Sentences with phrase «middle school children during»

We learned a great deal about teaching economics to elementary and middle school children during this period.

Not exact matches

Some children change during middle school, and it's possible that your child may have a friend who experiments with drugs, alcohol, or other dangerous behaviors.

This was during the first few years of the Harlem Children Zone's middle school, which were a struggle, and those KIPP schools, which had very good test results, were for the Promise Academy administrators both a standard to be aspired to and a frustrating reminder that their own students weren't performing at the same high level as KIPP's students.

Bullying during the middle school years is especially common as children attempt to establish their place and their social circle among others.

Your child's growth and development during the middle school years will set the stage for high school and beyond.

It's sad, but it is possible that your child will be offered drugs, cigarettes or alcohol at some point during the middle school years.

Be sure your middle schooler establishes a strong academic footing and be sure to spend some time during middle school to talk about high school and to prepare your child for the final years of his or her education.

Typically, voice change begins somewhere around age 12 or 13, or during the middle school years, which can make the experience a tad embarrassing for the child.

There's no reason your child can't find something to join during the middle school years.

Another big change children need to prepare for during this time is starting middle or junior high school.

Questions during the Q&A portion of the press conference included his plans during his scheduled visit to Albany on March 4th, why he expects to convince legislators who he has not convinced, whether he's concerned that the middle school program will be pushed aside if there is a pre-K funding mechanism other than his proposed tax, where the money to fund the middle school program will come from, how he counters the argument that his tax proposal is unfair to cities that do not have a high earner tax base, how he will measure the success of the program absent additional standardized testing, whether he expects to meet with Governor Cuomo or Senate Republican Leader Dean Skelos during his March 4th trip, what he would say to a parent whose child planned on attending one of the charter schools that his administration refused to allow, whether he doubts Governor Cuomo's commitment or ability to deliver on the funding the governor has promised, what are the major hurdles in trying to convince the state senate to approve his tax proposal, whether there's an absolute deadline for getting his tax proposal approved, whether he can promise parents pre-K spots should Governor Cuomo's proposal gointo effect, and why he has not met with Congressman Michael Grimm since taking office.

Many assume that the most taxing years for mothers are during their children's infancies, but the new research shows that far more challenging is the middle school period.

In 24 elementary and middle schools in three eastern Massachusetts communities during the 2015 - 16 school year, the parents of all students in grades K - 8 were invited to enroll their children in the BOKS program and the study.

This bill is aimed right at the children's reproductive function and that is why tetanus vaccines are required of pubescent middle school children when it is not even a communicable disease and the annual morbidity from tetanus during the 20th century was lower than horse riding accidents.

Many children lose interest in reading during middle school.

Those pressures are most intense during a child's middle - and high - school years.

As long as children continue with their own school's program, parents need not worry about transporting them across town during the middle of the day.

For example, if a middle school student is most captivated by art class and he or she has this for only one or two quarters, the question that must be asked is: Where will the child's sense of competence be nurtured during those other quarters?

«During the two years I served in the position, George Washington Middle School was recognized as an outstanding school and parents felt comfortable that, wherever their child fell on the instructional continuum, their academic needs would be addressed appropriately,» Yeager recSchool was recognized as an outstanding school and parents felt comfortable that, wherever their child fell on the instructional continuum, their academic needs would be addressed appropriately,» Yeager recschool and parents felt comfortable that, wherever their child fell on the instructional continuum, their academic needs would be addressed appropriately,» Yeager recalled.

Perhaps more importantly, they can work to keep parents involved in their child's education and school activities during the middle school years so that they are comfortable «coming to school» and confident that their involvement makes a difference in their child's academic success.

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).

In 2015, LightSail's SummerSail Reading Program provided at - risk middle school students with access to LightSail for seven weeks in an effort to combat «summer slide» — a phenomenon by which economically disadvantaged children rarely read during the summer as compared to their more advantaged peers.

«My husband and I decided we wanted our children home for the middle school years to give us more control over their education during those formative years.

In fact, according to a study by Johns Hopkins University, summer learning loss during elementary school accounts for two - thirds of the achievement gap in reading between low - income children and their middle - income peers by ninth grade.

Doris Entwisle, Karl Alexander, and Linda Steffel Olson noted, «children from poor and middle - class families make comparable gains during the school year, but while the middle - class children make gains when they are out of school during the summer, poor and disadvantaged children make few gains or even move backwards academically.»

By the time that child reaches middle school, the interaction between by any one of his or her teachers drops from 30 hours a week during the school year to five.

During the 2013 - 14 school year, The Rashi School began a partnership with the Epiphany School, an independent, Episcopal middle school in Dorchester, MA, that serves children of economically disadvantaged famschool year, The Rashi School began a partnership with the Epiphany School, an independent, Episcopal middle school in Dorchester, MA, that serves children of economically disadvantaged famSchool began a partnership with the Epiphany School, an independent, Episcopal middle school in Dorchester, MA, that serves children of economically disadvantaged famSchool, an independent, Episcopal middle school in Dorchester, MA, that serves children of economically disadvantaged famschool in Dorchester, MA, that serves children of economically disadvantaged families.

Here, we introduce the 2015 Middle Childhood Survey (MCS), designed as a self - report measure of children's psychosocial experiences in middle childhood (at approximately 11 years of age) administered online during the final year of primary (elementary) school for a population cohort of children being studied longitudinally within the New South Wales Child Development Study5 (NSW - CDS; http://nsw-cds.comMiddle Childhood Survey (MCS), designed as a self - report measure of children's psychosocial experiences in middle childhood (at approximately 11 years of age) administered online during the final year of primary (elementary) school for a population cohort of children being studied longitudinally within the New South Wales Child Development Study5 (NSW - CDS; http://nsw-cds.commiddle childhood (at approximately 11 years of age) administered online during the final year of primary (elementary) school for a population cohort of children being studied longitudinally within the New South Wales Child Development Study5 (NSW - CDS; http://nsw-cds.com.au/).

The MDI is designed to be administered as a large - scale, population - level measure so that stakeholders in communities and schools can obtain representative data on children during middle childhood on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and adults at school, at home, and in the neighborhood, (3) School Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - sschool, at home, and in the neighborhood, (3) School Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - sSchool Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - schoolschool.

During the past 3 decades, a broad national consensus has emerged identifying poverty - related disparities in child development and school readiness as a critical public health problem.1, 2 Children growing up in poverty fall behind their middle - class peers in development from the time they say their first words, usually shortly after their first birthday.3 In a 2009 population - based analysis, 4 40 % of low - income eighth graders performed below the basic level for their age group in reading.

Presented as part of the symposium, After - School Care During Middle Childhood: Self Care, Structured Activities, and Formal Programs, at the 2003 meetings of the Society for Research on Child Development.

However, during the middle to late grade school years, children begin to distinguish «regular» friends from «best» friends.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attChildren who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attchildren with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attchildren with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

Implications are discussed for the cumulative effects of children's peer groups on their academic development during middle school.

Including earlier levels of behavior problems as a control provides a clearer picture of how family conflict experienced during the early school years contributes to the level of behavior problems children manifest as they approach middle childhood.