Sentences with phrase «value student interests»

Unlike the remedial approaches which usually are offered to underachievers, the successful approaches tend to be child - centered, accentuate student strengths and value student interests.

Not exact matches

The value of the student loan interest deduction will change if your tax bracket does.

Second, more students initially interested in science will continue to pursue it through college because they will better see its value and importance to the big issues and will learn science better.

It has been more than a half - century since James Coleman and his team surveyed students in ten high schools to determine their values and interests and attitudes toward learning.

In the article the author quoted Harkness (who was in town) on the financial value of an engineering degree at Rensselaer and added, «Interested students with the required qualifications can contact Harkness by phoning 4819544 this week only.»

«Our lunchroom workers are an important part of our food service program, and we value interest and passion in offering students the most nutritious meals possible,» he said.

Sure, the student experience is important, but you're interested in academic impact and value too.

Thank you for your interest in participating in the Contest and leading students to consider the value of an involved father or father figure.

If we do go into coalition government again, whether or not the electoral system changes, we would need to try doing it differently, in three ways: first, we should adopt a transactional approach from day one in an effort to communicate that we are in fact fighting for our values; second, we should be ruthless about protecting the interests of our core supporters, including students and public sector workers; and third, we really, really need to be luckier — whatever one's analysis about the Liberal Democrats in government, the rise of Scottish nationalism and the fearful response to it south of the border is something the party neither caused nor could do very much about.

Apart from high school teaching's value to students and society, Cruzan recommends it as a very satisfying career for those fellow scientists who have the needed skills, values, and interests.

What the author of this study said about the «variability among the students» and the need to modify the class depending «on the students» needs, challenges, and interest» relates directly to what I said earlier about the limited value of trials and studies.

«We wanted to reach kids who might not be interested in the higher - level classes and might not be going to college,» she said, since the values and lessons of community service benefit all students.

This ebook was designed with English language teachers in mind but should have some value for any teacher who is interested in developing their students» digital literacy and critical thinking skills.

Not only will it help students, but it will enable colleges to align practices with the values they espouse and demonstrate how collaboration among colleges can help them serve their common public interest charge,» said Lloyd Thacker, founder and executive director, The Education Conservancy.

Worse, it can undermine our collective interest in inculcating in our students values (like conscientiousness, verve, and determination) that lead to individual, community, and national flourishing.

Fischman says students should ask themselves: «Am I going to college because it's the natural next step, to get a job, to explore different areas of academic and extra-curricular interests, or to think deeply about my own views about my own beliefs and values?»

Students found great value in the self - evaluation section of the ILP that helps them determine their interests, while through this process they could also comprehend the connection between the courses they choose and their specific individual goals.

Because they were more interested in promoting equality of opportunity than simply consumer choice, sociologist Christopher Jencks and law professors John Coons and Stephen Sugarman proposed placing some constraints on how vouchers could be used: Disadvantaged students would receive larger vouchers, and regulations would prevent any school that accepted vouchers from imposing tuition and fees beyond the value of the voucher.

Here, quality is important, as tokenistic programs can potentially make these students feel like their interests or skills are not valued by the community.

They must guide students to pursue projects of value and help them connect their interests to the required standards.

When we show our enthusiasm for fractions or an analysis of totalitarian dictatorship or whatever, we're showing our students that learning about these things has value, and giving them more opportunity to become interested.

While I found this article interesting, I wonder about the value of the learning if the students do not «know» how they know the answer.

It offers students the opportunity to think outside of the box, to disseminate and synthesise their ideas, think critically, justify their choices using evidence... It gives students an opportunity to organise their thoughts, to stimulate interesting discussions, make links between the knowledge and skills that they have developed in and around different subjects, thus building their capital and valuing the importance of their learning in each subject, and how it links to other areas of the curriculum and life.

The Senate version of HR 4210 would give families a $ 300 tax credit for each child under the age of 16; create an income - contingent, direct - loan program; make the interest on student loans tax deductible, and allow deductions for the full appreciated value of property donated to charitable organizations, a provision that is important to colleges and private schools.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

The author points out that as schools award contracts to computer vendors such as Apple, Dell, and HP, market interests influence the body of research on 1:1 laptop programs, and despite a great deal of research over the five years studied, there remains a lack of understanding of the value added by the 1:1 programs for students» knowledge formation and the teaching practices that support such knowledge formation.

Writing workshop is an instructional model in which the process of writing is emphasized more than the written product and which highly values students» interests and autonomy.

Critical pedagogy departs somewhat from constructivism, first in its emphasis on the affective - normative domain at the expense of the cognitive - empirical domain - it is more interested in engaging students in understanding the world as it ought to be than in how it is - and, second, in its acceptance of the hierarchical, judgmental classroom, where the teacher's role is not to facilitate value - free inquiry but instead to use the bully pulpit to preach doctrinaire gospel, with schools performing the function not of political socialization but of counter-socialization.

First, when it comes to articulated beliefs about what constitutes appropriate instruction for early adolescents, both groups are proponents of instruction that: (1) is theme based, (2) is interdisciplinary, (3) fosters student self - direction and independence, (4) promotes self - understanding, (5) incorporates basic skills, (6) is relevant to the learner and thus based on study of significant problems, (7) is student - centered, (8) promotes student discovery, (9) values group interaction, (10) is built upon student interest, (11) encourages critical and creative exploration of ideas, and (12) promotes student self - evaluation (e.g., Currier, 1986; Kaplan, 1979; Maker & Nielson, 1995; Stevenson, 1992).

CSA also offers intensive College Success Services as a value added program to partner organizations to increase completion chances for students in which they have an interest and investment.

Effective school leaders also value opportunities for community based decision - making, diversity for school enhancement, recognition of family histories, knowledge, and experiences, and advocating for what is in the best interest of students.

This study looked at two different types of motivation — intrinsic, which described if students enjoyed and were interested in math, and instrumental, which described if students valued math for its role in their education or career goals — and found both correlated to math achievement.3

Students identify and pursue their interests and learn how their academic talents, values, and goals relate to possible careers.

Value - added measures have caught the interest of policymakers because, unlike many of the uses of test scores in current accountability systems, it purports to «level the playing field» so that value - added measures of teachers» effectiveness do not depend on characteristics of the studValue - added measures have caught the interest of policymakers because, unlike many of the uses of test scores in current accountability systems, it purports to «level the playing field» so that value - added measures of teachers» effectiveness do not depend on characteristics of the studvalue - added measures of teachers» effectiveness do not depend on characteristics of the students.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

Principals otherwise outright reject the notion as random assignment is not viewed as in «students» best interests,» regardless of whether randomly assigning students to classrooms might mean «more accurate» value - added output as a result.

It is that awards assembly time of year again, and many schools with an interest in character education, such as the public elementary school my own children attend, are giving out awards to students for exemplifying core values such as honesty, respect, and responsibility.

Under this system, students can earn credentials that are more personalized to their goals and interests, and the state can still ensure that students are earning high - value, meaningful credentials.

To develop and recognize individual expertise, schools must expand areas expertise is recognized, valued, and developed; become aware of students» interests and goals; create a favorable school climate; provide sufficient time, resources, and documenting criteria; and make developing expertise the school mission.

Work on the Jasper project with students has been successful in «measures of mathematical self - efficacy, academic interest in, and value for mathematical content and problem solving,» including higher standardized achievement scores (Nicaise, 1997, p. 453).

Personalized learning places value on every single student, no matter how they come to the table, and responds to the notion that a diverse student body needs — and deserves — a learning environment that is tailored to their skills, interests and strengths.

Become aware of how the influence of your own culture, language, social interests, goals, cognitions, and values could prevent you from learning how you could best teach your students of culturally and linguistically diverse backgrounds.

Knowledge of students» career interests may give teachers the opportunity to extend knowledge, skills, and dispositions in ways that can demonstrate the value of what students may be learning in class, especially in terms of how it might apply to future careers.

The Country Day advising process allows students to expand their self - knowledge and gain greater awareness of their skills, interests, what they value, and what new areas they may want to explore in high school.

The second - place design, reflecting a very different assessment method, is called Social Detective, and aims to measure students» ability to assess other people's values, interests and perspectives based on video clips of them.

Research says that engaged students learn best, and the ICG believes that the most engaging curriculum is built around the values and aspirations of schools, who best know how to meet the needs and interests of their own students.

«Student voice refers to the values, opinions, beliefs, perspectives, and cultural backgrounds of individual students and groups of students in a school, and to instructional approaches and techniques that are based on student choices, interests, passions, and ambitions.Student voice refers to the values, opinions, beliefs, perspectives, and cultural backgrounds of individual students and groups of students in a school, and to instructional approaches and techniques that are based on student choices, interests, passions, and ambitions.student choices, interests, passions, and ambitions.»

Even so, d.tech encourages all students who are interested in d.tech's innovative program to apply: d.tech values diversity in race, ethnicity, gender, socioeconomic level, sexual orientation, physical ability, family structure and religion.

Value - added models generally use statistical methods to isolate the impact of a factor of interest (like being taught by a particular teacher) on an outcome (like a test score) by mathematically removing the effects of other factors (like student family income or prior performance levels).

NASSP is committed to building the capacity of schools to create personalized learning environments, where all students are valued and entitled to pursue their interests.