Sentences with phrase «language characteristics of students»

This was followed in 1975 by detailed guidelines for determining the language characteristics of students and appropriate educational responses to those characteristics.

Not exact matches

The purpose of the present study, performed with doctoral students Svetlana Dachkovsky of the University of Haifa and Christina Healy of Gallaudet University, was to determine whether the facial intonation of sign language is the same for all sign languages or whether, like spoken languages, intonation takes on different characteristic patterns in each language.

Specifically, I examine whether the results change when I adjust my results to account for differences in student characteristics, including prior (age 7) test scores; gender; eligibility for free lunch; special education needs; month of birth; whether first language is English; ethnic background; and census information on the home neighborhood deprivation index.

In this lesson, students review their knowledge of the following concepts and themes: vocabulary related to the home, food, and the neighborhood; knowledge of numbers in Spanish; subject pronouns; and the characteristics of Spain, the cradle of the Spanish language.

The ACER report provides an analysis of Australian students» financial literacy background in the context of student background characteristics: Indigenous background, geographic location, immigrant and language background, and socioeconomic background.

Specifically, we calculate growth for schools based on math scores while taking into account students» prior performance in both math and communication arts; characteristics that include race, gender, free or reduced - price lunch eligibility (FRL), English - language - learner status, special education status, mobility status, and grade level; and school - wide averages of these student characteristics.

For example, there is no satisfactory way to make judgments about which method of teaching reading is superior — whole language or phonics — without factoring in the socioeconomic, school, and teacher characteristics of each of the groups of students in the experiment.

When we adjusted the gains made by students in each school to take into account a wide variety of individual and peer - group background characteristics, such as ethnicity, English language - learner status, family income, and student mobility rates, the yardstick's performance actually worsened.

States can tailor their English language proficiency (ELP) goals for different groups of English learners, rather than setting a single timeline for achieving ELP that all students must meet; the timeline applied to a particular group of English learners can vary depending on the characteristics of those students.

The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less - advantaged homes, non-native language speakers, and other factors.

For a lesson plan designed to help teach students improve their reading comprehension, for example, you might state that at the end of the lesson, students should be able to read and understand figurative language, plot, climax, and other fiction characteristics, as well as the elements of nonfiction, and display the ability to find specific information in the text.

Focuses of our Virginia Department of Education (VDOE) approved special education master's degree program include characteristics of students with disabilities, legal and ethical aspects associated with students with disabilities, collaboration and consultation, behavior management, social skills training, language acquisition, instructional methods and assessment.

How successfully can they isolate the contributions of individual teachers from student background characteristics like poverty or English language proficiency?

NAEP results are provided for groups of students defined by shared characteristics: gender, type of school, location, race / ethnicity, eligibility for free / reduced - price school lunch programs, students with disabilities, and students identified as English language learners.

It is important to be aware of teacher beliefs about student characteristics (race, culture, ethnicity, language, social class), beliefs about external factors that influence student learning, and beliefs about appropriate responses to diversity.

What are the demographic characteristics and academic performance outcomes of language minority and English learner students in California public schools?

Equitas Academy Schools do not require a parent / legal guardian / student to provide information regarding a student's disability, gender, gender identity, gender expression, nationality, legal or economic status, primary language or English Learner status, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in section 422.55 of the Penal Code, or any other information that would violate federal or state law, prior to admission, participation in any admissions or attendance lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.

Results are provided for groups of students defined by shared characteristics — race or ethnicity, gender, eligibility for free / reduced - price school lunch, highest level of parental education, type of school, charter school, type of school location, region of the country, status as students with disabilities, and status as students identified as English language learners.

Our approval and vetting process is designed to find member schools and networks that are committed to recruiting, enrolling, and serving a diverse and integrated student body reflective of their broader community with respect to characteristics such as race / ethnicity, socioeconomic status, English language learner status, and disability.

To be successful, teachers need to «understand the complex characteristics of ethnic groups within the United States» society and the ways in which race, ethnicity, language and social class interact to influence student behavior» (Banks & Banks, 2015).

The concern with confounding is that student characteristics will conflate measures of teacher effectiveness in predictable ways: teachers in high - poverty schools might consistently receive scores that are too low, teachers of English language - learners might consistently receive scores that are too high, and so on.

The focus will be on the developmental, cognitive, language, perceptual, social, academic, and behavioral characteristics of students with mild and moderate disabilities.

Areas of professional development addressing how a student's cultural background may influence behavior, the typical and atypical language and literacy characteristics of English learner students, or how best to communicate and interact with parents can all aid in improving teacher understanding, according to the study.

Considering the broad field and variety of elements creative writing includes, we can conclude a student needs a developed language, vast lexicon, artistic sense, rich imagination, creativity, and plenty of other personal characteristics to produce high - quality work.

Fourth, students should give the best possible data about the scholarly characteristics of the writer's language and the content of the book.

In these statewide studies, the most substantial and consistent finding is a positive relationship between full - time, qualified school librarians and scores on standards - based language arts, reading, and writing tests, regardless of student demographics and school characteristics.

The methods of teaching developed at the BMC — such as an emphasis on interpretation and dialogue in the form of the student critique (or «crit»)-- are still present in many of our most advanced art schools; the language of interdisciplinarity began at BMC and the mixture of disciplines and mediums gave way to what is largely regarded as the first «happening»; and the aspirations of intentional communities, utopian ways of thinking, bridging the gap between art and life, and the creation of a counter-culture that are characteristic of American culture in the 1960s all flourished at the college in the preceding decades.