Sentences with phrase «quality of academic engagement»

«Turing the Tide offers recommendations to tackle both of these issues simultaneously by promoting the quality of academic engagement over the quantity of achievements in college admissions.»

Not exact matches

Guiding Principles Religious and theological studies depend on and reinforce each other; A principled approach to religious values and faith demands the intellectual rigor and openness of quality academic work; A well - educated student of religion must have a deep and broad understanding of more than a single religious tradition; Studying religion requires that one understand one's own historical context as well as that of those whom one studies; An exemplary scholarly and teaching community requires respect for and critical engagement with difference and diversity of all kinds.

Genuinely acknowledging and rewarding these other key impact factors, such as societal engagement, teaching excellence, and input and deliberation at key meetings and conference participation could go a long way toward balancing the demands of academic output to publish alone, thus lessening the pressure to spend endless weekends and vacation time writing for quantity rather than quality.

These public displays of high - quality work enhance academic engagement and pride, among both students and teachers — and they increase the community's pride in the school building itself.

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.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be expensive.

Recent and ongoing projects include a researcher - practitioner partnership focused on familial and school - based relationships that support adolescents» emerging sense of purpose, academic engagement, achievement and post-secondary school transitions; Project Alliance / Projecto Alianzo, a multiethnic study of parental involvement in education during adolescence; and collaboration with a local school district focused on school choice policies to examine equity and access to high quality schools, along with demographic variations in parental priorities and experiences with these policies.

The plan, which is part of the district's Eight Big Ideas, aims to provide every student in the district with a high - quality arts education, both in and out of the classroom, improve school climate and culture, increase student and parent engagement, and improve academic achievement.

Project ACHIEVE also assists schools to implement effective and efficient problem solving and strategic intervention processes for students with academic and behavioral difficulties, while improving the staff's professional development and effective instructional interactions, and increasing the quality and quantity of parent and community involvement and engagement.

States will now have the responsibility of designing an accountability framework incorporating and giving the most weight to academic factors, including student performance on state assessments and high school graduation rates, in addition to state - chosen indicators of school quality or student success, which can include measures of educator engagement and school climate / safety.

Here in Utah and across the nation, Career and Technical Education gives students experience in practical, meaningful applications of academic, technical and employability skills, thus improving the quality of their education and increasing student engagement.

Research on student engagement at the level of school systems can be the lens with which to focus on quality schools that provide an equitable education that leads to academic success.

By seeking to improve both the quality and quantity of family engagement and by providing 21st century tools for students to extend practice of academic skills, the Connected Learning project seeks to address the achievement gap in an innovative, thoughtful and comprehensive way.

The state board will also provide guidelines districts can use as they collect data for local indicators, including information that reflects parent engagement, implementation of the new academic standards, and the availability of quality educators, instructional materials and facilities.

Afterschool programs of high - quality produce increase student academic achievement, positive social / emotional development, regular and consistent school attendance, student engagement, positive work / study habits and stronger links between students, families and schools.

For students, it is evident that the affective quality of the teacher — student relationship is an important factor in their school engagement, wellbeing, and academic success (for a meta - analysis, see — Roorda et al. 2011).