Sentences with phrase «of positive learning outcomes»

Chief executive Annette Smith said: «This experience can have a number of positive learning outcomes for the trainee, including aspects of behaviour management and, very importantly, the opportunity to relate classroom science to the real world.

Dozens of studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands - on, experiential learning in project - based after school programs.

Not exact matches

Join us for lunch and learn: - About the mental health continuum - The role of positive psychology in keeping employees mentally healthy and optimising wellbeing - How the five «pillars» of good mental health can be developed individually and in organisations for optimal mental health outcomes.

I so related to all of the feelings with my family that were so very painful to learn from and turn into a positive outcome.

What we learned: This was one of the only positive outcomes of a night devoted to heels doing heel things, as Naomi maintained her status as the only face champion in the entire company... wait hold on seriously?

Research confirms that all kinds of positive outcomes result from autonomy - supportive parenting: Teens learn better and do better in school, they are more engaged, and they persist harder if the face of difficulty.

This set of 5 posters promote the positive impact of father involvement on outcomes for children in schools and learning.

The vision of Adoption Learning Partners (ALP) is to make a positive measurable impact on adoption outcomes.

While there is no cookie - cutter approach or check - list of To - Dos that will guarantee a satisfying experience with breastfeeding, taking measures before baby arrives to learn about breastfeeding and to line up a network of support can make for more positive outcomes.

Some of the many benefits a Postpartum Doula provides for you and your baby include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with disabilities can also benefit greatly by learning special skills specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.

Please leave a comment too; every comment you leave means more people will learn about the positive outcomes of midwifery.

Although the general approach and results are «positive and useful,» says economist Jeffrey Sachs of Columbia University, «we don't learn very much about how levels of community development, government policies, local ecology, prevalent farm systems, and social organization influence the outcomes.»

This pattern was mirrored by the authors» model when it simulated the effects of DARPP - 32 on reward learning imbalances from positive vs. negative outcomes.

If simply learning that one is biomarker positive causes a person to perform worse on cognitive testing, then primary outcomes data of AD trials may not be valid.

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 AOutcomes 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 Aoutcomes 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 AOutcomes: 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

Investigating lower - cost residentials; when appropriate these can often provide better outcomes, as can using Pupil Premium to support students who would not otherwise be able to attend — Learning Away has demonstrated the positive impact of doing so on achievement.

The impact of residentials Learning Away has identified why residential experiences lead to such positive outcomes.

The evaluation report released on 12 April by Mission Australia and the University of Adelaide highlights that quality intensive casework support is critical to the program's success in addressing the multiple and complex barriers that can affect a young person's ability to stay in school, their social participation and achievement of positive learning and self - development outcomes.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

Babcock Education describes why happy and healthy staff will have a positive impact on the learning outcomes of children.

From a workshop, I learned a method of discussing outcomes and rewarding students with frequent positive post cards when they had a small victory.

There's plenty of literature that illustrates its positive learning outcomes.

The results also confirmed the positive relationship of key characteristics of professional - development design identified in previous studies over the past decade to student outcomes: sustained, active teacher learning that is coherently aligned with the school's organization.

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.

The challenge before us is to understand why and how disadvantaged environments lead to impaired learning, poor health, and maladaptive behavior, and to use that knowledge to increase the probability of more positive outcomes for all children.

Responsible citizens: Schools trips provide powerful learning outcomes for young people which contribute to a sense of belonging, feeling valued and the ability to make a positive contribution in their community and society at large.

HEALTH & WELL - BEING Babcock Education describes why happy and healthy staff will have a positive impact on the learning outcomes of children, and how measuring health and well - being can be a schools greatest asset

Ryan Longmate, joint managing directing of Positive Outcomes, the organisation behind Paid to Learn, said: «Thanks to Government backing and with more and more businesses implementing apprenticeship schemes, awareness of their advantages is ever increasing.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

Most powerfully, students in the district have produced a number of videos that speak to the power of the district's approach, from the advantages of online learning from students» point of view to the perspective of a face - to - face and online teacher, as well as a video that summarizes the district's positive and improving student outcomes.

To make the most of their power to steer their brains toward positive learning outcomes, it may be helpful to introduce students to what we call the CIA model, which stands for control, influence, and acknowledge.

Positive outcomes from technology investments require three things: visionary leadership, ongoing support for teacher training, and valid tools for assessing the impact of technology on student learning.

PISA advises that exposure to complex mathematic concepts and procedures has a positive impact on performance and while disadvantaged pupils spend about the same amount of time in maths classes, they are less exposed to pure mathematics tasks and concepts that tend to be associated with better learning outcomes.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exLearning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning experience of pupils; can help to transform schools; does not need to be expensive.

Increasingly, schools are prioritising wellbeing as a response to the prevalence of mental illness in youth and the link between wellbeing and positive learning outcomes.

Learning communities build a sense of academic and social community and increase engagement among students and faculty, all of which lead to a variety of positive outcomes.

This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning.

Creating social - emotional learning (SEL) programs that deliver positive outcomes for large numbers of students requires (1) user - friendly lessons that teachers can easily fit into... Read More

Students learn about the interactions between technologies and society and take responsibility for securing positive outcomes for members of all cultural groups including those faced with prejudice and misunderstanding.

We support efforts to contribute to a national dialogue about the power of assessment to support positive learning outcomes for all students.

An emerging body of evidence suggests that integrating STEMM fields with the humanities and arts in higher education is associated with positive learning outcomes that may help students enter the workforce, live enriched lives, and become active and informed citizens, says a new Academies report.

In recent years, one of the most popular channels for fostering peer support among educators and promoting positive student outcomes has been the use of professional learning communities (PLC).

We want to give educators a taste of the materials, process, and positive impact on learning outcomes and student engagement that LEGO Education solutions bring to the elementary environment.

This award also recognizes teachers for exploring innovative instructional strategies that have a positive impact on their classroom effectiveness and students» learning outcomes (Ministry of Education of the People's Republic of China, n.d.).

The professional learning is not grounded in the latest science of what and how works best for investing in teachers to promote positive student outcomes, but also richly tied to the literature in support of promotion of teacher health and well - being.

School districts electing to use ESSA funding to improve early learning programs are creating a potential win - win situation, increasing the number of high - quality early learning opportunities available, and increasing the likelihood of positive outcomes for all children, including young children with disabilities.

We at EdVisions attempt not only to change how and what students learn, how teachers teach, and how teachers organize, but also attempt to illustrate that different outcomes do not mean weaker outcomes — that transformational learning is a positive, productive path, and worthy of regard.

In schools nominated as implementing positive innovations in response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacy.

The authors conceptualize rigorous learning as the outcome of an environment that promotes positive youth development, not changes in course offerings or testing requirements.

Topics include the use of disciplinary procedures such as Positive Behavior Intervention and Support and Restorative Justice as effective ways in reducing suspension rates, the impact of high suspension rates in the capacity of schools to attain better academic outcomes, and the high suspension rate of students suffering learning and emotional disabilities.