Sentences with phrase «other contextual factors of»

Early in this century Jim Collins challenged business leaders and those of us in the public sector, including schools, to think about how good is good enough and why some organizations rise to a level of productivity and corresponding public recognition above that of other organizations with seemingly similar or even worse input and other contextual factors of production.

Not exact matches

The budding number of sensors will detect and act on environmental and other contextual factors, such as weather; will be aware of who and how many people are around in its vicinity to change levels of input and output; and adjust to save resources and improve safety.

Of course, creativity without its contextual factors — such as the one and the many — would also be empty, a mere abstraction, but not quite in the same sense as those other factors.

The variability of the reported benefits may be due to scoring experiences being unique in some respects, due to who the participants are, which assessment is being marked, as well as other contextual factors.

Since a variety of contextual and other factors have been shown to virtually preclude simple importation of one school's solution to another school, the examples in this series of cases are not intended to apply directly to any other school.

It also discusses system supports (planning, communication, program and funding stability, data systems, and relationship to other human resource policies) and broader contextual factors (e.g., stakeholder satisfaction) that impede or enhance implementation of performance pay systems.

Through implementation research, the influence of elements of the STEM schools» design and other contextual factors, such as state policies, are being examined.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers within the same school.

Where reasonable apprehension of bias has been found, it is often in conjunction with other statements and contextual factors at hand.

unique effects of ADHD (controlling for other personal contextual factors) alongside the unique of

Continuities in family socialization and contextual risks across generations, as well as genetic factors, are associated with the development of psychopathology — including both externalizing and internalizing problems in children — and to intergenerational associations in the use of alcohol, tobacco, and other.

The primary constructs within the hypothesized framework are: (1) social position variables — characteristics that are used within societies to hierarchically stratify groups (race, gender, socioeconomic status); (2) parenting variables — familial mechanisms that may influence African American adolescents well - being, perceptions of competence, and attitudes towards others in various contexts (e.g., parenting practices and racial socialization messages); (3) racial discrimination — negative racially driven experiences that may influence feelings of competence, belongingness, and self - worth; (4) environmental / contextual factors — settings and surroundings that may impede or promote healthy identity development (e.g., academic settings); and (5) learner characteristics — individual characteristics that may promote or hinder positive psychological adjustment outcomes (e.g., racial identity, coping styles).

This may reflect multiple factors, such as under - reporting of symptoms in caregivers with low educational level due to difficulties in verbal comprehension, as highlighted by Kessler and Üstün (2004) or other contextual factors associated with work commitments in highly educated caregivers (Parkes et al. 2015).

The success of most interventions with parents, or with parents and children, is inevitably influenced by contextual factors — poverty, poor housing, the absence of safe space for children's play and recreation, unemployment and a range of other sources of community and environmental stress.