Sentences with phrase «including effects on student learning»

Knee also misses an opportunity to address the elephant in the room that any education business must face: the impact of such companies on their customers or end users, including effects on student learning, teacher quality, school productivity, or district cost savings.

Not exact matches

This set of resource includes: • 6 attractive PowerPoint presentations which lead the class through each of the lessons • Fun and thought provoking activities and discussion starters, worksheets and questions to reinforce the learning • 6 differentiated homework tasks • A mark sheet which allows pupils to track their own progress • An end of unit test to prepare the students for exams or can be used as a form of assessment • A complete teacher's guide including easy to follow lesson plans • An answer booklet to help the teacher along The lessons are: Lesson 1 — Looking into ethical and moral dilemmas such as driverless cars and the impact of technology on modern life Lesson 2 — More ethical dilemmas including the ratings culture, medical apps, sharing personal data and cyber bullying Lesson 3 — Environmental issues with technology and how organisations and individuals can reduce these effects Lesson 4 — The Computer Misuse Act 1990 Lesson 5 — The Data Protection Act 1998 Lesson 6 — Copyright Designs and Patents Act 1988 For more high - quality resources written by this author visit www.nicholawilkin.com

We've covered quite a few topics since last year including teacher attention and attrition, and the effects of high noise levels on student learning outcomes.

We will consider the effects of race, class, and culture on learning communities and learn effective ways to include all students and meet their learning needs.

According to an analysis of approximately 800 meta - analyses, including more than 52,000 studies and millions of students, teachers who study their own effects on student learning are highly effective in raising student achievement (Hattie, 2009).

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

A review of research on the effect of professional development on increased student learning found that programs had to include more than 14 hours of professional development for student learning to be affected.

Their paper cites evidence from the last 20 years on the benefits of learning in nature, including students who were able to retain more information from maths and science lessons taught outdoors, to positive effects on stress relief and rejuvenated attention.

Three studies reported on the effects of comprehensive school reform efforts, which included a teacher leadership component, on student learning outcomes.

None of the studies that were reviewed isolated the effect of teacher leader practice, including lesson planning, on student learning.

This manuscript includes a brief review of research findings suggesting that providing students with worked out examples is more effective than the conventional math instruction method a discussion of the probable reasons for this effect comments on what this body of research suggests for teaching today's math students, with specific consideration of a recently developed math - learning resource.

The LSG teachers acknowledged the possible harmful effects of having students learn a procedure without meaning, but at the same time were charged with having students produce correct answers to a narrow selection of systems of equations to be included on tests that would be used by administrators to judge the quality of their teaching.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

Additionally, ESSA includes multiple funding streams that could be used by state and local policymakers to implement programs, build educator capacity, and support further research into students» learning mindsets and skills and their effect on student achievement.

They found «a modest, statistically significant, positive effect on student test scores,» which they quantified as three additional weeks of learning per year in American schools (and four weeks when international studies were included).

Other areas of research interest include neighborhood and school effects on student academic achievement, chronic absenteeism, and summer learning loss.

Many researchers, including Stiggins, Fuchs and Fuchs, and Marzano, have pointed out the positive effects of allowing students to track their progress on their learning goals by using graphs.

Changing the common sense beliefs of teachers about heterogeneous grouping effects on the learning of struggling students requires those providing leadership to bring relevant evidence to the attention of their colleagues in accessible and convincing ways, to encourage actual trials with heterogeneous groupings under conditions which include opportunities for practice, feedback and coaching and to help teachers generate «the kind of assessment information that will make the impact of tracking and detracking more visible» (Riehl, 2000).

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software

And this element of skill training appears to be crucial; as Catalano and colleagues (2004) write, «To produce meaningful effects on specific target behaviors, it also appears necessary to include opportunities in social competence promotion programs for students to practice and apply learned skills to specific, relevant social tasks (Hawkins and Weis 1985).»

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).