Sentences with phrase «terms of their academic skills»

These two groups of students are nearly identical in terms of academic skills and other characteristics, but differ in the extent to which they were exposed to this new approach to algebra.

Not exact matches

In terms of developing myself, I have learnt a host of new skills that help me in my day - to - day life as well as my academic and professional pursuits.

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

Children from low - income families are at substantial risk in terms of their social - emotional and academic skills at school entry, with fewer than half considered ready for school at age 5.

«This inspired us to initiate a long - term study on the possible effects of music education on cognitive skills that may underlie academic achievement.»

Beside focusing on developing communication and reading skills, Marilee Sprenger — an expert in brain - based instructional strategies and author of Teaching the Critical Vocabulary of the Common Core — recommends that ELLs learn high - frequency academic language terms that are embedded in the Common Core State Standards.

Clearly I am not referring here to empowerment and education process in terms of academic and practical knowledge, but in terms of education for life — teaching happiness skills, emphasizing personal development.

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.

In contrast, Ruth Schoenbach and Cynthia Greenleaf elevate the term with a more robust definition: «By adding the word engaged, we mean to distinguish between the skilled but rote and unsophisticated kind of academic literacy that many «successful» students master, and the more analytic, critical, and discipline - specific ways of making meaning emblematic of engaged learners.»

Finally, a 2017 meta - analysis of 82 school - based SEL programs found long - term (between 6 months and 18 years) improvements in four areas: SEL skills, attitudes, positive social behavior, and academic performance.

By the early 20th century the United States began to endow a large fraction of its youth with skills in formal, school - based, academic settings, using a system termed here the U.S. template.

We offer a triangle of services to build the academic, cultural, social and service skills necessary for long - term student growth: academic enrichment, cultural enrichment, and community service.

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.

Key features include course units aligned to common core and state standards together with local district frameworks, interactive media - driven lessons focused on core concepts and skills, closed captioning and definitions of key academic terms, embedded subject specific Tier 2 vocabulary, on - going formative assessments, summative unit tests, teacher support materials, and at - home parental involvement learning tools — all designed to be used in concert with the district's instructional program.

There is wide international evidence of the contribution that wellbeing can have on academic attainment, long - term life outcomes and economic skills.

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Sperling and Shapcott's and Rosen's recommendations for fostering a growth mindset in law schools focus primarily on communicating a growth mindset message to law students — be it from professors who have examined their own mindsets and thereby shifted their expectations and language; 188 through orientation programs that include growth - oriented messages from administrators, professors and guest speakers; 189 by framing assignments and evaluation in terms of process; 190 by professors who teach legal writing using their expertise in narrative to tell stories that show that legal writing and analysis skills are learned through effort and persistence; 191 by professors and administrators «communicat [ing] that law school has academic value beyond the first year» and «encourag [ing] students to view rankings and large firm job placements as indicative of mastery that can be obtained through learning and hard work»; 192 or, by providing growth mindset student mentors for incoming students.193

It's very likely that employers will define this in terms of «competences»: the skills that are needed for working — rather than academic — life.

Many universities will argue that they already provide extra-curricular opportunities to enhance these soft or transferrable skills — although the use of such terms implies that they lack academic status.

The resume is defined as the document that provides the history of the candidate to the employer in terms of his academic credentials, work experience, acquired skills, awards and recognitions, accomplishments and other relevant information.

While hiring managers are quite interested in what you have to offer in terms of experience and academics, they automatically zero in on the skills section, hoping to see something that will help them make quick hiring decisions.

LIGHTHOUSE ACADEMICS, Bedford, OH 2012 — Present Educational Paraprofessional • Enhance reading skills through one - on - one tutoring, raising the pronunciation accuracy level by 80 % in children • Design and successfully implement a corrective program for a small group of students with behavioral issues • Facilitate the lead teacher during lunchtime duties • Build strong rapport with the student, teachers, and staff • Collaborate with parents and teachers to maximize learning and achieve short term and long term learning goals

Finally, a 2017 meta - analysis of 82 school - based SEL programs found long - term (between 6 months and 18 years) improvements in four areas: SEL skills, attitudes, positive social behavior, and academic performance.

In children at high risk of developing long term antisocial behaviour, the Fast Track preventive programme improved some measures of social, emotional, behavioural functioning, and academic skills at 1 year

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

The term professional development... includes activities that... advance teacher understanding of instructional strategies that are (I) evidence - based, (II) strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers, including through addressing the social and emotional development needs of students...

According to Diana Baumrind's studies, and many parenting studies made since then, authoritative parenting is the parenting style that has been most consistent terms of being associated with positive outcomes for children: high level of self esteem, good academic performance, well - developed social skills, good emotional control etc..

Attention deficit / hyperactivity disorder (ADHD) is a chronic, debilitating disorder which may impact upon many aspects of an individual's life, including academic difficulties, 1 social skills problems, 2 and strained parent - child relationships.3 Whereas it was previously thought that children eventually outgrow ADHD, recent studies suggest that 30 — 60 % of affected individuals continue to show significant symptoms of the disorder into adulthood.4 Children with the disorder are at greater risk for longer term negative outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children, young people, and their families.