Sentences with phrase «in nontraditional programs»

Not exact matches

Next, federal and state workforce development programs must progress into once «nontraditional» areas (such as coding) in cooperation with the private sector.

The success that conservative Protestant churches have achieved in combining a clear vision of family life with innovative family programs for nontraditional families suggests that the mainline could do something similar.

In Part 3, describes the role of church leaders in planning educational programs that are supportive of members of traditional and nontraditional families, but not dependent on «the Christian home» as the primary agency of Christian spiritual formatioIn Part 3, describes the role of church leaders in planning educational programs that are supportive of members of traditional and nontraditional families, but not dependent on «the Christian home» as the primary agency of Christian spiritual formatioin planning educational programs that are supportive of members of traditional and nontraditional families, but not dependent on «the Christian home» as the primary agency of Christian spiritual formation.

However, chaplains with clinical training tend to define the bulk of their work in nontraditional areas such as pastoral visitation to patients, counseling patients, teaching in in - service programs, developing liaison with the community, conducting clergy training, performing administrative work, teaching religious classes, participating in research, working with volunteers, counseling employees, and doing religious group work.

Consumers» increasingly fast - paced lifestyles, growing interest in morning fare at nontraditional times and extended all - day breakfast programs are fueling the trend.

Intensive training programs like the one Heil attended can be great ways for early - career scientists to learn about nontraditional approaches to conducting science, hone specific research skills, get a crash course in a new field, explore interdisciplinary research, or use focused time to make headway in their work.

Our Universities and Colleges are nationally and internationally accredited, nontraditional schools, granting post-secondary holistic degrees in natural health and healing, holistic nutrition, non-secular degrees, Naturorthopathic, & HygioPhysician ® degrees, as well as Certified Programs in Natural Health and Holistic Nutrition including non-secular pPrograms in Natural Health and Holistic Nutrition including non-secular programsprograms.

Celina Marie Benavides Human Development and Psychology Current city: Claremont, California Current job: Director of nonprofit, Project Vistas — Family Child Care Higher Education Academy, which provides family child care providers in Los Angeles County access to higher education and professional development training; doctoral student in Positive Developmental Psychology at Claremont Graduate University Career highlights: At Project Vistas, assisting a marginalized, nontraditional student group, while overseeing budget, managing program operations, coordinating staff, and fulfilling targeted outcomes; Basic Research Scientist of the Year award by the AS&F Foundation and Claremont Graduate University

As an alumna of the Ed School's Technology in Education Program, I have had a long - standing interest in educating children through nontraditional methods.

Houston's alternative certification program, which brings people from nontraditional backgrounds into teaching and prepares them to succeed in the classroom, is a model for the rest of the country.

I applaud Education Next for its research on ways in which nontraditional programs are recruiting individuals of color into the teaching field.

Her research focuses on the language and literacy practices of Latino / a youth in nontraditional learning spaces such as afterschool programs and community centers.

All of the state's teacher - preparation programs, whether traditional, university - based ones, or nontraditional programs like Teach For America, must train their candidates in how to use the data system.

He is earning his teaching certificate through an online, for - profit alternative certification program, a nontraditional route to teaching that is becoming more common in Texas.

WKCD's Students as Allies program, sponsored by MetLife Foundation, has had the chance to work with an extraordinary teacher and group of students at Oakland Tech High School who are part of this campaign to raise nontraditional student leaders, in a community where poverty and violence have a hard grip.

All indications are that Congress is going to extend the alt cert program, but if it doesn't it would affect tons of alt cert teachers in LAUSD, which has a big TFA program and a bunch of other nontraditional programs and routes (see here).

An exemplary professional school counseling program that serves nontraditional or alternative students targets academic performance, is grounded in research based practices, and addresses the current and future needs of students.

An exemplary digital or virtual learning program implemented in a nontraditional or alternative school is accessible via the World Wide Web and in secure facilities.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageIn the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

But with the Obama administration's Race to the Top program providing billions of dollars to states and school districts that agree to evaluate all teachers according to student achievement data, attempts to «count» learning in nontraditional subjects are proliferating.

14.7 Program policies encourage the active engagement of parents / guardians as equal partners in the planning, implementation, and development of the nontraditional or alternative school.

Most of the participating students were nontraditional college students enrolled in degree programs.

After reviewing the literature comparing nontraditional with traditional programs, Evertson, Hawley, and Zlotnik (1985) concluded that traditional programs look favorable, for the most part, in terms of outcome variables considered.

A program that was in danger of being eliminated less than two years ago has seen swift and sharp growth thanks to the efforts of a nontraditional teacher.

Eric also served as the National Director of Educational Services for AMIkids, Inc., a nonprofit organization providing intervention services to youth in juvenile justice programs and nontraditional schools in nine states.

And there's a law on the books that is supposed to make it easier for newcomers who learned their craft in nontraditional teacher training programs elsewhere to get the Minnesota licenses they need to fill the jobs.

Another portion of the law, a mechanism to allow the establishment of nontraditional training programs in Minnesota, contained the same deadline but was not implemented until January — too late for the most natural candidate, the local Teach for America (TFA) outpost — to apply.

UWSP also offers a continuing education program in education for nontraditional students returning to school after many years.

Despite such debate, both the Republican and Democratic members of the subcommittee agreed that high - quality alternative route programs are beneficial in opening up the profession to nontraditional candidates and in filling subject - area shortages such as science, technology, engineering, and math (STEM).

Sadly, as the public university struggles with budgets, we are going to see more corporate partnerships like ASU and Starbucks, but I also think we're also poised to see quality public education programs that attend to nontraditional students, as well as community colleges, emerge as key figures in the discussions around the necessity of actually teaching today's students.

The program's goal was to respond to shortages in high - need areas by providing new ways to certify and recruit teachers from nontraditional pools such as paraprofessionals, uncertified teachers and returned Peace Corps volunteers.

During her tenure, Bartoletti partnered with the state department of education on a nontraditional principal certification program that greatly expanded the pool of competent school leaders by enabling professionals with advanced degrees in areas other than education to become principals.

The Pathways programs worked with 40 colleges and universities in 23 states to build effective strategies for recruiting, preparing and certifying teachers from nontraditional candidate pools.

The authors recommend a strength - based approach to building family involvement programs in ELL communities and encourage policymakers to support culturally relevant and nontraditional programs as well as community - based parent programs and appropriate teacher preparation.

US Federal Government Aid US State Government Aid Section 529 Plans: Prepaid Tuition Plans and College Savings Plans Education Tax Benefits Employer Tuition Assistance School Financial Aid Office Web Sites Tuition Payment Plans School - Specific Scholarships and Fellowships Financial Aid for International Students Financial Aid for Canadian Students Financial Aid for Disabled Students Financial Aid for Students with Learning Disabilities Financial Aid for Female Students Financial Aid for Minority Students Financial Aid for Older and Nontraditional Students Financial Aid for Jewish Students Financial Aid for Gay and Lesbian Students Financial Aid for Graduate School Financial Aid for Business School Financial Aid for Law School Financial Aid for Medical School Contests Domestic Exchange and Study Abroad Programs Distance Learning and Continuing Education Grants Sports / Athletic Aids Specific Majors or Courses of Study Scholarship Lotteries College Partnerships State Residency Requirements (In - State Tuition) Undocumented Students and Illegal Aliens Financial Aid for Native American Students Private Elementary and Secondary School Aid Education Loans for Private K - 12 Schools Scholarships for Private K - 12 Schools Student Sponsorships and Education Investments What can you do if your parents refuse to help?

JPMorgan Chase does not require that customers structure or hold their balances in any particular type of account in order to qualify for a loan or the Private Client Mortgage Rate Program, nor does JPMorgan Chase require customers to purchase any nontraditional banking products or services (such as brokerage accounts).

Even though medical assisting education in CAAHEP or ABHES accredited academic programs is appropriately geared toward preparing students to work in outpatient settings, the breadth and depth of this education can be of great benefit to graduates who want to work in inpatient settings, or other nontraditional settings.

This investment would more than double the number of children eligible for child care assistance and would ensure that all eligible families can enroll their child in a quality program, including during nontraditional hours.