Sentences with phrase «intensive language development»

Not exact matches

The city will spend $ 1.8 million for professional development for arts teachers, $ 785,000 to provide arts education for English language learners and special needs students, and $ 220,000 to expand existing student programs like a two - week arts intensive for middle schoolers.

Support students» vocabulary development as they transition from intensive instruction in sheltered, bilingual, or dual - language classrooms.

The purpose of the Network teams is to work directly with educators in schools to deliver sustained, intensive professional development, which will include strategies for English language learners and students with disabilities

Support ongoing vocabulary development, as students» transition from intensive instruction in sheltered, bilingual, or dual - language classrooms.

There is every scientific reason to predict that an intensive focus on oral language development during the classroom reading period in early grades will not only raise reading achievement for all students, it will also help narrow the gap between social groups.

Yet student vocabulary development continues to receive less systematic and intensive attention than other components of English language arts and literacy.

The International Newcomer Center in the Milwaukee Academy of Chinese Language provides intensive English language development and cultural support to newly arrived refugee and immigrant students in grades 5 - 9 in their first year in MPS schools, allowing students to then make a smooth transition to their community school or school of choice.

This academically challenging instructional program, accompanied by ongoing and intensive professional development and mentoring of teachers, dramatically improves student performance at all grade levels in reading, writing, and language arts.

Intensive, high - quality, center - based child care interventions that provide learning experiences directly to the young child have a positive effect on early learning, cognitive and language development, and school achievement.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students»development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students»Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.