Sentences with phrase «less school engagement»

As children develop, parental hypervigilance leads to less school engagement, report Brigham Young University researchers Laura Padilla - Walker and Larry Nelson in a study of 438 students, «Black Hawk Down?

Not exact matches

«A more balanced news feed might lead to less «engagement,» but Facebook, with a market capitalization of more than $ 300 billion and no competitor in sight, can afford this,» wrote Tufekci, an associate professor at the School of Information and Library Science at the University of North Carolina, Chapel Hill.

But then, once a basic level of calm prevailed in the school, the coaches turned their attention to encouraging what they called cooperative learning, a pedagogical approach that promoted student engagement in the learning process: less lecture time; fewer repetitive worksheets; more time spent working in small groups, solving problems, engaging in discussions, and collaborating on longer - term creative projects.

Each year going forward, Wansink says, his center will focus on promoting two lunchroom changes that will cost less than $ 50 to implement, and try to get schools to adopt those two changes, through his website, newsletter and speaking engagements.

A classroom program that helps teachers adapt their interactions with students based on individuals» temperaments may lead to more student engagement in kindergarten, more teacher emotional support to kindergarten and first grade students, and better classroom organization and less off - task behavior in first - grade classes, according to research by NYU's Steinhardt School of Culture, Education, and Human Development.

«For example, we found that middle school students had less affective engagement or positive emotions — such as interest, happiness and excitement — than elementary school students.

Forest Schools programmes, for example, have been shown to change the pro-social behaviour of whole year groups in lower KS2 leading to increased engagement and less disruptive behaviour in class.

According to Alex Green, LESS CO2 programme manager: «From staff awareness to student engagement, the positive change we've seen in the participating schools as a result of the programme has been remarkable, not to mention their reduced carbon emissions.»

The challenges of instruction, leadership, parent engagement, school culture, and professional capacity of teachers are things controlled by us, Knowles noted, pointing out that they also can lead to students 10 times more likely to make substantial improvement and 30 times less likely to stagnate.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

While parental hopes and aspirations may be uniformly distributed, parent engagement is not: A recent Pew study showed that 71 percent of parents with a college degree say they read aloud to their children daily, compared to only 33 percent of those with a high school diploma or less.

However, if teachers are instructing students who require less intensive teacher engagement or are more likely to bounce across very different school models, then I'm less confident in the payoff.

And we can't assume that all parents are going to want the same changes — which might be why parents in traditional public schools are less satisfied with engagement efforts than those in charter and private ones.

The negative impact of job market pessimism on engagement was more acute for students with stronger family and school supports — the same students whom we often assume are less at risk for losing academic motivation.

Within a state's accountability plan, «substantial weight» would have to be given to quantitative measures, such as graduation rates and performance on state tests, with much less weight allotted to subjective measures, such as school climate and educator engagement.

Educators have a wealth of academic data, but too often lack data on the important, yet, less - tangible aspects of the school experience such as engagement, rigor, and school culture.

Although there is general consensus among educational researchers that family engagement contributes to the success of students and schools, there is less agreement about what types of family engagement matter.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

However, despite this engagement, such households are less likely to be offered a place at their first - choice school.

For example, when a group of juniors at Manhattan Bridges High School helped assess their school's climate, they discovered a number of problems and needs: too few counselors, unclean and crowded bathrooms, less - than - appetizing food in the cafeteria, a lack of engagement from parents, bullying from students at other schools on campus, and unequal levels of respect among students and between students and teaSchool helped assess their school's climate, they discovered a number of problems and needs: too few counselors, unclean and crowded bathrooms, less - than - appetizing food in the cafeteria, a lack of engagement from parents, bullying from students at other schools on campus, and unequal levels of respect among students and between students and teaschool's climate, they discovered a number of problems and needs: too few counselors, unclean and crowded bathrooms, less - than - appetizing food in the cafeteria, a lack of engagement from parents, bullying from students at other schools on campus, and unequal levels of respect among students and between students and teachers.

For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyond.

The priorities start with student achievement but also include less tangibly documentable factors as school climate, student engagement, and parent involvement.

Exploring high school biology students» engagement with more and less epistemologically considerate texts.

However, while the most common forms of family engagement (such as encouraging parents to attend school events, serve as classroom volunteers, and participate on fund - raising committees) tend to line up well with middle - class child - rearing practices and family resources (Lareau, 2003), they can be less accessible to families who have recently arrived in the United States, or whose child - rearing practices differ from those of school leaders.

Further, the Kellogg School of Management suggests that an abundance of options also leads to less engagement with the final choice.

Foster youth face an additional risk because they are less likely to have experienced the protective factors of parent monitoring and guidance, school engagement, positive peer influences, general stability, and lack of trauma.

Children of alcoholics are more likely to have academic difficulty than are other students, often because alcoholic parents are less likely to provide the supervision, support and intellectual engagement that their children need to succeed in school.