Sentences with phrase «learning intervention results»

This means a void is created when it comes to demonstrating real improvements in performance as learning intervention results.

Not exact matches

The intent of the study was to learn if sepsis education resulted in improved frequency and timing of interventions.

«These results also create an opportunity to learn more about how early interventions with anti-inflammatory medications, may help lessen osteoarthritis risks in ACL patients, especially those patients with high levels of a particular biomarker.»

Overall, studies in the field indicate that children from low - income families tend to show the most gains from social emotional learning interventions, but results for other groups of students are more mixed, although a number of studies show positive effects.

Kessler Foundation researchers published results of a randomized clinical trial (RCT) of a cognitive intervention to improve learning and memory in individuals with traumatic brain injury (TBI)-- the TBI - MEM trial.

As impaired memory after TBI is a result of impaired learning, rehabilitative interventions need to address the deficit in learning.

Learning interventions need to be created in the same way if they're going to get similar results.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

However, it is so important that Learning and Development does keep up, knows which methods are working, and what learning interventions are yielding Learning and Development does keep up, knows which methods are working, and what learning interventions are yielding learning interventions are yielding results.

That is, if any person or group creates a real - world learning intervention that takes learning styles into account — and proves that such an intervention produces better learning results than a non-learning-styles intervention, they'll be awarded $ 5,000!

If a student needs more help, a targeted intervention is automatically delivered to remediate learning in real time, resulting in an average 23 % score increase.

Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.

Critical issues included: addressing benchmark results, having the leadership team visible in all classrooms, researching and initiating appropriate interventions, supporting teachers through coaching, and providing resources and removing barriers to learning.

to increase understanding of adverse childhood experiences, the potential trauma response in children, and the resulting impacts on student learning and behavior, and to introduce short - and long - term interventions that can restore students» sense of safety and agency, and 2)

Team meetings become focused on identifying patterns in learning preferences, student essay writing, and effective instructional interventions, and can result in a fully connected student experience.

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.36

The results of the intervention revealed the importance of teacher planning time and the need for more training for teachers about how to model new learnings for students.

The results reveal correlations supportive of the belief that both SI and SE facilitate enduring learning, though a small sample size limited the scope of the intervention and warrants further investigation into the strategies» combination.

Implementing activities and strategies to improve attendance and reduce chronic absenteeism, and advance social - emotional learning, positive behavior interventions and supports, culturally responsive practices, and trauma - informed strategies, have shown results for our most vulnerable students.

The results of the intervention also shed light on other key understandings about the nature of collaborative teacher learning including the need for shared understanding and external feedback on collaborative practice.

Comparative results from the first Teaching and Learning International Survey (TALIS) show that education systems can best support teachers by shifting public and governmental concern away from the mere control over the resources and content of education toward a focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.

The work is the result of «team science,» Fletcher said, an interdisciplinary approach to understanding the classification, early intervention, and remediation of learning disabilities.

The Office of Special Education Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disabilities.

Professional Learning Communities meet and now discuss assessment results and the resources that were used to create best practices in areas students excelled and interventions and adjustments in areas where students did not meet expectations.

Methe et al (2012) conducted a meta - analysis of interventions for basic math in single - case research and reported «we found interventions involving practice under speeded conditions and a carefully controlled instructional sequence produced the strongest effects,» echoing results from Powell et al (2009) who reported that timed practice (vs. untimed) was crucial to an intervention for struggling 3rd - graders to learn math facts, and Fuchs et al. (2013) reporting similar results for 1st graders..

As a result, teachers have more opportunities to watch students at work, so they can better identify student learning challenges and support struggling students with differentiated activities or targeted intervention.

Through THE SUCCESS CASE EVALUATION METHOD ® Learning and Performance Experience the Institute develops school district leaders to support schools in developing ESSA - required Logic Models and evaluating interventions to establish their evidence of outcomes and results.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

As a result, the overarching guiding question for this study was, «What is the relationship between learning preference and teachers» resistance to change within the context of a school undergoing a large - scale complex technology intervention?»

Instructional Teams review the results of unit pre / post ‐ tests to make decisions about the curriculum and instructional plans and to «red flag» students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of early mastery of objectives).

Fergus (2016) found that inconsistent intervention strategies resulted in students who were far below proficiency not receiving adequate and sustained opportunities to accelerate their learning, while students who were barely into proficiency tended to «slide» in and out of proficiency.

Provide a daily workflow of formative assessment, intervention and feedback to learners Example: A teacher establishes a transparent system using an online learning management system (LMS) for learners to take micro-assessments, receive or seek support based on results, and get direct feedback from a teacher or peer.

Students showing extensive skill gaps or who receive a prescriptive learning path as a result of Test Packs can utilize Accucess for rigorous intervention or be invited into a summer bridge program to ensure that they are ready for the next grade level.

For students who are struggling in 3rd grade reading, examine patterns of early learning experiences (quality and intensity of pre-K and K), results of formal and informal literacy assessments, and extent of intervention experiences (referrals and supports).

With unanimously positive results in the intervention program, DeKalb Central School District now uses DreamBox Learning across all K — 5 classes in the district's four elementary schools.

But in schools that intensively applied the principles of PLC's — collective ownership of student results, deliberate reflection on teaching practices, explicit intervention for struggling students, and clear strategies for extending learning for students who need it — the format dramatically improved results, and those improvements were greater the longer the schools implemented these collaborative practices.

As you read these different descriptions, please think about (in general) how each disability area impacts (a) a student's learning and learning progress; (b) a teacher's instruction and need to provide accommodations, modifications, and interventions; and (c) the test - taking process, and what needs to occur to ensure that the test results are reliable and valid.

If a student needs more help, a targeted intervention is automatically delivered to remediate learning in real time, resulting in an average 23 % score increase.

Many pets with behavior problems develop them at or around social maturity and then without intervention the problems will worsen gradually over the ensuing years so it can require some practice to learn to recognize the difference between new behaviors and behaviors that are a result of existing but escalating problem behaviors.

Some samples of teaching accomplishments include: Implemented reading intervention programs and performed state assessments to enhance the learning process, resulting in increased reading comprehension.

In this particular meta - analysis, researchers reviewed results of studies on 82 school - based, social and emotional learning interventions that were universal, or administered to all students instead of focusing on those with specific social or behavioral problems.

Primary care clinicians may also learn from experiences with their quality improvement patients and carry this learning over to patients in the usual care group, again resulting in a conservative estimate of the intervention effect.

As we learn about the short - and long - term effects of disciplinary practices, and the processes involved in those practices, we will need to introduce interventions to help parents discipline in the ways that bring about the results they desire.

Several interventions have been demonstrated to be effective in reducing the prevalence of behaviors that place adolescents at risk for acquisition of human immunodeficiency virus (HIV).1 — 6 These programs have in common a small - group and face - to - face method of delivery, an emphasis on skills development referent to decision making, communication, negotiation and condom use, use of a wide variety of instructional formats and approaches to intervention delivery, and grounding in social learning theory.2 — 6 Despite the encouraging results that accompany these studies with reference to adolescent risk reduction, new challenges have emerged.

This report presents the final results of the Foundations of Learning (FOL) demonstration, which evaluated an intervention designed to train preschool teachers so that they could better manage children's behavior and promote a more positive classroom learning enviLearning (FOL) demonstration, which evaluated an intervention designed to train preschool teachers so that they could better manage children's behavior and promote a more positive classroom learning envilearning environment.

Families from the PALS I phase (who received the PALS I intervention during infancy) were rerandomized into either the Play and Learning Strategies — Toddler / Preschool Program (PALS II) or a Developmental Assessment Sessions condition, resulting in 4 groups (PALS I / PALS II, PALS I / DAS II, DAS I / PALS II, DAS I / DAS II).

This report presents results from the Newark, New Jersey, site of the Foundations of Learning (FOL) Demonstration — an intervention and random assignment evaluation of a program aimed at equipping teachers with the skills and strategies they need to help guide children's behavior and emotional development.

Results of a survey and preliminary pilot data conducted in collaboration with the Massachusetts Alliance on Teen Pregnancy and with several GED programs across the state suggest that an intervention based on exploring intergenerational attachment patterns and learning to use mindfulness exercises can be useful in helping pregnant and parenting teens modulate their reactions to stress.

Through teaching, video presentation, and experiential learning, you'll see how to use voice, reflection, and deepening interventions to help partners make contact, stay in contact in order to distill, and then share vulnerabilities with each other in order to break the familiar yet dreaded feeling of emotional isolation, a common result of enduring trauma.

The net result from such high conflict in divorce is children with emotional and behavioral problems (acting out), with levels of anxiety and depression (learned helplessness) that warrant professional intervention.