Sentences with phrase «positive academic peer»

Not exact matches

Individual attention, flexible instruction, and an array of academic supports are all helping him learn, maintain and develop positive relationships with peers, and regulate his emotions throughout the day.

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.

Lauren, who is currently studying Psychology Bsc (Hons) at Durham University, was commended during the awards for her academic potential and positive relationships with her peers.

Applying this model of behavior to minority and white students yields two important predictions: A positive relationship between academic achievement and peer - group acceptance (popularity) will erode and turn negative, whenever the group as a whole has lower levels of achievement.

The key question is whether KIPP's positive effects on learning are attributable to a peer environment that is more conducive to academic achievement than the peer environment found in traditional public schools.

Teske and Schneider note that the existing empirical work on school vouchers is quite positive on a variety of issues: academic considerations appear paramount when parents choose schools; voucher recipients are more satisfied with their schools than their peers within public schools; and vouchers lead to «clear performance gains for some groups of students using the vouchers, particularly blacks, compared with the control group.»

KIPP students might enjoy a more positive peer environment because students are surrounded by classmates whose families are attracted to the challenging academic program provided by KIPP schools.

Now a recent study in Education Next from researchers at Mathematica Policy Research examines whether KIPP's positive effects are attributable to better peers, which would consequently make it difficult to replicate the KIPP model and academic successes in public schools.

Teachers unions were very supportive of school integration in Wake County, and the very positive role they can play on national policy was underlined in December, when the National Education Association announced an effort to establish 100 new peer assistance and review programs to better train and, if necessary, weed out ineffective teachers; and the American Federation of Teachers proposed an innovative approach to raise academic achievement in a low - income community in West Virginia by going after the effects of poverty directly.

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

The strategy was simple: Get parents involved, set high academic expectations, encourage positive peer pressure.

And although some of the measured academic differences to peers without preschool do shrink over time, there is strong evidence of meaningful, long - term positive impacts of preschool on important indicators including high school graduation, health, employment, crime, and other outcomes.

Throughout my academic career, I have been consistently praised as [insert positive trait] by my professors and peers.

Throughout my academic career, I was consistently praised as [insert positive trait] by my professors and peers.

Up to 18 years later, students exposed to SEL in school continue to do better than their peers on a number of indicators: positive social behaviors and attitudes, skills such as empathy and teamwork, and academics.

Conflict resolution program benefits: increasing student academic achievement, positive communication skills between peers, interpersonal and intergroup skills, and student self - control.

These include improving student's self image and self esteem, encouraging academic success, focusing on living a healthy lifestyle, improving child - parent relationships, and getting at - risk students involved with positive peer groups.

The research literature suggests that peer group programs have produced orderly, productive, and positive academic and rehabilitative environments.

Peer Influence as a Behavior Management Tool Most public and private childcare systems continue to overlook peer influence despite the growing body of literature indicating that it represents a powerful force in maintaining orderly, productive, and positive academic and rehabilitative environments (e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow & McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, & Geik, 1992; Wasmund, 19Peer Influence as a Behavior Management Tool Most public and private childcare systems continue to overlook peer influence despite the growing body of literature indicating that it represents a powerful force in maintaining orderly, productive, and positive academic and rehabilitative environments (e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow & McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, & Geik, 1992; Wasmund, 19peer influence despite the growing body of literature indicating that it represents a powerful force in maintaining orderly, productive, and positive academic and rehabilitative environments (e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow & McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, & Geik, 1992; Wasmund, 1988).

Challenges of childhood require family support, positive reinforcement, adaptive social / peer interaction, self - esteem, and mastering academic demands.

However, recent research has shown that children exposed to high levels of adversity may be less prepared to succeed in school, in part due to deficits in executive function skills.6, 7,9,10,11 These deficits may undermine children's abilities to succeed in academics and develop positive peer and teacher relationships.12, 14,15 This may have long - term implications for school success given that the achievement gap tends to persist and even widen throughout the school years.16, 17

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

PARENTS WEIGH IN: A new national poll from Learning Heroes reveals parents are positive about their children's academic progress and are more likely to harbor concerns about peer pressure, bullying, physical safety, and social media than about their child being on track academically.

SEL is associated with a positive impact on peer - group interactions; school climate; and students» academic attitudes, behaviors, and performance (Zins, Weissberg, Wang, and Walberg 2004).

It concludes that these programs have short and long term positive consequences for students; in one particularly dramatic finding, «in follow - up assessments an average of 3.5 years after the last intervention, the academic performance of students exposed to SEL programs was an average 13 percentile points higher than their non-SEL peers, based on the eight studies that measured academics.»

In addition to these academic considerations, the Gifted and Talented Program offers social and emotional support for gifted students so the highly abled have the skills required to have positive interactions with their peers.4 The district also supports the learning of disabled students in a variety of ways.

Results indicate modest positive effects of sustained PATHS exposure included reduced aggression and increased prosocial behavior (according to both teacher and peer report) and improved academic engagement (according to teacher report).