Sentences with phrase «promoting positive learning outcomes»

, 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.

Not exact matches

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

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.

Afterschool programs can promote positive learning and developmental outcomes, but some programs are not maximizing their potential.

A sustained positive school climate promotes students» social, mental and emotional development, and behavioural and learning outcomes, while guaranteeing both physical and social safety (Zullig et al., 2010, Loukas and Robinson, 2004).

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.

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.

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.

The authors conceptualize rigorous learning as the outcome of an environment that promotes positive youth development, not changes in course offerings or testing requirements.

She writes: «It is the professional reflection, planning, and commitment that allows you to support students» learning outcomes productively in your classroom and to promote positive professional relationships that have the potential to engage and motivate even the most reluctant learners and begin your career as a teacher of quality.»

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.

Positive Behavior Interventions and Supports is an evidence - based, data - driven framework to increase school safety, promote a positive climate conducive to learning to improve academic oPositive Behavior Interventions and Supports is an evidence - based, data - driven framework to increase school safety, promote a positive climate conducive to learning to improve academic opositive climate conducive to learning to improve academic outcomes.

The authors of Assessing What Really Matters in Schools conceptualize rigorous learning as the outcome of an environment that promotes positive youth development, not changes in course offerings or testing requirements.

See how schools and districts across the country implement our online and blended learning programs to overcome obstacles and promote positive outcomes.

The session highlights ten policies that support, promote, and enhance the learning and joy of learning for all kindergarten children, leading to positive child outcomes for all.

Ronald J. Newell and Mark J. Van Ryzin conceptualize rigorous learning as the outcome of an environment that promotes positive youth development.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

From there, one must learn to discuss possible positive outcomes and promote compromise; no conflict can be fully resolved without each side of the argument making concessions, so it is important to lead each side down the path toward understanding by making them recognize concessions must be made.

Learning Objectives: Participants will be able to: (1) Recognize national statistics on indicators of birth outcomes in the United States and understand regional, racial, and ethnic disparities across indicators, (2) Identify examples of existing state efforts to promote positive birth outcomes, (3) Synthesize and apply information to their local contexts and determine implications for home visiting.

Its basis is in cognitive behavioral approaches, social learning theory, modeling, and a strength - based emphasis on actively teaching and role - playing skills that promote positive client and family outcomes.

The goal of the NC ECDTL is to identify, develop and promote the implementation of evidence - based child development, teaching and learning practices that are culturally and linguistically responsive and lead to positive child outcomes across learning programs, along with providing strong professional development systems.

Gain strategies to support development and learning, and promote positive outcomes, as well as explore ways to use the Daily Resources to support cognitive, social — emotional, language and physical development for all students.

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.

Learn new ways of communicating and expressing feelings that promote positive outcomes and relationships.

Learn about how Western promotes positive outcomes.