Sentences with phrase «school diversity research»
Click here to learn more about NCSD's Research Advisory Panel and School Diversity Research Network.
http://school-diversity.org/ Not exact matches
For example, the newspaper measures such things as the diversity of the faculty, staff, board members, and students at each school, «languages,» the «international reach of the EMBA,» as well as the amount of research published by professors from each school.
«Even though there have been gains in the number of minorities getting PhDs, the diversity of the faculty at medical schools is not responding in the same way,» said Roger Chalkley, DPhil, senior associate dean for Biomedical Research, Education and Training (BRET).
Dr Walid Magdy, of the University of Edinburgh's School of Informatics, who led the research, said: «The introduction of skin tone choices for emojis has been a success in representing diversity and their extensive use shows that they meet a real demand from users.»
I am currently a research and science specialist in the Office for Diversity and Community Partnership (DCP) at Harvard Medical School (HMS) in Boston where we strive to promote increased recruitment, retention, and advancement of underrepresented minority faculty at HMS and oversee all diversity activities involving HMS faculty, trainees, students, aDiversity and Community Partnership (DCP) at Harvard Medical School (HMS) in Boston where we strive to promote increased recruitment, retention, and advancement of underrepresented minority faculty at HMS and oversee all diversity activities involving HMS faculty, trainees, students, adiversity activities involving HMS faculty, trainees, students, and staff.
Jabbar Bennett, Ph.D., is a Research and Science Specialist in the Office for Diversity and Community Partnership at Harvard Medical School.
Herculano - Houzel and her collaborators — graduate students Débora Messeder and Fernanda Pestana from the Universidade Federal do Rio de Janeiro in Brazil; Professor Kelly Lambert at Randolph - Macon College; Associate Professor Stephen Noctor at the University of California, Davis School of Medicine; Professors Abdulaziz Alagaili and Osama Mohammad from King Saud University in Saudi Arabia; and Research Professor Paul R. Manger at the University of the Witwatersrand in South Africa — picked carnivorans to study because of their diversity and large range of brain sizes as well as the fact that they include both domesticated and wild species.
A University of Miami (UM) Rosenstiel School of Marine and Atmospheric Science - led research team analyzed the sediments of mesophotic coral reefs, deep reef communities living 30 - 150 meters below sea level, to understand how habitat diversity at these deeper depths may be recorded in the sedimentary record.
We brought volunteers, enthusiasm, research background, diversity, empowerment and BRAINS to Reynolds High School for a lively introduction to neuroscience in Mr....
The study's lead author, Dr. Fanny Monteiro, lecturer and NERC research fellow from the school of Geographical Sciences at the University of Bristol, added: «Calcification in coccolithophores has high energy demand but brings multiple benefits enabling the currently observed diversity of their ecology and form.»
The goals of the program include increasing interest in biological sciences and medicine among high school students, helping students to understand how scientific research is performed and increasing diversity of students and researchers in the sciences.
I continued my training as a postdoctoral research associate at Washington University School of Medicine in St. Louis, Missouri, working on genetic and developmental mechanisms underlying the generation of cell diversity in the nervous system of Drosophila.
Presenters: Jabbar R. Bennett, Ph.D., Associate Provost for Diversity and Inclusion, Northwestern University, Associate Professor of Medicine, Northwestern's Feinberg School of Medicine; Elizabeth L. Travis, Ph.D., FASTRO, Associate Vice President for Women Faculty Programs, Mattie Allen Fair Professor in Cancer Research, The University of Texas MD Anderson Cancer Center
Based upon the research of HGSE Professor Thomas Hehir, a leading international expert on educating students with disabilities, the workshop explores why inclusion matters and how schools can treat diversity as an asset.
This reference table is an extract from «Contrasting responses to diversity: school placement trends 2007 - 13 for all local authorities in England» (https://www.tes.com/teaching-resource/contrasting-responses-to-diversity-11363225), a report which has been researched and written for CSIE by Dr Alison Black and Professor Brahm Norwich, of the University of Exeter.
«Teachers, school leaders, policymakers, teacher educators will find in it a compelling and research - informed response to the question of, «What matters most for all young people to learn in a world or growing diversity and complexity?»
On the other hand, we also know (in part from Fordham research) that some — maybe one in five — do value «diversity» in their kids» schools (provided, of course, that those schools also supply the basics).
Currently, Lesaux is the principal investigator on multiple research projects that look at language diversity and literacy development in urban schools and two studies examining reading comprehension difficulty for Spanish - speakers reading in English.
Ensuring Success for All: Tools and Practices for Inclusive Schools Date TBD $ 149 per person Based upon the research of HGSE Professor Thomas Hehir, this workshop explores why inclusion is so important and how schools can treat diversity as an asset, not a pSchools Date TBD $ 149 per person Based upon the research of HGSE Professor Thomas Hehir, this workshop explores why inclusion is so important and how schools can treat diversity as an asset, not a pschools can treat diversity as an asset, not a problem.
Terry Moe finds that inner - city white parents who are opposed to diversity are especially interested in switching to private schools («Hidden Demand,» Research, Spring 2001).
HY: They represent both the diversity and coherence of the work of the Ed School in education research.
The research also found that in schools where the intercultural capabilities were a priority across the school, there were much higher levels of acceptance of diversity, more positive relations between different cultures, and these schools had safe and calm environments that facilitated learning.
Contrasting responses to diversity: school placement trends 2007 - 13 for all local authorities in England has been researched and written for CSIE by Dr Alison Black and Professor Brahm Norwich, of the University of Exeter.
9 Robert Cooper and Suzanne Markoe - Hayes, Improving the Educational Possibilities of Urban High School Students as They Transition from 8th to 9th Grade, University of California All Campus Consortium on Research for Diversity, September 2005 Url: http://ucaccord.gseis.ucla.edu/publications/pubs/pb-013-0905.pdf
His work includes leading research on strategies to increase the supply and diversity of high - quality charter schools; he also works directly with charter school authorizers to develop strong performance frameworks and authorizing practices.
All - day sessions on Saturday provided an opportunity for alums and students to share research and discuss various topics ranging from «The Power and Practice of Critical Pedagogy: Strategies for Teaching Multiculturalism and Diversity Classes in the Academy» to «Building Community through Action Philanthropy» and «Communities and Schools: The Role and Responsibility of the University.»
According to the authors» focus group research, most parents believe in school diversity in theory, but they reject policies that limit the educational options for their child.
Education scholars like Kahlenberg, one of the nation's leading advocates for economic integration, note droves of research papers that cite the positive impacts of diversity in K - 12 schooling, including enhanced critical thinking, higher academic achievement, greater civic responsibility, higher college - going rates and more lucrative jobs.
State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).
And the decades of research demonstrating the substantial benefits of school diversity have also proven insufficient to move most leaders to act.
Mónica Byrne - Jiménez is an Associate Professor of Educational and Policy Leadership in the School of Education at Hofstra University.Her research focuses on Latina / o identity and school leadership, the role of faculty diversity on doctoral student experiences, and effectiveness of a special education leader preparation prSchool of Education at Hofstra University.Her research focuses on Latina / o identity and school leadership, the role of faculty diversity on doctoral student experiences, and effectiveness of a special education leader preparation prschool leadership, the role of faculty diversity on doctoral student experiences, and effectiveness of a special education leader preparation program.
Since ESSA requires states to adopt evidence - based interventions for the lowest performing bottom 5 percent of schools, and school diversity is a research - supported strategy linked to improved student outcomes, (when appropriate) states could use this mandate as an opportunity to invest in these schools by turning them into high - quality racially and socioeconomically diverse magnets.
Her other work has appeared in the Leadership and Policy in Schools Journal, Journal of Cases in Educational Leadership, Handbook of Research on Educational Leadership for Diversity and Equity, andVoices in Urban Education.
While in Seattle, she also directed a parent leadership and training initiative for under - represented parents, participated as a Brainerd Fellow at Social Venture Partners Seattle, and worked as a Research Assistant focused on diversity recruitment and retention and school / community partnerships at the University of Washington's Teacher Education Program.
Dr. Holme's research focuses on the politics and implementation of educational policy, with a particular focus on the relationship among school reform, equity, and diversity in schools.
As one PSHE cordinator told us in our research, very often schools «get NQTs who haven't really got very much idea at all» about Britain's ethnic diversity.
Dr. Cobb is a National Education Policy Center Fellow and member of the Research Advisory Panel for the National Coalition on School Diversity.
She developed a searchable database, the Diversity in Education Archive, which holds almost 600 detailed summaries of empirical research about the relationship between school racial and socioeconomic composition and school outcomes.
She is a member of the editorial board of the Journal of Health and Social Behavior and of the journal Social Problems, and also currently serves on the Social Science Advisory Board of the Poverty and Race Research Action Council, as well as the National Coalition on School Diversity.
While at Stanford, Ericka has worked in partnership with a California school district to help answer high priority and actionable research questions; mentored first and second year doctoral students as a part of the Enhancing Diversity in Graduate Education program; served as a doctoral student representative on the Social Sciences, Humanities, and Interdisciplinary Policy Studies Area Committee; and served as a teaching assistant for quantitative and theoretical courses on educational inequality.
The team sought to share and understand their own experiences with racial inequity in education, reflect on the perspectives of students of color who experience a lack of diversity within their teacher community, and research a range of factors that contribute to the gap, from teacher recruitment through school climate.
But, increasingly, schools that serve high populations of minority students, such as PUC Schools, are taking note of the research showing that the race of teachers matters and have begun to prioritize diversity along with that top qschools that serve high populations of minority students, such as PUC Schools, are taking note of the research showing that the race of teachers matters and have begun to prioritize diversity along with that top qSchools, are taking note of the research showing that the race of teachers matters and have begun to prioritize diversity along with that top quality.
A second big idea in this issue — and also one with new research behind it — is the value of socioeconomic diversity in schools (pp. 10, 38, 50).
It summarizes the findings from the most rigorous research related to racial and socioeconomic diversity in public schools.
Fellow commentator and public school Advocate Wendy Lecker's latest column in the Stamford Advocate examines CT Voices for Children's new research report which is entitled,» Choice Watch: Diversity and Access in Connecticut's School Choice Programs.&school Advocate Wendy Lecker's latest column in the Stamford Advocate examines CT Voices for Children's new research report which is entitled,» Choice Watch: Diversity and Access in Connecticut's School Choice Programs.&School Choice Programs.»
Christopher Miller's research focuses on the diversity of school districts in the USA through an ecoevolutionary approach to organizations.
The Dean has 21 years of experience with consulting, working with issues like public school strategic planning for diversity and rehabilitation counseling and multicultural diversity, within the Office of Special Education and Rehabilitation Services, the National Institute for Disability and Rehabilitation Research, the Food & Drug Administration: Center for Devices & Radiological Health and the Alabama Board of Examiners in Counseling working on Ethics / Consumer Protection.
Both common standards and research, along with certain broadly shared societal ideals, help us define good schooling and provide necessary limits to diversity.
Examiners cited exceptional strengths in faculty teaching and research, high - quality students, statewide outreach and school - improvement partnerships, and diversity efforts in faculty and student recruitment.
Topics to be explored include how organizational culture influences such things as making staffing decisions, using data driven professional development, understanding the barriers to organizational reform, managing and changing culture, understanding governance structures for public and private schools and other organizations, and creating principles of equity, diversity, inclusivity, accountability as well as researching future educational visions.