AVID accelerates under - achieving students who have potential into more rigorous courses ~ provides intensive support with in - class tutors and strong student /
teacher relationships ~ and develops a sense of hope and personal achievement gained through hard work and determination ~ just to highlight a few components.
Not exact matches
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Add to the
relationship a
teacher of general education and another who specializes in gifted
~ and depending on the situation
~ it could be compared to a marriage where the spouses speak different languages.
But in actuality
~ somehow it seems bolder to argue that all students can learn regardless of background
~ in safe supportive environments
~ with high - quality
teachers and school staff that maintain a collaborative
relationship with management
~ have access to professional learning opportunities
~ and receive adequate salaries and professional respect.
The approach improves school performance through investing in
teacher - student
relationships and professional development
~ leveraging community partners for extra staff coaching
~ resources and hands - on - learning experiences.
[jounal] Pianta, R. C / 1997 / Mother - child
relationships,
teacher - child
relationships and school outcomes in preschool and kindergarten / Early Childhood Research Quarterly 12 (3): 263
~ 280
[jounal] Howes, C. / 2000 / Social - emotional classroom climate in child care, child -
teacher relationships and children's second grade peer relations / Social Development 9 (2): 191
~ 204
[jounal] Hamre, B. K. / 2001 / Early
teacher - child
relationships and the trajectory of children's school outcomes through eighth grade / Child Development 72 (2): 625
~ 638
[jounal] Davis, H. A. / 2003 / Conceptualizing the role and influence of student -
teacher relationships on children's social and cognitive development / Educational Psychologist 38: 207
~ 234
[jounal] Pianta, R. C. / 1995 / The first two years of school:
Teacher - child
relationship and deflections in children's classroom adjustment / Developmental and Psychology 7: 295
~ 312
[jounal] Hamre, B. K. / 2001 / Early
teacher — child
relationships and the trajectory of children's school outcomes through eighth grade / Child development 72 (2): 625
~ 638