Sentences with phrase «outcome is good for students»

Either outcome is good for students, said DCPS's Thomas.

Either outcome is good for students, said Thomas, who works on the D.C. master educators program.

Not exact matches

«We regularly review our course materials and textbooks to ensure they are up to date, and any changes that need to be made will be done at the appropriate moment to ensure the best learning outcomes for schools and students,» a spokesperson for the company told CNBC.

All this despite the fact that private schooling doesn't actually yield better outcomes for students, according to a recent Statistics Canada report (instead, the apparent academic success of private school student is due to their socioeconomic backgrounds).9 A UBC study also found that students from public schools scored higher in first - year university classes than their private school counterparts.10

It was the juxtaposition of these two sorts of students, the Jessicas and the Rachels of my college universe, that led me to contemplate our Western notions of selfhood, one the outcome of a reasoned quest for the Good, the other of an intimate and personal relation with an all - knowing God.

Lucky for us, we have a left leaning school board who do support our efforts and who understand that this is an investment they make in our students which pays big dividends in terms of better focus in the classroom and improved educational outcomes.

Reviewer Erin Dolan of the Institute for Discovery Education in Science at the University of Texas, Austin, wrote that «[m] any studies and multiple meta - analyses... have shown that students in online courses realize the same, if not better, outcomes as compared to students in face - to - face courses.

It's a good outcome for NYU graduate student workers, but the implications are unclear for their counterparts at other private universities who wish to organize.

Good news for students and schools: A new study, released last week by the Stanford Center for Opportunity Policy in Education (SCOPE), looks closely at four schools that are achieving positive outcomes for low - income students of color.

Although we have a few models that have been able to personalize learning and do a better job of instituting mastery - based learning for students, no one has figured out how to do it at scale per se yet, and there is still plenty of room for growth in student outcomes.

Each district comes to its own conclusions on what are the best outcomes for its students.

«And schools are looking for new ways to engage students and to ensure excellent instruction and good outcomes for kids.»

Importantly, as our results show, predicted increases in per - pupil spending induced by SFRs are correlated not only with actual spending increases, but with improved outcomes for students as well.

The report found that students who use computers moderately at school tended to have better learning outcomes than students who rarely used them, but the worrying discovery was that students who use computers «very frequently» at school do much worse, even after accounting for social background and student demographics.

As education is a public good and requires public funding, proposed structures should be measured by the incentives they will create for schools, districts, and teachers to produce great student outcomes at reasonable expense.

I think many have different expectations for virtual - but really it's more about the expectation of better student outcomes I would say.

Digital learning advocates» best move would appear to be to fight for the allowance of all forms of digital learning with a strong focus on student outcomes that insures that low - performing schools of all stripes can not grow and persist.

For a program that was supposed to improve the educational outcomes of low - income high - school students, this was not good news.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

However, Malcom Trobe, Association of School and College Leaders (ASCL) acting general secretary, argued that whilst predictive grades were often higher than actual grades «teachers are looking at the best possible outcome for the student» and are predicting their «maximum grade».

As organizers of this inaugural event, we saw how eager our audience was for this kind of cross-sector gathering, and we hope this will mark the start of a continuing tradition: a community - wide network of stakeholders working collaboratively in a movement toward better outcomes for English - learner students.

This Presentation Includes: Well Formulated, Measurable, SMART Learning Objectives and Outcomes Engaging and Creative Lesson Starter — Spelling Bingo Overview of Vocabulary for a Spellings Lesson Flipped Lesson Part - Video - How to Learn Basic Spelling Rules Space for Peer Teaching - 10 Basic Spelling Rules Scaffolded Notes to Support the Learners - Pronunciation Symbols Collaborative Group Tasks — Think - Write - Share, Pair - Share Mini-Plenary to Test Student Understanding — 3 Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Tasks Extensions to Challenge the High Achievers - Online Exercises Plenary to Assesses Learning Outcomes - Find the Word Success Criteria for Self Evaluation - My Spelling Sketch Home Learning for Reinforcement - Spelling Bee Site Map Common Core Standards - ELA-LITERACY.L.4.1.g/L.8.2/L.8.2.c Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this presentation to give a complete knowledge and understanding of Spelling Rules to the learners, thereby helping them to enhance their spelling skills.

If you run a small school in a poor city, and you're trying to boost outcomes for your students by awarding scholarships to encourage attendance and achievement, do you give the scholarships to the best students, or to the neediest?

In fact, one recent piece of research — a 2015 report from the Center for Research on Education Outcomes (CREDO) at Stanford University — suggests that students in online charter schools aren't doing as well as their peers.

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 download pack includes: - Key activities scheme, week by week learning activities - All worksheets which are ready to print or use on a whiteboard / projector / interactive whiteboard - Visual examples of final outcomes - What to look for in taking good quality primary resource photographs There is also a designers catalogue of contemporary artists / designers to allow students to look at different materials and how they have been manipulated.

This is a good starting theme for A-level students or IB students and gives them a process or idea to start with in order to develop their own personal outcome.

The second potential dose is less hyped, but probably more important for learning outcomes: the potential to enable the best in - person teachers to reach more students with personalized instruction.

What will increasingly differentiate outcomes for schools, states, and nations is how well responsible adults carry out the more complex instructional tasks: motivating students to go the extra mile, teaching them time management, addressing social and emotional issues that affect their learning, and diagnosing problems and making the right changes when learning stalls.

NL: In some ways, the most important thing is that we're able to identify what those skills are, and that gives us then some concrete information to teach to and so in and of itself that's critical... But, in a concrete sense, we know that from the development of our literacy and numeracy courses, our student outcomes have risen significantly, so we had well over 130 Statements of Attainment this year to kids in 2013, whereas in 2012 we were looking at 10 or 15 Statements of Attainment for the year.

As Raj Chetty and colleagues found, better teachers are associated with better outcomes for students.

Taking into account the assistance that LA gives to students and supervisors alike get from the outcomes, it is necessary to supply all valuable information for the LA to work out in the best possible way.

«As a school, we have, from the very beginning, been really focused on making sure that if we're going to adopt a practice, if we're going to make some sort of change, that there is good foundation for that and we are confident it's going to have a positive outcome for the students, not just changing for the sake of it.»

We also know that engagement leads to successful academic outcomes and a greater sense of well - being for both the student and educator.

Well, I've been making the argument for a while now that there is remarkably little evidence linking near - term changes in test scores to changes in later life outcomes for students, like graduating high school, enrolling in college, completing college, and earnings.

PISA (the Programme for International Student Assessment) is best known for its data on learning outcomes, but it also studies students» satisfaction with life, their relationships with peers, teachers and parents and how they spend their time outside of school.

The best part was witnessing the power and promise of a group of individuals unapologetically focused on improving outcomes for students — particularly in our most under - resourced communities.

Inquiry and innovation - this is one of the most important outcomes of this model - students, as they work together, will need to learn how to solve problems, where to look for good information, how to distinguish good information from bad, how to confirm their hypothesis before coming to conclusions, how to test those conclusions, and more.

A 2015 report from the Center for Research on Education Outcomes at Stanford University found that students enrolled in online charter schools aren't performing as well as their peers, and many observers have argued that online - only charters should be put out of business.

What they do lack, too often, is a connection with adults who would be disappointed if students didn't care and strive for better outcomes.

The good news for both students and teachers is that the eLearning tools now available make implementation and adoption easy with clear outcome expectations for the educator.

Better teacher evaluation systems have been shown to be related to better outcomes for stuBetter teacher evaluation systems have been shown to be related to better outcomes for stubetter outcomes for students.

There are at least three plausible hypotheses about a closure's potential impact on outcomes for these students: that they would do better, because a closure eliminates their weakest educational option; that their outcomes would be the same, because they would likely transfer to a similarly low - performing school nearby; or that their outcomes would be the same or worse, because even if they transferred to higher - performing schools, the schools may not be well - suited to meet their needs.

Despite some success in rewarding teachers for producing better student outcomes, the career ladder was a target of the same criticisms that challenge virtually all attempts to tinker with systems of teachers» compensation.

These outcomes are consistent with the result that charter schools have significantly better results than TPS for minority students who are in poverty.

Given that there is no technically correct set of standards and given that expert judgment about the quality of standards has never been validated by better student outcomes, there is no reason for Arkansas to defer to the small group of national experts who drafted the Common Core standards.

For example, the funds could be used to provide additional support to institutions that produce better outcomes for Pell - eligible studenFor example, the funds could be used to provide additional support to institutions that produce better outcomes for Pell - eligible studenfor Pell - eligible students.

If you run a small school in a poor city, and you're trying to boost outcomes for your students by awarding scholarships to encourage attendance and achievement, do you give the scholarships to the best students, or to the neediest?As it turns out, both pathways have beneficial effects on...

One thing I'm sure about in education is how little we know about what works best for which students under what circumstances to produce the best long - term outcomes.

I'm not aware of any empirical analyses that show that «better» standards lead to better outcomes for students.