Sentences with phrase «strong learning impact»

Not exact matches

To those peers and colleagues who had the privilege to know Eric, work with him, and learn from him, we know you will understand how important his contributions to the link building industry are, and understand our desire to recognize his strong, lasting impact.

We know that sleep is important for babies to grow healthy and strong, but a fascinating new study has found that sleep also has a powerful impact on infants» ability to remember the names of objects, form categories and sort new similar objects into learned groups.

«Community service should be an integral part of the development of our youth, because if we do not teach them the importance of forming a strong community connection as young people, they will never learn how much the efforts of one person can impact a community problem, and how much a group of young people working together can help resolve an issue in a neighborhood or a community,» Picente said.

She will «resurrect» plants from seeds collected across the scarlet monkeyflower's geographic range before and after the 2010 - 2014 study to learn about the impact of strong climatic events on the genetic variation of important traits.

iCubed seeks to make a strong impact in the fields of immunology, microbiology, and vaccinology both locally, in Rhode Island and beyond, by providing junior researchers with opportunities to learn from our institute's most skilled scientists.

But as I was learning about real food, lowering sugar, and experiencing the amazing impact that changing the way I ate had on my life, I got this strong feeling:

The program is still going strong, and for Karyn it's demonstrated that rowing's effectiveness, versatility, and fun can benefit everyone, regardless of ability: «The rowing machines provide a low impact exercise that is easy to learn along with being an excellent workout.

It will continue to be a strong strategy to create high impact, immersive learning.

A study published in the journal Neurobiology of Learning and Memory in 2002, for one, suggested that the amygdala is indeed the part of the brain involved in mediating emotional arousal — and it has a strong impact on lLearning and Memory in 2002, for one, suggested that the amygdala is indeed the part of the brain involved in mediating emotional arousal — and it has a strong impact on learninglearning.

In his most recent work, entitled Holistic Evidence and Design (HEAD): sensory impacts, practical outcomes, he found strong evidence of the impact of school design on learning in primary schools.

Teachers» time and resources would be better spent on focusing on providing timely and specific feedback to students as there is strong evidence which shows this has an impact of eight months» worth of learning progress (Evidence for Learning,learning progress (Evidence for Learning,Learning, 2017b).

The objective of an eLearning course is to make a strong impact on learners and facilitate learning.

The one - day convening, «Pathways to Strong Early Learning Environments: Making High Impact Decisions and Learning Improvements,» was the first in what will be many efforts to bring together early education leaders through the Saul Zaentz Professional Learning Academy.

Student focus The key finding from the report was that carefully - designed professional development activities with a strong focus on student outcomes have a significant positive impact on pupils» learning.

According to the Australian Council for Education Research and Queensland Department of Education, Training and Employment's National School Improvement Tool (2012), «Research is revealing the powerful impact that school leadership teams can have in improving the quality of teaching and learning... and establishing strong professional learning communities.»

Only through strong needs analysis can learning professionals determine if training will make the intended impact, or if some other approach would elicit better results.

Robust classroom discussions can bring learning to life for students, but these discussions require careful planning, clear purpose, strong question design, and meaningful connections to ensure they have a lasting impact beyond the classroom.

«They're at an age where their idealism is still very strong,» he says, «and what they've learned will have a big impact.

An evidence review by Pro Bono Economics has shown «very strong evidence» that high - quality PSHE learning «has a positive impact on academic attainment».

According to the new OECD report, «Starting Strong 2017: Key OECD indicators on early childhood education and care,» some countries are managing this process well and as a result see a «very modest impact of the social and immigrant background of children on their learning and social outcomes.»

In other words, to make the very large effects disappear, you have to make either the very strong assumption that student learning has little effect on the U.S. economy or the equally strong assumption that teachers have little impact on students.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exLearning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning experience of pupils; can help to transform schools; does not need to be expensive.

As a note: «Learning Culture» is one of the strongest predictors of long term business performance in our upcoming «High Impact Learning Organization» research which is coming in a few months.

[276] This purpose, and the Head Start program itself is based upon decades of scientific research that documents the strong and lasting impact of children's experiences in their first five years of life on brain development, learning, and health, [277278279] and the significant economic impact of such benefits on children individually and on society as a whole.

Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Now What?

A growing body of evidence indicates that the choice of a strong, aligned curriculum can have outsized impacts on student learning.

Opinion that the program had strong leadership which helped its successful implementation; Focus on meeting social, emotional, physical, and intellectual needs through the program; Details of the program, including its grouping of students from various age groups and use of hands - on experiences; Discussion of the impact the program had in various areas, such as students» self - esteem and attitudes about school and learning.

«One of the responsibilities of school leadership teams with the strongest correlation to improve student achievement is in the area of monitoring and evaluating the effectiveness of school practices and their impact on student learning,» Beth Wallen, principal of Panther Lake Elementary School in Kent, Wash., summarizes the need to look at results.

CCSSO believes that stronger connections across teacher and leader initiatives and instructional work with CCR standards will have increased impact and benefits for talent management systems, allow for more targeted professional development to support improved instruction for both teacher and leaders, and increase capacity for teachers and leaders to meet the needs of each student and improve learning.

Have the potential to make a strong impact on student learning through the implementation of a creative and bold plan of action.

When teacher teams believe that they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

We applaud legislators, especially Senator Gayle Slossberg and her Education Committee co-chair, State Representative Andy Fleischmann, for listening and taking action by advancing this proposal that increases accountability and provides a strong commitment to Connecticut's examination of the impact of SBAC, the statewide mastery examination, on student learning time.»

When teachers believe that, together, they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

Observe arts integrated co-teaching in action Gain insights into scheduling and systems designed to deepen a school's capacity for strong arts and arts integrated teaching practice Learn how musical productions can impact a school culture Enjoy a tour with student guides sharing their voices and perspectives of their school Appropriate for: for teachers, parents, teaching artists and arts organization educators

The Toolkit also notes that there is little evidence that investment in school buildings or environment has a direct impact on results with one strong exception: better air quality can help improve learning.

Observe arts integrated co-teaching in action Gain insights into scheduling and systems designed to deepen a school's capacity for strong arts and arts integrated teaching practice Learn how musical productions can impact a school culture Enjoy a tour with student guides sharing their voices and perspectives of their school

When determining what information to track, think through what will impact your students» learning, and focus on the areas that could have a strong influence.

Since the potential for impacting teaching and learning using the many tools and strategies of assessment FOR learning is so strong, it is critical that these initiatives are funded.

Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for Teacher Education (AACTE) American Association of Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate - Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National Center for Learning Disabilities (NCLD) National Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education Support Employee Unions (NCCESEU) National Council for Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd

Strong instructional leaders are constantly reflecting on their practice, grounding their practice in research, and working to improve and streamline their practice to be more effective in their impact on student learning.

At the same time, although the principal can not be the example and end - all of everything, so much research does support a building principal making a strong impact on student learning when he / she is the instructional leader (a «master» teacher who knows pedagogy well and can participate as a «master» teacher in a shared leadership approach leading, learning, and working cooperatively).

As Darling - Hammond et al. (2009) argue: «The duration of professional development appears to be associated with stronger impact on teachers and student learning — in part, perhaps, because such sustained efforts typically include applications to practice, often supported by study groups and / or coaching.»

Be a successful teacher — strong in both subject areas who is reflective and continually wants to improve his / her practice to impact student learning

The Starting Strong package, a suite of 10 activities and routines designed to create a learning environment that fosters students» beliefs about themselves as mathematical learners and doers, has had significant impact in the first month of the course on students» growth mindset, academic belonging, and belief that mathematics has value.

Sanée is passionate about authentic, purposeful learning for students and teachers, and also has a strong passion for leadership and its impact on teacher engagement, student learning and school culture.

It all requires strong leadership driven by a relentless determination to maximize the impact on student learning, improve the nature of the evidence about that impact, and make the right decisions going forward.

For example, John Hattie's meta - analysis in Visible Learning ranks Piagetian Programs as having one of the highest effect sizes and therefore one of the strongest impacts on lLearning ranks Piagetian Programs as having one of the highest effect sizes and therefore one of the strongest impacts on learninglearning.

This Policy Brief discusses the negative impact of school exclusion in Virginia and makes recommendations for making our schools safer, stronger, and more conducive to learning for all students.

This study provides strong evidence that supports the use of creative teaching and learning, as well as the implementation of collaborative partnerships within the educational process as a means to positively impact teachers» lives both personally and professionally.

First, the law includes a strong focus on developing the «whole child,» recognizing the potential impact of factors including race, poverty, and childhood trauma on the learning process.