Sentences with phrase «toward higher levels of learning»

These inventories identify the foundation skills which students must deeply understand and be able to use to allow continued progress toward higher levels of learning.

The goal of collaboration is to work together toward high levels of learning for all students.

At Imagine Schools, we have developed a curriculum that guides teachers and students toward the high level of learning expected in today's world.

Not exact matches

The government's latest dietary advice also points Americans toward tuna, another fish that can be tainted with high levels of mercury, a toxic metal that can cause learning disabilities in children and neurological problems in adults.

This policy brief outlines the reasons educators need to learn more about adoption issues, explains the negative consequences of a lack of knowledge, and proposes steps that teachers, schools, curriculum developers and institutions of higher education can make progress toward placing all children and families on a level playing field in the classroom and beyond.

By addressing the four priority areas highlighted in this Action Agenda, the Partnership will be moving toward the goal that, by the year 2020, every young person in America, at every grade level, will have equitable access to high quality arts learning opportunities, both during the school day and out - of - school time.

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

To adequately use feedback to show students that they are progressing toward higher learning levels, teachers must be able to obtain consistent results of student growth toward the same learning goals.

This result indicates that a fairly high percentage of MMC participants demonstrated a lower level of assessing effectiveness of lessons; that is, they tended to focus on instructional strategies they used as teachers instead of examining whether students made progress toward the learning goals of the lesson.

For example, many states have explored measures of college and career readiness at the high school level, but few have adopted measures of early learning to support younger students toward this goal.

Effort exerted to achieve includes such variables as achievement and productivity, long - term retention, on - task behavior, use of higher - level reasoning strategies, generation of new ideas and solutions, transfer of what is learned within one situation to another, intrinsic motivation, achievement motivation, continuing motivation to learn, and positive attitudes toward learning and school.

Want to learn more about ways to develop really effective goals and scales that will propel your students toward high levels of Common Core achievement?

My gravitation toward grant seeking began as a way to solve a challenge that may be familiar to other English language acquisition teachers: ELLs at higher levels of proficiency don't need to be pulled from their general education classrooms into specialized programs; they need their general education classrooms to incorporate project - based learning that focuses on authentic, relevant, content - related activities.