Not exact matches
It is fruitless to talk about a different system
of monitoring - about moving from procedural
monitoring to
academic - based
outcomes - when neither the federal nor many state agencies are geared up to do that.
In Kelly School, which is discussed in the book, these characteristics were built through a set
of interrelated organizational routines including close
monitoring of each student's
academic progress, an explicit link between students»
outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation
of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.
The Bureau
of Federal Educational Programs provides technical assistance, program support and
monitoring to local educational agencies that will lead to improved
academic achievement
outcomes for students who are disadvantaged, migrant, neglected, delinquent, at - risk, or homeless; or in rural and low - income schools.
to
monitor the efficacy
of the piloted grant program as it relates to
academic outcomes.
Monitor academic outcomes of students.
Findings indicate that, regardless
of age, children
of authoritative parents perform better in school, display fewer conduct problems and show better emotional adjustment than those raised in non-authoritative homes.12 Adolescents with authoritative parents who balance appropriate levels
of supervision, nurturance and democratic decision - making tend to achieve better psychosocial
outcomes.12 Studies reveal that adolescents with authoritative parents are associated with less psychological distress, higher self - esteem, higher
academic achievements, lower levels
of delinquency and less substance use.13 Gray and Steinberg13 found that emotional and behavioural problems tended to be associated with the degree
of behavioural control and supervision or
monitoring.
Implications regarding the importance
of sustaining a high level
of monitoring within the context
of warm parent — adolescent relationships to best support
academic outcomes among minority youth are discussed.