Sentences with phrase «terms of academic ability»

During 2018, why not resolve to reach all learners in the classroom, despite where they fall in terms of academic ability?

A new study finds that children who who are born and grow up in stable single - parent homes generally do as well as those in married households in terms of academic abilities and behavior problems.

Parents, in contrast, typically define readiness in terms of academic abilities, such as the ability to count or knowing the alphabet.

Not exact matches

One of the fundamental beliefs of deeper - learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands - on experimentation — develop not just students» content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call academic perseverance and what others might call grit or resilience.

I certainly could have simply told passive students the definition of this term and what it means, but by enabling them to actively construct their own knowledge, they internalize the ideas more deeply — as well as internalize their ability to have voice and agency in an academic setting.»

While we want students to develop greater self - control and the ability to delay gratification, assisting them in the mastery of academic skills requires that we chop some tasks into smaller chunks and help students overcome procrastination by offering shorter - term rewards.

By 2011, charter schools were roughly equivalent to traditional public schools in terms of their ability to raise academic achievement.

The project aims to investigate the impact of a knowledge - rich primary curriculum on the reading abilities of Year 4 students over five academic terms.

This study was only able to measure short - and medium - term effects of this particular reform on some academic abilities and, to a lesser extent, some behavioral effects.

In a national study of charter schools, researchers noted a strong link between the ability of charter school leaders to «organize a school to be excellent on Day One» and the long - term academic success of the school (Peltason & Raymond, 2013).

Or are they a logical reaction by a high - performing district to an excess of mandates that inhibit its ability to pursue academic rigor on its own terms, as the district insists?

Although not minimizing the importance of traditional cognitive ability, these authors point out that conventional assessments account for a small portion of the variance when examining long - term academic and career accomplishment, especially as it relates to the advancement of adult competencies in highly demanding professions where leadership skills and creative productivity are the criteria for success.

In contrast to the more negative connotation of the term dominance as forceful control or command over others, they define dominance as the teacher's ability to provide clear purpose and strong guidance regarding both academics and student behavior.

Resident districts may not deny transfer requests based on a student's race, religion, sex, sexual orientation, ethnicity, national origin, disability, health, whether a student has an individualized education program, the terms of an individualized education program, income level, residence, proficiency in the English language, athletic ability, or academic records.

Educational practices such as remedial «pull - out» sections or homogeneous grouping can create negative labels for students assigned to low - ability group labels that often become self - fulfilling prophecies in terms of academic and developmental outcomes.

However, recent research has shown that children exposed to high levels of adversity may be less prepared to succeed in school, in part due to deficits in executive function skills.6, 7,9,10,11 These deficits may undermine children's abilities to succeed in academics and develop positive peer and teacher relationships.12, 14,15 This may have long - term implications for school success given that the achievement gap tends to persist and even widen throughout the school years.16, 17

There are a number of factors which make managing A1C particularly difficult for teens including: Social pressures and responsibilities, motivation, personality, nutrition, substance use, sleep habits, brain re-structuring, defence mechanisms (such as denial and avoidance), social justice issues (oppresion — racism), diabetes education, individuation, future - oriented culture, access to health services, family structure and dynamic issues, marital conflict between parents, family and friendship conflict with teen, mental health stigma, academic pressure and responsibility, limited mindfulness and somatic awareness, spirituality (especially concerning death), an under - developed ability to conceptualize long - term cause and effect (this is developmentally normal for teens), co-parenting discrepencies, emotional inteligence, individuation, hormonal changes, the tendency for co-morbidity (people with diabetes can be more prone to additional physical and mental health diagnosis), and many other life / environmental stressors (poverty, grief etc.).

We analyzed all children born in Sweden between 1983 and 2009 to investigate the effect of SDP on multiple indicators of adverse outcomes in three areas: pregnancy outcomes (birth weight, preterm birth and being born small for gestational age), long - term cognitive abilities (low academic achievement and general cognitive ability) and externalizing behaviors (criminal conviction, violent criminal conviction and drug misuse).