Not exact matches
Beyond its financial goals, UnitedHealth executives outlined a number
of programs that tap Optum's data and apply machine
learning to improve patient engagement and
outcomes with both commercial employer members and Medicare enrollees.
In alignment with the AACSB Assurance
of Learning process, and within the scope of regular curriculum review and the University of Calgary Quality Assurance Review Process, Haskayne is undertaking curriculum mapping of course - level learning outcomes with progra
Learning process, and within the scope
of regular curriculum review and the University
of Calgary Quality Assurance Review Process, Haskayne is undertaking curriculum mapping
of course - level
learning outcomes with progra
learning outcomes with
program goals.
Behavioral and Socioemotional
Outcomes Through Age 5
of the Legacy for Children ™ Parenting
Program Learn how the Legacy program affected children (Published: April 18
Program Learn how the Legacy
program affected children (Published: April 18
program affected children (Published: April 18, 2013)
This paper summarizes the harmful impacts
of poverty, food insecurity, and poor nutrition on the health and well - being
of children; and summarizes research demonstrating the effective role
of the Child Nutrition
Programs in improving food and economic security, dietary intake, weight
outcomes, health, and
learning.
This hour, we discuss
learning outcomes for young children who attend preschool
programs, and the accessibility
of those
programs in our area.
O'Neill, who met with the state Office
of Alcohol and Substance Abuse to discuss the project after
learning of successes in other jurisdictions, said she was encouraged by early trials and urged the panel to monitor the
outcome to see if the
program could be expanded statewide to all appropriate facilities
NIH, by the way, has recently recognized that «the career
outcomes of NRSA - supported training
programs include both research - intensive careers in academia and industry and research - related careers in various sectors, e.g. academic institutions, government agencies, for - profit businesses, and private foundations» and is encouraging universities with T32
programs to provide «structured, career development advising and
learning opportunities» to prepare trainees for those opportunities, according to a notice issued in September 2013, near the end
of the study period.
Schreier, A.L., Savukova, G., Hartman, H. (2007) Writing and Assessment
of Student
Learning Outcomes and the WAC / WID
program at the City College
of New York.
The IFN Academy ™ has created important
learning outcomes (statements that describe significant and essential
learning that participants have achieved and can reliably demonstrate at the end
of each track) that identify what you will know and be able to do by the end
of a course or
program.
Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student
Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure
learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing
outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy
Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Outcomes: Findings from an intervention
program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones
of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia
Charity Mission Australia is calling for long - term commitment to a
program that improves student
learning engagement and
outcomes, job pathways and wellbeing for young people experiencing disadvantage in South Australia, and the expansion
of the
program to other parts
of Australia.
The evaluation report released on 12 April by Mission Australia and the University
of Adelaide highlights that quality intensive casework support is critical to the
program's success in addressing the multiple and complex barriers that can affect a young person's ability to stay in school, their social participation and achievement
of positive
learning and self - development
outcomes.
Harvard Graduate School
of Education will work with the Strategic Education Research Partnership and other partners to complete a
program of work designed to a) investigate the predictors
of reading comprehension in 4th - 8th grade students, in particular the role
of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension
outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention
program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components
of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding
of the pilot data so as to produce well - justified
learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development
of a discussion - based curriculum for 4th - 5th graders, and to the expansion
of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).
To truly understand the differences in long - term effects across these three
programs and to ultimately answer the question
of when and how private school choice works, we need to examine more
programs and variation in
outcomes across different private schools within each
program to
learn more about
program design.
This summer Mapp led her first
Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student
learning, and increasing the capacity
of educators, families, and community members to develop and sustain partnerships that improve student
outcomes.
Specifically, he will work with the PI and core project staff to develop an analysis plan, direct the evaluation
of the efficacy
of the Core Knowledge Language Arts Listening and
Learning Read Aloud
Program, articulate the fully specified multi-level models used to estimate treatment impacts on child - level vocabulary, listening comprehension and domain knowledge
outcomes, and guide the secondary analyses that examine whether the quality
of read alouds mediate treatment effects on child
outcomes and the baseline, child - level moderators
of treatment effects.
Australian Country Education Partnership has created and successfully implemented eKids blended
program, which «is an accessible, adaptable, contemporary model for rural and remote communities to personalize their students
learning, build the capacity
of teachers, and improve students
learning capacities and
outcomes».
The overarching goal
of this effort is to leverage new knowledge in the service
of generating and testing innovative intervention models to produce substantially greater impacts on
learning, behavior, and health
outcomes than existing
programs and policies, particularly for the most disadvantaged children and families.
A Heightened Level
of Screening RTI has been explained as a
program that focuses on improving the monitoring
of learning outcomes in the classroom so help can be given in a timely fashion.
Andrew Nicholls discusses how staff professional development supported the implementation
of a literacy
program at his school, as well as the
program's impact on student
learning outcomes.
In 35 U.S. states and at sites around the world, Dr. Wilson has led professional development for more than 60,000 educators and has presented at conferences with the Singapore Teachers» Union, Jamaica Teachers» Union, The Feuerstein Institute, Jerusalem, Israel, Hawker Brownlow Education (Australia), University
of Cambridge (Implementation Science Conference), Leiden University, United Arab Emirates, American Educational Research Association, International Association for Cognitive Education and Psychology, American Association for Colleges
of Teacher Education, National Association
of School Psychologists, National Association
of Federal Education
Program Administrators, Title I, Center on Enhancing Early
Learning Outcomes, Nova Southeastern University Conference on Global Leadership,
Learning, and Research, ASCD, National Association
of Elementary School Principals, National Association
of Secondary School Principals,
Learning Forward, and many others.
Dozens
of studies
of afterschool
programs repeatedly underscore the powerful impact
of supporting a range
of positive
learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands - on, experiential
learning in project - based after school
programs.
In its report Eager to
Learn, the Early Pedagogy Committee
of the National Research Council recommended that «the next generation
of research... examine more rigorously the characteristics
of programs that produce beneficial
outcomes for all children.»
As Bauerlein notes, this was a pretty radical shift for grantees used to evaluating
programs by handing out questionnaires to students at the end
of the
program «that measured their attitudes and enjoyment» and not «
learning outcomes.»
Sonnemann adds that it is this extra layer
of accountability - the mentees are also asked to assess how the relationship is going - means the professional
learning program is valued as something that should be achieving
outcomes for all involved.
In communities across the nation, faith - based organizations (FBOs) provide out -
of - school
learning programs designed to help students attain improved education
outcomes, and faith - based leaders use their voices to advocate on behalf
of the needs
of the students and families they serve.
Why doesn't accreditation improve the quality
of teacher preparation
programs as judged by measurable increases in
learning outcomes for the students in the classes
of their graduates?
The centre aims to work with educational leaders and teachers to ensure that any integration
of ICTs into the teaching
program is considered from a
learning and
outcomes perspective rather than from a teacher - centered perspective.
If the authors
of the above article want to really help teachers differentiate their
programs to improve
learning outcomes for every student, offer practical, evidence - based suggestions focusing on the «how».
In addressing the point
of contention, the Productivity Commission is
of the opinion that «there is little evidence or systematic processes in place to evaluate policies,
program and teaching practices to identify what works best in schools and early
learning centres», despite the amount
of data that is collected to monitor and report on student and school
outcomes.
«While we acknowledge that some studies
of teacher preparation
programs find very small differences at the
program level... we believe that the examples we have cited above provide a reasonable basis for States» use
of student
learning outcomes» to evaluate teacher - preparation
programs.
Creating social - emotional
learning (SEL)
programs that deliver positive
outcomes for large numbers
of students requires (1) user - friendly lessons that teachers can easily fit into... Read More
It contains a suite
of cloud - based software
programs that allows administrators, educators, students and employers to collaborate and
learn together as they build high quality pathways that result in improved student
learning outcomes.
The Higher Education Act (HEA) can support state efforts to prepare their educators to use data in support
of student
learning, to provide meaningful information about teacher
outcomes back to the
program that trained them, and to enable data systems that provide educators, families, and policymakers the information they deserve while reducing burden on states.
Just try to decipher this recent press release about a new study proving «rubric - based assessment can be taken to scale and can produce valid findings with credible and actionable information about student
learning that can be used to improve curricular and assignment designs and to increase effectiveness
of programs and classes in advancing the most important
learning outcomes of college.»
As a member
of the National Center for Academic Transformation (NCAT) Corporate Associates
Program since 2004, we have partnered with institutions nationwide to improve
learning outcomes.
The educational
program of the school is guided by the school's mission, the student profile, student
outcomes, and the school's assumptions about how students
learn.
Teacher leader preparation
programs should explicitly identify the development
of a professional
learning culture as an intended
outcome.
School districts electing to use ESSA funding to improve early
learning programs are creating a potential win - win situation, increasing the number
of high - quality early
learning opportunities available, and increasing the likelihood
of positive
outcomes for all children, including young children with disabilities.
In a series
of studies, literacy researchers at the National Reading Research Center (NRRC)(Afflerbach, Almasi, Guthrie, & Schafer, 1996; Almasi, Afflerbach, Guthrie, & Schafer, 1995; Guthrie, Schafer, Afflerbach, & Almasi, 1994) investigated the effects
of the Maryland State Performance Assessment
Program (MSPAP), a multipronged reform effort that includes
learning outcomes, a performance assessment, guidelines for school decision - making, and suggestions for staff development.
OAKLAND, CA — The Black Teacher Project, a national organization with
programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development
of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved
learning outcomes for students.
This juxtaposition
of very different reading
programs without lingering ideological disputes attested both to the focus on student
learning outcomes over instructional differences and to the maturity and competence
of the staff.
The administration and the House Appropriations Committee also proposed elimination or severe cuts, respectively, to the 21st Century Community
Learning Centers
program.45 Currently funded with more than $ 1 billion, this
program provides enrichment opportunities in safe environments to more than 1.6 million students per year, 46 70 percent
of whom are students
of color.47 Much
of this funding supports after - school
programs, but 21st CCLC also funds before - school and summer
programs.48 Research indicates that participation in 21st CCLC is linked to better attitudes toward school, higher rates
of school attendance, fewer suspensions, and better performance in school, among other
outcomes.49 In addition, many
of these
programs provide students with snacks or meals.50
Finally, ongoing research into the DFS
program might examine the connections between student engagement,
learning outcomes, and transfer
of knowledge into other classroom activities.
The summative evaluation
of two years
of the Arts for Academic Achievement (AAA)
program examines student
learning outcomes of arts - integrated instruction measured by standardized tests, as well as effects not captured by standardized tests.
While PL is promising in theory, there are very few evaluations
of students»
learning outcomes in such
programs.
Aside from their role serving as a «safe space» for students after school hours, today's Out -
of - School - Time (OST)
programs - which include after - school, summer, and other holistic extended -
learning opportunities - are innovative,
outcomes - based, and surprisingly diverse.
Become part
of the first cohort
of schools and districts using the evaluation process to drive student
outcomes by signing up to
learn more about the pilot
program below.
The Commission
of Higher Education is working to: 1) improve the quality
of teacher preparation and performance; 2) open the level
of dialogue among superintendents and principals and higher education teacher preparation
programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure
learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary options.
His research focuses on strategies to increase the capacity
of CTE
programs to improve the engagement, achievement, and transition
of secondary and postsecondary CTE participants, including longitudinal studies
of the effects
of work - based
learning and CTE - based school reforms on the educational
outcomes of at - risk youth.