Sentences with phrase «promote academic achievement of their children»

While the linguistic mismatch might generate obstacles in the educational process of Latino / a students, research related to the achievement of immigrant students has also established that immigrant parents promote academic achievement of their children.

Not exact matches

«Launched in 2007, ASCD's Whole Child Initiative is an effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children.»

Thus, although improving the economic status of families promotes more positive outcomes for children's cognitive development and academic achievement, direct services and therapeutic interventions may be a comparatively more promising alternative for improving children's psychosocial development and reducing behaviour problems.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Vision in Action: The ASCD Whole Child Award is designed to recognize schools that that have changed the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of the whole cChild Award is designed to recognize schools that that have changed the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of the whole childchild.

This award acknowledges those schools that have changed the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of the whole child, making sure each child is healthy, safe, engaged, supported, and challenged.

With these tenets, ASCD hopes to change the conversation about education from a narrow focus on academic achievement to one that promotes the long - term development and success of children.

Texas ASCD's Whole Child approach is an effort to move from a focus on narrowly defined academic achievement as measured by test scores in core subjects to a broader definition that promotes the long - term development and success of all children.

The ASCD Whole Child approach is an effort to transition from a focus on narrowly defined academic achievement to one that promotes the long - term development and success of all children.

ASCD's Whole Child Initiative is an associationwide effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of children who are healthy, safe, engaged, supported, and challenged within a sustainable approach to education and community engagement.

This award acknowledges those schools that have changed the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of the whole child: a child who is healthy, safe, engaged, supported, and challenged.

Launched in 2007, ASCD's Whole Child Initiative is an effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long - term development and success of children.

If educators assume that the main purpose of working with families is to promote academic achievement in the classroom and at home, they can miss other important ways in which Mexican American and other immigrant families support their children's development, such as by seeking out advice from trusted members of the community or by participating in church or other community organizations (Poza, Brooks, & Valdés, 2014).

«I am a firm believer that health and education are symbiotic, and ASCD's work on the Whole Child Initiative aims to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long - term development and success of children,» said Carter.

The WCN will be a hands - on field effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of children who are healthy, safe, engaged, supported, and challenged within a sustainable approach to education and community engagement.

ASCD's Whole Child approach is an effort to transition from a focus on narrowly defined academic achievement to one that promotes the long - term development and success of all children.

A package of interventions that trained parents and teachers to promote children's academic competencies and bonding to school, and that developed children's social competencies and skills to resist health - compromising influences produced greater commitment and attachment to school, less school misbehavior, and better academic achievement 6 years after intervention.

Thus, although improving the economic status of families promotes more positive outcomes for children's cognitive development and academic achievement, direct services and therapeutic interventions may be a comparatively more promising alternative for improving children's psychosocial development and reducing behaviour problems.

Research resources on the KidsMatter website illustrate that a sense of belonging and connection at school are key protective factors for children to promote mental health and wellbeing, as well as academic achievement.

This award acknowledges those schools that have changed the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of the whole child: a child who is healthy, safe, engaged, supported, and challenged.

The WCN will be a hands - on field effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of children who are healthy, safe, engaged, supported, and challenged within a sustainable approach to education and community engagement.

Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustmechild interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustmeChild - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustmechild socialization, 50,51 and parenting variables show direct links with child adjustmechild adjustment.52

In 1994, Washington founded the The MaliVai Washington Kids Foundation, which promotes academic achievement and positive life skills to disadvantaged children through the game of tennis.