Sentences with phrase «students in the intervention group»

About 7 to 10 days before each class exam, students in the intervention group received a survey that asked them to write down the grade they wanted to get on the exam and rate how important it was to them to achieve that grade and how confident they were that they would meet this goal.

Students in the intervention group were enrolled in programs of study / career pathways, many offered as wall - to - wall career academies in subject areas ranging from the health sciences, engineering technology, and alternative fuels to automotive technology, business and marketing, and culinary and hospitality.

The study authors reported that students in the intervention group had higher math scores than students in the comparison group, but only for students of parents with high math anxiety.

Students in the intervention group improved two-fold when tested on accuracy and cognitive tasks compared to the students who did not participate in the afterschool program.

Students in the intervention group were 62 % more likely to write «excellent» essays than the control group.

Not exact matches

These experiments have their roots in a technique Cohen developed as an assistant professor at Yale in the late 1990s that he called wise intervention — brief, controlled interactions that served to counteract students» fears that their teachers were judging them not as individuals but as members of a stereotyped group.

While these efforts focus on underrepresented groups, it is expected that the resulting types of interventions will improve research and education opportunities for all students in computing.

In 2009 University of Virginia psychologist Christopher S. Hulleman described a semester - long intervention in which one group of high school students wrote about how science related to their lives and another group simply summarized what they had learned in science clasIn 2009 University of Virginia psychologist Christopher S. Hulleman described a semester - long intervention in which one group of high school students wrote about how science related to their lives and another group simply summarized what they had learned in science clasin which one group of high school students wrote about how science related to their lives and another group simply summarized what they had learned in science clasin science class.

In a recent intervention at Northwestern by Nicole M. Stephens and her colleagues, some first - year students attended a panel in which other students discussed their experiences by drawing attention to difference (the experimental group)-- in this case, their status as first - generation college studentIn a recent intervention at Northwestern by Nicole M. Stephens and her colleagues, some first - year students attended a panel in which other students discussed their experiences by drawing attention to difference (the experimental group)-- in this case, their status as first - generation college studentin which other students discussed their experiences by drawing attention to difference (the experimental group)-- in this case, their status as first - generation college studentin this case, their status as first - generation college students.

The prompt instructed some students to write about their most important values, such as friends or artistic ability; these students were in the intervention group.

Across two different cohorts of students in a college statistics class, the researchers randomly assigned half the student participants to receive the intervention prompt; the other half received no prompt, serving as the comparison group.

«One example of an intervention might be treating the underlying causes of anemia, such as iron deficiency, which is common in this age group,» said Raphae Barlas, co-author and medical student at the University of Aberdeen, who carried out the project as a summer research program scholarship recipient.

«Although electronic alcohol screening and brief counseling interventions may have effects on participants among subgroups of university students or among other groups, the results of this study and others suggest that the effect of this type of intervention among university students is modest at best,» write Timothy S. Naimi, M.D., M.P.H., of Boston Medical Center, Boston, and Thomas B. Cole, M.D., M.P.H., of JAMA, Chicago, in an accompanying editorial.

Of the approximately 4,000 who were identified as at risk for mental health problems and offered the ten - session group intervention during second grade, those who participated in a greater number of sessions showed significantly greater improvements in third - grade outcomes than did the at - risk students who participated in fewer sessions.

Overall, studies in the field indicate that children from low - income families tend to show the most gains from social emotional learning interventions, but results for other groups of students are more mixed, although a number of studies show positive effects.

The children in the intervention group were taught reading 40 to 50 minutes a day in intensive small group settings of one to four students per teacher.

The students were sorted into three groups: an «opt - in group,» who were offered the choice of committing to a goal of earning 10 percent more, but losing 20 percent if they failed to meet it; an «opt - out group,» who were automatically enrolled in the intervention, although could choose to drop out; and a «control group,» who merely indicated they wanted to set a goal of increasing their paycheck.

And with that data,» she adds, «we're able to formulate groups and target the students that will be in need of those interventions.»

These functions include the ease with which teachers and other adults who are regularly around individual students can directly observe the soft skills they are expected to support, the clear implications for intervention suggested by low scores on a particular skill by a particular student or group of students, the signals sent to administrators about teachers and groups of students who may need additional help, and the usefulness in communicating with parents.

We also use our extra academic hours to provide targeted one - on - one and small group intervention for our students with special needs who are significantly behind grade levels in reading, and we offer additional hours of ESL instruction to our beginning ELL students.

Our group was very interested in seeing whether these kinds of interventions could be scaled up, if we could do them over the internet so that we could reach a lot of students as opposed to sending expert researchers directly into the field.

Twenty years after students participated in the program, John Holbein, a researcher at Princeton and the new study's author, matched Fast Track participants — now adults — to state voter files and found that those in the intervention group voted at a rate 11 to 14 percentage points higher than their peers in the control group, a significant boost considering that get - out - the - vote programs typically boost turnout by only 1 to 4 percentage points.

The blended - learning environment in Los Altos schools allows for seamless targeted intervention and flexible groupings, as well as real collaboration among students — all of which allows them to exercise their own student voice and choice.

In other words, it appears that the randomization worked in producing groups of students that were comparable before the intervention begaIn other words, it appears that the randomization worked in producing groups of students that were comparable before the intervention begain producing groups of students that were comparable before the intervention began.

In our main experiment, we randomly assigned each of 3,000 high - achieving, low - income 2011 — 12 high school seniors to the ECO-C Intervention and the same number of students to the control group.

In addition to our main experiment testing the ECO-C Intervention's effects on our target group of high - achieving, low - income students, we also used the same approach to study its effects on students who meet the same test - score criteria but who have estimated family income above the bottom one - third or attended a feeder high school.

Counter this defensive response in your 30 second intervention by immediately reminding the student of a previous example of their personal discipline, «Do you remember yesterday / last week when you: helped my tidy up / led the group / gave me that excellent homework?

In one, researchers examined how SEL intervention programs (such as social skills training, parent training with home visits, peer coaching, reading tutoring, and classroom social - emotional curricula) for kindergarten students impacted their adult lives, and found that these programs led to 10 % (59 % vs. 69 % for the control group) fewer psychological, behavioral, or substance abuse problems at the age of 25 (Dodge et al., 2014).

This is definitely an effective way to check for understanding on a regular basis and can give you actionable information to drive whole - group and small - group instruction, and individual interventions... but what if we gave eyes to the exit slip so students have an audience for their learning in the classroom?

Just to explain that a little bit further, what we found is that the students in the control group, their level of emotional problems stayed at round about stable or went up slightly during the 14 week study period, whereas those that we doing the Burn2Learn program in the intervention school, they saw a drop in their emotional problems.

If remediation is needed, we use a «Response to Intervention» (RTI) method, in which a special education coordinator joins the classroom to work with small groups of students, or pulls small groups out for additional instruction.

The Michigan bill is particularly puzzling because it actually mandates many of the alternative interventions identified as effective by practitioners and / or researchers, including regular diagnostic assessment of children in grades K - 3, «evidence - based» small group or 1 - on - 1 supplemental instruction for students in K - 3 failing to meet benchmarks, and intensive teacher professional development.

Qualification and experience include: differentiate curriculum and provide large and small group intervention support for students based on assessment data, ensuring student IEP goals are being met and collaborate with the Special Education Coordinator to ensure students have goals that accurately reflect the areas for growth noted in assessment data.

We do not have enough practice in dealing with them, we are not informed about such students in our pre-service training, and the very interventions which most benefit these children, such as radical acceleration and full - time ability grouping, are frowned upon.

Engage in flexible grouping, by target, by student so that all learners experience both enrichment and intervention strategies.

By Judy Lin More than 50 civil rights and education reform groups are using Jerry Brown to remind Jerry Brown of his pledge to help black and Latino students following an interview with CALmatters in which he suggested that disparities will persist despite government intervention.

At an elementary school in Soledad, in the Salinas Valley, a group of students that have performed moderately on state tests practice reading skills with an intervention teacher.

Maintain a multi-tiered system of supports to assist students in overcoming barriers to learning through classroom supports as well as small - group and individualized interventions.

The School Counseling internship experience engages students in a multitude of school counseling activities including brief individual counseling; group counseling; teacher, administrator, and guardian consultation; and systemic interventions.

Remediation / intervention practices allow teachers to work with Tier II and Tier III students on targeted skills based on assessment data in small groups.

To accelerate student achievement in foundational skill areas, Seton students participate in 90 minutes of English and Language Arts instruction and 60 minutes of math instruction each day, as well as targeted small group intervention and enrichment.

For example, schools will have to show that there's «clear and rigorous process for providing interventions and supports for low - achieving students in those schools» when one or more at - risk group is missing achievement goals or graduation rate targets over a number of years.

In the elementary schools, the 163 5th grade teachers, who taught all subjects to the same group of students each day, implemented the intervention with their homeroom students.

Many resource rooms also support the social needs of their students in the small group setting and will provide behavior interventions.

The vast majority of schools use some form of social - emotional and behavioral screening data to identify students in need of individual or small group interventions (at either Tier 2 or 3).

Hehir points out that interventions for this group are more likely to focus on controlling their disruptive behaviors in school than on providing mental health help or positive interventions to improve students» mental state and behaviors.

Finally, the Group Growth Report allows users to identify which students are in need of additional instruction / intervention in order to meet benchmark learning goals.

All of the following conditions must be met: (1) the intervention is individualized; (2) intensive interventions are led by well - trained staff experienced in individualizing instruction based on student data; and (3) the group size is optimal (according to research) for the age and needs of students.

Furthermore, the reports also help educators identify trends in each individual student's performance, as well as group - level data that help clarify when class - wide or school - wide intervention and support are needed.

Easy - to - interpret reports help educators identify trends in each individual student's performance, as well as group - level data that help clarify when class - wide or school - wide intervention and support are needed.