Sentences with phrase «with academic improvement»

«Are Group Therapeutic Factors Associated with Academic Improvement?

School leadership will receive more professional development and teams of «master» and «model» teachers, as designated in the United Federation of Teachers contract, will be deployed to the schools to help with academic improvement.

Not exact matches

Indeed, a recent US academic study led by Dr Kurt Hübner, director of the Institute for European Studies at the University of British Columbia, makes the case that Irish unity could be worth 36 billion euros for the island of Ireland overall, with long - term improvements in productivity and growth.

Yet with a new crop of proposed «improvements» and changes currently being trotted out, I doubt whether this fine, but very academic, study will be read by enough of the new crop of MPs to prevent further follies in the future.

«Having successfully achieved the desired goals of the rehabilitation and reintegration programme, with recorded significant improvement in the academic performance of the girls, in September, a final send - off party was organised for the 106 Chibok girls.

In the academic context, the CSB report continues, each lab's PI must be fully engaged with safety — a situation that, despite apparent improvements, is far too rare today.

Educational improvement efforts, Eye concludes, should focus not on correcting a nonexistent overall deficit but on improving the academic performance of the students «in the lower portion of the performance distribution,» many of whom face social and familial challenges that interfere with their education.

The agencies responsible for NEHRP collaborate extensively with the academic, public, and private sectors to produce critical research and data that directly support improvements to building codes, and community and commercial planning.

Analysis of four SNPs, in tandem with genetic risk factors detected by the deCODE ProstateCancer ™ test, yields substantial improvement in efficacy of PSA screening Reykjavik, ICELAND, 15 December 2010 — Scientists from deCODE genetics and academic colleagues from...

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a slight gain.

This session — called AIM (Aspire, Invest, Make the Grade)-- enables students to work individually with team leaders on academic areas in need of improvement.

Other initiatives in their school improvement plan (PDF) included Positive Behavioral Interventions and Supports (PBIS), an operational framework for implementing practices and interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecondary students.

Critical thinking, risk taking, and collaboration — along with academics and discipline — are just some of the areas where Bates Middle School reported big improvements after integrating the arts across all subject areas.

The competition was launched as research carried out by Dulux revealed that a staggering two thirds of schools lacked the funding to make basic refurbishment improvements, with an overwhelming majority of teachers and head teachers considering the school environment to affect pupils» academic life.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

Demanding accountability for results and measuring achievement with the Texas Assessment of Academic Skills (TAAS), a criterion - referenced assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.

«Under her guidance, the Ed School has progressed toward a core curriculum, reorganized its master's degree programs and its academic areas, redoubled its efforts to contribute to the improvement of K - 12 education, and worked to strengthen its relationships both with other Harvard schools and with the broader community of professional educators.

Contracting also enables a district to assign schools with particular academic challenges - say, the lowest test scores - to a private manager, while devoting its energies to district - wide improvements.

As with external exams in many other countries, EOC results here are typically reported in terms of specific performance thresholds (such as advanced, proficient, needs improvement) rather than as simple pass - or - fail grades, enabling clearer signals of academic performance.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

With these tips, you can improve your academic writing sub-skills leading to an overall improvement in your writing style.

«Given that only two in 10 children have access to a high - quality early education setting in the U.S., CEEL, through interactive and case - based materials grounded in scientific insights, is designed to equip early education leaders with the core knowledge and tools to navigate the decisions, challenges, and opportunities associated with quality improvement,» said Nonie Lesaux, academic dean and Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education and co-director of the Saul Zaentz Early Education Initiative.

While student - teacher ratios are strikingly reduced from past years, the hoped - for improvement in academic achievement associated with more intimate circumstances has not occurred.

We are thrilled to to have partnered with the University of Michigan Office of Academic Innovation and edX on the Leading Educational Innovation and Improvement MicroMasters in order to broaden and foster participation in curricular innovation.

A corollary theory can be found in the discipline - heavy charter school movement, with charter leaders arguing that academic improvement can't happen without an orderly, safe classroom environment.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

True educational equity comes from comprehensive school reform, which incorporates academic improvements along with health care, housing policy, funding changes, family support and other policies that allow students to go to class safely and actually focus on their work, and that provides teachers with a work environment and enough support to operate creatively, not like infantilized robots.

They combine new federal dictates over the timing of improvement with continued state control over the standards for improvement, perhaps providing perverse incentives for states to lower the academic standards they recently adopted.

Academic progress in Boston increased steadily under his leadership, with Boston's 4th and 8th graders handing the 65 - year - old Boston native a nice farewell gift by coming out on top in math improvement on the National Assessment of Educational Progress (NAEP) 2005 assessments among ten participating urban districts (see Figure 1).

The superintendent of Dade County, Fla., schools has put his principals and teachers on notice that those who are not performing up to standard this year may be removed by academic «swat teams» armed with the authority to take over deficient schools and develop improvement plans.

Similarly, of two schools with similar academic achievement, a state could choose to focus limited resources for CSI on a school with poor SQSS outcomes rather than a school with positive SQSS outcomes, since the latter school may be on a road to improvement while the former is not.

As the Cato Institute's Neal McCluskey has shown, U.S. public K - 12 spending has skyrocketed over the past 50 years with no improvement in academic outcomes.

In Hartford, educators from the state's 11 Network Schools, schools with the most stubborn academic and social challenges, shared with the governor details of their school improvement plans and their progress to date — progress that is positively impacting 7,100 students.

Since 2009, the tutorial networks (as the grassroots initiative was called) have been leading a country - wide school improvement effort in 9000 schools with the lowest academic achievement on the national standard test.

The briefing was based on a study LPI recently conducted with the National Education Policy Center and highlighted community schools — that is, schools that partner with local agencies to provide integrated academic, health, and social services to the community — as a school improvement approach that meets the Every Student Succeeds Act (ESSA) requirement for «evidence - based» interventions.

This state - administered, federally funded program provides five - year grant funding to establish or expand before - and after - school programs that provide disadvantaged kindergarten through twelfth - grade students (particularly students who attend schools in need of improvement) with academic enrichment opportunities and supportive services to help the students meet state and local standards in core content areas.

Under a law passed in 2015, any school district with a campus that receives a fifth straight «improvement required» rating for poor academic performance this year would be subject to the sanctions.

Though the University of Arkansas report showed first - year findings concurrent with NBER's, the program's second year resulted in minor academic improvements that may offer insight into the anomaly.

In addition, participating communities receive other non-monetary support, such as inclusion in a professional learning community, regular convenings with other cities in the initiative, supports to integrate and apply SEL data to continuous improvement systems, communications counsel, and other technical assistance provided by national experts such as the Collaborative for Academic, Social and Emotional Learning (CASEL), the Forum for Youth Investment, the David P. Weikart Center for Youth Program Quality, Crosby Marketing Communications and others.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Academic improvement starts with a child's ability to focus.

Parent Interviews, Introduction, Themes, Effective overall, Supportive teachers, Positive student outcomes, Positive family relationships, Improvements, A Day in the Life, STAR Results, Adequate Yearly Progress and Academic Performance Index, School Personnel / Instructional Designer Interviews, Instructional Designer, CAVA Board Members Head of School, Administrative Staff, and Teaching Staff, Leadership Characteristics and Dynamics, Parental Relationships and Contributions, Benefits Associated With This Educational Partnership, Challenges / Areas of Improvement, Teacher Perspectives, Review of Documents

«My hope, as states grapple with ESSA, is that they think about sustainable school improvement efforts which integrate and support academic and the so - called nonacademic aspects of student learning,» Cohen says.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

As we have worked together to craft our revised Denver Plan this spring, I have spent much time engaging with our teams on how to best accelerate our academic improvements and close our achievement gaps.

«Just as schools need help with academic achievement data for effectiveness, they need guidance on ways to incorporate SEL data into school improvement planning and strategies.

Research shows parent, family, and community involvement in education correlates with higher academic performance and school improvement.

In other words, Renaissance 2010 has yet to yield academic improvement, even with less - challenging students.

The Individuals with Disabilities Education Improvement Act of 2004 requires schools to include students with disabilities in the general education curriculum to the greatest extent possible, and the No Child Left Behind Act requires educators to hold these students to the same academic standards as their classmates.

However, it addresses so many of NSBA's objectives, such as requiring the U.S. Department of Education to collaborate with local school leaders and not simply impose its will on them, eliminating the existing one - size - fits - all approach to school accountability, providing more state and local opportunity to shape workable school improvement plans, and ensuring state control over academic standards, while excluding «portability» (i.e., vouchers).