Sentences with phrase «more academic peers»

Not exact matches

«Our research shows that this generation of business leaders wants greater control over educational choices, continued exposure to peers with deep, global experience and more opportunity in their academic experience to self - analyze and self - reflect.»

I am, to my own continuing surprise, philosophically more conservative than the vast majority of my academic peers.

He gently said that, when I became a professor and attended academic conferences, I would have to defend my positions — and my peers then would be no more merciful than my classmates were now.

In an important series of studies by psychologist John Gottman and his colleagues, children of parents who valued and accepted their children's feelings showed better academic achievement, had lower levels of stress hormones, and were more successful in resolving conflicts with their peers.

The children at the Fresh Foods distribution, who were not even 10 years old, were already considerably behind in terms of academic and enrichment opportunities than their peers from the more affluent neighborhood.

ENDS Notes to Editors UK Alcohol duty context For a short video summary of the issues around alcohol pricing, please visit: https://vimeo.com/191959217 Following heavy lobbying from the alcohol industry, the last four Budgets have seen real terms cuts in alcohol duty Alcohol is 60 % more affordable than it was in 1980 — the alcohol duty escalator, introduced in 2008, which ensured that duty rose above inflation, helped mitigate this trend, but this progress has reversed since the duty escalator was scrapped in 2013 In real terms, spirits duty has halved, and wine duty fallen by a quarter since 1978 - 9 The Government estimates suggest that the duty cuts since 2013 will cost the Exchequer # 2.9 billion over four years The University of Sheffield estimated that an additional 6,500 people would be hospitalised each year as a result of the alcohol duty cuts in 2015 The report The report was peer reviewed by academic experts the fields of economics, public health and public policy prior to publication.

The academics write: «Clearly, those peers nominated outside the «usual suspects» are far more likely to be big donors.»

Peers still spend almost 50 % more time discussing academic education.

The current academic funding system, which allocates public money to researchers based on the submission and peer review of countless research proposals, has served science well — but some people believe that the time has come to find more efficient ways to distribute the money.

With a more homogenous learning environment, it's easier for teachers to match their instruction to a student's needs and the students benefit from interacting with comparable academic peers.

Because students from disadvantaged backgrounds are likely to be more affected by a change in peer groups through day - to - day interaction with academically inclined peers and academic groups, there may be a greater effect of university education on students from disadvantaged backgrounds.

Latino teachers were better perceived across all measures, while students perceived Black teachers (more than their White peers) to hold students to high academic standards and support their efforts, to help them organize content, and to explain ideas clearly and provide feedback.

Wendy Ingram, who co-founded a well - being and mental health peer support network when she was a graduate student at the University of California (UC), Berkeley, after a dear friend in her program died by suicide due to depression, agrees that «more academic institutions are taking steps to tackle mental health issues,» she writes in an email to Science Careers.

Prof. Patrinos has more than 160 publications in peer - reviewed scientific journals and textbooks, he is the Editor of the textbook Molecular Diagnostics, published by Academic Press, now in its 2nd edition, while serves as Communicating Editor for the prestigious peer - reviewed journal Human Mutation.

There was a time when social learning was more of an academic theory reserved for massive textbooks, peer - reviewed journals, and the halls of university psychology departments.

There are more than 200 peer - reviewed journal articles which have been published, examining the Character Strengths from diverse angles, such as the strengths most strongly correlated with student engagement, academic achievement, life satisfaction and physical activity.

An interview published this week with NPR asks education professor Diane Schanzenbach of Northwestern University about her motivation to gather the research on academic redshirting in her recent article for Education Next «Is Your Child Ready for Kindergarten: «Redshirting» may do more harm than good,» which challenges Malcolm Gladwell's assertion that being among the oldest in one's peer group is always an advantage.

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

The key question is whether KIPP's positive effects on learning are attributable to a peer environment that is more conducive to academic achievement than the peer environment found in traditional public schools.

Insofar as students benefit from peer effects in classrooms, corridors, and clubs, and insofar as being surrounded by other smart kids challenges these students (and wards off allegations of «nerdiness»), schools with overall cultures of high academic attainment are apt to yield more such benefits.

And while we know that young children need a healthy dose of playtime in school, a new study reminds us why academics are important at that age: Over the course of a year, preschoolers who spent more time on language, literacy, and math activities than their peers gained, on average, 2.5 months of additional learning.

Thus one might interpret the finding of little difference between regularly certified teachers and their more pedigreed peers to show that teacher certification requirements compensate for greater intellect or better overall undergraduate academic preparation.

These students often lack the family connections and other advantages their more - affluent peers depend on, making academic signals even more important.

Students from low - income families, like their more - affluent peers, should be able to attend the public institutions that best fit their academic talents and personal and professional goals.

There was a time when social learning was more of an academic theory reserved for massive textbooks, peer - reviewed journals, and...

Here, we lay out how this whole - city approach can look in practice — and what types of partnerships and programs can give disadvantaged children the same chance to reach their academic, professional, and social - emotional potential as more - advantaged peers.

Non-college enrollees also differ from their peers while in high school: they took fewer rigorous academic course, earned lower grades, spent fewer hours on home work, and performed more poorly on math and reading assessments.

Students in KIPP schools may be surrounded by classmates who are, on the whole, more supportive of academic achievement than peers in traditional public schools with similar poverty rates.

Teske and Schneider note that the existing empirical work on school vouchers is quite positive on a variety of issues: academic considerations appear paramount when parents choose schools; voucher recipients are more satisfied with their schools than their peers within public schools; and vouchers lead to «clear performance gains for some groups of students using the vouchers, particularly blacks, compared with the control group.»

KIPP students might enjoy a more positive peer environment because students are surrounded by classmates whose families are attracted to the challenging academic program provided by KIPP schools.

The VDOE would like to recognize outstanding schools and / or educators who have developed programs that have been designed to ensure students with disabilities, especially those with more significant academic and behavior needs, have access to inclusive education with their peers in general education settings through a new initiative called the «Inclusive Practice Partnership Project.»

In fact, I believe low - income students who have fewer opportunities outside of school need integrated learning that builds academic, social, and emotional skills even more than their more affluent peers.

For example, the Juniper Garden Project at the University of Kansas has demonstrated instructional practices, such as classwide peer tutoring and cooperative learning, that help African American students, English language learners, and other diverse students become more actively involved in their academic assignments.

But pupils from disadvantaged backgrounds focus this additional time «on traditional academic subjects such as English, science and mathematics», according to by Dr John Jerrim of the UCL Institute of Education, while their more advantaged peers opt for «music, sport and foreign languages».

African American students who attend charters in California are more academically proficient and more likely to graduate college - ready than their peers in traditional schools according to an abundance of publicly available data and academic studies.

BART students receive more academic time than their peers in local school districts.

The academic achievement gap for poorer youth is particularly pronounced for low - income African American and Hispanic children compared with their more affluent White peers.

According to a 2009 study, magnet students report a greater sense of community at school and perceive more peer support for academic achievement.

«Children from high - income backgrounds who show signs of low academic ability at age five, are 35 % more likely to become high earners than their poorer peers who show early signs of high ability,» Ms Greening told a Social Mobility Commission event.

Without SEL, students are more likely to be stressed by their academics and, as a result, their relationships with peers, teachers, and parents may suffer.

When students come to us for the first time, they may be several academic years behind their more affluent peers.

Most students enter TEAM Schools one - or - more years below grade level in reading and math, but in a few short years, they achieve at academic levels that outpace their peers across the state.

The Institute for Fiscal Studies has found that deprived children are significantly less likely to go to a grammar school than their more advantaged peers, even when they do they achieve the same academic levels aged 11.

Likewise, students in socioeconomically and racially diverse schools have shown greater academic achievement and social awareness than peers in more homogeneous settings.

In Boston, the average yearly academic growth for charter school students was more than four times that of their traditional school peers in reading.

Students who are struggling with core academic coursework or who are English language learners (ELL students) are more likely to drop out than their peers, due to the frustration that school isn't meeting their needs, lacks relevance to real life or is not a place that they feel they can be successful.

• YES Prep Hispanic and low - income students outperformed their peers statewide in reaching advanced academic levels more often than other large urban CMOs.

The schools are designed around the belief that low - income students can achieve at the same academic levels as their more affluent peers when given access to similar opportunities and resources.

Millburn High School, long considered one of New Jersey's leading schools, scored a more modest ranking for academic achievement — in the 68th percentile — when compared with the 30 similar schools in its «peer group ranking,» according to the reports.

Unplanned school changes may be associated with delays in children's academic progress, leaving highly mobile students potentially more likely to fall behind their less mobile peers academically.