Sentences with phrase «positive outcomes of programs»

He believes that the potential positive outcomes of programs based on the belief that adult - child play is crucial for child development could be reduced by suspicions of «racism or cultural imperialism».

The participation of government officials, academics, non-governmental organizations (NGO) and community representatives further ensures the integrity and positive outcomes of the program.

Not exact matches

«While we are disappointed CheckMate - 026 did not meet its primary endpoint in this broad patient population, we remain committed to improving patient outcomes through our comprehensive development program, including the ongoing Phase III CheckMate - 227 study exploring the potential of the combination of Opdivo plus [our other cancer immunotherapy] Yervoy for PD - L1 positive patients, and Opdivo plus Yervoy, or Opdivo plus chemotherapy in PD - L1 negative patients,» he added.

(CNN)-- Two black men whose arrest last month at a Starbucks spurred allegations of racial bias say they're happy with the settlements they've reached with the city of Philadelphia and the company — and that they hope the incident is remembered for positive outcomes such as an anticipated program...

Change is also happening at the provider level with increased activities dedicated to promoting positive health outcomes for men; a greater diversity in the number of programs dedicated to working with men; increased acceptance of working with men as a vocation; greater recognition of the diversity of male culture; and an enhanced level of contact between practitioners working with men.

(As I point out in the book, a recent study by the National Center for Education Research found that none of the many large - scale character - education programs in use in American schools produces any significant positive outcomes.)

Long - term outcome of a randomized controlled universal prevention trial through a positive parenting program: is it worth the effort?

In their current state of development, home visitation programs do not appear to represent the low - cost solution to child health and developmental problems that policymakers and the public have hoped for.5 However, information that is accumulating about long - term outcomes and effective practices may lead to the development of replicable programs that are capable of producing modest but consistent and positive results for participating target families.

Most programs emphasize the importance of a positive visitor — family relationship since programs are voluntary, and visiting depends on the willingness of the family to invest.10 Indeed, evidence suggests that the quality of the relationship is a predictor of program outcomes.

Advances in research would not only help providers to have a better understanding of the way depression severity and its course interacts with program elements to bring about positive or negative outcomes, but it may also help home visitors to receive better training that support their work with mothers who have significant depression.

The primary focus of this effort should be a better understanding of how depression severity and course interacts with program elements to bring about positive or negative outcomes.

Our programs ensure that more children will grow up with nurturing fathers, leading to multiple positive outcomes for the whole family — and this depends almost entirely on the generosity of supporters like you.

Findings in the majority of research syntheses indicate capacity - building helpgiving practices are related to a host of positive parent, family, parent — child, and child outcomes.22, 27,5 Both relational and participatory helpgiving practices were found to be related to participant satisfaction with program and practitioner supports, program resources, informal and formal supports, parent and family well - being, family functioning, and child behaviour and development.

Results published in the American Journal of Public Health were based on evaluation data from Legacy for ChildrenTM, a public health intervention program designed to improve child outcomes by promoting positive parenting among low - income mothers of infants and young children.

It is an evidence - based program whose aim is to improve child outcomes by promoting positive parenting among low - income mothers of infants and young children.

The program model is relationship - based and family - centered, promoting the idea that infants and their families are collaborators in developing an individualized program of support to maximize physical, mental, and emotional growth; health and other positive outcomes for infants and children from the well — baby to the special needs infant.

When schools expand their breakfast program through the implementation of one or more new strategies like BIC and / or CEP, there are several factors that help support a successful outcome: Strong leadership within the district, a diverse and engaged coalition of stakeholders (state agency, school nutrition department, anti-hunger and health partners, et al.), staff engagement and training on sharing the positive benefits of school breakfast, and strong overall communications and transparency.

We expanded mental health services in schools through partnership with Say Yes and others; maintained an active and robust rodent control program that is having positive results in communities across the county; continued a very popular rabies clinic program that has been attended by thousands of appreciative pets (and owners); and, along with partners, created the innovative Erie County Health Mall to improve local health outcomes.

The Ministry for Higher Education and Research describes the outcome of the program's 1st year as «very positive.»

Everyone embarking on a weight loss program, even if just for a few kilos, must have the correct state of mind and want to achieve a positive outcome.

Given the negative outcomes of the Master Cleanse vastly outweigh the positives, and given the positive outcomes of the Master Cleanse can be easily replicated by any number of contemporary detox diets, we can not recommend this program any longer.

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 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 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

Participation in preschool programs has been associated with a number of positive outcomes.

During our initial conversations it quickly became evident that there were a great number of positive outcomes in build an in - house cyber program.

The What Works Clearinghouse, part of the federal government's Institute of Education Sciences, released in September 2006 its review of 55 studies of character education programs, which looked at «student outcomes related to positive character development, prosocial behavior, and academic performance.»

This evaluation confirmed the positive outcomes found in previous studies, especially for students considered at high risk of dropping out when they entered the programs.

The evaluation report released on 12 April by Mission Australia and the University of Adelaide highlights that quality intensive casework support is critical to the program's success in addressing the multiple and complex barriers that can affect a young person's ability to stay in school, their social participation and achievement of positive learning and self - development outcomes.

As a growing body of research points to positive outcomes from meditation in schools, programs are spreading across the country.

Celina Marie Benavides Human Development and Psychology Current city: Claremont, California Current job: Director of nonprofit, Project Vistas — Family Child Care Higher Education Academy, which provides family child care providers in Los Angeles County access to higher education and professional development training; doctoral student in Positive Developmental Psychology at Claremont Graduate University Career highlights: At Project Vistas, assisting a marginalized, nontraditional student group, while overseeing budget, managing program operations, coordinating staff, and fulfilling targeted outcomes; Basic Research Scientist of the Year award by the AS&F Foundation and Claremont Graduate University

Given the impact of educational attainment on a variety of economic and social outcomes, a positive result could have significant implications for the value of school - choice programs that include charter high schools.

The power of parents to move their disabled child out of a failing program would likely improve the outcomes for that child and motivate more teachers and administrators to achieve positive results for their students with disabilities.

We've been overwhelmed to see the positive outcomes of the pilot program thus far.

But beyond offering a safe haven, research and evaluation studies have demonstrated that the programs can have a positive effect on a range of prevention outcomes, such as avoidance of drug and alcohol use, decreases in delinquency and violent behavior, increased knowledge of safe sex, avoidance of sexual activity, and reduction in juvenile crime.

The Western Regional Center for Drug - Free Schools and Communities identifies five positive outcomes of mentoring programs (Jackson, 2002):

Dozens of studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands - on, experiential learning in project - based after school programs.

The verdict: a decade of research and evaluation studies confirms that children and youth who participate in afterschool programs can reap a host of positive benefits in a number of interrelated outcome areas — academic, social - emotional, prevention, and health and wellness.

The new federal grant to study the effectiveness of preschool programs in Boston Public Schools will provide evidence of what should be sustained and changed to ensure positive outcomes for young children,» Payzant said.

Lazar says it is logistically difficult to measure outcomes beyond anecdotally but cites positive feedback from teachers and outreach from principals who want their schools to more deeply engage on digital citizenship as part of their wellbeing programs.

They've spent the past five years exploring connections between social - emotional skills and positive life outcomes, in the process measuring the efficacy of many programs that teach those skills.

Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL skills, attitudes, positive social behavior, and academic performance while finding decreases in conduct problems, emotional distress, and drug use.

Eric Bettinger of Stanford University talks with Paul Peterson about the program, which has been found to have positive long - term impacts on participating students, including better labor market outcomes.

In his Figure 1, Wolf shows that studies of voucher programs that examine students» outcomes longer after they switch to a private school produce more positive results.

If we focus only on the true school choice programs — private school choice, open enrollment, charter schools, STEM schools, and small schools of choice — and we look at the direction of the impacts (positive or negative) regardless of their statistical significance, we find a high degree of alignment between achievement and attainment outcomes.

In Mike's second post criticizing our study he claims that the test score effects of choice programs do reliably and positively predict their attainment effects because, after throwing out some cases (I'll get to that later), «both short - term test scores and long - term outcomes are overwhelmingly positive.»

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

(a) Each plan shall be developed annually and shall include program objectives, activities, program development and maintenance planning, school counseling curriculum, professional development planning, evaluation methods based on data analysis of program results and closing the gap analysis reports to inform program improvement, and assessment of the resources necessary to support positive student outcomes.

In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entry.

al. (2013) note, «More of a program of mediocre quality does not lead to positive effects on child outcomes.

In the original memo that unveiled the new performance report, NJDOE's Chief Performance Officer / Assistant Commissioner of Data, Research, Evaluation and Reporting, Bari Erlichson (2013) stated: While [sic] the evaluation of student outcome data is crucial for school improvement, we know that these data alone can not capture the dozens of other essential elements of schools such as a positive school climate, participation in extracurricular programs and the development of non-cognitive skills.

Some also proposed that successful results reported in the use of these programs are confounded by the fact that positive outcomes may be more of a consequence of the Hawthorne Effect or a change in teaching strategy than a validation of one particular form of media over another (Finkelman & McMann, 1995; Tierney et al., 1997).