Sentences with phrase «on student learning and achievement»

According to Longoria, the improvement in school culture is having an impact on student learning and achievement as well.

Summary: Australian education researcher John Hattie's latest update to the Hattie Ranking, which incorporates the results of 1,200 meta analyses, places teacher estimates of achievement as the highest - impact influence on student learning and achievement.

How can our data inform us all of our impact on student learning and achievement?

In addition to contributing to the U.S. dialogue regarding the impact of the arts on student learning and achievement, this new Australian curriculum may serve as a model for new curricula that brings educational institutions together with arts organizations as collaborative partners in school reform.

It contains emails you can use as - is or adapt to communicate big ideas — such as the purpose of Professional Learning Maps and its intended impact on student learning and achievement — as well as logistics about PathFinder, scheduled sessions, and more.

This approach ignores the long - known fact that socioeconomic isolation has a devastating impact on student learning and achievement outcomes.

Thus, one of the key expectations — to ensure sufficient weight to student growth scores so as to differentiate between teachers» / principals» impact on student learning and achievement — is impossible for probably around seven out of every ten of Arizona's and other states» teachers.

These two new studies add to the decade of evidence supporting the impact of Board - certified teachers on student learning and achievement.

Teachers / leaders believe that their fundamental task is to evaluate the effect of their teaching on students learning and achievement.

Not exact matches

In the fall of 2015, Elm City Preparatory Elementary School in New Haven, Connecticut, one of the founding schools of the Achievement First network, introduced a wholesale redesign of its curriculum that includes an embrace of many of the beliefs and practices of deeper learning, including an increased emphasis on experiential learning and student autonomy.

And in 1992, the U.S. Department of Education found that attending to a child's learning style was one of the few strategies that improved achievement of special education students on national tests.

The UFT is currently interviewing candidates to run an independent assessment of the impact of the Community Learning Schools Initiative on student achievement and school climate in the participating schools.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

He flew to Cambridge, Massachusetts, to consult with faculty at the Harvard Graduate School of Education and learned of Tony Alvarado, the former New York City schools chancellor and head of District 4 on the East Side of Manhattan, where he had had remarkable success in raising achievement in a district dominated by minority students.

In their analysis, they found that Expeditionary Learning Outward Bound (ELOB) had highly promising and significant evidence of effectiveness (six studies across multiple states) to support the positive impact the program has on student achievement.

«The teachers are [also] going to be learning how to plot student achievement at one time on a Guttman Chart and identify the Zones of Proximal Development, and target teaching at those.»

Successful blended learning educators and schools are focusing on engagement as they work towards student achievement.

Growth Mindset Sticker Chart: This completely EDITABLE sticker chart is designed to celebrate your students» achievements in a way that helps them focus on and value the process of learning.

Service learning can have positive effects on students» performance on subject - matter examinations and assessments and creates opportunities known to improve academic achievement, such as giving students the chance to act autonomously, develop good relationships with adults and peers, and increase personal self - esteem and feelings of self - efficacy.

Meeting this fifth challenge depends on better ways of: identifying children at risk of being locked into trajectories of low achievement at the earliest possible ages; enhancing levels of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years of school to address individual learning needs to give as many students as possible the chance of successful ongoing learning.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and manLearning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and manlearning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

«What made this convening so impressive is that while so much in education reform can divide activists into warring camps, expanding learning time unites reformers around a shared vision of bringing excellence and breadth to our nation's most impoverished and struggling schools,» said Lecturer Chris Gabrieli, cofounder and chairman of the National Center on Time & Learning, a nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded edlearning time unites reformers around a shared vision of bringing excellence and breadth to our nation's most impoverished and struggling schools,» said Lecturer Chris Gabrieli, cofounder and chairman of the National Center on Time & Learning, a nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded edLearning, a nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded edlearning time to improve student achievement and enable a well - rounded education.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

In her first year on the job, Jewell - Sherman launched Excellence for All, a comprehensive plan aimed at improving teaching and learning to enable students to reach high academic standards, and promoting involvement with the community as a way of addressing nonacademic barriers to student achievement.

Second, the new wave of personalized learning draws on a set of instructional strategies that have shown particularly large effects on student achievement: feedback, peer tutoring, mastery learning, goal setting, and even direct instruction.

The Bottom Line: Impact on Student Achievement and Learning.

The Massachusetts Expanded Learning Time (ELT) Initiative is based on the notion that providing teachers with more time to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectiveness.

Research on summer learning loss indicates that income - based gaps in student achievement tend to widen over the summer and narrow when school is in session, suggesting that low - income students have the most to gain from shortened summers.

Conservatives, for instance, are less likely than liberals to say that funding is a barrier to academic achievement, and liberals are more likely to put less focus on improving student learning.

For instance, I am co-principal investigator on the IES - funded Center for Standards, Alignment, Instruction, and Learning, and one of our main projects is a longitudinal study of NAEP data to understand the impact of «college - and career - readiness standards» on student achievement.

In «Game Plan for Learning: Building on Coleman's early theories, new academic competitions motivate students to achieve,» USA Today's Greg Toppo revisits James S. Coleman's oft - forgotten findings on teen culture, exploring how educators today can use academic competition to foster engagement, motivation, and student achievement.

Contrary to the initial reaction of Shkreli on social media — he played down the achievements of the students arguing «learning synthesis isn't innovation» and «almost any drug can be made at small scale for a low price» — this was a tale of resilience and persistence.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Darling - Hammond and co, in Professional Learning in the Learning Profession, define effective professional learning in terms of improved teacher knowledge and instructional practice, but say «the impact on student achievement is a critical indicatorLearning in the Learning Profession, define effective professional learning in terms of improved teacher knowledge and instructional practice, but say «the impact on student achievement is a critical indicatorLearning Profession, define effective professional learning in terms of improved teacher knowledge and instructional practice, but say «the impact on student achievement is a critical indicatorlearning in terms of improved teacher knowledge and instructional practice, but say «the impact on student achievement is a critical indicator.»

The high scores of students in a wealthy suburban New Jersey school will reflect the contributions of well - educated parents, a communal emphasis on academic achievement, a stable learning environment at home, and enriching extracurricular opportunities.

A 2013 quasi-experimental analysis found that, «on average, extended learning time (ELT) tutorials at Match Charter Public High School raised student achievement on the 10th grade English language arts examination between.15 and.25 standard deviations per year.»

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

National Center on Time & Learning (NCTL)- Nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded eLearning (NCTL)- Nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded elearning time to improve student achievement and enable a well - rounded education

At the root of outcomes - based education is the desire to raise student achievement and prompt the nation's schools to fix their sights on what children learn rather than on what administrators supply and what teachers teach.

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.

According to an analysis of approximately 800 meta - analyses, including more than 52,000 studies and millions of students, teachers who study their own effects on student learning are highly effective in raising student achievement (Hattie, 2009).

I am not aware of research on precisely these points, but learning the answers to these questions should be of first - order importance for policymakers and practitioners interested in facilitating minority student achievement and educational attainment.

In this, the second of two articles on one - to - one computing (See The 411 on One - to - One Computing), we look at reasons to consider one - to - one computing in the classroom, research data on the impact of technology on student achievement, concerns about technology's overuse in the classroom, and tips to ensure that classroom computing helps, rather than hinders, the learning process.

Additional studies reviewed indicated that computer - assisted learning programs also had a significant affect on student participation and student achievement.

Participants will explore current research on student achievement and the persistent correlation with socioeconomic status and consider three areas of focus that could produce the type of overhaul our children need: personalized learning, health and social services, and out - of - school opportunities.

Researchers identified a «consistent, positive relationship between student exposure to high - quality intellectual assignments and students» learning gains on the test — even after controlling for race, socioeconomic class, gender, and prior achievement differences among classrooms.»

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

But when asked what effect racially diverse environments have on achievement, half of teachers and three - quarters of students responded that integrated classes have no impact on student learning.