Sentences with phrase «poor learning outcomes»

With a multitiered instructional framework, schools identify students at risk for poor learning outcomes through universal screening, including those who may have a specific learning disability.

These interventions should be research - based and proven (through research reported in scientific, peer - reviewed journals) to decrease the risk of poor learning outcomes for at - risk students.

RtI is about varying the intensity of intervention and instruction for students at - risk for poor learning outcomes in order to provide support before the student fails to make expected progress.

Using current data as part of Multi-Tiered Support Services (MTSS) and Response to Intervention (RTI) helps identify students who are not making adequate progress in the core curriculum and are at risk for poor learning outcomes.

The reasons for a proprietor to seek school improvement, according to Mikko Salonen, «can include factors such as poor learning outcomes, poor feedback from parents, decreased attractiveness, leadership problems, conflicts among personnel, or possibly even decreased well - being among pupils or staff.»

But an untrained mind, with no background in instructional designing, might succumb to the temptation of including interactivities indiscriminately, resulting in poor learning outcome; we must be wary of this situation.

Not exact matches

We learned that there is no evidence in the existing scientific literature that there are an increased odds of poor neonatal outcomes with water birth.

This paper summarizes the harmful impacts of poverty, food insecurity, and poor nutrition on the health and well - being of children; and summarizes research demonstrating the effective role of the Child Nutrition Programs in improving food and economic security, dietary intake, weight outcomes, health, and learning.

«As we learn more about improving asthma outcomes in children, it is important to find out not only what environmental exposures are implicated in poor lung function, but also when those exposures are most harmful,» Whittaker Brown said.

Thus, although both groups may post lower rates of school readiness, Hispanic children from Spanish - speaking homes face the additional challenge of learning the language of the classroom, making them especially vulnerable to poor academic outcomes.

The challenge before us is to understand why and how disadvantaged environments lead to impaired learning, poor health, and maladaptive behavior, and to use that knowledge to increase the probability of more positive outcomes for all children.

Finally, research has also shown that improving reading comprehension and preventing poor reading outcomes require measuring outcomes at every stage of learning.

Poor student learning outcomes inspired us to teach more, teach faster, and ask students to digest content at younger ages.

The Organization for Economic Co-operation and Development said in a 2015 report that heavy users of computers in the classroom «do a lot worse in most learning outcomes» and that: «In the end, technology can amplify great teaching, but great technology can not replace poor teaching.»

But the consequence is shallow learning leading to very poor outcomes at A Level and the reason for the crisis in take up of STEM subjects.

As a condition of basic funding, they demand concrete results, like standardized test scores, that are often irrelevant to important educational and life outcomes; and that often force schools to deprive poor children of the types of learning that are most important in life.

Children's health and learning are affected when schools have poor air quality, can not maintain a comfortable temperature, are excessively noisy, or are poorly lit.92 School infrastructure projects are a wise investment because well - maintained school buildings can last up to 50 years and facilitate achievement of student outcomes.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

The approach uses an enhanced service delivery model to provide wrap - around intensive and sustainable resources to Goodstart early learning centres located in communities where children are more vulnerable to poor outcomes.

Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achievement.

Low - income infants and toddlers are at greater risk than middle - to high - income infants and toddlers for a variety of poorer outcomes and vulnerabilities, such as later school failure, learning disabilities, behavior problems, mental retardation, developmental delay, and health impairments.

Children growing up with parents who have not graduated from high school have fewer socioeconomic advantages and are at greater risk of being born with a low birthweight, having health problems, entering school not ready to learn and having poor educational outcomes.

The subjects with ADHD in the longitudinal studies generally fall into 1 of 3 main groups as young adults: (1) approximately 25 % eventually function comparably to matched normal controls; (2) the majority show continued functional impairment, limitations in learning and applying knowledge, and restricted social participation, particularly poor progress through school; and (3) less than 25 % develop significant, severe problems, including psychiatric and / or antisocial disturbance.31 It is unclear what factors determine the long - term outcomes.

As shown by Fischer and Shaw (1999), African American youth who receive negative racial socialization messages or messages that devalue or overlook the positive characteristics related to being African American (e.g., «learning about Black history is not that important») are more prone to evidence poorer psychological adjustment and academic outcomes.