker & Leary, 2009).

School textbooks have been found to play a «critical role» in improving education outcomes in developing countries, but limited access to these learning materials is hampering student progress.

The summit offers the opportunity to learn from leading higher education institutions in the UK and abroad, as well as gain practical insights into improving student experience and learning outcomes.

We will always have in mind that to have an impact in the real world, to support excellent practice and improved student learning outcomes, ideas must have a real world application, a way to apply, use, test and reflect on.

Improved outcomes for less advanced students depend on establishing in some detail the points individuals have reached in their learning and then providing targeted teaching to address specific skill deficits and misunderstandings and to establish stretch targets for further growth.

Barrera - Osorio is currently a senior economist in the Human Development Network Education group at the World Bank, and is known for working closely with governments in Pakistan and Colombia to evaluate policies and programs to improve student learning outcomes.

Topics to be covered include: • The # 1 reason hospitalized or homebound students often fail in traditional models • How a targeted online homebound education program can be less costly while improving educational outcomes • How K12 provides homebound students access to the same rigorous learning experience as their in - school classmates • How this model also works effectively in alternative learning environments, such as addiction centers or juvenile detention facilities

The first is improved student outcomes, and while that is usually around achievement outcomes — literacy and maths, for example — increasingly there is a focus on social outcomes such as reduction in bullying and students» enjoyment of school and of their learning.

Teachers at Craigslea State High School in Brisbane are using Peer Learning Groups (PLGs) to improve their own practice and student outcomes.

Examining the scholarly literature published since a seminal review in 2000, this working paper discusses the principles that underlie project - based learning, how it has been used in K - 12 settings, the challenges teachers have confronted in implementing it, and what is known about its effectiveness in improving students» learning outcomes.

Just try to decipher this recent press release about a new study proving «rubric - based assessment can be taken to scale and can produce valid findings with credible and actionable information about student learning that can be used to improve curricular and assignment designs and to increase effectiveness of programs and classes in advancing the most important learning outcomes of college.»

To improve student learning outcomes by making PBL accessible for teachers in grades K - 12 and all subject areas.

In adopting and using Progressive Achievement Tests to investigate and diagnose student learning and to monitor progress over time, teachers are working within a growth mindset, with the benefits of targeted teaching, increased levels of student engagement and improved learning outcomes.

Council of State Governments Justice Center released a school discipline publication that documents how five states — CA, CT, IL, NC, and TN — reduced their reliance on suspensions and encourages policymakers and education leaders everywhere to take the critical steps needed to move toward a more comprehensive vision of school discipline reform — one that ensures efforts to limit disciplinary removals also foster supportive learning environments that keep all students engaged in school and improve student outcomes.

that documents how five states — CA, CT, IL, NC, and TN — reduced their reliance on suspensions and encourages policymakers and education leaders everywhere to take the critical steps needed to move toward a more comprehensive vision of school discipline reform — one that ensures efforts to limit disciplinary removals also foster supportive learning environments that keep all students engaged in school and improve student 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).