Sentences with phrase «positive learning outcomes for»

Chief executive Annette Smith said: «This experience can have a number of positive learning outcomes for the trainee, including aspects of behaviour management and, very importantly, the opportunity to relate classroom science to the real world.

, a division of Sunburst Digital aimed at illuminating Latin lives by connecting educators with curriculum and instructional resources promoting positive learning outcomes for native Spanish speakers.

We support efforts to contribute to a national dialogue about the power of assessment to support positive learning outcomes for all students.

Not exact matches

Join us for lunch and learn: - About the mental health continuum - The role of positive psychology in keeping employees mentally healthy and optimising wellbeing - How the five «pillars» of good mental health can be developed individually and in organisations for optimal mental health outcomes.

«The progressive Catholic vision is a tolerant, introspective vision, and personally I see it as offering nothing but positive outcomes for the learning experience,» said Jacques Berlinerblau, a Georgetown professor who writes about religion and politics.

We helped show them how a team can work together for positive outcomes, like how the dinner ladies, teachers, lollipop people, school council and parents all team together to help us learn.

This set of 5 posters promote the positive impact of father involvement on outcomes for children in schools and learning.

Experts aren't always sure what causes a habit, but do know that they're learned behaviors that usually provide a positive outcome for the child.

This outcome is consistent with other studies using adult learning principles and gender - specific group facilitators to increase the positive parenting experience for both mothers and fathers (Diemer, 1997).

Regarding child development and school readiness outcomes, more recent studies show promise in impacting these outcomes indirectly through promoting positive parenting practices and home supports for early learning.

As we learn more about the mechanisms for these impacts, both direct and indirect, research will demonstrate the most effective approach to link home visiting services and early childhood education and child care programs to more fully realize positive outcomes.

While there is no cookie - cutter approach or check - list of To - Dos that will guarantee a satisfying experience with breastfeeding, taking measures before baby arrives to learn about breastfeeding and to line up a network of support can make for more positive outcomes.

Some of the many benefits a Postpartum Doula provides for you and your baby include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with disabilities can also benefit greatly by learning special skills specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

The opportunities for this are endless, and they give the virtual classroom even more potential for positive learning outcomes than a physical classroom would.

Positive learning outcomes are the desired goal for any learning program.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

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.

Responsible citizens: Schools trips provide powerful learning outcomes for young people which contribute to a sense of belonging, feeling valued and the ability to make a positive contribution in their community and society at large.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

While many studies identify a positive relationship between PBL and student learning outcomes, an insufficient number use research methodologies that allow for causal inferences.

It explores what early years and childcare professionals can do to support parents to provide a positive home learning environment to improve outcomes for children.

To make the most of their power to steer their brains toward positive learning outcomes, it may be helpful to introduce students to what we call the CIA model, which stands for control, influence, and acknowledge.

Positive outcomes from technology investments require three things: visionary leadership, ongoing support for teacher training, and valid tools for assessing the impact of technology on student learning.

For those association members working in the education market, the year ahead will be focused on providing the best possible advice to schools and settings keen to combine improving their playgrounds, outdoor classrooms and outside spaces with delivering positive learning and physical activity outcomes for childrFor those association members working in the education market, the year ahead will be focused on providing the best possible advice to schools and settings keen to combine improving their playgrounds, outdoor classrooms and outside spaces with delivering positive learning and physical activity outcomes for childrfor children.

«Having a school where there is a supportive and active environment for diversity, meant they actually had very robust, calm learning environments and that had a direct positive impact on learning outcomes,» Halse said.

This means that teachers can play an important role in promoting positive social collaborative environments in their classrooms that support enhanced social and learning outcomes for students.

This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning.

Creating social - emotional learning (SEL) programs that deliver positive outcomes for large numbers of students requires (1) user - friendly lessons that teachers can easily fit into... Read More

Using school - wide and classroom research - based positive behavioral supports for achieving important social and learning outcomes.

Students learn about the interactions between technologies and society and take responsibility for securing positive outcomes for members of all cultural groups including those faced with prejudice and misunderstanding.

He has brought tremendous balance to our work and, with a single focus on high standards and positive outcomes for the pupils we serve, has enabled schools and leaders to challenge themselves and others with innovative and creative approaches to learning and school improvement.»

In recent years, one of the most popular channels for fostering peer support among educators and promoting positive student outcomes has been the use of professional learning communities (PLC).

In an article by researcher Kimberly Schonert - Reichl, learn how a social and emotional learning (SEL) program involving mindfulness and caring for others enhanced cognitive control, reduced stress, promoted well - being and social skills, and produced positive school outcomes.

This award also recognizes teachers for exploring innovative instructional strategies that have a positive impact on their classroom effectiveness and students» learning outcomes (Ministry of Education of the People's Republic of China, n.d.).

The professional learning is not grounded in the latest science of what and how works best for investing in teachers to promote positive student outcomes, but also richly tied to the literature in support of promotion of teacher health and well - being.

School districts electing to use ESSA funding to improve early learning programs are creating a potential win - win situation, increasing the number of high - quality early learning opportunities available, and increasing the likelihood of positive outcomes for all children, including young children with disabilities.

The transformation section of the Framework helps teachers act on their reflections in terms of their use of the types of learning experiences and what they can do to contribute to improved instruction (e.g., advocate for decisions that support positive student outcomes, share results of using one of the Framework's categories of learning experiences).

OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for students.

We're thrilled that Magnolia's study — an independent, randomized control trial study, which is the gold standard for rigorous educational research — shows the positive and dramatic impact of our solutions on student learning outcomes.

In addition to improving student outcomes, small class sizes make for a positive learning environment and encourage the development of strong student - teacher relationships that are critical for learning.

Administrators who are the most successful at overseeing positive student learning outcomes create, support, and fight enthusiastically to sustain time for teachers to work together at mentoring, analyzing student work, doing peer observation and feedback, and engaging in dialogue about improving instruction.

A new report from the Alliance for Excellent Education examines how implementing rigorous and engaging curriculum aligned with college - and career - ready standards fosters positive school climates in which students are motivated to succeed, achievement gaps narrow, and learning and outcomes improve.

2016 saw many positive outcomes with our focus on wellbeing and mental health — here are some of the key lessons learnt and steps that we took in order to promote mental health and wellbeing for all.

Our well educated Head Start teachers and home visitors create high - quality learning environments and promote successful curriculum implementation that supports positive educational and social outcomes for children ages 2.9 to 5.

Site Coordinators play a strong role in implementing a high - quality expanded learning program, and program quality is the foundation for positive outcomes for program participants.

High - quality instruction in early learning programs is fundamental for positive child outcomes.

Students in career pathways that were not certified in the Linked Learning approach did not experience the positive graduation and college eligibility outcomes observed for certified pathway students.

While research on educational software is still young, increasing evidence points to positive outcomes for today's students — despite the prevalence of headlines linking video games to bad behavior or lukewarm learning outcomes.