Sentences with phrase «school and classroom practices»

The North Carolina Teacher Working Conditions Survey is a tool that gauges NC Educators» perspectives about teaching and learning conditions while providing education stakeholders and policymakers insights on how to improve school and classroom practices.

Using research findings to change school and classroom practices: Results of an experimental study.

To create What We Know about Reducing Disproportionate Suspension Rates for Students of Color, a literature summary for the Oregon Leadership Network Research Alliance, we examined over 8,900 articles in search of evidence of school and classroom practices that can help reduce disproportionality in discipline referrals and suspensions for middle and high school students.

The summit jumpstarts their year - long dialogue with Secretary Duncan and department officials about school and classroom practices that advance learning and student achievement.

BERC's research and analysis on these projects between 2008 and 2011 will highlight school and classroom practices that equip students for success at the elementary, middle grades, and high school levels.

Additionally, we asked them to keep a weekly time log of instructional activities in reading / language arts for a week in February and a week in May, and to complete a questionnaire on school and classroom practices related to reading.

To accomplish this goal, we investigated school and classroom practices in effective (unexpectedly high achieving) schools and compared them to what was happening in moderately effective and less effective schools.

In schools, this means collaborating to find ways to improve current school and classroom practices.

«This is not the time for schools and classroom practices to be viewed through the rear - view mirror, and a useful start for the panel could be to determine whether The Melbourne Declaration on Educational Goals for Young Australians still represents the full compass of our aspirations for educational excellence in schools.»

Not exact matches

What I've learned from my research is that in addition to making sure our classroom practices are engaging, we also need to talk to students directly about their beliefs about school, helping them see how disengagement works against them, and what engagement actually is.

Interesting article:» «Overloaded and Underprepared» joins an increasing number of voices expressing concern about the future of the stereotypical high school student of today â $ «the one with the non-stop schedule who is overstressed, anxious,» Anxiety is comorbid with suicide, and yet PAUSD teachers criminalize anxiety through everyday worst practices in the classroom: excessive homework, test stacking, project stacking, inflexible deadlines, and uncaring response to pleas for relief.

School - wide reforms outside the classroom may help; but fixing the misunderstandings, and poor engagement practices in the classroom would help a lot more.

Having a principal champion on board to advocate for your alternative breakfast model is a key best practice we share with school nutrition directors and managers seeking to implement breakfast - in - the - classroom.

My thought is that until society changes, it will be a up - hill battle to convince children that the healthful choices they see at school cafeterias are great when outside of school many are seeing and eating the less - than - healthful choices in many of the ways we've talked about here before: classrooms, athletic practices, homes because parents are busy, don't have access to fresh foods and more.

We will ask them what works and what doesn't, learn their best practices for a successful breakfast - in - the - classroom program, and learn more about what students want on their school breakfast menus.

Parent trainer Zweiback recommends that children role - play «school» at home with dolls and stuffed animals as a nonthreatening way to practice being in the classroom.

While I feel I've made a lot of strides nationally on The Lunch Tray by bringing these issues to the fore and assisting readers around the country at their children's schools, at my own son's elementary school my principal has declined to make any modifications to practices like birthday cupcakes in the classroom.

He / she and I have clashed over the persistant use of junk food in school classrooms, the practice of bringing in birthday cupcakes to school, the improvement of school lunch standards and more.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

As program officer for the IES Cognition and Student Learning research grants program, Dr. Albro oversaw the preparation of an IES Practice Guide, Organizing Instruction and Study to Improve Student Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research on learning and memory.

Similarly, first - grade INSIGHTS classrooms had higher teacher practices of classroom organization and lower classroom off - task behaviors over the school year compared to control classrooms.

The researchers visited classrooms to observe teacher practices and student behaviors in both the fall and spring of a school year.

«Because we know memory is a crucial cognitive skill for school learning, practice at playing games that challenge memory should, in theory, lead to improvements in classroom behavior and academic skills,» she says.

The theme of the biennial institute, which is modeled on a similar summer gathering in Europe called the European Science Education Research School, was connecting research on science education to classroom practice and policy issues such as the Next - Generation Science Standards.

The Community of Practice provides professional development opportunities for middle and high school teachers across the country to learn more about current heliophysics research and incorporate it into their classroom.

Administrators at Bullard Elementary School in Kennesaw, Georgia, implemented yoga and other mindfulness practices in the classroom to reduce students» stress, but they received an onslaught of complaints from parents who felt they were promoting non-Christian beliefs by «allowing this Far East mystical religion with crystals and chants to be practiced under the guise of stress release meditation.»

Participants will examine their personal strengths, fears and cultural histories in relation to their role as a teacher, understand the needs of students and schools, learn classroom management techniques, write lesson plans and practice teaching Bent On Learning's yoga curriculum for primary, middle and high school students.

Trainees will explore their motivations for teaching, understand the needs of students and schools, learn classroom management techniques and practice teaching Bent On Learning's yoga lessons for primary, middle and high school students.

Many of our students have been practicing with our yoga program throughout their time in school and enjoying the benefits yoga brings to their classroom experience and their daily lives.

Regular mindfulness practices and skills reduce negative thinking, negative emotional reactivity, and thus negative classroom and school climate.

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

So when administrators at Bullard Elementary School in Kennesaw, Ga., implemented yoga and other mindfulness practices in the classroom to reduce students» stress, they probably envisioned peace and relaxation in their future.

Read more about how schools and districts can move beyond these «pockets of excellence» to create a broad - based approach — and how to support teachers as they expand their classroom practices, as well as their confidence and capacities.

Following are just three of the claims I've heard from schools and classrooms that don't fully invest in this practice:

We liked that other schools that had created similar practices used signs and charts to indicate which classrooms were open to visitors.

It's a lot to ask of a child, to have him walk out of the classroom, shut the door behind him, and deny himself the wonderful enjoyment of practicing his wind sprints up and down the corridors of the school.

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

In this second of two Responsive Classroom articles, Education World looks at how Responsive Classroom practices play out in schools and classrooms.

... But elements of the flipped classroom, where you're just identifying things in your teaching and learning practices in the classroom... perhaps maths is a great example even in primary school, where a lot of students just require a particular maths example to be explained over and over and over, using different examples.

In seeking to extend learning beyond the classroom and school it became the case that a system of badging for providers who service the educational demand elsewhere ought to have some form of accreditation to safeguard schools, their students and teachers and confirm that acceptable standards of good practice are being applied at those learning venues.

On December 12, 2014, The Leading Edge of Early Childhood Education brought together leading scholars, practitioners, and policymakers to engage with the latest thinking, research, and practice in building and sustaining high - quality pre-K systems, schools, and classrooms.

For academically at - risk students who have been enrolled in U.S. schools since kindergarten and who have experienced educational opportunities that are basically similar in design and practice, research suggests that a classroom - wide, universal approach focused on building up academic vocabulary and conceptual knowledge would be appropriate.

While classroom - based teaching continues to dominate as the most preferred practice in schools, colleges, and organizations, another form of learning...

Through our partnership with the Kusuma Trust UK, the Research Schools Network will work with local schools to break down barriers and make sure that evidence from our guidance reports has a real impact on classroom prSchools Network will work with local schools to break down barriers and make sure that evidence from our guidance reports has a real impact on classroom prschools to break down barriers and make sure that evidence from our guidance reports has a real impact on classroom practice.

In the typical mathematics classroom, especially in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problems.

«The Review panellists are ideal advisers on the best evidence - based practices for our students that will help guide how our schools and educators focus resources in classrooms.

There is an expectation among the school staff that they practice a culture of continuous improvement and risk - taking based on a cycle of conversations, classroom observations, constructive feedback, and planning and implementing strategies that aim to directly make a difference to classroom practices in line with the priorities identified for school improvement.

They argued that there is a growing professional and academic understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

It includes opportunities to observe real - world classrooms, where participant teams apply protocols, build their observational skills, and consider how to integrate such practices in their own schools and districts.

Schools are looking for ways they can use the kindergarten entry tools to tailor classroom practices with children's academic, social, and physical development needs in mind.