Sentences with phrase «students share the characteristics»

As students share the characteristics they have learned, you may want to write those characteristics on the board.

Not exact matches

Maria Puolakkainen, a high school student from Helsinki, Finland, was invited to share her own ideas and insights; read about her experiences in» #StuVoice Finland Shares the «Characteristics of an Effective Teacher».»

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

The question is whether we should be orienting our pedagogical practices primarily around these differences, as I think most personalized - learning supporters would urge, or instead take note of the many ways in which students are cognitively similar, and make these shared characteristics the focus of our education policies and practices.

In this semi-glyph activity, students share their interests and characteristics by making patches about themselves.

Students explore the different sides to identity through a fun Guess Who game and an activity that identifies the shared and unique characteristics of the class.

Although the subjects vary considerably from one grade to the next (from the life cycle of frogs to the role of change makers in society to the study of the causes and consequences of war), every expedition shares some common characteristics: an emphasis on student - led inquiry, connections to the community (through interactions with local experts and service - learning projects, for example), and an integrated curriculum with a strong emphasis on the visual and performing arts.

Although we understand a good deal about student - level characteristics that influence school success and failure, there is much still to be learned - and much knowledge still to be shared across disciplines and professions — about children who struggle with emotional and behavioral issues that affect education.

The table below documents the strong correlations between demographic characteristics and the percentage of students in the school enrolled via a voucher: The greater the share of students in a participating private school using a voucher, the greater the share that are low - income minorities.

Individual students who attend the same school may share some characteristics that are not captured by survey data; the individual observations are not wholly independent of one another.

How Changes in the Characteristics of Borrowers and in the Institutions They Attend Contributed to Rising Loan Defaults,» Brookings, Fall 2015, https://www.brookings.edu/wpcontent/uploads/2015/09/LooneyTextFall15BPEA.pdf; The share of students currently in default is based on the author's calculation using U.S. Department of Education, «Federal Student Loan Portfolio,» 2017, https://studentaid.ed.gov/sa/about/data-center/student/portfolio.

The changes in performance reported below for each group of schools have all been adjusted to take into account any changes between 2001 - 02 and 2002 - 03 in schools» demographic characteristics, such as the share of students participating in the federal school lunch program and the ethnic breakdown of the student body.

The «Me» Quilt Judith Rohlf submitted this semi-glyph activity, students share their interests and characteristics by making patches about themselves.

Because Indiana public and private schools use the same assessment in grades 3 — 8, we could identify public - school students who shared similar achievement trajectories and demographic characteristics with these voucher students at baseline (the year prior to a student switching from a public to a private school) and track both groups» academic progress for up to four subsequent years.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

Economists Eric Hanushek, John Kain, and Steven Rivkin estimated that, at a minimum, variations in teacher quality account for 7.5 percent of the total variation in student achievement — a much larger share than any other school characteristic.

Gonzales identified a single characteristic shared by each of the high - achieving undocumented students he followed: «To the person, they could name three or four adult mentors in their lives,» he says.

It is a regression in which student achievement is explained by a combination of school inputs (resources such as funding per student, class size, teacher qualifications, etc.) and the characteristics of peers (percentage of schoolmates who are white and who are black, etc.), families (race, ethnicity, parents» education, number of siblings, etc.), and neighborhoods (the share of households who rent versus own, etc.).

Its main characteristic is the fact that students learn before class from materials prepared and shared by a teacher.

Students who share racial and / or gender characteristics with their teachers tend to report higher levels of personal effort, feeling cared for, student - teacher communication, academic engagement, and college aspirations.

There was one commonality in the schools where they did see a notable change in how students were acknowledging and embracing the traits good learners should possess and exemplify: a shared agreement of the adults as to what a good learner was and how to help develop those characteristics.

As students study cultures throughout world history, remind them that although the individuals in these societies share a common identity, they (i.e., all Greeks or all Chinese) were not the same — just as the members of their class maintain distinct characteristics while being part of a class and larger school community.

Our extensive data and control group methodologies allow educators to compare one student's academic growth to anonymized data from students across the country who perform similarly, share similar demographic characteristics, and are educated in similar schools.

NAEP results are provided for groups of students defined by shared characteristics: gender, type of school, location, race / ethnicity, eligibility for free / reduced - price school lunch programs, students with disabilities, and students identified as English language learners.

Schools that have lower suspension rates and, in turn, higher academic rates, share common characteristics, including positive teacher - student relationships, high expectations of students, and well organized routines.

Similarly, some students may allow their perception of one characteristic (e.g., a teacher's sense of humor) to impact their ratings of all things in the class; however, most students appreciate the opportunity to share their experiences and respond honestly.

Schools where ALL children successfully learn share certain key characteristics that have come to be known as the Correlates of Effective Schools: a Clear & Focused Mission, a Safe & Orderly Environment, High Expectations for Success, Opportunity to Learn / Time on Task, Positive Home - School Relations, Frequent Monitoring of Student Progress, and Strong Instructional Leadership.

After reading the book «Life in the Rainforest,» sharing a class discussion, and drawing plants and animals, students will be able to place six specific characteristics into a Venn diagram of the similarities and differences of plants and animals, with 100 % accuracy.

And the final two are «how consistent are students, parents, and their public school professional staff in their perception of the effectiveness of their magnet schools, and what characteristics do the highly successful magnet school share?»

Results are provided for groups of students defined by shared characteristics — race or ethnicity, gender, eligibility for free / reduced - price school lunch, highest level of parental education, type of school, charter school, type of school location, region of the country, status as students with disabilities, and status as students identified as English language learners.

Tests students» understanding of shared characteristics and classification systems.

The chart we embedded listing the top 10 from that list was intended to show that among those schools that typically do the worst, those with 85 percent or more students in poverty, which correlates closely to race in Minnesota, the top - ranked schools all share some distinctive and important characteristics.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

Early College High Schools share similar characteristics that have been shown to improve learning and academic success in students.

Based on survey data from 900 adult readers and assessments from her middle school students, Donalyn Miller identifies the characteristics of wild readers and shares methods that support students» development into lifelong readers.

Federal student loans, however, do not share this characteristic with its counterparts; in fact, options for refinancing are restricted by the federal government.

While students with CD may share characteristics similar to the students with ODD they are more physically aggressive and threatening, and appear to lack empathy.