Sentences with phrase «in traditional education settings»

In traditional education settings, the focus has been on IQ skills, however, recent research shows that while IQ might be the strongest predictor of future salary, a person's Emotional Intelligence has a significant impact on predicting life - altering factors including adult conviction rates, substance abuse, and overall health.

Not exact matches

It's with this goal in mind that he founded The Flatiron School alongside Adam Enbar, a graduate of Harvard Business School, who two years set out to rethink traditional higher education.

App developers, website designers and content brokers are setting the terms and direction of contemporary marketing, though perhaps they would benefit from education in and exposure to traditional marketing methods.

Yet the skill set for the position that many postdocs aspire to, to be Principal Investigator at a university, often require qualifications that are distinct from those achieved in a traditional research education.

Education, in particular, has been revolutionized by the ability to share and gain knowledge without being dependent upon the traditional classroom setting.

The iconic picture is that of the melting pot, literally interpreted, as in the ceremony that capped Americanization education in the Ford Motor Company in the 1920s: immigrants, dressed in traditional costume, lined up to walk into a stage - set melting pot, to emerge on the other side identically dressed.

Although no state has abandoned its traditional certification programs in response to calls for broader recruitment paths into education, all but three states have set up some kind of alternative certification pathway, and the number of alternatively certified teachers has steadily grown.

Karen Faucett taught middle - school math in a traditional school setting for 13 years before moving to virtual education.

Lynette N. Tannis began her education career more than two decades ago and has served in myriad capacities in traditional and charter school settings, including classroom teacher, literacy coordinator, school / district administrator, intern superintendent, and education consultant.

In the resulting book, I will develop the theoretical concept of «borderless education»; present a series of narrative portraits that examine how transnational actors engage with the structures, content, pedagogy, and purposes of education in conflict settings; explore how this transnationalism is distinct from traditional aid and may address challenges of access to learning in conflict settings; and investigate the implications not only for conflict settings but also other situations of uncertainty, be that economic, political, technological, or related to globalization processeIn the resulting book, I will develop the theoretical concept of «borderless education»; present a series of narrative portraits that examine how transnational actors engage with the structures, content, pedagogy, and purposes of education in conflict settings; explore how this transnationalism is distinct from traditional aid and may address challenges of access to learning in conflict settings; and investigate the implications not only for conflict settings but also other situations of uncertainty, be that economic, political, technological, or related to globalization processein conflict settings; explore how this transnationalism is distinct from traditional aid and may address challenges of access to learning in conflict settings; and investigate the implications not only for conflict settings but also other situations of uncertainty, be that economic, political, technological, or related to globalization processein conflict settings; and investigate the implications not only for conflict settings but also other situations of uncertainty, be that economic, political, technological, or related to globalization processes.

This report, by Lauren Morando Rhim and Julie Kowal, describes how educating students with disabilities in virtual charter schools entails not only molding state charter school laws to fit a specialized type of charter school, but also adapting federal and state special education guidelines aimed at providing special education in traditional brick and mortar settings.

Built around the use of an embedded set of connected, web - based data tools, the OIP is being used by well over half of the 612 traditional public school districts and 100 + charter schools in the state to enact essential leadership practices as identified by the Ohio Leadership Advisory Council (OLAC), a broad - based stakeholder group jointly sponsored by the Ohio Department of Education and the Buckeye Association of School Administrators.1 It is also a key component of the state's Race to the Top (RttT) strategy.

In this paper the authors explored the question of collective understanding in online mathematics education settings and presented a brief overview of traditional methods for documenting norms and collective mathematical practiceIn this paper the authors explored the question of collective understanding in online mathematics education settings and presented a brief overview of traditional methods for documenting norms and collective mathematical practicein online mathematics education settings and presented a brief overview of traditional methods for documenting norms and collective mathematical practices.

Webinar Recording: Trends and Opportunities in Accountability for Alternative Education Discussion of alternative education is growing across the country as states and districts look for ways to better serve students whose needs are not met in traditional school Education Discussion of alternative education is growing across the country as states and districts look for ways to better serve students whose needs are not met in traditional school education is growing across the country as states and districts look for ways to better serve students whose needs are not met in traditional school settings.

Discussion of alternative education is growing across the country as states and districts look for ways to better serve students whose needs are not met in traditional school settings.

One of the most glaring omissions in the article is a failure to set in context what is happening in our nation's charter schools in comparison to what has persisted for decades throughout the traditional public education establishment.

Public funds should remain in public schools and should not be used to support private or parochial schools.Alternative Education Alternative educational opportunities should be made available to students for whom the traditional classroom setting is not the optimal learning environment.

The problems that students tackle in enrichment clusters generally differ from the rote material that often characterizes more traditional education settings.

Many of them only need six months to a year of classes to graduate, he says, but while some simply didn't do well in a traditional school setting, other students saw their education derailed by «something that's happened in their lives.»

(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).

Our analysis makes key findings — such as that while charter schools consistently enroll fewer students with disabilities than do traditional public schools, charters also serve special education students in more inclusive settings than do those traditional schools.

The MVMS program understands that all students are entitled to have the opportunity to earn a middle school education, but not all students are well served in a traditional classroom setting.

Through the identification of low performance defined by a single «F» or «D» and the acceleration of the process to demonstrate improvement or closure - like options, Florida will witness a proliferation of failing schools whose children will need to be served in other educational settings outside of traditional public education.

This section addresses topics related to using time flexibly to structure innovative opportunities for learning both in school and beyond the traditional school day through a range of educational opportunities, including, for example workplace - based learning, competency - based education and alternative education settings.

Individuals who have graduated from an accredited college or university, but possess a bachelor's degree in an area other than education and have not earned a traditional teaching certificate, can still teach in the state of Tennessee by earning an alternative certification and fulfilling requirements set forth by the state.

US News & World Report's «High School Notes» queries NDPC / N Director Sandy Addis in a look at how alternative education settings provide a model for students to earn their diploma outside the traditional high school setting.

Traditional Career & Technical Education and academic education are not separate disciplines that should remain entirely apart in a schoolEducation and academic education are not separate disciplines that should remain entirely apart in a schooleducation are not separate disciplines that should remain entirely apart in a school setting.

Using one case study from sports (the Vancouver Giants hockey team) and one from education (Hackney Schools Borough in London, England), the authors illustrate how the six components of uplifting leadership combine the hard and soft skills that are often set against each other in traditional leadership practice: counterintuitive thinking combined with disciplined application; dreaming with determination; collaboration with competition; metrics with meaning; pushing and pulling people into change; and long - term sustainability with short - term success.

In addition, there are a number of trends in education - at - large that directly relate to approaches for learning and teaching which are used in both traditional and alternative settingIn addition, there are a number of trends in education - at - large that directly relate to approaches for learning and teaching which are used in both traditional and alternative settingin education - at - large that directly relate to approaches for learning and teaching which are used in both traditional and alternative settingin both traditional and alternative settings.

Portfolio management is a relatively recent reform in public education where a district's central office, rather than managing a set of uniform public schools, operates a more diverse set of schools (including traditional public schools, charter schools, and non-profit organizations) as a portfolio.

Her work focuses on design - and maker - centered learning environments, projects that value «learning by doing,» and approaches to documentation and assessment in settings that that don't easily fit «in the box» of traditional education.

Designed with the upper elementary to adult reading student in mind, LGL Comprehension Edge is appropriate for use in traditional classrooms, with RtI Tier 2 or 3 implementations, with homeschoolers, in afterschool programs, or within special education settings.

Working at NACA means becoming part of a larger community and moving beyond the traditional field of education in a diverse and welcoming setting.

Some of these schools, such as Pathways Academy in Detroit, provide education to their students through online courses rather than through a more traditional classroom setting (Einhorn, 2015).

In a story set against the Israeli - Palestinian conflict, the author tells of defying traditional gender roles in order to finish her education, avoid marriage, and help her mother obtain an educatioIn a story set against the Israeli - Palestinian conflict, the author tells of defying traditional gender roles in order to finish her education, avoid marriage, and help her mother obtain an educatioin order to finish her education, avoid marriage, and help her mother obtain an education.

All Acting Vs. Writing Advertising Apps For Writers Art Author Collectives Banning Books Blogging Blog Tours Book Cover Design Book Marketing Booksellers Branding Character Development Character - Driven Fiction Christian Erotica Clichés In Writing Co-Authoring Construction Coping With Anxiety Coping With Rejection Letters Copyright Copyright Infringement Copywriting Creating A Business Plan Dealing With Fear Defining Success Depression Developing Setting Drug & / or Alcohol Abuse Editing Vs. Writing Editors Education Entrepreneurial Skills Ethical Issues In Fiction Evoking Emotion Expat Writers Fame Fantasy Finding Inspiration Finding Your Voice Follow Your Dreams For Aspiring Writers For Indie Authors Gender Issues Genre Getting Published Ghostwriting Grief Handling Critique Historical Fiction Horror Stories In Publishing Interdisciplinary Art Karma Lit Killing Off Characters Learning From Mistakes LGBT LGBT Literature Literary Adaptations Literary Journals Lyrics Mailing Lists Marketing Memoir Metaphysical Lit Multicultural Fiction Music Music Vs. Writing Nonfiction Nonfiction To Fiction Nurturing Creativity Packaging Advice Perfectionism Photography Playwriting Plotting Poetry Political Art Pornography Protagonist Development Public Speaking Publishing Religion Research Romance Novels Self - doubt Selfpublishing Setting Goals Social Effects Of Fiction Social Media Social Networking Spiritual Lit Staying Motivated Stereotypes Success Taking Care Of Yourself Taking Risks Target Audience Thrillers Time Management Time Travel Traditional Publishing Trilogy Trust Your Instincts Truth In Fiction Twitter For Writers Typesetting Websites Work / Life Balance Writer Quirks Writer's Block Writers» Conference Writer's Life Writing Advice Writing A Series Writing As Therapy Writing Book Reviews Writing Craft Writing Dialects Writing Erotica Writing For A Living Writing For Children Writing (General) Writing Groups Writing In A Foreign Language Writing Playlists Writing Sequels Writing Vs. Medicine Writing Workshops Writing Yourself Into Your Characters Youth Arts Youth Education

Taxpayers in the highest tax brackets are also ineligible for any of the tax credits and deductions associated with higher education expenses — as well as for the generous tax advantages that lower income taxpayers receive from contributing to traditional and Roth IRAs — because of the income caps set by the federal government.

He was a painter, sculptor, poet and stage designer among other talents — his career included involvement in Fluxus performance during the 1960s, as well as Copenhagen's «eks - skolen» art school, set up in defiance of the city's traditional arts education.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

The MacCrate Report identifies a weakness in traditional in - house clinical education programs when it notes that they do not «duplicate the pressures and intensity of a practice setting.»

In 2003, the DMV conducted a study and came to the conclusion that students taking online drivers education courses actually scored higher on their course exit exams than students learning the same information in a traditional drivers education classroom settinIn 2003, the DMV conducted a study and came to the conclusion that students taking online drivers education courses actually scored higher on their course exit exams than students learning the same information in a traditional drivers education classroom settinin a traditional drivers education classroom setting.

Online education means you spend less to educate your fleet than you would in a traditional classroom setting.

Registered Nurse / Instructor — Duties & Responsibilities Provide exceptional patient care and medical team support across multiple medical specialties Skilled in surgical, cardiac, pulmonary, medical, radiology, pediatrics, and emergency room medicine Maintain working knowledge of current medical technology, procedures, and standards of care Create workflows assigning tasks and responsibilities to the nursing team Responsible for scheduling, hiring, payroll, and evaluation of nursing team and support staff Trained in chemical paralytic agents, surgical airways, pericardiocentesis, chest needle compression, and intraosseous access Perform advanced cardiac life support procedures, vasculature access device insertion, and 12 lead EKG's Responsible for intubation, ventilator management, IV and oral medication administration, and monitor line insertion Transport critically ill or injured patients to healthcare facilities and respond to in house codes Maintain professional and courteous communications with patients and family Educate patients and family members in healthy lifestyles and disease management Train nursing students in accepted practices and standards of care Utilize high fidelity mannequins in a variety of situations to develop student critical thinking skills Lead traditional classroom education and scenario debriefs ensuring student comprehension Design and implement engaging curriculum to reach a variety of skill sets and learning styles Offer guidance and support to junior nurses, lab technicians, and medical technologists Oversee confidential patient information, customer service, phones, and other administrative functions as needed Demonstrate ability to remain calm and levelheaded in high pressure situations Perform all duties with positivity, professionalism, and integrity

Although traditional models of primary care provide reactive and episodic care during doctor visits, new models require outreach, coordination, and education / empowerment with increasing teamwork provided by multidisciplinary staff including home visitors.22 As FCMHs and hospitals are increasingly being held accountable to population quality measures, interest in home visitation (HV) and community health worker models have increased.23 For instance, Healthcare Effectiveness Data and Information Set quality measures that assess well - child visit attendance of a primary care practice's panel has increased interest in medical home outreach to families and home visitation strategies.

AUS, an Ohio school district, was established in 2011 as an educational institution with a mission to provide high quality education for under - served youth unable to attain a high school diploma in a traditional high school setting.

TAU is considered to be an unstructured psychological intervention that may have some treatment effects (eg, usual care, health education class or traditional counselling) in some settings, and for some clinicians, TAU may include some elements of evidence - based treatments, whereas NT and WL control can be considered not to have any active treatment components.