Sentences with phrase «seen evidence of students»

Prospective employers want to see evidence of a student's abilities.

Can we see evidence of students building their grit — as well as their agency and self - control, curiosity, optimism, and more — not by asking them what they do or by giving them a test, but by observing what they actually do and where they actually spend their time?

Higher education and employers want to see evidence of a student's skills and ability.

Not exact matches

The continual breakdown in catechesis and the lack of formation can be quite clearly seen in evidence amongst students at university level.

The Guardian: Turkey lifts ban on headscarves in schools Turkey has lifted a ban on female students wearing headscarves in schools providing religious education, in a move drawing criticism from secularists who see it as fresh evidence of the government pushing an Islamic agenda.

Bring earth science to life for your students as they look for evidence of the rock cycle at work and see first - hand how glaciers have marked the New England landscape of Moose Hill.

Over the last decade, New York City public school students have seen real improvements in their schools, most clearly evidenced by a graduation rate that has been climbing steadily after decades of stagnation.

«We saw little evidence of migration between groups in the wild,» said Celine Becquet, first author of the paper and a graduate student in Przeworski's laboratory.

A pair of Wisconsin convicts gain local fame for almost escaping prison using dental floss; high school students pose for smiley yearbook snapshots, which capture nothing of the drama in their lives; a man with a 30 - year obsession with one particular bird unveils the grainy, Big Foot - style video evidence that he actually saw it.

If students can use the inferring strategies of using Prior Knowledge, making conclusions supported with evidence from the text then that will enable you to see how well the student comprehends the written text.

This last finding is consistent with recent evidence showing no academic benefits of attending a Boston or New York City exam school for students who just met the admissions criteria (see «Exam Schools from the Inside,» features, Fall 2012).

When we examine the results of standardized test scores we typically think we are seeing evidence of what students know.

For the small percentage of black and Hispanic students who attend private school, however, I find no evidence of a trade - off between popularity and achievement (see Figure 2).

As I am not a member of that faith, I don't know exactly how it works either, but the research evidence on Catholic schooling shows, time and again, that Catholic schools do a great job at seeing students through to the end.

«Betsy DeVos has rolled back the practice of probing civil - rights complaints for evidence of larger, systemic violations, which means that students who are harmed by state and local civil - rights violations will be far less likely to see those abuses remedied,» says Jeffries.

So the next time someone asks me why it matters whether students go to art museums or see live theater, I can tell them that there is at least as much rigorous evidence showing the long term benefits of cultural activity as there is for interventions designed to boost standardized test scores.

Evidence can come in the form of photographs of students work or wall displays; after all, it's important for OFSTED to walk into a classroom and see that the walls are teaching the students before the lesson has even begun.

The lesson follows an interesting and engaging step - by - step learning journey, which helps students to: - Define what inference is; - Understand the importance of inference; - Infer what they can see; - Infer what they hear; - Infer what they read, using key sentence starters and textual evidence; - Formulate P.E.E. inference responses, where necessary utilising the included scaffolds and help - sheets; - Peer / self assess their learning attempts.

Ask participants to talk in small groups about what evidence they saw of a good project (for example, the project revolved around a real - world topic; students were involved in project definition by suggesting questions; experts were included).

If teachers know and have a good body of practical knowledge that's evidence - based about how to make a difference to students, and actually make decisions using that additional authority, then we're likely to see an improvement for students.

Any visitor can see the evidence in the students» engagement and the eye - popping projects that adorn almost every corner and wall — many of which the teens have exhibited to local businesspeople, not just teachers.

Not surprisingly, students with disabilities, many of whom had a history of school failure already, didn't do well, and then, their lack of success was seen as evidence of their inability to be with typical students.

MC2 STEM students have learned and adapted quickly to these kinds of expectations, and adults have seen evidence of their personal growth.

Free bar graphs downloaded from the Internet can be filled in by students as they record and see evidence of their incremental goal progress.

When teachers hear or see a student demonstrating an effective use of evidence or a sophisticated set of analytical skills, they can call it out for all to see.

It adds to a growing body of evidence that race affects how teachers see and treat their students.

We do not find consistent evidence of impacts on student performance on the preliminary ACT (called PLAN) exam taken in the fall of 10th grade, but we do find impacts on the 11th - grade PLAN (see Figure 1).

The best study of this approach, using evidence from Charlotte, North Carolina (see «Solving America's Math Problem,» features, Winter 2013), shows that pushing students into course work for which they are ill prepared actually harms their subsequent academic achievement.

By contrast, researchers have devoted considerable attention to studying racial disparities in educational opportunities and outcomes — and there is compelling evidence that when students have a teacher of the same race, they tend to learn more at school (see «The Race Connection,» research, Spring 2004).

That said, other evidence (see Sections 1.1, 1.2) does suggest that principals «sharing of leadership with others in planful, yet diverse, patterns of leadership distribution is probably a worthwhile way to approach improvement in student learning.

You will see evidence of this in our progressive curriculum, individualized instruction, unique charter schools, active student organizations, and outstanding special education programs.

I saw many examples of good evidence showing that you were very present as a resource for your students.

Now I see classrooms filled with animated discussion where students defend their points of view with evidence from the text and I see students showing each other how to solve complex math problems.

Related, I should note that in a few places the authors exaggerate how, for example, teachers» effects on their students» achievement are so tangible, without any mention of contrary reports, namely as published by the American Statistical Association (ASA), in which the ASA evidenced that these (oft - exaggerated) teacher effects account for no more than 1 % -14 % of the variance in students» growth scores (see more information here).

With more than $ 75 million coming in from government at last count and another $ 220 million from the philanthropic community, we should be seeing more evidence of long - term student gains and far more alumni continuing their impassioned work in the classroom.

The schools included in the table above did not meet any of the initial criteria and the Multiple Measure Review did not yield evidence of student outcome success and growth in achievement beyond that which is seen at other schools.

We believe we will continue to see evidence of that success through additional independent reviews and rising student achievement.

Second Look: For schools below the first three criteria, CCSA offers a «second look» process whereby schools may submit additional evidence of student academic gains that may demonstrate higher levels of growth than what is seen at other schools.

Your campus may already have exemplars for teacher practices and student actions you expect to see in a classroom, but make sure capturing evidence of these is part of your observation tool.

When we see evidence in our data that groups of students are underachieving, we are anxious to find solutions.

Teachers will be invited to see their role as that of a curator, intentionally selecting, organizing and presenting information, strategies for teaching and learning as well as presenting evidence of student understanding.

While some student subgroups are making notable progress — including Latino students whose scores are up 5 percentage points in English Language Arts — we see some evidence of a disturbing trend arising.

The evidence of her success can be seen in rising standardized test scores, especially among English Learners, whose progress led the way to CPS students once again outpacing their peers nationally on the 2016 - 2017 NWEA exam.

He spoke, primarily, about the out - of - school factors that impact student performance in schools and how this impacts and biases all estimates based on test scores (often regardless of the controls uses — see a most recent post about this evidence of bias here).

When parents can see evidence of success and progress in the lives of their students, they become your advocates.

Educators will analyze video to see evidence of learning environment, student engagement, and effective instruction.

During this visit they were able to show me evidence of student growth and I could see a change in the student conversations as well.

Across their nine schools, English learners comprised 12 % of the student population, and evidence of a performance gap could be seen when these students entered Summit schools in grades 6, 7, and 9.

While these districts are not currently P21 Exemplars, it was fascinating to see that their efforts are essentially aligned to implement P21's 5 pillars for school success: student voice, engaged community, distributed leadership, climate of achievement, and evidence and research.

This school transformation strategy is built on evidence of student progress in ExpandED Schools and in Denver and Houston public schools, where Harvard EdLabs has seen promising results among students tutored in math.