A strong body of experimental studies that demonstrate how greater degrees of responsive parenting
promote higher levels of learning could provide a clearer understanding of the mechanism by which responsive behaviours promote a child's learning.
Does your school or district use a framework to
promote high levels of learning both with and without technology?
Not exact matches
When you guide students with strategies to reduce test stress, you also help them build emotional resilience,
learn more efficiently, and activate their
highest levels of cognition, while
promoting their success in activating their brain's best resources during tests.
The resource ensures pace and challenge for learners
of different ability
levels in order to
promote the
highest possible achievement for all (for example, the «Reading to Write and
Learn» approach used in this lesson is inclusive
of all learners and prepares them to read the text with understanding).
This will also include
promoting higher and degree
level apprenticeships, as a great way to work with some
of the UK's key employers while
learning at some
of the UK's top universities.
More than a decade
of research, at Harvard and elsewhere, on accountability, school improvement, and school organization has become «increasingly specific,» he said, «about the conditions that
promote high -
level learning and performance in educational institutions,» within classrooms and in systems as a whole.
Major Responsibilities: Create a caring environment that
promotes risk - taking and innovation for kids; support our mission
of high -
level technology integration in a expeditionary
learning environment; build greater
levels of scholarship, leadership, citizenship, and stewardship in our students.
Explicit instruction
promotes high levels of engagement and success and is, therefore, appropriate for students
learning basic skills, particularly when they have a history
of failure and inadequate background knowledge (Archer, 2013; Magliaro et al., 2005).
What do highly effective teachers do to establish a
learning environment that
promotes positive behavior and supports
high levels of learning all year long?
Functions The teacher leader: a) Uses knowledge and understanding
of the different backgrounds, ethnicities, cultures, and languages in the school community to
promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students
of all backgrounds and circumstances; c) Facilitates colleagues» self - examination
of their own understandings
of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences
of students and achieve
high levels of learning for all students; d) Develops a shared understanding among colleagues
of the diverse educational needs
of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs
of families and the community.
She continued to be
promoted into more senior roles: first as senior vice president
of implementation, where she managed the implementation
of a one - to - one laptop initiative at the
high school
level, and next as senior vice president
of program development, where she directed the creation
of 12 academic, multimedia, distance -
learning courses for
high school students.
This resource provides teachers with strategies to build every student's mastery
of high -
level thinking skills,
promote active
learning, and encourage students to analyze, evaluate, and create.
Recent work in using problem - based
learning in teaching science to
high ability learners at the elementary
level suggests the efficacy
of the approach in enhancing student and teacher motivation (VanTassel - Baska, Bass, Ries, Poland, & Avery, 1998); in improving problem - finding abilities (Gallagher, Stepien, & Rosenthal, 1992); and in
promoting intra and interdisciplinary
learning (Stepien, Gallagher, & Workman, 1993).
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking
of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs
of High - Ability Students» (Sally M. Reis); «
Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise
Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis
of Research on Cooperative
Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse
Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application
of the Principles
of Untracking at the Secondary
Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
As we strive to implement strategies that
promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit
of the thinking, expertise, and dedication
of all teachers in that grade
level or subject area; that they are part
of a school system that requires all teachers to participate in
learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and
high expectations spread across classrooms, grade
levels, and schools.
According to the Coalition, all students can achieve
high levels of learning if 1) the school has a core instructional program with qualified teachers, a challenging curriculum, and
high expectations for all students; 2) students are motivated and engaged in
learning — both in school and in community settings; 3) the basic physical, mental, and emotional health needs
of young people and their families are recognized and addressed; 4) mutual respect and effective collaboration take place among parents, families, and school staff; and 5) community engagement, together with school efforts,
promote a school climate that is safe, supportive, and respectful and that connects students to a broader
learning community.
Synthesized from research and from the insights
of hundreds
of teachers, the Four Cornerstones are the essential components that successful teachers establish at the beginning
of the year to
promote positive behavior and
high levels of learning all year long.
Finally, Montford asks the question as to why the scientists and the IPCC
promoted the hockey stick at such a
high confidence
level so prematurely, and why such extraordinary efforts were made to defend it when it arguably isn't a critical piece
of the climate puzzle, rather than to
learn from outside statisticians and do a credible error analysis on the data and the inferences.
(11/15/07) «Ban the Bulb: Worldwide Shift from Incandescents to Compact Fluorescents Could Close 270 Coal - Fired Power Plants» (5/9/07) «Massive Diversion
of U.S. Grain to Fuel Cars is Raising World Food Prices» (3/21/07) «Distillery Demand for Grain to Fuel Cars Vastly Understated: World May Be Facing
Highest Grain Prices in History» (1/4/07) «Santa Claus is Chinese OR Why China is Rising and the United States is Declining» (12/14/06) «Exploding U.S. Grain Demand for Automotive Fuel Threatens World Food Security and Political Stability» (11/3/06) «The Earth is Shrinking: Advancing Deserts and Rising Seas Squeezing Civilization» (11/15/06) «U.S. Population Reaches 300 Million, Heading for 400 Million: No Cause for Celebration» (10/4/06) «Supermarkets and Service Stations Now Competing for Grain» (7/13/06) «Let's Raise Gas Taxes and Lower Income Taxes» (5/12/06) «Wind Energy Demand Booming: Cost Dropping Below Conventional Sources Marks Key Milestone in U.S. Shift to Renewable Energy» (3/22/06) «
Learning From China: Why the Western Economic Model Will not Work for the World» (3/9/05) «China Replacing the United States and World's Leading Consumer» (2/16/05)» Foreign Policy Damaging U.S. Economy» (10/27/04) «A Short Path to Oil Independence» (10/13/04) «World Food Security Deteriorating: Food Crunch In 2005 Now Likely» (05/05/04) «World Food Prices Rising: Decades
of Environmental Neglect Shrinking Harvests in Key Countries» (04/28/04) «Saudis Have U.S. Over a Barrel: Shifting Terms
of Trade Between Grain and Oil» (4/14/04) «Europe Leading World Into Age
of Wind Energy» (4/8/04) «China's Shrinking Grain Harvest: How Its Growing Grain Imports Will Affect World Food Prices» (3/10/04) «U.S. Leading World Away From Cigarettes» (2/18/04) «Troubling New Flows
of Environmental Refugees» (1/28/04) «Wakeup Call on the Food Front» (12/16/03) «Coal: U.S.
Promotes While Canada and Europe Move Beyond» (12/3/03) «World Facing Fourth Consecutive Grain Harvest Shortfall» (9/17/03) «Record Temperatures Shrinking World Grain Harvest» (8/27/03) «China Losing War with Advancing Deserts» (8/4/03) «Wind Power Set to Become World's Leading Energy Source» (6/25/03) «World Creating Food Bubble Economy Based on Unsustainable Use
of Water» (3/13/03) «Global Temperature Near Record for 2002: Takes Toll in Deadly Heat Waves, Withered Harvests, & Melting Ice» (12/11/02) «Rising Temperatures & Falling Water Tables Raising Food Prices» (8/21/02) «Water Deficits Growing in Many Countries» (8/6/02) «World Turning to Bicycle for Mobility and Exercise» (7/17/02) «New York: Garbage Capital
of the World» (4/17/02) «Earth's Ice Melting Faster Than Projected» (3/12/02) «World's Rangelands Deteriorating Under Mounting Pressure» (2/5/02) «World Wind Generating Capacity Jumps 31 Percent in 2001» (1/8/02) «This Year May be Second Warmest on Record» (12/18/01) «World Grain Harvest Falling Short by 54 Million Tons: Water Shortages Contributing to Shortfall» (11/21/01) «Rising Sea
Level Forcing Evacuation
of Island Country» (11/15/01) «Worsening Water Shortages Threaten China's Food Security» (10/4/01) «Wind Power: The Missing Link in the Bush Energy Plan» (5/31/01) «Dust Bowl Threatening China's Future» (5/23/01) «Paving the Planet: Cars and Crops Competing for Land» (2/14/01) «Obesity Epidemic Threatens Health in Exercise - Deprived Societies» (12/19/00) «HIV Epidemic Restructuring Africa's Population» (10/31/00) «Fish Farming May Overtake Cattle Ranching As a Food Source» (10/3/00) «OPEC Has World Over a Barrel Again» (9/8/00) «Climate Change Has World Skating on Thin Ice» (8/29/00) «The Rise and Fall
of the Global Climate Coalition» (7/25/00) «HIV Epidemic Undermining sub-Saharan Africa» (7/18/00) «Population Growth and Hydrological Poverty» (6/21/00) «U.S. Farmers Double Cropping Corn And Wind Energy» (6/7/00) «World Kicking the Cigarette Habit» (5/10/00) «Falling Water Tables in China» (5/2/00) Top
of page
From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate
higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework
promote joint engagement and reciprocity in the parent - child interaction and help a child
learn to assume a more active and ultimately independent role in the
learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development
of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12