Sentences with phrase «school behavior outcomes»

Not exact matches

What led most directly to those outcomes, she concluded, were academic behaviors like completing class assignments, coming to class prepared, participating in class discussions, and, most fundamentally, showing up to school.

Improving the behavior of the parent or caregiver of children in high - risk situations actually changes their physical chemistry, according to the studies Tough cites, leading to fewer behavior problems and greater success in school, as well as measurably better health outcomes as years pass.

These behaviors predict more serious adverse outcomes later in life, such as substance abuse, delinquency, and violence, explains study leader Anne Riley, PhD, professor in the Department of Population, Family, and Reproductive Health at the Johns Hopkins Bloomberg School of Health.

«Our study explored the associations between dog ownership and pet bonding with walking behavior and health outcomes in older adults,» said Rebecca Johnson, a professor at the MU College of Veterinary Medicine, and the Millsap Professor of Gerontological Nursing in the Sinclair School of Nursing.

Poor self - regulation or an inability to alter thinking, emotions, and behaviors to meet varying social demands is thought to be a key link between inadequate sleep in teens and poor health and school - related outcomes.

And in the other study with the Walton Arts Center we are surveying more than 2,000 7th grade students in area schools to link the past performances they have seen on school field trips to their current behaviors as cultural consumers and producers as well as some empathy and tolerance outcomes.

This is important because it will tie measured increases in student progress on non-tested outcomes to actual behaviors that are of interest to school officials and policy makers.

Drawing on the same data, we will examine whether self - reported measures of students» non-tested outcomes predict related school behaviors (e.g., absences, suspensions, on - time grade progression, GPA) in subsequent years.

Technology, however, makes it possible to record, retrieve, and evaluate entire portfolios of student work, daily and weekly learning outcomes, and a host of teacher practices and behaviors, all of them able to be analyzed, reviewed, and discussed at multiple points during the school year — and indeed over multiple years.

Longitudinal research has demonstrated that students who perceive school discipline as unfair are more likely to disobey teachers, disrupt classroom instruction, and in general fail to develop behaviors conducive to educational success and related positive outcomes.

While discipline measures like suspensions are intended to enforce school rules and improve student behavior, the negative outcomes of such policies should give us pause.

Celebrate improving school culture and climate, building students» social - emotional competencies and character, improving discipline and on - task educational behavior, improving academic outcomes, but do not define these outcomes primarily through standardized tests.

As he writes in the book, «We were frankly skeptical that literacy or any other cognitive outcome of schooling could account for the impact of schooling on the maternal behavior that led to diminished fertility and mortality.

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

By identifying the skills and behaviors crucial for school success we can ensure that for these outcomes teachers don't just cover them and then move on.

Topics include the use of disciplinary procedures such as Positive Behavior Intervention and Support and Restorative Justice as effective ways in reducing suspension rates, the impact of high suspension rates in the capacity of schools to attain better academic outcomes, and the high suspension rate of students suffering learning and emotional disabilities.

School staff puts the practices into action and introduce the behavior and reading supports in classrooms to improve student outcomes.

The study examines the principal strategies, models, and practices that these schools implemented, the factors facilitating and inhibiting implementation in SLC schools, and how outcomes for SLC schools, as measured by student achievement and school behavior, change over time.

Many studies have linked high quality after school and summer programs to positive student outcomes in academics, school attendance and behavior.

Mandy lead a diverse committee in re-evaluating her school's discipline plan and adopting an evidence - based behavioral intervention plan that enhanced academic and social behavior outcomes for all students.

Focused on every aspect of learning, teaching and leadership, school reform has referred to testing, curriculum, management, behavior, attitudes, structures, methods, outcomes, buildings, and most of all, the political motivations of schooling.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

But how do you actually know if you're making a difference and creating a school climate focused on positive student behavior that leads to better outcomes?

This paper assesses the causal effects of Catholic primary schooling on student outcomes such as test scores, grade retention, and behavior.

A meta - analysis conducted by Marzano, Waters, and McNulty (2005) found that several promotion - focused behaviors among school leadership are linked to higher levels of student achievement, including (1) serving as a change agent (challenging the status quo and leading efforts that have uncertain outcomes); (2) demonstrating flexibility (being comfortable with major changes and dissent); and (3) being an optimizer (encouraging innovation by portraying a positive attitude about teachers» ability to achieve what may seem to be beyond their grasp).

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 outcomes.

A separate UCLA study found that Green Dot's high schools significantly lower a variety of serious risky behavior among students through increased retention and improved academic outcomes.

National research suggests later middle and high school start times can lead to a host of better outcomes, from higher attendance rates and fewer behavior problems to improved scores on state tests.

The National Association of State Boards of Education (NASBE) offers advice to its members: «The recognized need for public schools to support students in areas beyond academics is not new, but recent developments in social - emotional learning (SEL) go beyond what has come before — and are starting to show improvements in both student behavior and academic outcomes.»

In addition to the student profiles, scenarios, interventions, and outcomes, this diversity simulation taught various levels of content related to classroom management, following the proper communication protocol when working with school administration, making the connection to attitudes and behaviors, and reacting properly to situations related to diversity both inside and outside of the classroom.

In this podcast, Dr. Freiberg explains district responsibilities under the state anti-bullying statutes; explores the need for a cultural shift away from punishing bad behavior to teaching kids essential life skills; and, discusses restorative practices and the positive outcomes achieved by schools that are implementing them.

Blaming teachers for poor outcomes, we spend almost all of our energy trying to control teachers» behavior and school operations.

These outcomes have been achieved through SEL's impact on important mental health variables that improve children's social relationships, increase their attachment to school and motivation to learn, and reduce antisocial, violent, and drug - using behaviors.

UIC's Cassandra McKay - Jackson highlighted additional negative outcomes associated with school mobility, «(L) ow attachment (or school detachment) is related to higher levels of violent behavior and aggressive beliefs, more negatively perceived school climate, and lower academic motivation as well as higher risk for school dropout.»

The other case study, How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary outSchool Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary oOutcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary outSchool in New York City and the impact of its positive school culture and behavior support systems on disciplinary outschool culture and behavior support systems on disciplinary outcomesoutcomes.

An indicator may not have strong relationships with student outcomes or provide meaningful differentiation between school performance but still provide value in a school classification system, particularly if that indicator signals what a state values and drives behavior that states want to see at the district and school levels.

At least one «Other» area with behavior, social emotional learning (SEL), school climate, mental and physical health, and character outcomes.

When selecting indicators to classify schools into categories, states should also examine three additional characteristics for each indicator: differentiation between schools, relationship to key student outcomes, and ability to drive behavior.

The other case study, How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabilSchool Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabOutcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabilSchool in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabilschool culture and behavior support systems improve disciplinary outcomes for students with disaboutcomes for students with disabilities.

NREPP listing provides external assurance about the quality of research behind Safe & Civil Schools resources, offering peace of mind for administrators and school board members who want to ensure that their investment will produce immediate and lasting returns that con - tribute to increased learning and improved behavior outcomes for all students.

This unsupervised time puts children at risk for negative outcomes such as academic and behavioral problems, drug use and other types of risky behavior, yet schools with a need to slash costs in an era of constrained budgets often choose to scrap their afterschool programming.

(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?

Welp, it's Columbus Day, and while your grade school textbook probably filled you in on the basics (he sailed across the Atlantic ocean blue in 1492 to «discover» the «New World,» etc.), there were also a few, uhm, less - than - pleasant outcomes to his journeys around the Americas — namely slavery, genocide, widespread disease, and generally tyrannical behavior.

The latter are critically important for a number of positive life outcomes, including school persistence, full - time employment, lifetime wages, better health and positive social behaviors.

Advances in prevention in public health2 provide a model for prevention of adolescent health - risk behaviors by focusing on risk and protective factors predictive of these behaviors.3, 4 Research on the predictors of school failure, delinquency, drug abuse, teen pregnancy, and violence indicates that many of the same factors predict these different outcomes.5, 6 Recent research has shown that bonding to school and family protects against a broad range of health - risk behaviors in adoles cence.6 Yet, prevention studies typically have focused narrowly on a specific outcome, such as preventing substance abuse, and on attitudes and social influences that predict that outcome.7, 8 Previous studies on prevention have not sought to address the shared risk and protective factors for diverse health - risk behaviors that are the main threats to adolescent health.

Attention - deficit / hyperactivity disorder (ADHD) has been viewed as a neurodevelopmental disorder, adversely affecting behavior and school performance, with studies suggesting increased risk for poor adult outcomes.

Previous delinquency, substance abuse, and teen pregnancy prevention programs have been provided in the late elementary or middle school grades, just prior to the ages when delinquent behavior, substance use, and sexual activity increase in prevalence.6, 7,31,32 Yet the social development model that guides the present intervention suggests that early and sustained intervention through the elementary grades should put children on a different developmental trajectory leading to positive outcomes over the long term.

Starting preventive interventions at elementary school entry and continuing them through grade 6 had greater effects on both educational outcomes and health - risk behaviors than intervening later in the elementary grades.

These analyses reveal that most suicidal adolescents (55.3 % -73.2 % across outcomes) receive some form of treatment before the onset of suicidal behavior — most often mental health or school - based services.

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