Sentences with phrase «train than some of her peers»

Not exact matches

That player would be able to get into cardiovascular shape more quickly than his peers; knowing that would allow him to spend more of the off - season focusing on skills training.

Rather than grow more professional investors, Saunders and her peers are now working to train armies of novice female investors at various levels of disposable income.

Also of note is the finding that the best performing young footballers who will go on to play the sport professionally display superior dribbling skills, endurance capacity and tactical awareness compared to their peers, from as early as 14 years of age.9 17 These differences appear well before it is possible to accumulate 10 000 h of practice, but allow predictions of which players will go on to achieve best performances in adulthood, suggesting that the effectiveness of and response to training, rather than simply training, determines success.

Less than 10 fans showed, peering through the lone strip of fence to see onto the field, watching the Hammers mill about in their first training session of the season.

Along with having the opportunity to experience both the onsite and online benefits of the program, they were able to network with their peers throughout the region during the training and now join more than 4,000 recreation professionals from across the country, and on U.S. military bases worldwide, who have earned the CYSA credential.

On our first day she outlined her potty - training plan — wait for interest, let peer pressure do most of the work, toilet seat adapter rather than separate potty chair, emphasis on big - kid underwear and no pull - ups.

In one last - ditch effort, I trained for a month on games available at www.brainhq.com, one of the best - researched training methods, with more than 100 peer - reviewed studies supporting its effectiveness.

In fact, women who strength - train have much lower levels of intra-abdominal fat, the deep, visceral kind that's so hard to get rid of — in some cases, up to one - third less than their less - fit peers.

The cost of effective peer tutoring is higher than alternatives, such as computer - assisted instruction or smaller class sizes or longer school days, because of the needs for adult personnel to coordinate, train, and monitor the student tutors.

Research shows that young people who have four or more encounters with the world of work while in education are 86 % less likely to be not in education, employment or training (NEET) and on average will go on to earn 18 % more than their peers who did not have such opportunities.

On the other hand, research suggests teachers trained in gifted education, for instance, preservice teachers with practicum and fieldwork experiences working with gifted students, are more aware of their needs than peers without this training.

They were also more likely to get a job than their university ‑ trained peers, with 96 per cent of those awarded QTS in a teaching post within six months.

Social learning gives online learners the chance to share experiences with their peers to improve their understanding of the topic, rather than trying to struggle on their own to find online training resources that can clarify confusion.

These findings stand in stark contrast to the significant body of research that shows that novice teachers are less effective than their more experienced peers, as well as the experts who believe that most people need at least a year of residency training.12

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12

This has led to a notoriously inconsistent state of affairs, with novice teachers in some districts being coached by highly trained and involved peers, while in other districts they get little more than a monthly meeting with someone who barely has seen them at work.

Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiences.57

Her experience is varied and includes developing and implementing training programs for dog owners and veterinary professionals; working as a research assistant on several canine behavioral genetics projects at the Center for Neurobiology and Behavior, at the University of Pennsylvania's School of Medicine, Department of Psychiatry; serving as editor for a scientific working group tasked with establishing consensus - based best practices for the use of canine / handler detection teams and setting standards for their certification; serving as the first editorial assistant for the Journal of Veterinary Behavior: Clinical Applications and Research; co-authoring more than 10 peer - reviewed publications and owning and operating a home - based editing business.

Roles undertaken by students Because students who are victimised are much more likely to seek help from students rather than teachers, there is much to be said for selecting and helping to train students to provide assistance to peers in need of help.

Child training group children had larger reductions than did control group children in parent - reported total problem behaviors, teachers» reports of aggression toward peers, and independent observations of child deviance and noncompliance.

In observation studies that investigated peer deviancy training among both boys and girls, female dyads engaged in deviant talk less often, and were rated as more mutual in the type of talk (e.g., normative or deviant) than male dyads (Dishion, 2000; Piehler & Dishion, 2007), which stresses the importance of assessing gender differences in dyadic peer interactions.