Sentences with phrase «instruction on student achievement»

A comparative analysis of the effects of computer - assisted instruction on student achievement in differing science and demographical areas.

Again in a middle school context, a quantitative analysis by Dunleavy and Heinecke (2008) showed significant positive effects of 1:1 laptop instruction on student achievement in science.

First - of - its - kind study of Rocketship's use of adaptive, online learning programs as part of its hybrid model; study shows positive impact of online math instruction on student achievement gains

Not exact matches

They bring to the table diverse theories from many aspects of horsemanship with a deep focus on each student's personal achievement, effectiveness, and advancement, thus far surpassing simple equitation instruction.

Here in the Ctiy of Buffalo this year a report from the Council on Great City Schools on Improving the Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iAchievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iachievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

Consider your own views on performance pay, whether student achievement should count in your performance review, what type of data will help your instruction, and how you want to be evaluated.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all too common practice of restricting students to district boundaries, and removing barriers to effective, high quality instruction.

Tenth - grade earth science students who engaged in PBL earned higher scores on an achievement test as compared to students who received traditional instruction (Chang, 2001).

Now, I won't sit here and say every time a student struggles, it is the fault of the teacher, but with that, when such happens, regardless of fault, as educators, it is our responsibility to redress the instruction and more importantly, our responsibility to reflect on our instruction and identify where changes can be made to maximize the potential for student achievement.

Second, the new wave of personalized learning draws on a set of instructional strategies that have shown particularly large effects on student achievement: feedback, peer tutoring, mastery learning, goal setting, and even direct instruction.

CASEL reports: «A landmark review found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction.»

For instance, I am co-principal investigator on the IES - funded Center for Standards, Alignment, Instruction, and Learning, and one of our main projects is a longitudinal study of NAEP data to understand the impact of «college - and career - readiness standards» on student achievement.

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

You will learn how to adjust instruction through practical classroom routines designed to ensure all students, including those on the edges of academic achievement, are engaged in meaningful learning.

But it's also increasingly clear that the new generation of teacher evaluations have the potential to strengthen instruction, make teaching more attractive work, and raise student achievement on a wide scale — if states and school districts stay the course on reform.

The call by some educators and policymakers for a back - to - basics approach to math and science to improve student achievement is based on a false assumption that curriculum and instruction have strayed from traditional roots, a new report argues.

Tenth - grade earth science students who received PBL earned higher scores on an achievement test than students who received traditional instruction.

Through a focus on teamwork, individualized instruction, and ongoing assessment, this K - 6 school is improving the achievement of minority and low - income students.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

It alleges that a review of the research on charter schools leads to the conclusions that, overall, charter schools: 1) fail to raise student achievement more than traditional district schools do; 2) aren't innovative and don't pass innovations along to district schools; 3) exacerbate the racial and ethnic isolation of students; 4) provide a worse environment for teachers than district schools; and 5) spend more on administration and less on instruction than public schools.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

Concerns over our educational system, fueled by our students» poor performance in international comparisons of achievement, have reinvigorated the call for early academic instruction as a remedy for inadequate teaching later on.

We expected to find that many of the lessons on managing for results would be spent teaching principals to leverage accountability systems to help improve instruction and drive student achievement.

My goal now is to focus on the lever of school leadership to improve the quality of instruction, thereby improving student achievement.»

A meta - analysis (including 74 rigorous studies and over 56,000 K - 12 students) found that mathematics computer applications produce a small but positive effect on mathematics achievement, and, specifically, programs that supplement traditional math instruction with additional instruction at students» individualized assessed levels of need showed greater effects on math achievement.

The study sheds light on how teachers rate their own familiarity with growth mindset, its importance for student achievement, and its impact on their instruction.

Ongoing work in the area of curriculum, assessment and quality instruction led to significant improvement in student achievement on state and local standardized testing.

Explores the effects of a Problem - based Computer - Assisted Instruction (PBCAI) on students» earth science achievement in Taiwan.

The bill, which combines many of the STEM bills that have been introduced this session, focuses primarily on improving student academic achievement in the STEM fields by improving instruction and student access to courses on these subjects.

Comparing the Impacts of a Problem - based Computer - Assisted Instruction and the Direct - Interactive Teaching Method on Student Science Achievement.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all - too - common practice of restricting students to district boundaries, and removing barriers to effective, high - quality instruction.

I'm unaware of any definitive research on the effect size of small group instruction or the impact it has regarding student achievement in reading.

AIR and MDRC, along with three small - business subcontractors, designed a randomized field trial to examine the impact of professional development (PD) on reading instruction and student achievement.

Foremost among these issues is the generally poor quality of state assessments of student achievement and a resulting negative effect on instruction.

The Higher Achievement Evaluation will examine whether out - of - school programs can help students meet the new Common Core standards by pairing an analysis of Higher Achievement's impact on academics with an examination of program fidelity, service contrast, and the extent to which mentors» instruction supports Common Core Common practices, standards, and learning strategies.

Mentor practices that focus on instruction and learning have greater impact on student achievement

Goddard and colleagues say further studies are needed on collaborative practices but that their study provides preliminary support for efforts to improve student achievement by promoting teacher collaboration around curriculum, instruction and professional development.

Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers» reading comprehension and vocabulary instruction, their knowledge of these areas, and on the comprehension and vocabulary achievement of their students.

During his six year tenure, the district raised student achievement by elevating academic standards, aligning the curriculum and focusing on principal leadership and teachers» quality of instruction.

Nancie's books for Heinemann include Systems to Transform Your Classroom and School, which takes teachers inside her award - winning school to learn about the innovations that make the biggest impact on achievement and community; Lessons That Change Writers, a year's worth of instruction straight from Nancie's file cabinets; and Naming the World: A Year of Poems and Lessons, which helps teachers to jumpstart their teaching of writing and literature each day by unpacking a poem with their students.

Of 24 whole - school reform designs, AIR found that only three had «strong» positive effects on student achievement: Direct Instruction, High Schools That Work, and Success for All, none of which were NAS designs.

Of particular interest is Dr. Marzano's new School Leadership Evaluation Model, which is designed to align with the Marzano Teacher Evaluation Model, drawing on a common language of instruction and emphasizing an unwavering focus on student achievement.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

If school leaders believe that teachers» and students» understanding of feedback's role in instruction and learning can have a high impact on student achievement, they need to identify how their leadership influences feedback.

The Marzano Causal Teacher Evaluation Model has been chosen by Washington's Superintendent of Public Instruction and Washington's Teacher / Principal Evaluation Pilot as one of three preferred evaluation models, not least because the focus of the model is squarely on teacher development and increased student achievement.

Studies in this set provided evidence of teacher leaders who provided demonstration lessons or modeling as one of their support strategies had positive impact on teachers» classroom instruction and student achievement.

The effects of turnover on curriculum and instruction are insignificant, and the measure of classroom curriculum and instruction is negatively, but very weakly, related to student achievement.

Focusing the schools» and teachers» attention on goals and expectations for instruction and student achievement is part of Building a shared vision, Fostering acceptance of group goals, and Creating high performance expectations.

Interestingly, in this case and in others where district - wide differentiated instruction initiatives were underway, the explicit rationale provided by district personnel was to help teachers ensure that the needs of «high - ability learners» were not being ignored, given the predominant state emphasis on interventions to close the achievement gap between low - and high - achieving students.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.