Sentences with phrase «significant learning loss»

But because 25 percent of the city's teachers churn to a new grade, subject, or both within their school every year, that moderate difference can really add up to a significant learning loss over several years.

Alexander and research partners Doris Entwisle and Linda Olson were curious to learn more about this devastating effect and consequently launched a series of studies in 1982 which solidified and expanded evidence showing low - income youth suffer significant learning loss, both during the summer and long term.

Not exact matches

«While we anticipated significant losses, learning the extent of the devastation to the regional economy exceeded our worst fears,» said Steiner.

He also would like to learn whether GDF15 levels eventually decline in those who have significant vision loss from glaucoma.

The researchers learned older adults who have significant tooth loss are less functional when compared with people who lose fewer teeth.

«This is particularly important because summer learning loss is cumulative and accounts for a significant percentage of the achievement gap.»

The research is clear: Summer learning loss is a significant...

Attrition in online learning is real and represents significant losses in both financial terms to individuals and organizations (who pay for employees to study online) and in terms of wasted or forfeited time and effort.

More than half.That should mean that we could improve the problem by at least half by providing equal access to summer learning opportunities for disadvantaged students — and yet the creation of effective summer learning programs for lower - income students has not been a significant focus of literacy efforts in the U.S. Let's look at some of the latest facts on summer learning loss:

Examples like this can become even more serious when it comes to complex programming languages or other technical capabilities that result in an expensive learning curve and significant loss of productivity should an organization hire an individual who has overstated their technical skills.

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

My Specialization is in health psychology / behavioral medicine, i.e. eating disorders, stress management, chronic illness, chronic pain management, sport psychology, grief and loss - including of a pet, and I bring forth significant experience with developmental delays / learning disabilities, testing / assessment, adoption / foster care, mood / anxiety disorders, trauma, divorce, substance abuse, and other life transitions.