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Community schools provide services based on student—and family—population needs. This is primarily done through the work of a support specialist who coordinates resources for students and ...
The intended outcome is the goal for improved student behavior towards which the school community aims. The goals must be measurable, and must clearly be the result of implementing the PBIS model. [8] Outcomes of a successful PBIS framework with a school can be measured in both behavior data and academic achievement of the students in the school.
A constructivist, student-centered approach to classroom management is based on the assignment of tasks in response to student disruption that are "(1) easy for the student to perform, (2) developmentally enriching, (3) progressive, so a teacher can up the ante if needed, (4) based on students' interests, (5) designed to allow the teacher to ...
An analysis of the Tennessee STAR study demonstrated that the economic benefits from higher achievement alone would be expected to yield twice the cost of reducing class size. [11] A meta-analysis of CSR literature revealed that the benefits of smaller class size outweighed the cost in all but three of the 112 peer-reviewed studies. [29]
The Tellin' Stories program is a process for building parent engagement in schools. This program uses a bottom-up approach, encouraging parents to define what their roles will be. [16] The training plan has four stages: Community Building: families meet each other and learn about their schools;
Flipped classroom teaching at Clintondale High School in Michigan, United States. A flipped classroom is an instructional strategy and a type of blended learning.It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. [1]
A learning community is a group of people who share common academic goals and attitudes and meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education.
The last factor deals with the student's positive or negative experience of learning, and is called emotional-affective engagement. These internal engagement factors are not stable, and can shift over time or change as the student moves in and out of the school environment, classroom environment, and different learning tasks. [39]