Sentences with phrase «of improvement in student learning»

- Establish expected rates of improvement in student learning that are based on performance gains that significant numbers of Title I schools have actually attained.

Not exact matches

And, when research uses standardized tests to measure homework's impact, she continued, it is difficult to gauge how much of the overall improvement or decline in test scores is due to student learning in the classroom context as opposed to student learning from homework.

Strengthened health - education partnerships, tools for healthy school assessment and planning, and the coordination of existing school - based healthy living programs and resources combine to support improvements in students» health and learning.

In this year's state budget, Governor Cuomo with the support of the Senate and Assembly delivered real improvements that will make schools better and help our students learn.

When teacher evaluations bear zero resemblance to student learning, which is the case in 4 out of the 5 big school districts, it makes a strong case for Governor Cuomo's improvements to the system.

Founder of Kwik Learning and a widely recognized world expert in speed - reading, memory improvement, brain performance, and accelerated learning, Jim has served as the mental coach to students, seniors, entrepreneurs, and educators, and as advisor to many of the world's leading CEOs and celeLearning and a widely recognized world expert in speed - reading, memory improvement, brain performance, and accelerated learning, Jim has served as the mental coach to students, seniors, entrepreneurs, and educators, and as advisor to many of the world's leading CEOs and celelearning, Jim has served as the mental coach to students, seniors, entrepreneurs, and educators, and as advisor to many of the world's leading CEOs and celebrities.

Being hailed by most as Transformation Retreat - Students from all age groups and backgrounds are coming and learning to incorporate the lessons of this workshop in their personal lives and benefitting from the changes it is bringing to their lives.More than 95 % students have reported Reduced mental stress, high levels of physical energy and improvement in emotional and physicalStudents from all age groups and backgrounds are coming and learning to incorporate the lessons of this workshop in their personal lives and benefitting from the changes it is bringing to their lives.More than 95 % students have reported Reduced mental stress, high levels of physical energy and improvement in emotional and physicalstudents have reported Reduced mental stress, high levels of physical energy and improvement in emotional and physical health.

University students who learned the Transcendental Meditation technique showed an improvement in general health as assessed by the Duke Health Profile (composed of physical, mental, and social measures) after three months, in contrast to groups of students from two other universities who did not learn the Transcendental Meditation technique.

Our students have significant social and economic disadvantage and although our NAPLAN results indicate improvement greater than the state they are below state average, however we understand from experience that knowing where students are in terms of skills and developing a scaffolded learning program can make a difference.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

Student engagement Teachers involved in the study reported a range of improvements in the quality of teaching and learning through the better use of online resources.

The move sees two eminent training organisations strengthen their partnership of seven years, and further their commitment to supporting school improvement and enhancing learning outcomes for students in Queensland.

The main focus of coaching and mentoring conversations for school improvement is to build the competency and capability of teachers, so that they can take steps towards achieving the school's strategic vision and priorities in the curriculum, teaching and learning, and assessment, and can effectively make judgments about students» progress and outcomes.

What are some improvements in student learning outcomes you've seen as a result of blended learning, Catlin?

The report from the Learning First Alliance, a permanent partnership of a dozen education groups, says the districts were selected in part because they showed three or more years of improvement in student test scores that crossed subjects, grade levels, and racial and ethnic groups.

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

In this way, LA results become a valuable tool for any student's individualized progression and ongoing improvement of learning quality.

I have seen apathetic students change to students who are excited, enthusiastic learners; students who were failing every subject become engaged in learning and making better grades; students who, in the past, avoided talking with me about their grades, come... waving their report cards in their hands to show me their improvement; students who thought of themselves as incapable begin to think of themselves as capable learners; and students who thought that dreams were for others, begin to dare to dream about the world outside their school and community and how they can contribute.

Significant improvements also depend on better ways of monitoring where students are in their mathematics and science learning.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

The research also cites examples where students engaged in the kitchen garden activity demonstrate improvements in other areas of school learning and behaviour.

Lortie - Forgues, Tian and Siegler (2015) repeated the question with students of the same age in 2014 — 27 per cent got it right, leading the researchers to comment: «Thus, after more than three decades, numerous rounds of education reforms, hundreds if not thousands of research studies on mathematics teaching and learning, and billions of dollars spent to effect educational change, little improvement was evident in students» understanding of fraction arithmetic.»

Given our incomplete understanding of the way students learn and teachers change their teaching, it is the only path to sustained improvement in U.S. education.

Ideal to get quality feedback from students and to foster an atmosphere of improvement in Teaching and Learning.

, the students will learn, review, discuss, investigate, and write about: 1) Brief Irish history 2) Health problems and diseases 3) Conditions on a trans - Atlantic ship 4) History and procedures at Ellis Island 5) Immigration then and now Other skills enhanced are: 1) Vocabulary improvement 2) Reading comprehension skills 3) Use and study of negative words All the stories in this collection capitalize on the students great interest in ghosts, and other weird phenomena.

In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scalIn a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largeStudent Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largLearning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larglearning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at large scalin the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largestudent learning at larglearning at large scale.

«Nick Hoekstra embodies the fine qualities of students in the International Education Policy Program: a commitment to lead so all children can learn what they need to become architects of their own lives; ambitions to support educational change that exceed the resources he currently controls; and ingenuity to collaborate with others building networks for continuous improvement to produce 21st - century education,» says Professor Fernando Reimers, faculty director if IEP.

I believed, and believe even more strongly now (with a little more nuance, knowledge, and skill behind my believing), that the best way to sustainably impact student learning is to engage teachers in supportive collaborative investigation and improvement of their practice.

Unrealistic and ever - increasing performance targets have forced us to label 63 percent of Title I schools and 47 percent of districts receiving Title I funds as needing improvement, and to apply sanctions that do not necessarily lead to improved learning for the students in those schools.

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 learninIn 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 learninin 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.

I am also facilitating a «Students as researchers» project through Catholic Primary Schools, looking at students» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprStudents as researchers» project through Catholic Primary Schools, looking at students» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprstudents» attitudes to learning and teaching and making links to elements of the School Improvement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school iImprovement Surveys - enabling «Student Voice» is the new way in schools and I applaud any attempts to engage students in making their own recommendations for school imprstudents in making their own recommendations for school improvementimprovement.

In addition, less - advantaged schools with, on average, harder - to - serve student populations, may require additional supports for these kinds of interventions to generate improvements in student learning similar to those of more - advantaged schoolIn addition, less - advantaged schools with, on average, harder - to - serve student populations, may require additional supports for these kinds of interventions to generate improvements in student learning similar to those of more - advantaged schoolin student learning similar to those of more - advantaged schools.

Moe, for reasons I'll explain in a moment, thinks «reform unionism» is a pipe dream and that the only effective way to drive school improvement is by getting the system incentives to emphasize performance — which requires measures of student learning.

In terms of student outcomes, school leaders and teachers highlighted the benefits of learning new knowledge, skills and ways to work and learn, increased student confidence, developing an expansive mindset and an improvement in student - teacher relationshipIn terms of student outcomes, school leaders and teachers highlighted the benefits of learning new knowledge, skills and ways to work and learn, increased student confidence, developing an expansive mindset and an improvement in student - teacher relationshipin student - teacher relationships.

Maria Izolda Cela Coelho, the secretary of education of Ceará State in Brazil, says the seminar was an excellent opportunity for her to reflect on relevant issues of public education improvement, such as the promotion of high - quality learning among students, performance gap reduction between different social groups, and the implementation of curricula focused on the development of 21st - century skills.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

In 2008, the NEA unveiled the «Great Public Schools for Every Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.&raquIn 2008, the NEA unveiled the «Great Public Schools for Every Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.&raquin which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.»

Impressed by the improvement in student behavior, academic achievement, and learning environment he observed in the Dayton schools, Frederick recently spearheaded the adoption of the Your Environment Character Education by several Pittsburgh elementary schools.

The SAIL initiative is an exciting way to enable a professional learning team to extend beyond the boundaries of an individual school campus, enabling those interested in pursuing a shared improvement agenda to work collegially for the benefit of their students.

Instructional leadership (practices that involve the planning, evaluation and improvement of teaching and learning) and distributed leadership (a reflection of leadership being shown by the principal, but also of others acting as leaders in school) are seen as conducive to student learning.

In Succeeding With English - Language Learners - Lessons Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievemenIn Succeeding With English - Language Learners - Lessons Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievemenin English - Language Learner student achievement.

«NAPLAN is a good thing but it's early days and there's a lot of improvement needed in how they fine tune the testing and in communicating its purpose — it's not about ranking schools or school students — it's about learning where schools and school systems should allocate their own resources.

I am very conscious that understandings of leadership work undertaken by teachers typically reinforce those with formal positional roles at the expense of other forms of leadership which I believe are equally important for the improvement of student learning and achievement in schools.

Among 657 Playworks partner schools across the country surveyed in Spring 2017, 95 percent of school staff reported an improvement in overall school climate; 97 percent witnessed an increase in the number of students engaged in healthy play during recess; and teachers reported an average of 19 recovered learning hours in the classroom.

The resulting personalization of learning and student empowerment has led to improvements in student motivation and achievement.

We'll identify areas of effectiveness and help you set priorities for areas that most need improvement, while keeping in mind the critical importance of developing curricula that can be reasonably taught in the time allotted, allowing teachers to help students develop deep knowledge of what they're learning.

Where microcredentials pertain to teachers rather than students, I think the concept is an outstanding way to do a number of things in the area of professional development: 1) recognize professional learning milestones to inspire continuous improvement; 2) move away from a one - size - fits - all (and oft debunked) approach to salary schedules, which typically depend exclusively on time served and postsecondary attainment; 3) move towards recognition of skill development on an a la carte basis rather than solely as part of an advanced degree program; and 4) generate more personalized and self - paced professional learning opportunities.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

TNTP also reviewed the broader research literature and commented on findings from the most rigorous studies that had been done by the Institute of Education Sciences: «teachers who received the best of the best [professional development] were no more likely to see large, lasting improvements in their practice, knowledge, or student learning.