Sentences with phrase «skills than other students»

Not exact matches

In our new aims of education for the 1980's and beyond, therefore, we shall have to dedicate ourselves to bringing back, among other things, the civilized use of language (both written and oral), a sensitivity to beauty, powers of analytical reasoning, the intellectual vision of ourselves as historical creatures, the ability to cognitively articulate ideas rather than let communication skills courses degenerate into merely «touchie - feelie» experiences of «affirming the other,» and finally, a sensitivity to the nuances, complexities, and ambiguities of meanings.7 In this way, and only in this way, our educational system will equip its students for the future with an intellectual vision comprised of both knowledge and foresightful adaptability to environmental changes.

The capacities that develop in the earliest years may be harder to measure on tests of kindergarten readiness than abilities like number and letter recognition, but they are precisely the skills, closely related to executive functions, that researchers have recently determined to be so valuable in kindergarten and beyond: the ability to focus on a single activity for an extended period, the ability to understand and follow directions, the ability to cope with disappointment and frustration, the ability to interact capably with other students.

First did you identify any particular population of students that is lacking these healthy non-cognitive skills more than others?

As James Heckman and several other researchers have noted, certain, non-cognitive skills or character traits, such as «grit, self - control, zest, social intelligence, gratitude, optimism and curiosity,» have an even greater impact on student achievement than academic skills.

But with your skills and the help of other students you can build something... a house or anything other than a house,» says Jose.

At the same time, the students of the Facing History teachers demonstrated significantly greater historical thinking skills, civic efficacy, and tolerance for others with different views than control students.

Building learning from text strategies and other learning supports into the curricula that will also help teachers to teach those skills as part of what students need to know, rather than as extraneous items that compete with the enormous amount of content they need to cover.

In the last decade, at least 15 state legislatures and boards of education have adopted policies incentivizing their public schools to prioritize measures other than grades when assessing students» skills and competencies.

«While 62 per cent of our students performed better in collaborative problem solving than was expected based on their reading, Maths and Science scores, a focus on one skill shouldn't come at the expense of the others,» he said.

To be sure, it is a real problem when students in one state learn very different things than those in other states, and in particular when students from some states lack the skills needed for our modern economy.

I think it is more than possible that students can be equipped with the knowledge and skills to choose something better than ignorance when it comes to knowing themselves, relating to others, and making responsible decisions.

If one teacher is regarded by colleagues as a far more valued mentor than another, or helps students master skills much more rapidly than another, it's axiomatic that one teacher is more productive than the other.

According to a meta - analysis by the University of Colorado Denver Business School, students who played learning games ended up with 11 % higher factual knowledge, 14 % higher skill - based knowledge, and 9 % higher retention rate than those who used other approaches.

To take an example, imagine that a particular sub-group of students do more poorly than expected (based on their performance on other questions testing the same math skill) on a math item that uses the word «foyer,» while other groups of students do just as well as expected.

«Middle schools need a reliable structure to build community, teach (rather than assume) social skills, and prepare students for learning each day,» observes Linda Crawford, executive director of Origins, a non-profit organization dedicated to fostering learning and community in schools and other educational institutions.

Students familiar with using their own devices at home have the potential to relate much better to these rather than to the school's technologies, and that familiarity can extend their skills for comprehension and the creative use of apps to literacy, numeracy and other school subjects.

Students in secular private, Catholic, and other religious schools are more likely than students in assigned public schools to have confidence in their ability to exercise civic skills if called upon tStudents in secular private, Catholic, and other religious schools are more likely than students in assigned public schools to have confidence in their ability to exercise civic skills if called upon tstudents in assigned public schools to have confidence in their ability to exercise civic skills if called upon to do so.

Washington — Although the nation's proprietary schools — which prepare young people for a wide variety of skilled jobs — enroll a higher proportion of disadvantaged students than do other sectors of the postsecondary - education system, a lower proportion of the schools» students receive financial aid than do students at private colleges and universities.

A teacher with seven years of experience makes less than a teacher with 10 years, regardless of relative skills, performance, or any other factor directly related to student learning.

What opportunities are there to develop your students» financial literacy skills in different subject areas, other than numeracy and mathematics?

The guiding philosophy of the MAED / TED - E program is to provide the adult student, who already has a degree in a discipline other than education, with the skills and knowledge that will allow them to become a competent and effective educator.

«While some researchers have found that retained students «can significantly improve their grade - level skills during their repeated year,» others have found that less than half of retained students meet promotion standards after attending summer school and repeating a grade.

Unlike in the other districts profiled here, most of the Fairfax County students attending intervention periods are advanced and looking for opportunities to pursue their individual interests rather than making up skill deficiencies, says Superintendent Peter Noonan.

Evidence confirms that student skills other than academic achievement and ability predict a broad range of academic and life outcomes.

On the other, it could be that students in some schools rate their social - emotional skills more critically than in others, perhaps due to variation in norms across schools that leads to reference bias.

This increased difficulty has two components, one stemming from the need to play catch - up as a student gets older — fluency for a 6th grader spans more language skills than does fluency for a 1st grader — the other stemming from a decreasing facility for acquiring language, as implied by the sensitive period hypothesis.

Rather than assuming students will naturally develop the necessary skills to attain these standards for college and career readiness, explicit instruction is instrumental in guiding students to learn to become critical thinkers and problem solvers, to communicate and work productively with others, and to know when, why, and how to wield metacognitive and cognitive strategies to enhance learning.

«The job market for careers requiring coding skills is growing faster than nearly any other sector, yet a majority of students today aren't given the opportunity to learn computer programming,» said Esben Stærk Jørgensen, president of LEGO Education.

This approach benefits all students, not just ELLs, because there always seem to be students other than ELLs who struggle with reading comprehension and formal writing skills.

For this reason, no day at Village Green is routine; students will work on some subjects longer than others if they need to and teachers will work with different groups of students depending on which students need to learn the same skill at that point in their lessons.

Developing cultural competence, the ability to successfully teach students who come from a culture or cultures other than one's own, is fundamental to becoming a skilled teacher.

Strong progress with high test scores means students have strong academic skills and the school is a doing a better job at supporting academic growth than most other schools.

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12

Students of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching sStudents of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching sstudents of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching studentsstudents.

He suggested that the Obama administration's NCLB waivers balance accountability with well - rounded education by providing states and districts with flexibility to include subjects other than reading and math in their accountability systems and encouraging their development of metrics like portfolios, essays, and oral exams to reflect student mastery of critical - thinking skills.

Our curriculum is designed to provide our students with a deep understanding of effective instruction and assessment of young students whose primary language is a language other than English and who are in the process of acquiring the language, literacy, and content - area skills necessary to participate in and benefit from instruction in English.

Involving students in a competition is more than just having them participate in a program in order to compete with others; it is a provision that can be made for gifted students to thoroughly follow a theme, go deeper into the content of a topic of interest, and learn valuable presentation skills that can be used over a lifetime.

Additionally, the VIT program provides local education agencies with access to teachers with the Spanish language skills needed to provide second language instruction to students in Languages Other Than English (LOTE) programs or primary language instruction to limited English proficient (LEP) Spanish - speaking students.

Under her leadership, Mississippi has initiated aggressive education reforms that have increased literacy skills in pre-K through the 3rd grade, pushed student achievement on the National Assessment of Educational Progress (NAEP) to improve at a faster rate than most other states, and increased the graduation rate to an all - time high of 83 percent.

Some K - 12 students loved the use of technology in the classroom and knew more about the applications than the preservice teacher, while others lacked the technology skills to successfully complete Internet research, and others were distracted from classroom instruction by their personal technology.

An informative paper is determined primarily by how a skilled student has learned to independently carry out research activities at all its stages - from planning the research, its organization, methodical preparation and execution, until not less important than the others,

And if students react to seemingly irrelevant print lessons by failing to internalize foundational concepts, then they will likely revert to old research habits when they inevitably gravitate back to electronic sources to do their actual research.88 In other words, if the process doesn't carry over to the media they're actually willing to use, then they are far less likely to actually learn the fundamental, foundational concepts that are so critical to good legal research.89 Instead, they may achieve mere «inert» knowledge: «the inability to apply skills and concepts in situations other than those in which they were originally learned.»

Doing so effectively calls for research skills beyond those that students acquire through working with domestic legal resources.56 Mary Rumsey explains that students must go beyond their dependence on domestic databases to learn how to access the different resources relevant to international and comparative law.57 She describes, as examples, the need to find customary international law through treaties, laws of other nations, diplomatic correspondence, and scholarly works, and she points out that civil law research requires much more emphasis on statutes and scholarship than on the case law that plays such a dominant role in American legal analysis.58 While there have been significant advances in access to foreign and international legal sources, there are still substantial barriers, 59 and the research methods needed to obtain these resources can be different (in ways either subtle or stark) from those that apply to domestic law.

A new study finds that students who experienced Social Emotional skills training were more likely to vote than others.

The Indigenous students in these remote schools often experience significant educational disadvantage, and as a consequence, their English literacy and numeracy skills are at lower levels than other Australian students.

We now know that social and emotional skills — which overlap with what many call character strengths, and others label noncognitive attributes — are as or more important than intellectual ability and cognitive aptitude for student and adult success in school, college, careers and life.