Sentences with phrase «provides high levels of learning»

Not exact matches

In the end, it all comes back to education: In the ideal world, a parent's decision about whether to allow a child to start playing or continue playing collision sports before high school under current rules of play (which are evolving in the direction of safety, fortunately, as seen, for instance, in USA Hockey's ban on body checking at the Pee Wee hockey level and below, and limits on full - contact practices instituted at every level of football, from Pop Warner, to high school, college, and the NFL), will be a conscious one; a decision in which the risks of participating in a particular sport - provided it is based on the most up - to - date information about those risks and a consideration of other risk factors that might come into play for their child, such as pre-existing learning disabilities (e.g. ADHD), chronic health conditions (e.g., a history of history of multiple concussions or seizures, history of migraines), or a reckless and overly aggressive style of play - are balanced against the benefits to the child of participating.

Students learn how to listen to, understand, and communicate with patients in a manner that not only protects the patient's rights but also provides the highest possible level of care.

This chapter provides a historical review on service - learning research findings, concluding that the studies generally indicate that students who participate in service learning maintain higher levels of motivation for learning, incur fewer disciplinary problems in the classroom, demonstrate improved attendance, possess higher self - esteem, and are less likely to drop out of school.

That said, as the purpose of NSS is to inform student choice and provide reassurance about the quality of UK higher education, it really shouldn't be long until any useful evaluation of distance learning considers LMS reliability and usability, the quality of course materials such as e-books, HD videos, case studies, and audio files, as well as the level of tutor support and supervision received.

Driven by changes already happening at the higher education levels and the need to prepare students for the 21st century workplace, blended learning provides the school with a variety of ways to address student needs, differentiate instruction, and provide teachers with data for instructional decision - making.

However, most of the material reflects the higher level, and will provide a wealth of stimulating lessons for students who are starting to become more independent in their learning.

To enhance e-assessments and implement them successfully, we need to understand how ICT can be used to improve assessment experiences, provide evidence of higher - level learning, and explore its institutional and pedagogic dimensions while addressing sustainability and cultural issues (Guàrdia, Cris & Alsina, 2016).

As we enter the world of high - powered notebook computers, broadband internet connections, 3 - dimensional curricula, open - source product development, and internet - based games, both co-operative and competitive, students will learn by accessing dynamic, interactive instructional materials that provide information to each student at the level of accomplishment he or she has reached.

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

While the Becta framework provided schools with a list of ten approved suppliers who were deemed to deliver high - quality, value - for - money learning platform services, it appears that the level of training, advice, guidance and change management provided was not standardised.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

This brief summary provides high level information learning professionals may use as a point of reference when helping executives, Subject Matter Experts, and those new to the profession better understand the current landscape.

Early childhood education programs can succeed only when consistent high levels of instruction are provided in ways that are adapted to the learning and behavioral needs of young children.

Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to a high level of student learning.

Doing so yields brain - based learning experiences that get blood flowing and provide additional oxygen to the brain — thus enabling higher levels of learning.

Future jobs will require STEM learning to be blended with high levels of communications and creative thinking skills of the sort that creative arts provide.

The SEM provides enriched learning experiences and higher learning standards for all children through three goals; developing talents in all children, providing a broad range of advanced - level enrichment experiences for all students, and providing advanced follow - up opportunities for young people based on their strengths and interests.

As a university committed to providing apprenticeship learning as key part of being a leading applied university, and drawing on our partnership expertise in preparing local people to train as STEM teachers, we would ensure that teacher apprenticeships at undergraduate and postgraduate level were of high quality.

In the final assignment for each week, we provided a learning objective, activity instructions, supporting materials (e.g., templates), and levels of assignment difficulty (e.g., Novice, Intermediate, High Flyer) with no «correct» answer.

Higher levels of government are responsible for providing sufficient resources to ensure adequate and equitable opportunity to learn; safeguarding civil and human rights; monitoring local systems; analyzing research and practice to determine what works best in what circumstances; disseminating knowledge; providing additional support as needed; and intervening in localities when necessary.

Teachers noted her high level of knowledge about literacy and the practical ways she provided to help them learn, manage and trouble shoot around a new curriculum.

We model how to provide multiple levels of support for each learning activity, so that all students can learn at a high level of rigor.

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.

In 1995 secondary school principals founded the Virginia Foundation for Educational Leadership — a Pre-K through 16 nonprofit leadership learning organization designed to support and broaden the outreach opportunities of VASSP in providing through its own activities, financial, and volunteer support the educational, scientific, and charitable purposes of linking all education levels — preschool, elementary, middle, high school, and higher education — to create a comprehensive seamless system of leadership learning.

Students receiving special education services are as different from each other as the members of any other group, assuming pre-determined levels of achievement based on disability status limits these students» opportunity to learn and diminishes the collective responsibility of adults to provide high quality instruction aligned with grade - level content to these students.

(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).

North Carolina's Standard Course of Study Defines the appropriate content standards for each grade level and each high school course to provide a uniform set of learning standards for every public school in North Carolina.

The second stage, Increasing the Rigor of Learning - Focused Lessons: Higher Order Thinking, Reading and Writing, provides the resources and tools for planning purposeful, rigorous lessons that advance students through the four Levels of Learning in every lesson.

Ensure that state initiatives are targeted to providing support to underperforming districts and, at the same time, are applicable to and used by all districts in the state to continually support higher levels of learning for all students?

To provide teachers with targeted and meaningful support, based on unique contextualized professional learning needs, to help them realize high levels of success and reach all students.

Developed by the organizations that led the successful and widely praised prototyping of items for the PARCC Consortium, Agile Assessment 5.0 provides educators with flexible tools for creating high - quality formative assessments, and for using real - time data on student learning to customize and strengthen classroom -, school -, and district - level math programming.

Inside, the reader will find two papers and summaries of roundtables that provide policy recommendations and practical advice on how to structure contextual teaching and learning and alternative assessments activities at the high school level.

The trip was designed to provide participants with an understanding of the state's overall high school reform strategy, the key players at the state - level involved in its creation and evolution, and an appreciation for the lessons learned as the state has progressed.

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.

L. 108 — 454, § 106 (a), inserted at end «Such term also includes national tests for admission to institutions of higher learning or graduate schools (such as the Scholastic Aptitude Test (SAT), Law School Admission Test (LSAT), Graduate Record Exam (GRE), and Graduate Management Admission Test (GMAT)-RRB- and national tests providing an opportunity for course credit at institutions of higher learning (such as the Advanced Placement (AP) exam and College - Level Examination Program (CLEP)-RRB-.»

Our process will provide important lessons regarding strategies and approaches to effectively transition an existing high performing school to a personalized learning culture with students at the center and higher levels of satisfaction levels for teachers.

Linked Learning, which is being implemented in schools across California and the country, addresses some of the fundamental challenges facing high schools today, providing students of all levels and abilities with the best possible chance for success in college and career.

Achieve3000 continues to offer the only customized literacy platform — in English and Spanish — that provides truly differentiated instruction to reach all students at their individual reading levels, providing equity of access to core instruction to accelerate their learning, improve performance on high - stakes assessments and prepare them for college and career success

The idea was that the key policies and practices that affect the success of school leaders — the standards that define high - quality leadership and provide a basis for holding leaders accountable; the training that prepares leaders for their role as catalysts for learning; and the range of conditions and incentives that help or hinder those leaders — are most likely to be successful and sustained if they are both well - coordinated and aligned to the goal of improved student learning at all levels of public education: state, district and school.

The gains for DC charter high schools weren't statistically significant, but at the national level high schools provided their students with the equivalent of 32 additional days of learning in math and only 9 in reading.

Readers were shocked by the high levels of suspensions meted out in Ferguson - Florissant and the fact that few of its students were being provided college - preparatory learning; this latter fact especially stood out in light of Missouri's decision in June to end implementation of Common Core reading and math standards.

Essential to sheltered instruction are teacher willingness and capacity to learn about and incorporate the prior knowledge of ELLs into instruction, to understand second language acquisition and address the linguistic needs of ELLs, to deliver comprehensible yet rigorous input, and to use spiraling and scaffolding techniques whereby every piece of information learned and every skill acquired provides the next - level substructure for building higher - order knowledge.

RAND Education is a leader in providing objective, high - quality research and analysis on all levels of education from early childhood through adult learning.

The grants reflect the foundation's growing portfolio of investments seeking to provide every student, regardless of background and income level, with access to high quality, personalized learning opportunities that are rigorous, engaging, collaborative, tailored and paced according to their individual needs, and based on content mastery.

NASSP's position statement on Tracking and Ability Grouping in Middle Level and High Schools suggests that principals should provide a safe and personalized learning environment for each student while also identifying a set of essential learnings in which students must demonstrate competency in order to move to the next lLevel and High Schools suggests that principals should provide a safe and personalized learning environment for each student while also identifying a set of essential learnings in which students must demonstrate competency in order to move to the next levellevel.

Principals at the school level, and superinten ¬ dents at the district level, are uniquely positioned to provide a climate of high expectations, a clear vision for better teaching and learning and the means for everyone in the system — both educators and students — to realize their goals, said conference speakers.

One solution, which offers compelling evidence that providing every student with the additional time and support needed to learn at high levels actually works, is Response to Intervention (RTI), authors Austin Buffum and colleagues (p. 10) tell us in this issue of Educational Leadership.

That is the purpose of RTI — to systematically provide every student with the additional time and support needed to learn at high levels.

The school is dedicated to three overarching premises which are enacted daily in every curricular area — first, that interdisciplinary learning best prepares students for higher levels of academic challenge; second, that the environment provides a ready lens for the application of academic concepts; and third, that attending to adolescent development and collaborative skills will enable students to succeed in any high school atmosphere.

The EdCan Network's desire to reach every learner compels us to investigate and provide important insights into how we address the significant challenge of ensuring that more students attain high - level skills regardless of personal circumstances or differences in their learning needs.