Sentences with phrase «small difference for some students»

But could it make a small difference for some students today, and a substantial difference over time, as more teachers learn about the Practices and faithfully implement them?

Not exact matches

Brighton is a private school for students with challenges who learn best in small groups, are one or more years behind academically, have learning differences or require extra support.

Dr Christopher Hendon, a chemistry PhD student at the University of Bath at the time of the study, now working at the Massachusetts Institute of Technology, said: «What you're looking for is a grind that has the smallest difference between the smallest and largest particle.

(We are quick to add, though, that age tends to convey only small advantages that are likely to be trumped by differences in innate academic talent, and that there are many young - for - grade students in gifted programs.)

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).

Although comparable measures of the rate of student learning are not available for Chile, researchers studying the Chilean school system typically consider a difference in student achievement of 10 percent of one standard deviation to be a small to moderate effect.

After joining Jane Goodall's worldwide organization, Roots & Shoots, aimed at youth making a difference in their community and its environment, they wrote a proposal to the national nonprofit organization What Kids Can Do, which funded their basic expenses with a small Student Research for Action grant.

While much more research is needed to understand the effectiveness of virtual schooling for students in K — 12, the small body of research available points to no significant differences in student performance in online courses versus face - to - face learning.

«While we acknowledge that some studies of teacher preparation programs find very small differences at the program level... we believe that the examples we have cited above provide a reasonable basis for States» use of student learning outcomes» to evaluate teacher - preparation programs.

[22] That report showed that when transfer students were awarded bachelor's degrees, they tended to have more excess credits than so - called native students, but the difference was small and there were a number of possible explanations for that difference.

None of these differences, however, are statistically distinguishable from zero, and the small difference disappears for students we can track for more than two years after high school.

The differences were smaller for students in the program in grades 6 - 12: 26.9 minutes more per week in reading and 48.9 minutes more per week in math.

North Carolina's A-F school grading system doesn't adjust for demographic differences, but it does have a growth component, albeit small — just 20 percent of a letter grade will draw on the degree to which students improve over time on standardized tests, which many pundits and educators say is not enough.

The feedback I shared with them about the difference that this small shift made for student learning allowed students to feel comfortable making suggestions at other times as well.

The differences between the weakest and strongest students are the smallest in the world, according to a survey by the Organization for Economic Co-operation and Development (OECD).

[18] These differences are particularly strong for demographic characteristics: elementary school neighborhoods that draw the highest proportion of in - boundary students are likely to have proportionally smaller African American populations (14 percent on average, compared to 69 percent for the rest of the city) that are not decreasing as fast as they are in the rest of the city; the later dynamic could be related to the first because these neighborhoods tend to be historically white, and have very small African American populations to begin with.

Winters narrowed the pool of students to those within a small margin both above and below the cutoff for retention, which he said was basically the difference of one or two problems on the state standardized test.

* Superintendents account for a very small fraction (0.3 percent) of student differences in achievement.

Superintendents account for a smaller fraction of student differences in achievement than any other major component of the education system.

Even small signals of inclusion can make a big difference for students who may be uncertain about their belonging in your classroom or at your school.

Analyses revealed at least a 10 % difference between Years 1 and 2 in teacher observations in grades 2 - 6 for the following factors: decrease in whole - group instruction, increase in small - group instruction, increase in asking of higher - level questions, increase in comprehension strategies instruction, increase in teacher - directed stance, decrease in student support stance.

I know it is a guessing game for all but when you are a small district like us, 2 students make a difference in the overall outcomes for the school.

As compared to other major components of the education system, such as student characteristics, teachers, schools, and districts, superintendents account for only a small percent of student differences in achievement; and

Despite vast differences among states, courts enumerated a remarkably consistent list of educational necessities, including: high - quality preschool, small class size, additional services for at - risk students, supports for teachers such as professional development, curriculum supports, supplies, equipment, adequate facilities, and adequate books and other learning tools.

There is an incredible amount to be said for the small difference educators make daily in the lives of students and colleagues, but many of us don't realize how easy it can be to expand that difference to a global scale.

The typical repayment schedule for a private student loan is 10 - 15 years, so even small variations in the interest rate can make a big difference over that amount of time.