Sentences with phrase «school characteristics associated»

She conducts research on children's early cognitive and social development, children's school readiness, family and community supports for school readiness, and school characteristics associated with ongoing achievement and positive development.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

Not exact matches

A newly published research study conducted by graduate students Jessie Green and Alan Brown under the guidance of Punam Ohri - Vachaspati, a nutrition researcher at the School of Nutrition and Health Promotion at Arizona State University, examined whether noticing and using calorie menu labels was associated with demographic characteristics of customers at a national fast food chain currently posting calorie counts.

«Veterans with PTSD had a very high sleep disorder prevalence of 16 percent, the highest among the various health conditions or other population characteristics that we examined,» said Principal Investigator and senior author James Burch, PhD, Associate Professor in the Department of Epidemiology and Biostatistics in the Arnold School of Public Health at the University of South Carolina.

After adjustment for faculty and school characteristics, minority faculty development programs were not associated with greater representation of minority faculty, recruitment, or promotion.

In a new paper published this week in the American Journal of Medical Genetics, first author Miguel del Campo, MD, PhD, associate professor in the Department of Pediatrics at University of California San Diego School of Medicine, and colleagues in Brazil and Spain, describe the phenotypic spectrum or set of observable characteristics of congenital Zika (ZIKV) syndrome, based upon clinical evaluations and neuroimaging of 83 Brazilian children with presumed or confirmed ZIKV congenital infections.

In California, both NME and pertussis clusters were associated with factors characteristic of high socioeconomic status such as lower population density; lower average family size; lower percentage of racial or ethnic minorities; higher percentage of high school, college, or graduate school graduates; higher median household income; and lower percentage of families in poverty.

«Child - parent dietary resemblance in the U.S. is relatively weak, and varies by nutrients and food groups and by the types of parent - child dyads and social demographic characteristics such as age, gender and family income,» said Youfa Wang, MD, PhD, senior author of the study and associate professor with the Bloomberg School's Center for Human Nutrition.

Fortunately, we found that the characteristics of this disease were nearly identical to those of previously circulating influenza viruses, meaning that policies and models based on those assumptions could be applied to the control of 2009 H1N1,» said Justin Lessler, lead author of the study and research associate with the Bloomberg School's Department of Epidemiology.»

We can gain further insight into the factors associated with teacher mobility by examining the pre - and post-move school characteristics for teachers moving to a new school within the same district.

The list of 20 red - flag characteristics — behaviors that could indicate a student's potential for harming himself or herself or others — is derived from tracking school - associated violent deaths in the United States since July 1992.

They also display the religious and partisan characteristics commonly associated with private schooling: they are more likely to be Catholic, born - again Christian, and Republican.

They then seek school variables or student conditions such as household and community characteristics and school service levels (for example, teacher qualifications) that are statistically associated with that performance level.

Maybe all urban public schools — perhaps even all schools — deserve a greater degree of deference because of characteristics associated with their «local - ness.»

Just last week, the annual conference of the Association for Education Finance and Policy featured new research on topics such as the importance of charter organization type, the characteristics of charter schools associated with effectiveness, charter student outcomes beyond standardized test scores.

The current study can not draw causal conclusions, but altering the structural characteristics of schools associated with higher suspension rates should be considered in future reform efforts.

The second approach, typically associated with value - added models (VAMs), controls for student background characteristics and under some conditions can be used to identify the causal effects of schools and teachers.

The volume examines the relationship between student performance and socio - economic status, and describes how other individual student characteristics, such as immigrant background and family structure, and school characteristics, such as school location, are associated with socio - economic status and performance.

Given the time constraints, Coleman used the proportion of variance in student achievement associated with various educational inputs — such as schools, teacher characteristics, student - reported parental characteristics, and peer characteristics — as a type of divining rod for identifying promising targets for intervention.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

The measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher student achievement.

An increase of one standard deviation in the level variable is associated with ratings that are almost one - third of a letter grade higher after taking into account other school characteristics.

Three school characteristics stood out as associated with higher rates: middle schools (as opposed to elementary or K - 8 schools), large schools (especially if enrollment exceeds 1,300 students), and schools with a higher percentage of African - American enrollment (that pattern is seen in schools with greater than 16 percent African - American enrollment).

The defining characteristic of an organisation as a potential «Associate Member» is that their stated purpose is directed specifically to supporting the professional work of school leaders.

We identified the following school or classroom characteristics as statistically associated with lower suspension rates for students of color:

Similar to findings from correlations, middle and high school neighborhood characteristics (aside from location in the Wilson HS boundary) are no longer associated with boundary participation.

We identify which neighborhood characteristics, if any, are associated with in - boundary schools that have the highest boundary participation rates, and identify schools that have higher or lower boundary participation rates than expected given the characteristics of their boundary neighborhood.

Determine student characteristics and contextual factors associated with response to intervention as a means of informing treatment decisions and to determine the extent to which student characteristics (e.g., memory, motivation) and contextual factors (e.g., teacher knowledge, school effectiveness ratings, neighborhood access to literacy) can predict response to intervention initially and longitudinally.

Some school characteristics were associated with variations in the amount of time principals devoted to instructional leadership.

The funding reform commission is responsible for taking a number of factors into account including local capacity to support schools, regional differences in associated costs and a variety of student characteristics that impact educational needs.

Like some traditional schools, certain charters have characteristics associated with higher turnover, such as their location in low - income communities and hiring of younger, newer teachers, said Leib Sutcher, research associate at the Palo Alto - based Learning Policy Institute.

A significant problem of practice in more selective admissions is assessing and measuring individual characteristics most likely to be associated with later school leader success, including achievement of strong student learning outcomes.

Here are some characteristics I would want to see in a new associate: work experience prior to law school (ideally in a small - business environment); demonstrated examples of leadership in small - group settings; extraordinary written and spoken communication skills; cross-cultural experience (ideally with a second or third language thrown in); and a knack for prioritizing and managing multiple demands.

In a 2003 paper in the American Psychologist, Maury Nation and colleagues identified a set of characteristics that were associated with the most effective prevention programs in the areas of substance abuse, risky sexual behavior, delinquency and violence, and school failure.114 John Borkowski, Leann Smith, and Carol Akai subsequently summarized the key themes of the Nation paper and identified a set of ten principles of effective prevention programs.

Although the results from the present study may not be conclusive on whether children who participate in ECE have better learning outcomes due to lack of robust longitudinal support, it is undeniable that stimulation of child characteristics that are targeted to reduce educational inequalities at school entry between advantaged and disadvantaged children represents a critical foundation in reducing the economic, health, and social burdens associated with poverty.

A range of childhood psychosocial risk factors have been associated with depression, including characteristics of the child (eg, behavioral and socioemotional problems, poor school performance), characteristics of the parents (eg, parent psychopathology, rejecting or intrusive behavior), and family circumstances (eg, the loss of a parent, physical or sexual violence, family discord).12 - 15 However, it has not been shown decisively whether these risks distinguish juvenile from adult - onset MDD.

-- Family and school contexts as well as individual characteristics are associated with health and risky behaviors in adolescents.

However, the analysis undertaken in section 3.1 indicated that familial and development issues, including experiences which occurred earlier in the child's life, were associated with social and behavioural characteristics at entry to primary school.

Household income and child general health are found, in particular, to be consistently associated with behavioural characteristics at school entry.

The socio - economic characteristics which were associated with difficulties at school entry - after controlling for other possible confounding factors - varied according to the domain being examined.

6 Thus the analysis identifies which characteristics are statistically significantly related to (or «associated with») a child having a score in the borderline or abnormal range at school entry.

Characteristics of school - based health services associated with students» mental health.

Intervention characteristics associated with more effective outcomes: promoting positive mental health rather than the prevention of mental illness; continuous and long term; whole school approach, focusing on school climate and environment rather than on individual change; opportunities for practice in range of contexts, addressed self - concept, self - esteem and coping skills; combining universal and targeted programmes