Sentences with phrase «academic focused learning»

Not exact matches

The MBA Global program focuses on academic theory and research - based learning, while the MBA in the Management of Technology and Innovation (MBA MTI) covers management skills while examining complex, technology - related business problems.

The program facilitates teamwork between Micro Focus Training Services, Authorized Instructors, Academic and Commercial Training Partners to provide training to customers wanting to learn more about Micro Focus products and solutions.

Founders Lab is executed through a series of activities that invites serial entrepreneurs, alumni, mentors and academics to run workshops or events with the focus of promoting learning and providing tools for success.

Being grounded in progressive education principles means the school community has a child - centered approach to learning that focuses on the social, emotional, and academic needs of each individual.

A passion for lifelong learning Concentration, focus, and perseverance Compassion and cooperation Resourcefulness, confidence, and motivation Enthusiasm; a sense of wonder and curiosity Multicultural knowledge and sensibility Rigorous academics; emotional intelligence

Academic accommodations, however, may be required, because the concussion may still affect their thinking, attention and focus, memory and learning, and speed of mental processing, all of which interfere with school performance.

Dr. Cheyney currently directs the International Reproductive Health Laboratory at Oregon State University where she has developed an academic learning community comprised of five undergraduate research assistants, 12 graduate students and one postdoctoral fellow whose research agendas are focused on identifying culturally appropriate ways to improve access to high quality midwifery care as a means of reducing health inequalities for mothers and babies in the U.S and abroad.

It illustrates that people are hungry for an alternative to the status quo where content is increasingly brought through computers rather than teachers, academic learning is being pushed down to younger and younger children, and the focus in the classroom is «teaching to the test.»

While at a preschool like this the kids will learn more academics earlier, I feel the focus on developing positive discipline and good, self - respecting social skills is far more important for kids this age.

We believe children learn best in an environment rich in experiences that focus on language development, academic centers, social / emotional development, artistic expression and fine / gross motor development.

The extra focus and tailored attention of specialised one - to - one private tuition can be the decisive factor that will make the difference to successful learning and good exam grades, ensuring that you or your child is able to gain the most benefit from their mainstream educational activities and fulfil their academic potential.

By integrating academics and the arts, the Waldorf curriculum responds to the developmental needs of the child, focusing not only on what children learn, but how they learn.

Democratic schools like Longview School focus on teaching the whole child, so they not only learn rigorous academics, but also develop into more independent, responsible young adults.

The result - kids who are grounded in their connection to learning and other people, balanced in their artistic and academic focus, and excited to go to school every day!

Cultivating Calm and Focus in the School and Classroom for Enhanced Social, Emotional and Academic Learning

But until the focus moves away from getting the end result immediately through programs that emphasize academic achievement and social and emotional learning, children will not have the psychological rest they need that frees their curiosity, their natural love of learning and the growth of their capacity to integrate well with others.

«Joel misses the essence of teacher - student interactions, and the extent to which teachers focus on students» physical and emotional well - being, in addition to their academic learning,» said Eric Nadelstern, the former New York City deputy schools chancellor and visiting professor of practice at Columbia University's Teachers College.

Project BOOST (Building Options and Opportunities for Students) is an enrichment program that serves both elementary and middle school students, focusing on providing academic, cultural and community service learning opportunities for kids.

But generally in academic labs, without these industrial - scale resources, scientists are focusing more and more on learning how to control analog quantum simulators.

Young children with disruptive behaviors have fewer opportunities to learn in school than their focused peers, and are at risk for lower levels of academic achievement.

Kids learn to focus in yoga, and this skill translates to academic work.

Help and Hope for ADHD The Brain Balance Program is designed to offer a drug - free, integrated approach that focuses on the whole child and brings parents and kids together to achieve a common goal of improving a child's processing and learning ability, leading to a more successful academic and personal life.

The Brain Balance Program is designed to offer a drug - free, integrated approach that focuses on the whole child and brings parents and kids together to achieve a common goal of improving a child's processing and learning ability, leading to a more successful academic and personal life.

Responsive Classroom is an evidence - based approach to teaching that focuses on the strong link between academic success and social - emotional learning (SEL).

I'm going to focus on the development of students» academic discourse as a high - leverage instructional practice that contributes to deeper learning, one in which our urban students need particular explicit instruction.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

We met with three hundred charter leaders around the state to learn more about what could be done, and then built goals and objectives for the California charter schools movement by first providing insurance, cash - flow financing, and other resources to schools willing to focus on academic quality (measured in many different ways).

One researcher suggested that recent studies saying current middle school programs focus more on developing a nurturing climate than strong academics, and the emphasis on high - stakes tests in eighth grade, may have spurred some principals to drop service - learning programs, according to Kielsmeier.

The 20 - plus - year - old Responsive Classroom approach focuses on practical ways of meshing social and academic learning.

Beside focusing on developing communication and reading skills, Marilee Sprenger — an expert in brain - based instructional strategies and author of Teaching the Critical Vocabulary of the Common Core — recommends that ELLs learn high - frequency academic language terms that are embedded in the Common Core State Standards.

Instead of just focusing on the academic preparation found in a higher education classroom, we need to equally emphasize the clinical experience and whether prospective educators can successfully apply the concerns learned in the classes they take while leading classrooms of their own.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

«Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.»

Such interventions focus not on improving academic skills or knowledge, but on changing students» mindsets about learning — combating negative feelings, or increasing a sense of belonging, or reframing failure as an opportunity for improvement.

In the end, de Novais ended up focusing more broadly and exploring the dynamics and possibilities of learning about race in academic spaces.

New approaches, he says, could focus on social and emotional development as well, since science now tells us that relationships and interactions with the environment sculpt the areas of the brain that control behavior (like the ability to concentrate), which also can affect academic achievement (like learning to read).

Conservatives, for instance, are less likely than liberals to say that funding is a barrier to academic achievement, and liberals are more likely to put less focus on improving student learning.

That isn't to say that we do nothing, but as role models in academic discourse, it means we have to honor opinions and focus on learning and sharing diverse viewpoints, even if that means a student settles on a viewpoint we do not share.

Schools will leverage online learning for academics, which means they will be able to act as community centers in essence and focus far more on providing well - kept facilities that students want to attend with great face - to - face supports, high - quality meals, and a range of athletic, musical, and artistic programs — things that receive short shrift all too often today.

One of the fundamental ideas of social and emotional learning, which is becoming a critical area of academic focus in recent years, includes feeling and showing empathy for others.

Since joining Harvard College Library in 2007, Fliss has achieved closer collaboration and partnerships between its libraries and in supporting the academic mission of the FAS with focus on curricular support programs and partnerships that support teaching, learning and research through direct services to faculty and students.

Despite the need to keep the focus on academic achievement, the Teacher Advancement Program acknowledges that research has identified pedagogical methods that help students learn, so it includes evaluation of classroom skills as part of its teacher compensation system.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmFocus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmfocus on character development).

There is a strong desire to expand beyond just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.

While her primary focus — and the focus of many media reports about her — has been on vouchers, tax credits, and education savings accounts, organizations she has led or helped found have also advanced other reform initiatives, such as accountability for student learning and more - rigorous academic standards.

No one has focused better on student work than Ron Berger, Expeditionary Learning's Chief Academic Officer.

This partnership gives us less control, but allows us to focus on the key levers of school success: leadership, academics, social - and - emotional learning, and college access and career readiness.

At Montpelier High School, community - based learning focuses on student interest to create internship opportunities that are designed to connect academic learning to the real world.

Other industrial nations recognize that more time can equal more learning: Countries like Germany and Japan have longer school days and years, lengthening the focus on core academic subjects.

«In some schools the focus is more on the learning side, «we're an academic school», «we get very high results»», Dinham shares.