Sentences with phrase «with large positive effects»

The combination of evidence - based curricula and in - classroom coaching is particularly promising and has been implemented at scale with large positive effects on children.»

Not exact matches

It found patients with baseline disability scores of 17 or greater, on a scale of 24, experienced large positive effects and those with initial scores of 7 or greater experienced medium effects.

«Although the current studies demonstrated that telling women that men prefer women with body sizes larger than the thin - ideal can have immediate positive effects on women's body image, it is unclear how long these effects may last,» Meltzer said.

Each drug garnered mainly positive reviews, some reporting effects far larger than the average, peppered with a few pans, De Barra reports in the March Social Science & Medicine.

Furthermore, for saturated fat to have positive effects on your health, you need to eat it along with other foods instead of pouring unnaturally large amounts of it into your coffee.

It's hard not to be affected by the entire buzz about the amazing maca root benefits starting from nutrition benefits and ending with large number of health conditions that maca might have positive effects on.

Replacing junk food, which contains large amounts of sugar and potentially harmful chemicals, in your diet with our nuts and dried fruits will have a noticeable positive effect your overall wellbeing.

However, it should be noted that the positive effects seen in two large prospective studies (Salmerà ³ n et al., 1997a, 1997b) were achieved with the same levels of fiber that have previously been reported as being protective against CHD (Pietinen et al., 1996; Rimm et al., 1996; Wolk et al., 1999).

Estimates from regressions with detailed controls, nearest - neighbor models, and propensity score models all indicate large, positive, and statistically significant relationships between computer ownership and earnings and employment, in sharp contrast to the null effects of our experiment.

In reading, by contrast, assignment to a Level II or Level III teacher was associated with a large and statistically significant increase in reading achievement, while estimates of the effects of having a teacher from both of the other two groups remained positive but statistically insignificant.

This may reflect the positive effects of having more - experienced teachers combined with the negative effects of large age differences between teachers and students.

[1] Positive effects of parental involvement have been demonstrated at both the elementary and secondary levels across several studies, with the largest effects often occurring at the elementary level.

Additionally, schools that had a larger share of FTC students and were therefore more financially dependent on the FTC program had a smaller positive effect on low - income students» college - going rates than schools with a smaller percentage of FTC students.

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low - performing teachers can be accurately identified and replaced with more effective teachers.

Egalite found, «The competitive threat of the LSP ranges from negligible to modestly positive in the public schools exposed to the threat of competition, with effect sizes growing in magnitude as the competitive threat looms larger.»

They also found that when classroom teachers partnered with teaching artists and arts specialists to deliver arts - integrated instruction it had positive effects on teachers» instructional practice and satisfaction in the teaching profession; strengthened the connection of the school to its surrounding community; and enhanced the role that arts specialists played in the larger school community.

As the field matures with greater understanding of effective PL strategies and more - complete packages of curriculum materials and supports, larger and more - consistent positive effects may be possible.

While there is not a clear causal effect between a teacher's own academic record and his or her ability to achieve the kinds of learning gains that help students excel, most studies do find a correlation between higher GPA and teacher effectiveness.43 Taken in aggregate with other factors, such as experience and rank of undergraduate school, some studies have found larger positive impacts, especially for math achievement.44 For this reason, a high GPA should not be the only factor that determines entry into the profession.

We find strong and consistent evidence of positive contributions of teacher assistants, an understudied staffing category, with larger effects on outcomes for minority students than for white students.

They conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading.

The key, they say, would be to focus on the positive effects of predator reintroduction, rather than focusing on advising people on how to avoid negative encounters with large carnivores.

A primary purpose of this program is to provide artists with access to opportunities that can effect positive change in their lives and, in turn, the field at large.

It just strikes me that given this history, adaptation is the only viable strategy but also that there are large natural variability things with negative and positive short term feedbacks that are constrained by nonlinear effects and other offsetting feedbacks.

To point out just a couple of things: — oceans warming slower (or cooling slower) than lands on long - time trends is absolutely normal, because water is more difficult both to warm or to cool (I mean, we require both a bigger heat flow and more time); at the contrary, I see as a non-sense theory (made by some serrist, but don't know who) that oceans are storing up heat, and that suddenly they will release such heat as a positive feedback: or the water warms than no heat can be considered ad «stored» (we have no phase change inside oceans, so no latent heat) or oceans begin to release heat but in the same time they have to cool (because they are losing heat); so, I don't feel strange that in last years land temperatures for some series (NCDC and GISS) can be heating up while oceans are slightly cooling, but I feel strange that they are heating up so much to reverse global trend from slightly negative / stable to slightly positive; but, in the end, all this is not an evidence that lands» warming is led by UHI (but, this effect, I would not exclude it from having a small part in temperature trends for some regional area, but just small); both because, as writtend, it is normal to have waters warming slower than lands, and because lands» temperatures are often measured in a not so precise way (despite they continue to give us a global uncertainity in TT values which is barely the instrumental's one)-- but, to point out, HadCRU and MSU of last years (I mean always 2002 - 2006) follow much better waters» temperatures trend; — metropolis and larger cities temperature trends actually show an increase in UHI effect, but I think the sites are few, and the covered area is very small worldwide, so the global effect is very poor (but it still can be sensible for regional effects); but I would not run out a small warming trend for airport measurements due mainly to three things: increasing jet planes traffic, enlarging airports (then more buildings and more asphalt — if you follow motor sports, or simply live in a town / city, you will know how easy they get very warmer than air during day, and how much it can slow night - time cooling) and overall having airports nearer to cities (if not becoming an area inside the city after some decade of hurban growth, e.g. Milan - Linate); — I found no point about UHI in towns and villages; you will tell me they are not large cities; but, in comparison with 20-40-60 years ago when they were «countryside», many small towns and villages have become part of larger hurban areas (at least in Europe and Asia) so examining just larger cities would not be enough in my opinion to get a full view of UHI effect (still remembering that it has a small global effect: we can say many matters are due to UHI instead of GW, maybe even that a small part of measured GW is due to UHI, and that GW measurements are not so precise to make us able to make good analisyses and predictions, but not that GW is due to UHI).

For example, the use of a single scaling for all other anthropogenic forcers doesn't sit well with me given the combination of spatially - heterogeneous large (> 1W / m2) positive and negative factors — but really it needs to be shown why such a thing is an issue, and what effect it might have.

Hyper - complex non-linear systems usually contain an extremely large number of feedback loops, some with positive effects and some with negative.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

With a relatively larger (albeit still inadequate) body of literature, UCLA / Lovaas — based intervention and EIBI variant studies have revealed positive shifts in language, adaptive, cognitive, and educational outcomes, but our confidence (strength of evidence) in that effect is low because of the need for additional, confirmatory research, a lack of high - quality RCTs, and no studies that have directly compared effects of promising manualized treatment approaches.

To date, the immediate and lasting positive effects of quality care on language, cognitive development, and school achievement have been confirmed by converging findings from large, reasonably representative longitudinal studies and smaller, randomized trials with long - term follow - ups.1, 2,9 - 13 Contributors to this knowledge base include meta - analytic reviews of interventions and large longitudinal studies conducted in several countries.1, 2,14,15 Comprehensive meta - analyses now establish that effects of early care decline, but do not disappear, and when initial effects are large, long - term effects remain substantial.1, 2 Null findings in cognitive and social domains in a few studies may reasonably be attributed to the limitations inherent to their designs, samples, and measures.

PCIT was chosen as the PT program because PCIT: a) has well established efficacy in reducing young children's EBP (Eisenstadt et al. 1993; Eyberg et al. 2001; Hood and Eyberg 2003; Schuhmann et al. 1998); b) contains all of the treatment components recognized by Kaminski and colleagues» meta - analysis (Kaminski et al. 2008) as yielding the largest effect sizes (i.e., increasing positive parent — child interactions, promoting consistency and use of time out, and requiring parents to practice new skills with their child during PT sessions); c) aims to strengthen the parent — child relationship, which can be accomplished in a brief intervention (Bakermans - Kranenburg et al. 2003); d) is a competency - based model that emphasizes skill acquisition rather than a fixed set of sessions; and e) includes a unique delivery technique (i.e., wireless headset for the therapist to coach the parent in vivo during interactions with the child) similar to an exposure - based approach in which parents observe «in vivo» changes in their child behavior during sessions.