Sentences with phrase «on academic skills in»

As Haskins points out, the early childhood education community has resisted a focus on academic skills in Head Start, concerned that attention to academic skills will dilute efforts to promote positive social and emotional development and that the comprehensive health services that Head Start currently provides will be abandoned.

Not exact matches

When I became an academic and joined Duke University in 2005, it was this diversity that inspired me to take a look at the impact of skilled immigrants on U.S. competitiveness.

The MBA Global program focuses on academic theory and research - based learning, while the MBA in the Management of Technology and Innovation (MBA MTI) covers management skills while examining complex, technology - related business problems.

«Provocative and timely, Ellsberg lays bare what he sees as a giant hole in much of traditional education — a focus on «academic» knowledge and a de-emphasis on the knowledge and skills necessary to actually succeed in life.

Beyond this work, Val consults and advises government officials, academics and private sector leaders on changing trends in training and skill development and speaks regularly on innovation and talent.

If as a pastor you have not had an opportunity to learn either kind of skill, you have several options: Arrange to get the training you need (perhaps your church will provide a sabbatical leave); or ask your church to employ a «minister of group life and lay training» (with academic and clinical training in pastoral care and counseling); or employ a part - time pastoral counselor or accredited chaplain supervisor to coordinate lay training; or simply find a competent supervisor in your community and get your own on - the - job training as a trainer by having him or her coach you as you do lay training.

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

We all want our kids to do well in school and to master certain skills and concepts, but our largely singular focus on academic achievement has resulted in a lack of attention to other components of a successful life — the ability to be independent, adaptable, ethical, and engaged critical thinkers.

A singular focus on academics keeps kids from developing other life skills critical for success in a global economy: the ability to self - motivate, collaborate, problem - solve, and persevere when the going gets tough.

The irony is that the very skills kids need to thrive in a global economy — collaboration, innovation, problem - solving — are the ones that get neglected when the sole focus is on academics.

Eligible activities will include an activity that: contributes to the development of creative skills or expertise in artistic or cultural activities; provides a substantial focus on wilderness and the natural environment; helps children develop and use particular intellectual skills; includes structured interaction among children where supervisors teach or help children develop interpersonal skills; or provides enrichment or tutoring in academic subjects.

Whether that child receives the majority of his or her care at a center or at its house, the biggest factor in deciding what will have the best effect on the child will be those willing to put in the time and effort it takes to properly develop a child's social, physical, and academic skills.

Having worked on yeast genetics during his academic career, when Mark West decided that he just wasn't happy in research any more, he realised that perhaps he could apply his skills in California's wine industry — an industry that is part art, part science.

My academic CV, which went on and on about kinetics, fluorescence, and other things that would have sent someone outside my field running, was thrown in the fire, and I started thinking hard about what transferable skills I had gained during my time in academia.

In true academic tradition, the senior grad students in the laboratory have always been more than happy to pass on their skills and experienceIn true academic tradition, the senior grad students in the laboratory have always been more than happy to pass on their skills and experiencein the laboratory have always been more than happy to pass on their skills and experiences.

The tsunami of academic literature on tDCS has spurred a corresponding wave of media articles claiming jolts to the brain can improve memory, boost math skills and «bring out the genius in you.»

Greater emphasis is also being put on transferable skills that serve not only academic scholars but also professionals who «may have research careers in other parts of society,» says David Crosier, education system analyst at Eurydice, the E.U. organization that provides information on European education systems and policies.

... Our analysis thus documents a key benefit of high - skilled immigration in the US, which relies on innovation for growth and helps to explain the vociferous complaints by US academic departments about visa restrictions on foreign graduate students.

Two advocates who worked on this legislation — Congressman Sherwood Boehlert and Senator Joe Lieberman — argued that the nation's academic institutions have not produced enough skilled scientists and felt that the country needed to meet the inevitable demand for a larger scientific workforce in the future.

By the fall of their kindergarten year, children who participated in Head Start and the REDI - P group scored higher than the children in the control group on several measures, showing greater increases in their vocabulary, literacy skills, reading fluency and academic performance upon entering kindergarten.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

Finally, on top of academic skills, working in industry requires the right kind of attitude towards work, she suggests, namely to be open and willing to learn on the job.

-- The Secretary shall ensure, in entering into a contract with an employer to provide on - the - job training to a worker under this subsection, that the skill requirements of the job for which the worker is being trained, the academic and occupational skill level of the worker, and the work experience of the worker are taken into consideration.

Whether you take on opportunities to do some blogging, write reviews, or write for a university publication, improving your general writing skills will help you in your academic publishing goals and make you a better communicator overall.

Running for nearly 20 years, English School of Canada has educated over 30,000 students from more than 50 countries.Students appreciate and are engaged with the multicultural student body they study with at our fully accredited school.Finally, the third class will illuminate how to write various academic, business, professional, and functional compositions.In addition to these practical objectives, this class will show students how to put themselves in the correct mindset to write, how to plan to write as well as how to implement editing and revision strategies.The program also teaches students the specific language skills and vocabulary needed in a health care workplace.It covers speaking, listening, and reading on a wide range of topics from technical skills to ethical concerns, from communicating with patients to discussing issues with colleagues.

05, principal of KIPP Ascend, a charter school in Chicago, are just as important as academics, which is why all 66 KIPP schools across the country operate on longer days — her school from 7:25 a.m. until 5 p.m. «Expanded learning time provides more time for students to work on academic skills, but also other skills that are as equally important to develop their sense of self — the arts or a language, for instance,» she says.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

On the other hand, there is reason to believe that the approach to bolstering students» advanced literacy skills, and academic language skills in particular, need not be entirely different for different groups, particularly with increasing grade levels.

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

If we take seriously the ways in which literacy skills drive academic success, focusing immediate reform plans on bolstering these skills makes good sense, and that tack has been widespread.

«I want them to think through what they read online, to apply all the skills they learned in the class — evaluating source credibility, identifying logical fallacies, recognizing bias, basing written arguments on solid evidence — to social media platforms just as much as they do in their academic work.»

We have shown that, despite their limitations, aggregate measures of non-cognitive skills based on student self - reports provide useful information about students» development, as both levels and year - to - year changes in students» self - ratings are associated with changes in related academic and behavioral outcomes.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

The researchers theorize that sustaining pre-k gains, optimizing learning in K — 3 (regardless of pre-k experiences), and acquiring excellent academic, cognitive, and social - emotional skills by the end of third grade will depend on which skills have been targeted and how.

Beside focusing on developing communication and reading skills, Marilee Sprenger — an expert in brain - based instructional strategies and author of Teaching the Critical Vocabulary of the Common Core — recommends that ELLs learn high - frequency academic language terms that are embedded in the Common Core State Standards.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

I got to try out the new thinking skills I was developing in my first intersession, a two - week period in which students put aside their usual academics and take classes focusing on extracurricular activities, design thinking, and real - world skill building.

By far the largest and most comprehensive study on this topic ever conducted, «THE ARTS AND ACADEMIC ACHIEVEMENT: WHAT THE EVIDENCE SHOWS,» confirms claims that listening to music temporarily enhances spatial skills (the controversial «Mozart Effect»), as well as claims that children who study music gain skill in spatial reasoning.

On the eighth - grade academic research residency, students use their language skills to engage Japanese natives in conversation.

Offer training for teachers in reading that «aggressively» works on improving students» vocabulary skills or helps teachers work on academic problems in their classrooms.

Martinez in particular credits Senior Lecturer Karen Mapp's course on family and community engagement and Senior Lecturer Richard Weissbourd's Moral Adults: Moral Children for reinforcing her belief that schools need to teach more than just academic skills.

Research on early childhood education shows that high - quality child care experiences support the development of social and academic skills that facilitate children's later success in school.

Gamification and the focus on fostering practical business skills are a growing market demand and a powerful trend in corporate training as well as academic environment.

By design, we move students forward grade by grade based largely on the amount of instructional hours they have spent in class — dubbed «seat time» — rather than their mastery of academic skills and content.

During the first year of the ELT program, academic intervention courses focused on math skills since student performance data showed that all students needed support in math.

Commenting on more academic skills, Fox and Geddes say basic science concepts can be explored through play - based inquiry and the foundations for more formal literacy and language learning can be laid by adults immersing youngsters in meaningful conversations and taking the time to listen carefully and respond.

Her dissertation extended beyond the early childhood period and into early elementary school in an effort to understand whether continuous high - quality learning experiences between pre-kindergarten and third grade can help sustain the positive effects of early childhood education on social, behavioral, and academic skills.

This includes recommendations suggesting that: primary schools should bring in outside experts to teach coding; all primaries should have 3D printers and design software; secondary schools should be able to teach Computer Science, Design and Technology or another technical / practical subject in place of a foreign language GCSE; the Computer Science GCSE should be taken by at least half of all 16 year olds; young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands - on learning; all students should learn how businesses work, with schools linked to local employers; schools should be encouraged to develop a technical stream from 14 - 18 for some students, covering enterprise, health, design and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours degrees.

RAND II found only small NAEP achievement gains in Texas, similar to those nationwide and contrasting sharply with «soaring» scores on the Texas Assessment of Academic Skills (TAAS).

The goals were to increase teachers» knowledge of the skills covered by the state's academic standards and tested on the algebra end - of - course exam and to provide support for teachers in the use of new teaching methods.