Sentences with phrase «little academic evidence»

'Em bodied Learning» Blends Movement, Computer Interaction Education Week, October 9, 2012 «Christopher Dede, a professor of learning technologies at the Harvard Graduate School of Education, said embodied learning has potential, but there is little academic evidence to suggest the results are conclusively worth the cost, as the field has not yet been thoroughly researched.»

Not exact matches

«There is little evidence that working directly on changing students» grit or perseverance would be an effective lever for improving their academic performance,» Farrington and her colleagues wrote.

However, in other cases, when AP courses are introduced without the necessary attention to student and teacher preparation, we found little evidence to indicate that the program contributes to student academic success.

«When AP courses are introduced without the necessary attention to student and teacher preparation, we found little evidence to indicate that the program contributes to student academic success».

A major international research project led by a University of Sussex academic provides new evidence that the common belief in a cultural divide between the West and the rest of the world is little more than a myth.

Most academic studies have found little evidence of any tangible long - term economic impact, with the most recent concluding that in most cases the Olympics are a money - losing proposition for host cities.

As recently as two years ago, there was little evidence of any academic or biotech industry interest in pursuing clearance of AS as a therapeutic approach to PD, LBD, or other synucleinopathies of aging: after a promising 2005 report, [31] there had been virtual silence.

Despite this attention, there is little rigorous evidence directly linking school start times and academic performance.

Comparing districts with and without systems of choice, Schneider, Teske, and Marschall find little evidence of increasing inequities where choice is available; the academic performance of all schools appears to increase with even limited choice in a district; and parents become more engaged when allowed to choose their schools - thus enhancing the community's social capital.

Hanushek and Hoxby seem to stand alone in their findings that class size reduction has little or no impact on student academic outcomes — yet they are disproportionately referred to for evidence here in Australia.

But our evidence also suggests that a 15 - year period with little oversight of academic quality may be too long to wait to intervene and potentially close schools that are producing subpar results.

However, there is surprisingly little empirical evidence on the relationship between students» exposure to teachers of their own race and their subsequent academic performance.

There is little evidence that pupils from low socio - economic backgrounds are more likely to succeed against the odds when academic selection is used to sort pupils into different secondary schools.

There's little evidence disadvantaged pupils are more likely to succeed when academic selection used

Her entire argument can essentially be summed up in one sentence: «Taxpayers across the U.S. will soon be spending $ 1 billion a year to help families pay private school tuition — and there's little evidence that the investment yields academic gains.»

Taxpayers across the U.S. will soon be spending $ 1 billion a year to help families pay private school tuition — and there's little evidence that the investment yields academic gains.»

«The association between parental engagement and a child's academic success is well established... parental engagement is consistently associated with pupils» success at school... [but] there is surprisingly little robust evidence about the impact of approaches designed to improve learning through increased parental engagement.»

In general, these results were interpreted as strong evidence that schools (and by inference the teachers within them) make little difference in the academic lives of students.

More troubling, the second hand evidence had little academic rigour itself, and moreover tried to establish belief in conspiracy theories in an area that had seen a massive incident in its very recent history.

Similar conclusions have been reached in regard to programs designed to improve the school adjustment and academic performance of children living in poverty: «There is little evidence that parenting programs produce the hoped - for linkage between changed parent behaviors and improved child outcomes» (St.Pierre & Layzer, 1998, p. 7; see also White, Taylor, & Moss, 1992; Zaslow, Tout, Smith, & Moore, 1998).