Sentences with phrase «students practice quality»

Not exact matches

College Board President David Coleman said the partnership aims to level the college admissions playing field by putting high - quality training within easy reach of students without the funds for commercial test - prep services or the family support often needed to stick with a self - paced practice book.

Several publications and websites ranked the program among the worst in the country based on surveys, and rumors of low - quality meat and other substandard practices were rampant among students.

Recess or Physical Activity Breaks: The Healthy Kids Bill (2010) encourages the Department of Education to develop guidelines that local districts can adopt to promote quality recess practices and behaviors that engage all students, increase their activity levels, build social skills, and decrease behavioral levels.

These 15 schools are leaders in Dual Language education and, through collaborative practices, we can ensure a supportive, high - quality multilingual experience for even more students.»

«These schools would provide a high quality, culturally relevant curriculum; health, social and emotional services in high needs communities for both students and their families; and sahre best practices across the state and nation,» she wrote in the letter.

The rise of new global competitors in university education is resulting in the best and brightest students and academics, leaving Nigeria on an hourly and daily basis, to other African and Euro - American universities where quality university practices are surging.

The number of U.S. medical students choosing careers in family practice plummeted by more than 50 percent in just the last eight years, but ironically, the more specialists there are in a state per capita, the lower the quality rank of medical care in that state and the higher the cost.

The goal is to «have high quality online content which allows the students to learn at their own pace, pause, reflect, practice,» Koller said, «and then they come to class for something that is much more about active learning, problem solving, and debate and is much more engaging.»

Students and parents completed surveys over a two - year period on topics related to their mental health, childrearing practices, the quality of the parent - child relationship, and general demographics.

«When students described practice experiences related to a focus on the nose during meditation, they tended to describe a quality of mind, specifically how their attention «felt» when they sensed it.»

Since yoga is such an important practice, Shri Kali Ashram welcomes the idea of Yoga Alliance ® as an external body to maintain the quality of teaching and legality for the benefit and advantage of students.

Once students are familiar with the quality and control of the breath during asana, they are introduced to formal breathing practices.

Using practices such as breath and body awareness along with mindful speaking, listening and journaling, students will discover how these qualities can serve to cultivate an attitude of gratitude, compassionate action towards ourselves and others, and a positive and peaceful existence.

That is why at our massage school, nearly 80 percent of class hours are dedicated to our students to practice massaging other students, receiving massage, and observing the teacher demonstrate how to massage.The remaining 20 percent of class hours are spent discussing the theory of Raynor massage and other subjects such as hygiene, professional ethics, contraindications, the theory of hand and foot reflexology and the qualities of different aromatherapy oils, which are covered in the Diploma course.

Note: In April of 2009, the Modern Language Association released a seventh edition of the MLA Handbook, in which they made a few important changes to MLA Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.

Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.

Engage your students in online literacy learning with these interactive tools that help them accomplish a variety of goals — from organizing their thoughts Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.

Here s how screenplay way pros do it Providing educators students access highest quality practices resources reading arts instruction My girlfriend called me this morning and said her reader is telling write protected become better writer, stories.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all too common practice of restricting students to district boundaries, and removing barriers to effective, high quality instruction.

A Powerful Collaboration Burdette and Smethurst have found that their school's quality and Montessori - like educational philosophy and practices work well for students from varying socio - economic conditions and of varying abilities and skill levels.

HGSE doctoral student Amy Crosson was recently named a 2008 Adolescent Literacy Predoctoral Fellow for The National Academy of Education (NAEd), an organization dedicated to the highest quality education research and its use in policy formulation and practice.

IMPACT's features are broadly consistent with emerging best - practice design principles informed by the Measures of Effective Teaching project, and are intended to drive improvements in teacher quality and student achievement (see «Capturing the Dimensions of Effective Teaching,» features, Fall 2012).

The Student Editions include: • Links to instructional videos, audio, or texts • Links to practice quizzes or activities • 12 assessments that include a total of 39 multiple choice, 2 true / false, and 2 sorting questions • Definitions of key terms related to each of the standards • Examples of how students can apply the standards to their reading and deepen their understanding of what they are reading • Excerpts from several high - quality texts, including: - «Harriet: The Moses of Her People» by Sarah H. Bradford - «The Narrative of Sojourner Truth» by Olive Gilbert and Sojourner Truth - «On Women's Right to Vote» by Susan B. Anthony - «Give Me Liberty or Give Me Death» by Patrick Henry • Accompanying Teaching Notes files The Teaching Notes files include: • Additional activities and writing prompts to help your students explore the standard • Links to additional resources • Ideas to differentiate the activities for students who need extra support or to be challenged further • Answer guides with correct answers, answer choice rationales, word counts, and DOK (Depth of Knowledge) levels

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

Masters pointed to the fact that many students are falling behind and not meeting minimum standards, in part due to the inequitable distribution of quality leadership and ineffective day - to - day practices.

The following approaches require students to engage in high - level literacy practices, work collaboratively, and produce high - quality work.

The report includes several randomised controlled trials and documents how dosage (participation in certain activity), fidelity (ongoing support), quality of implementation (support from principals) and acceptability (teachers» participation and attitudes to that activity) influence students» academic and behavioural outcomes, and teachers» attitudes and practices.

NISW highlights and celebrates the progress U.S. schools have made in using inclusive practices to ensure a quality education for an increasingly diverse student population, including students with disabilities, those from low socio - economic backgrounds, and English language learners,» according to a release from the organizers.

If students choose their school, those schools have incentives to adopt and implement policies and practices that will improve their quality and attract students as well as the resources they generate.

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

It improves the quality of education by promoting student - centred and participatory teaching practices and by creating a safe learning environment, both of which are fundamental for learning to take place.

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

I construct two measures of school quality — student perceptions of teacher practices and parent satisfaction — using data from the Longitudinal Study of Young People in England (LSYPE), a major survey supported by the Department for Education.

Yet until very recently there was little rigorous research demonstrating the importance of principal quality for student outcomes, much less the specific practices that cause some principals to be more successful than others.

Acknowledging these studies, it is notable that the Great Lakes Center for Education Research and Practice — a body affiliated with the National Education Association — has observed: «Voucher studies, generally of high quality, indicate a slightly positive impact, particularly for African American students.»

My results confirm that lower inspection ratings are associated with sharply declining school quality as measured by student perceptions of teacher practices.

The strength of this relationship may be gauged by comparing the change in quality associated with changes in the school's position in the national test - score ranking: the results show that an increase of 50 percentile points is associated with an increase of 0.15 standard deviations in student perceptions of teacher practices (see Figure 1).

Our mission is three-fold: to provide high - quality, developmentally - appropriate educational programs for children; to provide a clinical setting in which students preparing for careers working with young children can observe and participate in the application of theory into practice; and to facilitate educational research opportunities that engage participants in the process of investigation, reflection, and documentation.

And what research says is not rocket science, rather it reminds us that if we want to achieve more as a student, improve the quality of our teaching, or abilities as school leaders, it takes practice.

As two school - based teachers of Music at Craigslea State High School, a large suburban secondary school in Queensland, Genevieve and Teresa were concerned about the quality of the students» home practice of chosen instruments, including voice.

Engaging students in individual practice that is beneficial to the quality of the performance is a critical responsibility.

There is recognition that high quality instruction is the key to improved student learning, and teachers and school leaders are engaged in ongoing efforts to understand and meet the needs of individual learners and to improve on current teaching practices.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

While reducing class sizes and increasing teacher quality have also been estimated to increase student achievement by roughly 0.1 standard deviation, the costs of such programs far exceed those of the literacy hour program, which focuses only on changing teachers» practices.

When national resources are used to minimise student residualisation, to ensure that every school has access to high quality teaching and school leadership, and to promote the use of effective, evidence - based practices in every school, it is more likely that every student will receive a high quality education regardless of the school they attend.

This practice probably depresses the schools» test scores somewhat — students from district schools often have catching up to do — but it gives more students access to a high - quality education.

High - quality teaching occurs when teachers come to the classroom with a toolkit of knowledge and skills that they employ based on a set of effective practices and that lead, over time, to student learning.

eLearning runs counter to all that wisdom, because effective participation in any quality program requires both students and instructors to practice leadership in online classrooms.

With teachers and practitioners being held responsible for delivering high - quality provision by the SEND Code of Practice, and with Ofsted placing significant emphasis on achieving progress and raising aspirations for SEND students, it's now crucial that they have very specific skills and understanding.

DR: The research involved interviewing teachers, students and parents about quality teacher practice.