Sentences with phrase «what educational problem»

Before you work with learning objects, ask yourself these questions: · What educational problem are you trying to solve?

Not exact matches

But as Postman has pointed out, in a culture thoroughly conditioned by electronic media, the main problems for imaginatively imparting information in educational institutions are radically different from what Whitehead had in mind or probably could have suspected.

And while this educational gap was perhaps understandable in a church dominated until the very recent past by immigrants and their children, it is nonetheless a formidable problem today, for, in Cicero's words, «Not to know what happened before one was born is always to be a child.»

He warned: «It's perilous when the Legislature gets involved in educational policy,» but that's exactly what would happen if King and Regents members didn't fix the problems themselves.

I don't see any big ideas, any solutions to this incredible problem that is causing so much suffering,» Moskowitz said, referring to what she calls New York's «educational crisis.»

So what can and should be done to mitigate what, for some, is seen as a growing problem for educational professionals?

Just the fact that a young person can so articulately get to the heart of educational reform is an example of what could be possible if we encouraged students to assess their schools, examine public education, provide feedback on what they see, and suggest ways of addressing the problems.

And in so doing, it could do more than just solve the problem of equity to high - quality educational opportunities in the state, it also creates a mechanism for competency - based learning, establishes a strong grounding for what online learning and blended learning are, and eliminates the outmoded geographic barriers that prevent students from being able to access high - quality learning opportunities no matter where they originate in the state.

«Different Drummers: How Teachers of Teachers View Public Education» reveals what may be the heart of the problem: The public's aims are not achieved because teachers are taught that other educational aims should come first.

At a Dec. 3 - 4 meeting in Philadelphia that focused primarily on higher education, the 15 - member Commission on Opportunities in Athletics talked about ways to correct what some believe are problems with the 30 - year - old statute that prohibits sex discrimination at educational institutions that accept federal funds.

«Code is what has been studied,» wrote Susan Neuman, education professor at the University of Michigan, in a review of the 2009 report, «but what we know is that code alone is not going to solve our educational problems.»

Given the size and scope of the problem, what steps can be taken to promote educational equity in college attendance?

They are equally critical of what they call «neoliberal» and «neoconservative» approaches to educational problems: The first appeals to the market and market - based approaches (as in vouchers and charter schools), the second to more traditional approaches to subject matter and teaching (as in E. D. Hirsch's core knowledge curriculum).

They hired the National Conference of State Legislatures organization to interview members of educational organizations, members of the executive branch and legislators about what the problems might be and how they could be solved.

This is what makes the work complicated, though no more so than the problems of educational inequity this work aims to solve.

A big part of the problem is that there is no clear definition of what global competence should embrace, and how to make it measurable for educational policy and practice.

What's really needed, of course, is to see the marketing campaign for what it really is: a distraction from educational problems that are much more pressWhat's really needed, of course, is to see the marketing campaign for what it really is: a distraction from educational problems that are much more presswhat it really is: a distraction from educational problems that are much more pressing.

In this 2011 book, one of America's foremost scholars on what works in education discusses the proper role of testing in educational improvement, covering well - established principles of testing, current problems, and promising evidence - based solutions.

Putting aside the broader problems associated with using standardized mastery tests to measure educational outcomes; there is overwhelming evidence that test scores are impacted by a number of factors beyond simply what is going on in the classroom.

Au contraire, it has led education policy makers to come up with ever - more - costly and damaging changes in educational practices to what is ultimately a non-educational problem — a problem that can not be solved by the schools no matter how much money Congress or state legislatures vote to give local school districts in the name of equity or compensation for the low - income students they happen to enroll.

The question posed by the faculty members regarding the elimination of standardized testing represents what is the problem with the misguided reforms undertaken in the American educational system: we are only willing to engage in first order change (the resistance to eliminate standardized tests being one example).

These features are part of what make preschool programs successful, but too often they are woefully missing from elementary schools that are emotionally barren, devoid of resources to respond to the non - educational problems children bring to school with them, and disconnected from parents and communities.

The best argument for emphasizing evidence in educational policy and practice is what happens when evidence plays no role: practice and policy swing like a pendulum from one enthusiasm to the opposite, and then back again, but no progress is made.The solution is to have a wide array of research going on at all times to create and evaluate promising solutions to longstanding problems.

We didn't support our abstract painters in Cornwall and championed «kitchen sink» artists, we haven't been collecting «modern art» in the 20th C, which is why the Tate collection is so poor, we have a «literary» understanding of painting, we are «academicizing» fine art in our educational institutions, we need to re-think what are problem with abstraction really is...

The first issue, an administrative law problem, asked what level of deference the court should afford the Department of Education Office for Civil Rights about the duties of educational institutions to investigate allegations of student - on - student assault that occur off campus.

But I defer to the educational experts and to empirical data on what percent of the problem lies with the training approach versus the personality characteristics of the modal law school applicant and student.

First, in a community sample of English - speaking or Bengali - speaking UK South Asians who did not have a diagnosis of dementia, Mukadam et al identified the barriers and facilitators to help - seeking for memory problems.30 They identified four main categories of barriers, which interacted to prevent timely diagnosis of dementia: barriers to help - seeking for memory problems; the threshold for seeking help for memory problems; ways to overcome barriers to help - seeking; what features an educational resource should have.

What are the benefits of porn and can it be educational Are there problems with pornography?

To what extent are adolescent mental health problems negatively related to educational attainment?

Many of the problems can also be sent back to the brokerages, they will hire anyone, sort of like throwing mud at the wall to see what sticks, if the barrier to entry in real estate was higher educational standards, the brokerages would suffer with the amount of fees they could collect, thus forcing OREA, RECO, CREA etc... to keep standards low, curning as many potential new agents throught the mill as possible.