Sentences with phrase «students spending more time on»

The report suggests that quicker progress was related to students spending more time on homework, which is related to the increased enjoyment of using interactive and video resources, as well as increased engagement with their own learning.

Forty - four percent of the respondents think the effects would be positive if students spent more time on computers at school, while 35 % think the effect would be negative.

And there are other costs that come with longer commutes: when students spend more time on a bus, that means less time to participate in extracurricular activities or help out at home, as well as increased safety issues for small children leaving for school and arriving home in the dark.

«PBIS and Kickboard are helping students spend more time on task and, because of that, they're performing at higher levels.»

Although considered a full - time professional program, many law students spend more time on other pursuits, starting their own business, writing actively for major newspapers, working part - time in financial advisory and investment banking companies, or even standing for public office in parliamentary elections, all while maintaining stellar academic performance.

Not exact matches

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The study of 400 students concluded that «those who have used Facebook longer agreed more that others were happier, and agreed less that life is fair, and those spending more time on Facebook each week agreed more that others were happier and had better lives.»

As I'm still a student and working only part - time I've also made the decision to spend more money on food than other stuff like clothing or going out etc..

He says his staff spends more time helping players develop academically and socially than on the court, and he says they convince players that they will never be the best basketball players they can be if they are lousy people or lazy students.

In Japan, 41 percent of students» time in math class was still spent on basic practice — churning through one problem after another — but 44 percent was devoted to more creative stuff: inventing new procedures or adapting familiar procedures to unfamiliar material.

But then, once a basic level of calm prevailed in the school, the coaches turned their attention to encouraging what they called cooperative learning, a pedagogical approach that promoted student engagement in the learning process: less lecture time; fewer repetitive worksheets; more time spent working in small groups, solving problems, engaging in discussions, and collaborating on longer - term creative projects.

It spends way more time on why students fail, but the worst part is the author's final conclusion: we need better government programs.

(1) Teach in a dynamic, well - organized style that makes use of proven pedagogical approaches to promote student engagement in the learning process via less lecture time, fewer repetitive worksheets and more time spent working in small groups solving problems, engaging in discussions, and collaborating on longer - term creative projects.

Like many other Ph.D. students, O'Connell dropped hobbies and lost friends to spend more time on the project.

Graduate students have similar constraints, in that «they are here to get a degree and we don't want them spending more time working on a company than getting their degree,» Livingstone explains.

In one small study of 104 college students, more than half unlocked their phones an average of 60 times a day and spent upward of 3 1/2 hours on the devices.

O'Brien also notes that students are facing increasing competition so they're spending much more time working on their grades and resumes, instead of socializing.

Samaniego spends time helping students understand simple concepts and gradually moves on to more complex questions.

«Remember that on a day - to - day basis you will spend more time working with students and postdocs than your supervisor,» says Hough.

This gives a beautiful meditative quality to the room and allows students to spend less time on postures they have already mastered and more time on new postures that they are just learning.

Sugar daddies on the other hand prefer dating a college student as they're the least demanding when it comes to allowances and are capable of spending a decent amount of time... [read more]

If we consider the skills of focusing on ourselves, tuning in to others, and understanding the larger world as a framework for our thinking, imagine how the conversation about screen time could shift away from the amount of time spent with devices and toward how students might use them to become more productive citizens in a networked and global society.

This quickly lets teachers know which students completed the flipped classroom lesson, which ones have shown mastery and can move on, and which ones need to spend more time on the concept.

«We know that students who spend more time on the arts become more successful at the rest of their studies too — my students are evidence of this.»

Forty - four percent of respondents believe that having students spend more time using computers or other digital devices would have a generally positive effect on student learning, while 35 % believe the effect would be negative.

If you want your students to read for 15 minutes or spend five more minutes on that narrative, this tool can help keep your students focused for the time you've allotted.

While the rationale is perhaps a bit misguided (some evidence suggests that our students already experience as much instructional time as their peers ~ and other research confirms that teachers in the United States spend more time on instruction than teachers in other nations do) ~ there are certainly reasons to focus on the issue ~ not least of which is the summer learning loss that disproportionately impacts our nations most disadvantaged youth.

This constructivist approach engages students to do more complex work and spend more time on the task than they normally would.

Lester told Education World that he spends more time on student discipline than he originally anticipated.

I find that students who start school one hour later watch 12 fewer minutes of television per day and spend 9 minutes more on homework per week, perhaps because students who start school later spend less time at home alone.

As more classroom management functionality becomes automated, this frees up time for teachers to spend more of their skills and mental energy on more important things for students and their learning; such as tailoring learning to student needs and focusing more on individual and small group instruction than on managing large classes.

School students are spending more time on computers at school and at home than ever before.

Among the more salient conclusions are: 1) that what children bring to school is vastly more important than what happens thereafter, as the Coleman Report found; 2) in examining all of the variables that impinge on student academic performance (teacher effectiveness, socio - economic advantage, appropriate evaluation criteria, etc.), none is demonstrably more significant than time spent learning «one - on - one»; and 3) that only an individualized computer program can address all these issues effectively and simultaneously.

This might be one secret to Catholic schools» success; in their 2012 paper, Figlio and Ludwig report that students in Catholic schools «spend more time on homework and extracurricular activities than those in public schools....

Stoll: The money should be spent on reducing class size, on providing teachers with more prep time, on improving school grounds so that students have the ability to study nature in nature, on providing lessons in the humanities and in other technologies, such as plumbing, woodworking, auto mechanics, home economics.

The Philadelphia School District now spends close to $ 100 million a year on instruction for more than 27,000 special - education students in full - day and part - time classes, more than the total number of students in any other school district in Pennsylvania except Pittsburgh.

There really needed to be more time for students to spend time on foundation skills, learning about those effective practices and knowing how they work, why they work and when to apply them; and that's really important.

The lazy afternoons ended for Leo last year, when his school joined in a closely watched experiment going on across the Bay State to find out whether students can learn more by spending more time in school.

Selman and Elizabeth's eagerness to create the guide also springs from a depressing fact: According to a 2010 Kaiser Family Foundation study of 8 - to 18 - year - olds, students outside of school spend a huge amount of time each day — more than seven and a half hours on average — using media.

«I spent a lot more time working on my assignments because it was a lot more interesting,» wrote another student.

The contract for the Gen www.Y students at Washington Middle School who work with the student teachers, on the other hand, lays out their responsibilities, including spending 10 - 15 hours of class time with an assigned Evergreen MIT student, participating in an interview, reviewing the MIT student's Web page to make it more «student friendly,» and providing advice on infusing technology.

In fact, if a little time is spent on, say, Google Drive, teachers can eventually save time and paper, while collaborating more effectively with students.

«Based on their study, English and King recommend that in the primary years, teachers should spend more time with the class «unpacking the outcomes» of the initial design (in this case the first test flight) and engage and scaffold students in discussions regarding areas for improvement before students move onto redesign,» Rosicka says.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studeStudents and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

By moving entry - level information outside the classroom — typically (but not exclusively) through self - paced, scored videos — teachers can reframe learning so that students spend more instructional time engaged in deeper discussions, hands - on applications and project - based learning.

But this will allow teachers to spend far more time focused on serving each individual student regardless of where they are in their learning; deeper learning as teachers work with students on projects and facilitate rich discussions; and developing students» social and emotional learning abilities.

[8] By enabling students to switch from off - campus to on - campus jobs, FWS can actually reduce weekly hours of work, free up time spent in transit, and enable students to more fully integrate into their campus community, all of which could positively influence persistence and completion.

Students should be provided with calculators and access to computers beginning in kindergarten, and teachers should spend less time on computational skills and more on mathematical concepts and problem - solving, according to the nation's largest organization of mathematics teachers.

Bergmann notes that he now spends more time with struggling students, who no longer give up on homework, but work through challenging problems in class.

With all of the high - stakes testing in our schools, and the resulting judgments and consequences for students and teachers, it is no wonder that schools are taking time away from activities like recess, breaks, art, music... to spend more time on academics.