Curriculum decisions influence children's social and emotional learning and the curriculum is in everything we do.
Not exact matches
«The staffroom, the school - based spatial arrangement in which teachers work and / or meet, is an important site for
influencing curriculum and resource
decisions, a site for the constitution of professional subjectivities of the pre-service and experienced teacher,» the paper reads.
Low - and high - poverty schools differ along many dimensions that likely
influence what constitutes effective educational practice, including
curriculum choice and implementation, instructional methods, personnel policies, and all the other day - to - day
decisions that combine to create the educational environment.
As leaders of instructional teams of teachers and / or administrators, such as
curriculum committees, school leadership councils, and grade level teams, teacher leaders provide leadership and thoughtful perspective that is grounded in experience and expertise as the team makes
decisions that
influence instruction.
We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making
decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers;
curriculum and instruction; school culture; state and district
influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.
We provide lessons throughout the core
curricula to teach the
influence of economic
decisions in our neighborhoods, communities, history, and future.
When teachers have the opportunity to
influence important school - site
decisions about
curriculum, teaching and learning, and professional development, they gain a stronger sense of collective efficacy.
As a parent, a community member or business owner, your voice must be heard to
influence school budget and
curriculum decisions that assure all children have access to music education.
Accountability systems: Approximately 25 % of public school teachers who left the profession in 2012 reported that dissatisfaction with the
influence of school assessment and accountability measures on their teaching or
curriculum was extremely or very important in their
decision to leave.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586:
Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics
Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard
Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That
Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching
Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?