Sentences with phrase «individual academic peers»

Not exact matches

Individual attention, flexible instruction, and an array of academic supports are all helping him learn, maintain and develop positive relationships with peers, and regulate his emotions throughout the day.

Individuals contemplating graduate training should be advised to seek relevant information concerning prospective mentors, including a prospective mentor's training record, his or her academic progression and productivity, the journals in which he or she has published, and peer regard as reflected in the frequency with which his or her published papers are cited in the scientific literature.

So, in our research, we're looking at a whole range of individual characteristics... such as student demographic background, their academic performance and educational aspirations, the number of hours they work after school and their peers» aspirations.

School structural characteristics, student effort, peer associations, and parental involvement: The influence of school - and individual - level factors on academic achievement.Education and Urban Society, 40 (2), 179 - 204.

New Jersey measures growth for an individual student by comparing the change in his or her achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical test results).

A: For subjects tested by the state standardized assessment, New Jersey measures growth for an individual student by comparing a student's growth to the growth made by that student's academic peers (students from around the state with similar score histories).

In the latest release of data, we have a sense of how much progress students show on state assessments from one year to the next (as it's been two years since the last time we had growth data, here's a quick reminder on how it is calculated: a student's performance on the test is compared to her «academic peers» — other students who had the same test score she had the previous year, resulting in the individual's student growth percentile.

[1] As it has been two years since the last time we had growth data, here's a quick reminder on how it is calculated: a student's performance on the test is compared to her «academic peers» — other students who had the same test score she had the previous year, resulting in the individual's student growth percentile.

The second is to educate individuals in the nature of cooperation and constructive conflict resolution through the use of cooperative learning (formal cooperative learning, informal cooperative learning, and cooperative base groups), cooperative schools (cooperative teaching teams, school - based decision - making, cooperative faculty meeting), constructive controversy (academic controversy to increase quality of learning and decision controversy to increase quality of decision making), and peacemaking (problem - solving negotiations, peer mediation, violence prevention).

We tap the connective power of the arts and technology to offer programs and services through which young people share, collaborate and explore with their peers from different cultures; and gain the skills, knowledge and attitudes they need to improve their academic achievement and become thoughtful, compassionate and globally competent individuals.

She pointed out that other academics, such as Professor Rob Coe, have previously shown that peer observations focused on rating individual aspects of a lesson did not change pupil outcomes, and have suggested that it is hard to judge teaching quality in this manner.

The idea of locating discipline problems in areas beyond the individual student, such as trouble at home, conflicts with peers, or disengagement from academics, is critical to improving school culture.

Results indicated that adolescents in the intervention group improved key family, peer, and academic correlates of juvenile sexual offending and improved existing adjustment problems in individual family members.

This made my teaching more effective because the time I spent on managing peer relationships dramatically decreased, enabling me to channel my focus toward learning objectives while spending more time supporting students» individual academic needs.

Hierarchical linear model analyses revealed that, at the individual level, Mexican - American adolescents» who reported more chronic peer victimization incidents across the two - weeks also reported heightened distress and academic problems.