Sentences with phrase «support quality interactions»

Not exact matches

«The addition of Apigee's API solutions to Google cloud will accelerate our customers» move to supporting their businesses with high quality digital interactions,» wrote Greene.

All members are offered quality customer support to make interaction easier on this site.

Client interaction and total support Willingness to get involved with all levels of an organization Quality of finished product Ability to globalize the offering - multi lingual People, quality, timeliness and engagement with the buQuality of finished product Ability to globalize the offering - multi lingual People, quality, timeliness and engagement with the buquality, timeliness and engagement with the business.

What we do know is that pre-K teachers» training in child development, experience in working with young children, and support systems focused on their instructional behaviors and classroom management do matter — for the quality of both of teachers» social interactions with children and their implementation of curricula.

The authors conducted a review of research on audience response systems (ARS) and conclude that the evidence supports benefits of ARS, including improvements to the classroom environment (increases in attendance, attention levels, participation, and engagement), learning (interaction, discussion, contingent teaching, quality of learning, and learning performance), and assessment (feedback, formative, and normative).

To break this cycle, this project aims to build EEC providers» self - regulatory skills, including emotional regulation, stress management, executive functioning, and ability to communicate calmly and warmly with children, in order to support the high quality interactions and skill modeling that support children's self - regulation.

We also propose revisions throughout this subpart to better support the ability of programs to serve children from diverse economic backgrounds, given research that suggests children's early learning is positively influenced by interactions with diverse peers [1112] We also require programs to prioritize serving younger children in communities where there is publicly funded high quality pre-kindergarten for four year olds.

«As an EALD teacher, Seven Steps really supports our pedagogy with importance of quality teaching, explicit modelling and oral interaction.»

-- Define social & emotional learning (SEL) and why it is essential to students» success — Understand key research relating SEL skills to student success — Relate district / organization goals to SEL — Integrate SEL into existing district / organization frameworks and protocols — Design a comprehensive approach to screening, assessing, promoting, and evaluating SEL competencies using the DESSA — Select a quality SEL curricula aligned to your specific needs — Learn how to integrate SEL - supporting practices into everyday interactions — Use SEL data to plan for instruction and intervention

Committee members were clearly uneasy about how these schools could ensure children, particularly in the early grades, receive a quality education without any in - person interactions with teachers, peers, counselors, and other support personnel that occur in traditional public, charter, and private schools.

PURE exists to support and assure a high quality public education for all children by informing parents about education issues and parents» rights, bringing parents into the decision making process, empowering parents in their role as advocates for their children, and assisting them in their interactions within the school system.

Dolan, a Washington - based attorney, hopes the project will eventually be a solution for rural schools nationwide that want the best of both the online and brick - and - mortar education worlds: high - quality expert teachers, student support, resources, small class sizes and human interaction.

These included teacher trainings sessions and support from a group of expert staff working to increase quality in the areas of instructional strategies and child interactions, social - emotional development, and parent involvement.

Teacher - child interactions are evaluated and supports are provided to help programs reach goals of high quality.

Featuring concrete, hands - on activities that can be completed efficiently at the start of a unit, lesson, or topic, Activators help to: • Increase engagement in learning • Support a well - paced lesson • Generate connections to prior knowledge • Provide students with opportunities to practice skills and deepen understandings • Support formative assessment Although Activators have different formats, they all share two key components: individual think time and purposeful social interaction, which support students to develop quality responses to content and ideas while engaging withSupport a well - paced lesson • Generate connections to prior knowledge • Provide students with opportunities to practice skills and deepen understandings • Support formative assessment Although Activators have different formats, they all share two key components: individual think time and purposeful social interaction, which support students to develop quality responses to content and ideas while engaging withSupport formative assessment Although Activators have different formats, they all share two key components: individual think time and purposeful social interaction, which support students to develop quality responses to content and ideas while engaging withsupport students to develop quality responses to content and ideas while engaging with peers.

Our analysis, however, explores the interaction among all four of these features, which we have found to create the conditions that support high - quality teaching and learning and that lead to school success.

Our innovative approach to on - the - job learning equips instructional leaders with skills and tools to support teachers in creating high - quality early learning environments and positive teacher - child interactions.

Together, Teachstone and Kaplan are committed to supporting the field in raising quality, specifically around the field's needs for improved, effective teacher - child interactions to improve child outcomes.

Seeing growth and interaction is great, but it's more meaningful to focus on the depth and quality of engagement; the ability to foster advocacy and support customer service; a community that builds brand affinity, earns trust and supports preference; and ultimately, the ability to drive trial and sales.

Field Support Representative II (Technician)- Toledo, OH At Redbox we're not just passionate about... Provides quality customer service through regular interaction and communication with coworkers...

Ensured call resolution in a timely manner, maintained highest level of quality support in every customer interaction.

Provide high quality sales support and purchase hardware and software for an Information Technology company Develop, maintain, and enhance strong customer relations through personal interactions Establish and modify quotes by entering configurations and pricing for computer hardware and software Prepare and process purchase orders by verifying pricing and obtaining recommendations from suppliers for substitute items when needed Expedite requests for rush orders and alter sales orders and shipping data as needed Manage relationships with key suppliers to maintain quality of goods, timely delivery and compliance to terms of contracts Primary product lines include: Hewlett Packard, Cisco, Lenovo, Dell, Toshiba, and Microsoft.

Excels in driving teams to exceed service desk commitments, continuous process improvements and quality interactions in Customer Service, Sales and Technical Support.

Demonstrated history of successful technical operation and patient interaction, while providing high - quality support to other medical staff while facilitating effective team collaboration.

High - quality early childhood education programs are one way in which we support development during these years, but family interactions and home environments also play a crucial role.

At school entry, children will have a set of skills determined by interaction between their own endowment (genetic) and the quality of interactions of the experiences in the home and child - care settings that support school readiness (Deguzman et al., 2010).

This led to us employing a family support coordinator — someone willing and able to help parents spend quality time in one - to - one interactions with their children.

The Family Engagement Workgroup coordinates and develops initiatives ensuring that families will have accessible information and support that increases the quality and quantity of parent / child interactions from birth, and provides access to, and involvement in, high quality ECE programs through 3rd grade.

Questions are asked to obtain information on how much the informant confides in his or her partner, how much active emotional support the partner gives, and the quality of interaction.

The interactions that the MTP coaching model focuses on are outlined in the CLASS, a rubric developed at the University of Virginia, that looks at how the quality of teacher - student interactions support student learning.

We think with the right support, teachers can build the skills and mindsets that they need to have high - quality interactions with children to promote healthy development and learning.

High — quality home visiting is described here as facilitative because it facilitates, or paves the way, for positive parent — child interaction and parenting behaviors that support children's early development.

Dr. Dedalus Hyde, Psy.D., Dr. Karen Godfredsen, Psy.D., Keith Kapash, MFT: An Introduction to Parent - Child Interaction Training (August 2010) Parent - Child Interaction Therapy (PCIT) is an empirically - supported treatment for conduct - disordered young children that places emphasis on improving the quality of the parent - child relationship and changing parent - child interaction patterns.

This point is particularly relevant to interaction and relationship quality between siblings when parents require care because siblings often are a source of both support and interpersonal stress during this time (Connidis & Kemp, 2008; Gentry, 2001; Lashewicz & Keating, 2009; Suitor & Pillemer, 1996; Tolkacheva, van Groenou, & van Tilburg, 2010).

In my lab, we use experimental and daily diary approaches to examine how verbal (e.g., sharing good news, providing social support) and nonverbal (e.g., touch) relationship behavior promotes perceived responsiveness, relationship quality, emotional well - being, and physical health in face to face and mediated interactions.

Conversely, the quality of mother — infant interactions is affected by individual maternal and infant characteristics, marital quality and support, and by the mix of stressors and protective factors that affect maternal mental health.

In other words, as stated in the final report about positive family functioning edited by the Australian Department of Families, Housing, Community Services and Indigenous Affairs (2010), family functions refers to a variety of characteristics encompassing several domains such as emotional attributes (e.g., closeness of parent — child relationships, warmth, sensitivity, perceived support, and safety), family governance issues (e.g., members» role, age appropriate rules), engagement and cognitive development, physical health habits, quality of intra-familial relationships (e.g., parent — child interactions, parent - parent relationships, spouse — spouse relationships), and social connectedness (e.g., relationships with the extended family, activities outside the family unit, members» role balance).

Support for this hypothesis comes from the study of Stein et al, who found the quality of maternal interactions with the infant to differ between well control group mothers and index mothers who had recovered from depression by the time of the assessment.4

Moreover, associations between mother — child EA, maternal wellbeing, marital adjustment, and social support were also investigated, with the hypothesis to find a link between low maternal distress, high couple satisfaction and high perceived support and interactions of better quality in the dyads.

With regard to the actor effect of marital quality, Umberson and colleagues (2006) failed to find a significant age interaction between perceived spousal support and self - rated health.

To test for associations between quality of mother — child interactions and the dimensions of perceived social support the Spearman's Rho coefficient was applied to the scores of the MSPSS and to the EAS during T1, T3, and T4.

At the beginning of the course each mother was given a battery of self - report questionnaires to fill in at home, aimed at investigating socio - demographic information, maternal psychological well being, marital relationships and perceived social support (see the section Quality of Mother — Child Interactions during Massage Lessons).

Yet, the quality of parent — child interactions that supports the development of secure attachment can be compromised when infants are born preterm.

Although different researchers have distinguished various aspects of relationship quality, (Berndt 2002; Bukowski et al. 1994; Furman and Buhrmester 1985; Furman 1996; Parker and Asher 1993), all distinctions include aspects of closeness, intimacy, and support on the one hand, and negative interaction or conflict on the other hand.

Family - centered care models promote use of skin - to - skin contact and parental education designed to support development and positive interaction qualities at home (Feldman, Eidelman, Sirota, & Weller, 2002; Gooding et al., 2011).

The quality of parent — child interactions is considered paramount in supporting children's development, serving as the foundation for secure attachment, development of joint attention and emotion regulation, and later cognitive and social emotional development (Ainsworth, Blehar, Waters, & Wall, 1978; Bornstein & Tamis - LeMonda, 1989; Thompson, 2008).

Alongside parents» cognitive support, global measures of the affective quality (e.g., warmth, positivity, responsiveness) of parent - child interactions appear positively related to: (i) preschool children's early academic skills (as measured by tests of language ability and parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2000).

Research suggests that maternal depression and associated symptoms may reduce the quality of parent — child interactions, contributing to less warm, less available, and less sensitive parenting during daily interactions, and thereby reducing support for the development of child social competencies and peer interaction skills.

As outlined above, there is good evidence that individual differences in children's academic abilities are associated with a variety of measures of the family environment including the quantity and quality of cognitive support on the one hand and the affective quality of interactions on the other.

First, symptoms of depression, such as dysphoria, apathy, and mood swings, could reduce the frequency, predictability, positive valence, and quality of mother - child interactions, thereby reducing support for the child's social - emotional development.