Sentences with phrase «positive effect on student performance»

When used in classes, clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and they create a more positive and active atmosphere in a large classroom.

To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).

Not exact matches

PS 116's principal Jane Hsu told DNA Info that the school «spent over a year «analyzing studies focused on the effects of traditional homework» and decided that it was more important for the Pre-K through fifth grade students to do activities that «have been proven to have a positive impact on student academic performance and social / emotional development» such as reading at their own pace and playing.»

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.

... But by and large the newly decentralized, choice - driven system has had small positive effects on the academic performance of most Swedish students.»

After analysts at the National Center on Performance Incentives (NCPI) reported no positive effects on student test scores, the Dallas Morning News declared the program a failure.

A Little Rock, Arkansas, performance - pay program lasted only three years and was not renewed by the local school board, despite evidence of positive effects on student achievement in math, reading, and language.

Martin and Dawson (2009) suggest that, «a focus on relationships throughout the school has a positive ripple effect impacting on not only wellbeing, but also the motivation and performance of both students and their teachers.»

Much research has been done on the battle between pen and paper versus the keyboard: Some research shows a positive effect on (academic) performance when students use pen and paper.

Vouchers have a moderately large, positive effect on the achievement of African - American students, but no discernible effect on the performance of students of other ethnicities.

Nonetheless, our results indicate that private school competition, brought about by the creation of scholarships for students from low - income families, is likely to have positive effects on the performance of traditional public schools.

Our results indicate that while the pilot evaluation system led to large short - term, positive effects on school reading performance, these effects were concentrated in schools that, on average, served higher - achieving and less - disadvantaged students.

We find that vouchers have a moderately large, positive effect on the achievement of African - American students, but no discernible effect on the performance of students of other ethnicities.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

A yearlong randomized controlled trial found MFAS to have statistically significant positive effects on students» academic performance in mathematics.

A quasi-experimental study of the impact of a merit - based college scholarship program found positive effects on high school student performance in Kalamazoo, Michigan, for example.

It also bolsters our argument that it is high grading standards rather than some unobserved measure of teacher quality that is responsible for the positive effects on students» performance gains.

The only studies that consistently find positive effects of resources are those that rely on student performance and school data averaged across all students and schools in a state.These aggregate studies, of which the RAND study is one, rely on limited data and are prone to serious statistical shortcomings, so they have been heavily discounted in the past.

This has a positive knock - on effect on the grades and overall school performance of the students.

Some experimental studies have found positive effects of specific professional development programs on leadership practice — or an association between particular types of professional development and improved student performance, school climate, teacher collaboration, or principal retention — but there is little expert consensus about the most effective design for professional development programs.

In the review, Mindfulness - Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic perfStudents, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic perfstudents, but that they do not improve behavior or academic performance.

Studies have shown that student participation in athletics has positive effects on school performance and adolescent development, fostering success later in life while promoting physical development and fitness.

Other research, this time by Northwestern University, proved that private schools actually have a positive effect on public schools, through a statistically significant improvement in student performance on state math and reading tests.

The authors conclude, «The strong positive effects of restructuring — which appear to be broad, rather than focused on the lowest - performing students — indicate that school management or leadership problems constitute the single greatest obstacle to improved student performance.

Two major studies found that our programs have a positive effect on students» social and emotional competency and behavior, their academic performance, and the classroom climate.

Research has found that teachers» qualifications, academic preparation, and high performance on standardized tests can have a positive effect on teacher quality.31 Teachers» experience levels can also have a large impact on student success.

For example, students with stable but adaptable school leadership perform better academically.58 The effect of a positive climate on achievement also endures and influences immediate and future student performance.59

Our conclusion in our report to Congress and the public was sobering: There are little to no positive effects of these systems overall on student learning and educational progress, and there is widespread teaching to the test and gaming of the systems that reflects a wasteful use of resources and leads to inaccurate or inflated measures of performance.

Two major studies found that our programs have a positive effect on students» social and emotional competency and behavior, their academic performance, and the classroom climate.

While classroom - based programs showed significant improvements across all five social measures and academics, comprehensive programs showed no significant effect on students» social - emotional skills or positive social behavior, and were less effective at improving academic performance.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).