Educators and policymakers must boil the chatter down to two essential questions: To what degree will
this policy enhance student learning and how will we know?
Not exact matches
This session will discuss why schools should embrace and create
policies that support the use of
student - owned devices as mobile
learning devices to increase equitable access to technology,
enhance the
learning experience, and teach digital responsibility.
Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and
policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and
enhance learning; the integration of social and problem solving skill development for
students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for
students exhibiting violent behavior.
This
policy report, co-released by the National Institute for Early Education Research (NIEER) and the Center on
Enhancing Early
Learning Outcomes (CEELO), discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education
students, in state - funded pre-K between 2001 - 2002 and 2011 - 2012.
By explicitly incorporating training and professional development that supports assessment literacy into state ESSA applications, states can
enhance student learning by leveraging funds to develop assessment
policies and systems that are in balance and reflect quality assessment practices.
This issue of
Policy Priorities explores how education leaders should rethink the use and rules of social media in schools to harness their potential to
enhance access, engagement, communication, and
learning in a way that benefits
students, educators, and families, while giving
students and teachers opportunities to understand and practice responsible, ethical uses of social media.»
By explicitly incorporating language around assessment audits, training for teachers and school leaders that develops sound assessment practices, hiring of personnel with assessment certifications, and parental engagement through assessment literacy into state ESSA applications, states can
enhance student learning by leveraging funds to develop assessment
policies and systems that reflect balanced and quality practices.
Recommendations for
Policy and Practice in North Carolina: This publication is the product of 27 interviews, two virtual meetings, and a statewide meeting on how North Carolina can
enhance opportunities for
students with disabilities in their relatively fledgling personalized
learning efforts.
Christina Russell is a Managing Director at
Policy Studies Associates, Inc., a Washington - based firm that conducts research and evaluation in education and youth development, specializing in the assessment of strategies to improve
student learning in the elementary and secondary grades and to
enhance the effectiveness of out - of - school time programs for children and youth.