Sentences with phrase «student learning and achievement as»

According to Longoria, the improvement in school culture is having an impact on student learning and achievement as well.

Not exact matches

The physics Nobelist who recently stepped down as point person for the Obama Administration's efforts to improve U.S. science education told Congress yesterday that many federally funded programs don't draw upon current research about how people learn and, therefore, haven't managed to boost student achievement.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Involvement in these projects has also proven to increase academic achievement as students learn problem - solving skills, how to plan activities and important team - work abilities.

Successful blended learning educators and schools are focusing on engagement as they work towards student achievement.

Service learning can have positive effects on students» performance on subject - matter examinations and assessments and creates opportunities known to improve academic achievement, such as giving students the chance to act autonomously, develop good relationships with adults and peers, and increase personal self - esteem and feelings of self - efficacy.

Meeting this fifth challenge depends on better ways of: identifying children at risk of being locked into trajectories of low achievement at the earliest possible ages; enhancing levels of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years of school to address individual learning needs to give as many students as possible the chance of successful ongoing learning.

Second, math and reading achievement tests are not designed to capture what we expect students to learn in other subjects, such as science, history, and art.

I very much look forward to continuing to learn about Singapore's remarkable achievements in education reform, and to a rich dialogue with leaders of thought and practice, as well as students, in that beautiful country».

Ms Rodgers, who most recently served as Deputy Secretary, Early Learning and Student Achievement at the New Zealand Ministry of Education, has experience in improving system effectiveness with school leaders across education and the wider social sector.

In 2008 Jenny received an Australian College of Educators award for Outstanding Achievement in Education for the development of innovative approaches to teaching and learning which respect and support students as individuals and influence, motivate and inspire them to learn.

Over the coming 12 to 18 months, as successful conversions take place at schools using the parent trigger, we are confident the new school leadership will bring significant improvement in student learning and achievement.

In her first year on the job, Jewell - Sherman launched Excellence for All, a comprehensive plan aimed at improving teaching and learning to enable students to reach high academic standards, and promoting involvement with the community as a way of addressing nonacademic barriers to student achievement.

Many teachers realize that as students become more optimistic, they are motivated to progress through learning difficulties and to attain higher levels of achievement.

However, in learning areas such as mathematics and reading, students in the same year group vary in their achievement levels by as much as five or six years of school.

Those cited in the article who criticize those in favor of upgrading technology first and asking questions later about how it will impact student achievement are exactly right, as Bror Saxberg — one of the leading thinkers in understanding how to use technology to bolster learning — argues here.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Martin Nystrand (University of Wisconsin - Madison), Sidney D'Mello (University of Notre Dame), Sean Kelly (University of Pittsburgh), and Andrew Olney (University of Memphis) are interested in helping teachers learn how to ask better questions, as research has long demonstrated that high - quality questioning can lead to better engagement and higher student achievement.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

We've written here and here about the importance figuring out as a nation how to «extend the reach» of great teachers to more students, since great teachers accountable for student learning are the one «intervention» we know can close achievement gaps and raise the bar for all students.

The CREDO analysis also shows that Michigan's low - income students, who comprise the vast majority of charter students in Detroit, make modest achievement gains (less than a month of additional learning in math each year) compared to district schools, as do black and Hispanic students.

Dr. Lombardi has organized an academic climate (culture of achievement) as a learning leader for teachers and a purveyor of the self - management of learning for students.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

Research shows that increasing the time students are actually engaged in learning, along with other factors such as high expectations and the use of data to guide instruction, results in what we want for all students: confidence, love of learning, and higher achievement.

A commitment to every student's progress, or growth, invites particular ways of thinking about learning, learners, teaching, the curriculum, assessment and the reporting of student achievement, as summarised in the following diagram:

As Winters, who teaches eighth - grade history, explains: «We hope that by participating in past events, students will learn not only about their historical figures» lives and achievements but also about the times when those people lived.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

As early implementers, these educators have gone both to the «source» of the standards and used other proxies for quality and alignment: They've worked directly with and learned from the standards» authors themselves and / or used tools created by them (e.g., the Publishers» Criteria developed by Student Achievement Partners and several other groups).

A good teacher is now recognized as someone whose students learn and grow, with 38 states revising their policies on educator effectiveness to include measures of student growth or achievement as one of multiple factors in teacher evaluations.

As reform ideas expand from school choice to educational choice — not just where a child learns but how they learn — more research is needed on the accounts to determine how a menu of educational choices affects student achievement and parent satisfaction over a longer time horizon.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

As Winters, who teaches eighth - grade history, explains: «We hope students will learn not only about their historical figures» lives and achievements but also about the times when those people lived.

A 1995 study by Carl Glickman, a University of Georgia professor, of 820 high schools and 11,000 students reported that schools in which active learning methods were predominant had significantly higher achievement as measured by the National Assessment of Educational Progress.

Envision these cycles as gears that are interlocked and running as one to drive student achievement and student ownership of learning.

As educators, in order to be responsive to the needs of our students, it is helpful to consider the constraints that poverty often places on people's lives, particularly children's, and how such conditions influence learning and academic achievement.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

The hope is that this in turn will lead to schools providing more learning outside the classroom opportunities, as group leaders and parents can be more confident that school trips are safe; leading to better educational experiences, which are vital to the development and academic achievement of students.

Ferey says they're not just looking at formalised assessments like NAPLAN or PAT (Progressive Achievement Tests), but also looking at the material that they generate as a school and using that to watch the progress of students and plan next steps, strategies or interventions to progress their learning.

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

Unmotivated and / or disruptive students are difficult issues for teachers to control as this can impact upon learning and student achievement.

The task of ensuring that millions of children learn English — and succeed academically — is putting pressure on states and school districts as they push to boost student achievement overall.

The first is improved student outcomes, and while that is usually around achievement outcomes — literacy and maths, for example — increasingly there is a focus on social outcomes such as reduction in bullying and students» enjoyment of school and of their learning.

Hear how Discovery Education Social Studies Techbook made teaching and learning an unforgettable experience and: • Saved teachers time in planning lessons • Helped teachers differentiate instruction • Strengthened students» literacy and critical thinking skills The Rock Hill School District will share its vision, plan, and lessons learned as it successfully increased student engagement and achievement in the digital Social Studies classroom.

It includes purposeful interaction with the students as they learn, and the quiet (or loud) celebration of student achievement.

Get a closer look on how Del Mar implemented a curriculum strategy to ensure their students are set up for academic achievement as well as life - long, self - directed learning and engagement — as both global and digital citizens.

As far as teachers are concerned, their number one role must be to establish caring and empathic mentoring relationships with their students, making the classroom an emotionally safe harbor where learning, achievement, success, and security are the norAs far as teachers are concerned, their number one role must be to establish caring and empathic mentoring relationships with their students, making the classroom an emotionally safe harbor where learning, achievement, success, and security are the noras teachers are concerned, their number one role must be to establish caring and empathic mentoring relationships with their students, making the classroom an emotionally safe harbor where learning, achievement, success, and security are the norm.

Learn about their curriculum - implementation strategy that ensures students are prepared for academic achievement as well as lifelong, self - directed learning and engagement as both global and digital citizens.

Don Knezek: We think that ISTE has a role in leading the agenda that says, «Take student achievement as your primary focus and look at all the ways in which technology supports it — including school management, school leadership, data management, and the actual learning process.»