Sentences with phrase «significant classroom intervention»

Because those students are likely to meet proficiency standards without special supports, they can be easy to overlook when many of their peers need significant classroom intervention.

Not exact matches

... and if even this very brief intervention that was delivered online in only about 45 minutes of class time could have this kind of noticeable, significant effect on student's performance, just think how much bigger the effects could be if these ideas were skilfully woven into the curriculum, into classroom practice, into the way assessments happen and so forth.

Harvard's researchers said its findings were «highly significant» as grit can be developed in children through specific interventions in the classroom, and is not innate.

Intervention should focus on factors that can produce significant improvement, including effective professional development, active parent involvement, high - quality classroom assessment, and smaller class sizes.

A significant body of research has concluded that student - learning gains garnered by classroom formative assessment practices were among the largest ever reported for educational interventions (e.g., Black and Wiliam, 1998).

A few of the major challenges for district and school leaders aiming to improve teaching and learning in their organizations are to identify which elements or conditions in schools and classrooms have a significant effect on student learning; to figure out which of those elements or conditions are relatively accessible to their intervention (directly or indirectly) and finally to determine what are the most productive forms for those interventions to take.

When classroom behavior was judged by the teachers who took part in the intervention, there was a significant postintervention difference between the children in the intervention and the control groups.

The intervention classrooms showed no significant changes on any of the problem behavior measures from the PKBS.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

Classrooms in the intervention group had significantly higher improvement in positive climate and significant reductions in negative climate, compared with the control group cClassrooms in the intervention group had significantly higher improvement in positive climate and significant reductions in negative climate, compared with the control group classroomsclassrooms.

In addition, intervention classrooms showed significant improvement in opportunities for children to share and help each other, compared with control classrooms.

For males, both the classroom - centered and family - centered interventions had significant direct effects on trajectory class membership in grades 6 — 12, whereas only the classroom - centered intervention had a significant effect on class membership in grades 1 — 3.

Significant direct effects for females were confined to grades 1 — 3 for the classroom - centered intervention.