Sentences with phrase «schools on a sustained basis»

National studies show that charter schools do not outperform charter schools on a sustained basis.

Not exact matches

Based on data showing that, while youth football players sustained concussions at about the same rate in practice and overall as high school and college athletes, they were injured at a rate 3 to 4 times higher than older players during games, the UPMC researchers predicted that Pop Warner's new rules «may not only have little effect on reducing on reducing concussions but may also actually increase the incidence of concussions in games via reduced time learning proper tackling in practice.»

School - based prevention programs were found to be successful in having a significant impact on dating violence knowledge and attitudes and, unlike victimization experiences, changes in knowledge were sustained over time.

Teachers at Loudoun County School Division had a thoughtful conversation about the power of sustained inquiry, which is based on questioning skills, and how student reflection was critical to learning.

This threatens the state's ability to sustain the current economic boom and traps the workers themselves in jobs with little opportunity to advance, according to New Skills for a New Economy, a new study based on over two years of research conducted at the Harvard Graduate School of Education's National Center for Adult Literacy and Learning (NCSALL) and Northeastern University's Center for Labor Market Studies.

Much of the allure of private schools, after all, is based on their reputations, which they work hard to sustain.

With Restorative Practices all members of the school community share the responsibility of building and sustaining a positive school environment based on strong relationships and recognize their role as a positive contributing member of the school community.

The second set focused on gaining an understanding of how to enhance the «scale - up» process through which K - 12 schools are able to initially adapt, expand the application, and sustain research - based interventions that improve school effectiveness.

The six performance management principles and their accompanying practices in the MSM Field Guide are, however, based on a large supply of case studies from both the private and public sectors, along with professional opinions of practitioners and researchers who have experienced or witnessed meaningful, sustained improvement in performance - driven schools and districts.

Place - based education (Smith, 2002) and service learning (National Commission on Service Learning, 2002) also offer ways for schools and communities to connect in meaningful, sustaining ways.

In this installment of Dan and Larry's discussion based on their shared focus on developing and sustaining equitable, supportive, and restorative systems of school discipline, they cover remedies and approaches to the problem.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

As both a practitioner and researcher, Liz's focus areas in Integrated STEM through engineering include school and / or district transformation; diverse populations and STEM; developing viable models through sustained engagement with administrators and teachers; use of effective, research based tools for STEM implementations and focusing on engineering specifically as an effective tool for integrated instruction.

Based on our experiences in schools and the research we've done around the conditions necessary for scaling personalized learning, KnowledgeWorks believes an essential first step to this work is to craft, develop and sustain a community - wide vision for personalized, competency - based learBased on our experiences in schools and the research we've done around the conditions necessary for scaling personalized learning, KnowledgeWorks believes an essential first step to this work is to craft, develop and sustain a community - wide vision for personalized, competency - based learbased learning.

Teacher, parent, and student reports on individual school - quality indicators showed improvement in student safety and well - being, involvement, satisfaction, quality student support, focused and sustained action, standards - based learning, professionalism and system capacity, and coordinated team work.

These are important first steps, but additional actions will be needed to guarantee all students high - quality school options on a sustained basis.

«Our goal is to develop a set of materials and professional development resources that help middle school educators implement powerful, research - based practices and, concurrently, build the capacity of on - campus leaders to sustain those practices over time.»

Building on extensive evidence that school - based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures.

Her areas of interest center on supporting the implementation of evidence - based interventions by teachers and schools, including professional development (PD) and coaching models to reduce the research - to - practice gap; Implementation Science, including frameworks across fields and factors associated with sustained use of evidence - based interventions; and, the application of MTSS across general and special education, including Response - to - Intervention and School - Wide Positive Behavior Intervention Supports.

Accomplished principals will share the latest research and analysis on evidence - based strategies to support the role of principals according to ESSA evidence tiers, discuss how ESSA provides states and districts with ample opportunities to provide on - going professional support for principals, and share key strategies for sustaining high quality professional learning communities for principals and other school leaders.

Participation in learning communities gives teachers an opportunity to work on a sustained basis with their colleagues, develop a sense of shared mission, and feel much more connected and committed to the school.

This evidence - based, blended program will address multiple dimensions for transforming, creating, and sustaining a positive school culture and climate with a focus on training teams of elementary school staff (teachers, school mental health providers, and administrators) in the core concepts of social emotional learning, systems change, and coaching.

These interactive presentations will focus on strengthening SEA knowledge and understanding of macro and micro systems needed to cultivate, implement, and sustain culturally responsive pedagogies and school - based practices.

Based on Regie's work in diverse schools across the United States and Canada, Transforming Our Teaching: Regie Routman in Residence is a groundbreaking video - based series designed to raise and sustain reading and writing achievement for ALL learBased on Regie's work in diverse schools across the United States and Canada, Transforming Our Teaching: Regie Routman in Residence is a groundbreaking video - based series designed to raise and sustain reading and writing achievement for ALL learbased series designed to raise and sustain reading and writing achievement for ALL learners.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

A 2005 research study by the MDRC, a New York - and Oakland, California - based research group, found that Kansas City high schools produced and sustained a «double digit» improvement in the percentage of 11th - graders reading proficiently and a dramatic decline in the percentage of students scoring «unsatisfactory» on the state test.

For example, despite the fact that statistics have shown men and women have relatively similar rates of assault (http://www.statcan.gc.ca/pub/85f0033m/2010024/part-partie1-eng.htm) there was no sustained outcry by the legal profession when Windsor Law School supported discrimination based on gender: (http://fullcomment.nationalpost.com/2012/09/26/matt-gurney-university-run-legal-aid-forgets-justice-applies-to-men-too/)

Also I noticed that you referenced Suzy Green's study on the outcomes of evidence - based coaching with high school students (and there is another one on teachers) but didn't specifically refer in your article to the application of coaching, as an applied positive psychology, in schools as a way to support individuals and groups to embed and sustain positive change.