Sentences with phrase «negative effect on student learning»

The massive emphasis on new external, standardized exams, often with high stakes attached, has intensified the domination of summative tests over curriculum and instruction — even though the research examined by Black and William supports the conclusion that summative assessments tend to have a negative effect on student learning.

Worse, 13 percent found that reducing class - size actually had a negative effect on student learning.

The stereotypes they reinforce can permeate classrooms and eat away at trust and respect, and, as a Stanford study showed, can have a measurably negative effect on student learning and self - esteem.

Payne Carter and her colleagues note that this finding is consistent with a handful of other recent, careful studies in which researchers also found that classroom technology had negative effects on student learning.

Willingham goes on to say that ignoring research - based principles of learning — for example, that «factual knowledge precedes skills» or that «proficiency requires practice» — can have negative effects on student learning.

Not exact matches

«Probably the best antidote to negative expectancy effects is to never give up on a student,» said the report, Top 20 Principles from Psychology for PreK — 12 Teaching and Learning.

This article glosses over (ignores) any negative effect on higher achieving students by having lower achieving students present who strike out behaviourally when confronted with learning environments beyond their capability.

Forty - four percent of respondents believe that having students spend more time using computers or other digital devices would have a generally positive effect on student learning, while 35 % believe the effect would be negative.

Given these complications, the most that can be said is that the research has not shown licensure by itself to have a negative or positive effect on student learning.

My new policy for undergraduates will be to spend 10 minutes on the first day of class reviewing recent research on the negative effects of devices on student learning (research that I find quite compelling) and then offer students my recommendation that they put away their devices to the maximum extent possible.

As a result of school closings and student transfers, teachers, administrators, and parents in a set of receiving schools reported: a) lack of necessary resources, staff, and professional support; b) disruptive and demoralizing climate; c) negative effects on teaching and learning; d) problems with safety and discipline; e) schools were «set up for failure» due to a history of declining resources and lack of district support.

The author suggests that a supportive environment based on social - emotional learning can help students reverse the negative effects of this trauma.

There is solid research (see National Research Council) that HS exit exams have: 1) had no positive effects on learning; 2) that they have had an adverse effect on HS graduation particularly for disadvantages students» and, 3) the negative effects on HS graduation have been especially egregious for Hispanic females (see Stanford U research).

Are the effects on student learning positive or negative?

Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems — attributes which have a negative effect on the learning of their fellow students.

Inappropriate or indiscriminate use of extrinsic rewards has a long - term negative effect on student motivation to learn.

It ignores a now broad base of evidence that these policies produce minimal or no positive effects on student learning and are likely to induce costly, negative responses in and beyond the classroom.

The ill effects of high - stakes testing - like narrowing learning environments to focus solely on reading, writing, and math, as well as the test - induced increase of high school dropouts — have had a disproportionately negative impact on low - income students and students of color.

Across all groups of elementary students, evidence strongly suggests that retention policies rarely produce improved learning and often have negative effects on learning as well as attitudes toward school and learning (McCoy and Reynolds, 1999; Westbury, 1994; Darling - Hammond, 1998).

Another trend — exemplified by the humanizing law school movement — seeks to improve both learning and student well - being by decreasing some of the well - documented negative psychological effects of law school created in part by the focus on competition and extrinsic motivation.8 Law schools are beginning to respond to these reports by revising their curricula and preparing for anticipated changes in the American Bar Association (ABA) standards for law school accreditation that will require a greater focus on student assessment and outcome measures.9

70, § 24 - 100.3 (2009): «The Legislature finds that bullying has a negative effect on the social environment of schools, creates a climate of fear among students, inhibits their ability to learn, and leads to other antisocial behavior.

For many schools, social and emotional learning (SEL) programs are disconnected and uncoordinated, and can be associated with the negative effects and fragmentation on staff morale and student engagement and learning (Elias, 2009).

The author suggests that a supportive environment based on social - emotional learning can help students reverse the negative effects of this trauma.