If
schools improve the learning outcomes for their students, their position in the league tables will rise.»
Not exact matches
Developed specifically to instruct teachers and other
school professionals about the impact hunger has on
learning, the NEA Healthy Futures Breakfast in the Classroom Toolkit will help you communicate how BIC can help increase breakfast participation and address hunger in
schools, which in turn can
improve academic and behavioral
outcomes for students.
Working together with parents, teachers, community members and elected officials, they want to empower
school communities to reinvent themselves as community «hubs» that can provide services that efficiently and effectively reduce barriers to
learning and
improve student
outcomes.
«It will be valuable to
learn whether improvements in earnings by families with pregnant women,
improved maternal nutrition or reduced maternal stress — all factors associated with higher birth weight — also translate to better cognitive
outcomes in childhood,» said Figlio, IPR faculty fellow and Orrington Lunt Professor of Education and Social Policy and of Economics at Northwestern's
School of Education and Social Policy.
For two years running, the Dulux Smarter Spaces initiative has been championing a movement to
improve education environments, supporting
schools to achieve better
learning outcomes through the power of effective use of colour and design.
The general disregard for curriculum as a means to
improve teacher effectiveness and student
outcomes is reflected in the observation that «many teachers do not have access to strong, standards - aligned curriculum; in fact, most teachers spend hours every week searching for materials that haven't been vetted and aren't connected to ongoing, professional
learning activities in their
schools.»
Kate Copping - Westgarth Primary
School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria Using Data to Develop Collaborative Practice and
Improve Student
Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics
School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure
learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
learning in dance education Sue Mullane - Sunshine Special Developmental
School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing
outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
outcomes in a multi-campus
school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria
Improving Numeracy
Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary
School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar:
School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community
School, Western Aus
School, Western Australia
While this could be seen as damning proof that technology does not have the capability to
improve educational
outcomes, and instead provides a platform for students to be become distracted from
learning, Andreas Schleicher, OECD director for education and skills, concluded that
schools systems «need to find more effective ways to integrate technology into teaching and
learning».
While research has shown that the increased roll out of 1:1 mobile devices could have the potential to
improve learning outcomes and help
schools to better take advantage of the connected world we now live in, the successful implementation does face a number of barriers.
Some of his more controversial points included the need to embed responsibility and accountability systems deep into every classroom and office, and the importance of identifying and then removing superfluous burdens from
school staff to enable them to
improve teaching and
learning outcomes with pace and certainty.
Visit the Digital
Learning Video Gallery on the website for the Alliance for Excellent Education to view real - life, practical stories about how district and school leaders are improving learning outcomes through effective use of tec
Learning Video Gallery on the website for the Alliance for Excellent Education to view real - life, practical stories about how district and
school leaders are
improving learning outcomes through effective use of tec
learning outcomes through effective use of technology.
While I applaud the desire to
improve learning outcomes by encouraging
schools to find more time for teachers, I think there is an implicit narrowing of understanding of the role of teachers.
Secondary
school teacher Jeremy LeCornu shares his experiences of «flipping» the classroom to
improve teaching and
learning outcomes.
Learn a step - by - step process for engaging in collaborative inquiry and using a range of data sources to
improve instruction and student
outcomes within your
school or district.
Moving forward, many
school teams say they will use what they
learned from the course and continue to meet on a regular basis to look at data through a different lens — how teachers can change teaching practice to
improve student
outcomes.
This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and
School Partnerships for Student Success,» which focused on designing family engagement practices connected to student
learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that
improve student
outcomes.
In what ways could your
school work collaboratively with local businesses to
improve student
learning outcomes?
JE: Of course, alongside of increasing attendance and enrolments - that's obviously extremely important - the next challenge is
improving learning outcomes once children get to
school.
But if
school leaders adopt blended
learning merely to increase out - of - district enrollments, increase course offerings, boost credit completion rates, lower staffing costs, or decrease the demands placed on teachers, then blended -
learning technologies will become increasingly cheap, convenient, engaging, and easy to use without necessarily
improving students» academic or life
outcomes.
The existence of an orderly
learning environment throughout the
school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the
school — is a fundamental precondition for
improved teaching and
learning to occur on which the subsequent improvement in student
learning outcomes can be based.
But edtech innovations hold real promise for
improving student
learning outcomes if education leaders use them to redesign classroom and
school models in ways that transform teachers» instructional practices.
The DfE's guidelines agree that «reducing the costs of managing and supporting a
school's ICT infrastructure can make more effective use of available in - house technical support» and that «staff may be refocused away from purely technical support of a multitude of in - house systems towards supporting the uptake of the ICT and thus delivering
improved benefits for the teaching and
learning outcomes.»
You are keen to introduce new approaches to teaching and
learning in
school and strong personal drive and commitment have resulted in
improved outcomes for pupils.»
Professor Viviane Robinson's seminal review identified five key leadership activities that are most likely to
improve outcomes in
schools; leading teacher
learning and development was, by some way, the highest impact leadership focus.
In addition, Rob Tarn, the regional chief executive and national leader of education at Outwood Grange Academies Trust, will be sharing advice on «implementing effective measures to transform
schools and
improve learning outcomes».
St Monica's Primary
School, Footscray, Victoria, Kimberley Morgan Adopting a Growth Mindset: Using student data to
improve learning outcomes in mathematics
Last year two educators told us how an in -
school book publishing program has
improved student
learning outcomes, engagement and motivation.
Florida Virtual
School also created the first - ever full online video - game based course called Conspiracy Code — initially an American History course — for which it did rigorous research to
learn how it
improved student
outcomes and for which students and teachers it worked best.
Educators from around the world will gather in Sydney next month to share successful approaches that have helped
improve student
learning outcomes in
school communities.
Dr Patsy Norton is currently Master Teacher at Craigslea State High
School, where her responsibility is to
improve teacher capability and student
learning outcomes.
Learning quickly from these differences is crucial to
improved outcomes as more
schools and districts create their own Opportunity Cultures.
In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student
Outcomes with Digital
Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larg
Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how
schools can use blended
learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at larg
learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and
improve student
learning at larg
learning at large scale.
«A central part of our focus, particularly in the professional
learning we do with
schools, has been about enabling research to influence practice in ways that can achieve
improved outcomes,» Buchanan tells Teacher.
Four of them were
schools nominated by
school system leaders as
schools that had had autonomy for several years, had dramatically
improved learning outcomes for students, and that the system leaders felt that the
schools would have available some evidence that would enable us to explore the possible links between
school autonomy and
outcomes for students.
One aspect of their research in particular caught our eye: the association of more
school time with
improved learning outcomes.
Passionate about
improving learning outcomes for students of color, Harper started her teaching career in 2003 at KIPP Academy Middle
School in the Bronx, New York.
By using a range of strategies, we raise the level of thinking in
schools working in partnership to raise the standard of teaching and of
learning,
improving outcomes and increasing opportunities for all of those whose futures are so dependent upon the public education system.
Some of the more controversial points that he will be discussing include the need to embed responsibility and accountability systems deep into every classroom and office, and the importance of identifying and then removing superfluous burdens from
school staff to enable them to
improve teaching and
learning outcomes with pace and certainty.
In communities across the nation, faith - based organizations (FBOs) provide out - of -
school learning programs designed to help students attain
improved education
outcomes, and faith - based leaders use their voices to advocate on behalf of the needs of the students and families they serve.
Since
improved AP
outcomes may not necessarily reflect increased
learning and could come at the expense of other academic
outcomes, I also looked beyond these immediate effects to the broader set of
outcomes, such as high
school graduation rates, SAT and ACT performance, and the percentage of students attending college.
Encouraging
schools and districts to view the
school calendar as a tool in the effort to
improve learning outcomes should be encouraged in both word and policy.
School textbooks have been found to play a «critical role» in
improving education
outcomes in developing countries, but limited access to these
learning materials is hampering student progress.
For those association members working in the education market, the year ahead will be focused on providing the best possible advice to
schools and settings keen to combine
improving their playgrounds, outdoor classrooms and outside spaces with delivering positive
learning and physical activity
outcomes for children.
«If you're going to move into leadership level positions, you need to be in a stance of a learner... Everybody in the
school is responsible for the
learning of every child in the
school and in order to ensure the best
outcomes for every child, we need to be continually
improving and focusing on how we do that.
A recent report by the Welsh
Schools Inspectorate (ESTYN) has tried to highlight the many benefits of moving more education outdoors and combining it with active play to let pupils be more active in
school, as well as
improving their attention span and opening up new
learning outcomes of the great outdoors.
Topics to be covered include: • The # 1 reason hospitalized or homebound students often fail in traditional models • How a targeted online homebound education program can be less costly while
improving educational
outcomes • How K12 provides homebound students access to the same rigorous
learning experience as their in -
school classmates • How this model also works effectively in alternative
learning environments, such as addiction centers or juvenile detention facilities
The first is
improved student
outcomes, and while that is usually around achievement
outcomes — literacy and maths, for example — increasingly there is a focus on social
outcomes such as reduction in bullying and students» enjoyment of
school and of their
learning.
As a part of a whole
school approach to improving student outcomes and teacher skills, Peer Learning Groups (PLGs) have been established at Craigslea State High S
school approach to
improving student
outcomes and teacher skills, Peer
Learning Groups (PLGs) have been established at Craigslea State High
SchoolSchool.
Teachers at Craigslea State High
School in Brisbane are using Peer
Learning Groups (PLGs) to
improve their own practice and student
outcomes.
Evidence suggests that children's academic and social - emotional
outcomes improve when adults collaborate across home and
school environments to provide consistent, reliable, high - quality
learning experiences, particularly during key developmental transitions.