Sentences with phrase «positive effects on student learning in»

Not exact matches

The authors found that PLCs have a positive effect on student learning: student scores increased in reading, writing, math, science, and social studies subject tests.

In these cases, teacher retirements may have no or even a positive effect on student learning.

Across studies, teacher professional development in mathematics showed significant positive effects on student learning.

Personal best goals were correlated with a range of positive variables at Time 1; however, at Time 2 the effects of personal best goals on deep learning, academic flow, and positive teacher relationship remained significant after controlling for prior variance of corresponding Time 1 factors, suggesting that students with personal best goals show sustained resilience in academic and social development.

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 second - order meta - analysis of 25 meta - analyses encompassing over 1,000 studies and 40 years of research on technology and classroom learning found that the use of technology in the classrooms shows a small to moderate positive effect on student learning, as compared to technology - free traditional instruction.

This book is focused on a set of strategies that have a positive effect on student learning and attachment to schooling, in spite of real and powerful social inequalities.

Their paper cites evidence from the last 20 years on the benefits of learning in nature, including students who were able to retain more information from maths and science lessons taught outdoors, to positive effects on stress relief and rejuvenated attention.

The efficacy of Science4Us (completed by McRel) has been established that it provides a positive effect on students» conceptual and procedural knowledge as well as their motivation to learn in science topics.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

They found «a modest, statistically significant, positive effect on student test scores,» which they quantified as three additional weeks of learning per year in American schools (and four weeks when international studies were included).

Positive relationships are essential for success in teaching and learning, and changing assessment strategies can have a profound effect on the relationship between teacher and student.

Mindfulness has become a leading social - emotional learning trend in schools, and a range of studies have shown it to have positive effects on students» emotional health as well as academic outcomes.

Yes, let's lead together, but let's also hire principals who know instruction well and have proven themselves in the classroom to have a positive effect on student learning.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has named Facing History and Ourselves as one of only nine programs in the US that has a proven positive effect on students, such as improved academics, increased empathy, and increased prosocial behavior.

In addition to the research cited above that provides a clear rationale for what Barnett Berry terms «teacher - powered» schools, CTL sought local examples of teacher - directed leadership, professional learning and collaboration that are having a positive effect not only on teachers themselves, but on student achievement and school culture.

These evaluations are a specific opportunity that engage educators and learners, in real life education environments, with products and practices designed to demonstrate a positive effect on student learning, teacher practice, and / or learning environments.

In its 2011 report to Congress, the National Academy of Sciences reviewed America's test - based accountability systems and concluded, «There are little to no positive effects of these systems overall on student learning and educational progress.»

It ignores a now broad base of evidence that these policies produce minimal or no positive effects on student learning and are likely to induce costly, negative responses in and beyond the classroom.

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.

Prior rigorous evaluations of the program have generally found positive effects of TFA teachers on students» learning in math and science and no significant differences in reading or language arts, compared with non-TFA teachers» effects in the same schools.

Induction programs have also been found to accelerate teachers» ability to drive student learning gains: In one study, new teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the program.In one study, new teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the program.in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the program.in the program.64

However, educators must remember that the goal - setting strategy and every other strategy mentioned in this book must be done well and at the right time to produce positive effects on student learning.

Some evidence suggests that student engagement is a strong predictor of student learning.6 Recently, at least 10 largescale, quantitative studies, similar in design, have assessed the effects of leadership behavior on student engagement; all have reported significant positive effects.7

Additionally, family and community engagement can improve school conditions for learning, such as increased trust among students, parents, and staff, which, in turn, has a positive effect on student outcomes.

A small - scale trial in the UK found that using OneNote's Learning Tools had a positive effect on the learning experience for students with dLearning Tools had a positive effect on the learning experience for students with dlearning experience for students with dyslexia.

Mindfulness has become a leading social - emotional learning trend in schools, and a range of studies have shown it to have positive effects on students» emotional health as well as academic outcomes.

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).

Additionally, family and community engagement can improve school conditions for learning, such as increased trust among students, parents, and staff, which, in turn, has a positive effect on student outcomes.