Sentences with phrase «of high levels of student engagement»

They are the roots of high levels of student engagement, the foundations, the principles.

Not exact matches

This makes sense because elementary students tend to be more obedient to their teachers, so they may show higher levels of this type of engagement at that younger age.»

«Using the scale, we can compare different groups of students to see which have higher and lower levels of engagement,» Wang said.

As well, the air of respect and high levels of student engagement are palpable in these schools and should be counted as valid measures of success.

Conversely, intentionally developing empathy will, in turn, foster greater engagement with reading and higher levels of comprehension as students are able to connect more deeply with stories.

I was especially interested in the influence of a teacher's gender on students» perceptions, because engagement with an academic subject may be an important precursor to subsequent achievement levels, course selection in high school and college, and also occupational choice.

For example, a quasi-experimental study by the Educational Testing Service found that teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 2004).

If you focus only on district - level work, high - level leaders won't develop a vivid vision of how family engagement policies actually affect families and students.

For example, what if we could examine high school students» tweets to determine their level of engagement in school?

The partnership with Vivo means that teachers subscribing to Mobento's school accounts can now achieve a higher level of engagement, motivating their students to use multi-media content, with Vivo's gamification and system of rewards.

High levels of student engagement are a legacy of the Chinese culture's emphasis on education; students in Shanghai classrooms are typically intensely focused on class activities, and there is no tolerance for inattentive students.

The OECD folks offer some explanations, terming Shanghai a «leader in reform» and citing in particular its near - universal education system, its competitiveness (including admission both to universities and to the best secondary schools), a very high level of student engagement, a modernized assessment system, an ambitious new curriculum, and a program of intervention into weak schools.

The goals of all this observing and questioning are clear: As a year of walk - throughs progresses, principals should see more student engagement, students working at higher cognitive levels, and teachers questioning their own practices and making appropriate adjustments.

And, while high - school students still occasionally lapse on homework assignments, Bergmann credits the new arrangement with fostering better relationships, greater student engagement, and higher levels of motivation.

According to the Common Good authors, Catholic high schools — and many believe that this applies to elementary schools as well — «manage simultaneously to achieve relatively high levels of student learning, distribute this learning more equitably with regard to race and class than in the public sector, and sustain high levels of teacher commitment and student engagement.»

This was a new course for me so I can not make any causal inference, but I enjoyed a noticeably higher level of student engagement than in past courses.

UCLA's 2015 survey of US students found that «interest in political and civic engagement has reached the highest levels since the study...

He has done extensive work on what schools with high levels of student engagement look and feel like.

E-schools would be able to admit students best situated to take advantage of the unique elements of virtual schooling: flexible hours and pacing, a safe and familiar location for learning, a chance for individuals with social or behavioral problems to focus on academics, greater engagement from students who are able to choose electives based on their own interests, and the chance to develop high - level virtual communication skills.

Perhaps two of the most significant findings from the list above are that students are developing higher levels of academic engagement, collaboration, motivation, and self efficacy and that deeper learning is working with students regardless of their income levels or prior school achievement.

Students reported higher levels of engagement with the college - level statistics class, establishing more self - initiated study groups than students in the remedial algebra Students reported higher levels of engagement with the college - level statistics class, establishing more self - initiated study groups than students in the remedial algebra students in the remedial algebra classes.

In fact, my research team has found that high standardized test score growth can be correlated with low levels of student engagement.

Research indicates that the level of student engagement with a test impacts the score, but how would educators recognize or measure that engagement — especially at a high level?

This approach has resulted in increased student engagement and high levels of student success.

Students who share racial and / or gender characteristics with their teachers tend to report higher levels of personal effort, feeling cared for, student - teacher communication, academic engagement, and college aspirations.

«We found higher levels of classroom engagement after lessons in nature than after carefully matched classroom - based counterparts; these differences could not be explained by differences in teacher, instructional approach, class (students, classroom, and class size), time of year, or time of day, nor the order of the indoor and outdoor lessons on a given topic.

Participants (both students and teachers) at all levels of the system know the expectations for high quality instruction and student engagement.

Understand the differences between culturally responsive teaching, restorative practices, multicultural education, and their role in creating conditions conducive to a high levels of learning and student engagement.

Explicit instruction promotes high levels of engagement and success and is, therefore, appropriate for students learning basic skills, particularly when they have a history of failure and inadequate background knowledge (Archer, 2013; Magliaro et al., 2005).

As with high levels of student engagement, a preferred style of coaching during reading instruction may be a teaching skill which requires time and / or support from more accomplished teachers to develop.

Rating with three levels: 3 - High - high in maintaining engagement; most students engaged (in most comments in observations) 2 - Average - Average in maintaining engagement; some comments indicated high engagement and others indicated a number of students off - task 1 - Low - Low in maintaining engagement; many comments indicated many students often off - High - high in maintaining engagement; most students engaged (in most comments in observations) 2 - Average - Average in maintaining engagement; some comments indicated high engagement and others indicated a number of students off - task 1 - Low - Low in maintaining engagement; many comments indicated many students often off - high in maintaining engagement; most students engaged (in most comments in observations) 2 - Average - Average in maintaining engagement; some comments indicated high engagement and others indicated a number of students off - task 1 - Low - Low in maintaining engagement; many comments indicated many students often off - high engagement and others indicated a number of students off - task 1 - Low - Low in maintaining engagement; many comments indicated many students often off - task

Make this year the year of better student behavior, stronger classroom relationships, increased student engagement, and higher levels of thinking and learning.

Students continue to learn from standards approved by the Archdiocese of Milwaukee and we are shifting instructional practices to ensure high - levels of student engagement.

Positive school climate / culture: relationship building, positive decorum with students, customer service to all visitors, opportunities for students to engage in school outside of the classroom (clubs), and high levels of engagement in class

The article cites research showing that compared with students in traditional schools, students in EdVisions schools score higher on college entrance examinations, have higher levels of engagement and dispositional hope (the ability to establish and accomplish goals), and do well in college.

Teachers who reported higher levels of authentic instruction taking place in their classrooms also reported higher levels of student engagement; this suggests that when the teachers felt the lessons were more engaging and interesting for the students, their feelings of self - efficacy increased, and consequently, the whole learning environment became more positive for both teachers and students.

Catholic schools tend to operate as communities rather than bureaucracies, which links to higher levels of teacher commitment, student engagement, and student achievement (Marks, 2009).

Field - test teachers often pointed out student levels of engagement, student ability to use new content knowledge, and connections to required curriculum standards as factors contributing to high ratings in terms of the effectiveness of the lesson.

Describe how you will fulfill this obligation to attain high levels of achievement and specifically, how you will plan for and foster the academic engagement and a sense of belonging of every student, all students, every day.

Mission's school - wide outcomes include: (1) Utilizing student work to drive instruction, inform teaching practices, and support student achievement at the highest level; (2) Emphasizing Post-Secondary Success at all grade levels to ensure that students are academically prepared, eligible, and have a deep awareness of all post-secondary options upon graduation from high school; (3) School - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its students.

We strive to attain high levels of student achievement for all of our students and we work to insure the academic engagement and a sense of belonging of all students.

In our student - centered classrooms, teachers are facilitators who help support a higher level of student engagement and collaboration.

Molly joined the Institute for Excellence in Education in 2011 as an Instructional Coach, and rapidly grew her scope of responsibilities to include human resources, grant coordination and delivery of the Focused Instructional Model, impacting growth among teaching teams to achieve higher levels of student engagement and learning.

Leaders need to be instructionally sound so they can develop safe, trusting, and collaborative cultures in schools to support and hold teachers accountable to the highest levels of instruction and student engagement.

Achieving high levels of engagement from students, enabling them to develop to the fullest extent of their individual talents and passion

For example, when a group of juniors at Manhattan Bridges High School helped assess their school's climate, they discovered a number of problems and needs: too few counselors, unclean and crowded bathrooms, less - than - appetizing food in the cafeteria, a lack of engagement from parents, bullying from students at other schools on campus, and unequal levels of respect among students and between students and teachers.

Progress on this recommendation could provide a cornerstone for progress on several of the recommendations including turnaround planning, family and community engagement, serving students with high levels of need, and justifying mill and bond funding.

This teacher leadership idea engages 5th and 6th grade teachers to link student interests with research skills and opportunities to create student anchor projects that extend reading and learning to the highest level of engagement by helping students to design personal and small group «impact projects.»

Teachers leading authentic learning opportunities in the classroom shift student engagement from passive compliance to deep engagement, where students take full ownership of their learning and display high levels of interest and willingness to pursue answers taking risks in their learning.

Gretchen joined the Institute for Excellence in Education in 2016 as a Math Coach, and rapidly began motivating teachers to achieve higher levels of student engagement and learning.