Sentences with phrase «about educational reform»

If she is sincerely concerned about educational reform, she should find a needy school somewhere, and get her teaching credentials in order, and prove that she can raise student scores.

This sets the table for an introduction to the ongoing dialogue about the educational reform in Indianapolis.

Almost every presentation or speech or conversation about educational reform inevitably includes some reference to the amount of support and training teachers and administrators will need in order to make key reforms real and effective in classrooms.

As an educator, I read a fair bit of literature about educational reform and feel I take them with a grain of salt.

All three of us are extremely passionate about educational reform and entrepreneurship - based curriculum in the schools around the country.

Not exact matches

By investing in pioneering individuals, non-profits and mission driven companies who dare to re-imagine the possible, PSF has helped to bring about important breakthroughs — from cancer research and small scale agriculture to criminal justice reform and educational opportunities for young people in communities around the world.

The book is about the painful and confused transitions from Communist totalitarianism» pains and confusions that in different ways attend educational reform also in this country.

Central New York school leaders are preparing for a trip to Albany this weekend to speak out against about Cuomo's educational reforms in their final push to advocate for change.

«We appreciate that Micah Lasher has changed his mind about some of the misguided educational «reform» proposals he promoted when he worked for the Bloomberg administration and Students First [sic],» wrote UFT president Michael Mulgrew, in an email.

Monday's hearings also featured School Board Superintendent Kriner Cash testified often about the Buffalo Teachers Federation contract, and how he felt that achieving one after 17 years was required for the district to make other educational reforms.

I'm excited about building an institute in New York that will be a real center for discussion and debate of educational values and reform direction, and again hope to have a voice in national education reform.

Most educational evaluators now seem to prefer case - study methods for learning about reforms.

Based on the author's experiences as a teacher and as an anthropologist, it discusses how both using and anxiously suppressing race labels (being what Pollock calls «colormute») affect everyday and policy discussions about achievement, discipline, curriculum, reform, and educational opportunity.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional development.

The project aims to influence the national conversation about education reform by making the educational standards set by states more visible — explicitly connecting standards with student work that is characterized by depth, complexity, and imagination.

The studies should be at the center of any discussion of educational reform, because they offer by far the clearest evidence about which parts of it are working and which are not.

There is little research about the impact of school closings on student achievement, according to Barbara Gross of the Annenberg Institute for School Reform, a nonprofit educational research and policy group that has been giving technical help to the activists.

Regular feedback in the form of surveys is needed to understand how those charged with implementing standards - based educational reform — teachers, superintendents, parents, and policy makers — think about the uses of tests and the high - impact decisions that follow from them.

Discover what we've learned about educational leadership from comprehensive school reforms models — straight from the experts and insiders!

If you're going to do a show about school reform, perhaps you should not make general, and inaccurate, generalizations about the entire educational system.

That seems to be the general feeling among educational technology advocates about the recent reforms to the federal E-rate program, whether they are applauding a new funding index for inflation, the allowance for «dark fiber» connections, or the funding of pilot wireless - learning programs.

Third, today's focus on results - based education, combined with plenty more data on school performance in an era of educational accountability, means that reform - minded education leaders are getting bolder about closing bad schools — and sometimes (but not always) opening new ones in the same building.

Yet its own experience in Memphis raises questions about whether the commitment to whole - school reform is the best strategy for improving educational outcomes in troubled urban schools.

This 2008 report by Ann Duffett, Steve Farkas, Andrew J. Rotherham, and Elena Silva and sponsored by Education Sector and the Joyce Foundation analyzes a survey completed by 1,010 teachers about their feelings in regard to various educational reforms such as accountability measures, tenure, differential pay, and workplace environment.

In 1907, William Chandler Bagley complained about the «fads and reforms that sweep through the educational system at periodic intervals.»

In times of educational reform, it is even more essential to build a foundation of general understanding about gifted children and their educational needs.

Against this backdrop of educational reform in the United States and China, and along with intensified global economic and educational competition, this is an opportune time to conduct an international comparative examination that sheds new light on and shares new perspectives about the complex issue of teacher effectiveness (Crossley & Waston, 2003).

As Baltimore City Public Schools began searching last year for a new leader, the Fund for Educational Excellence, a nonprofit working to secure resources needed to improve student achievement in the city schools, recognized that we knew very little about how community members viewed the major educational reforms that had taken place over the previous six years when Andrés Alonso was at the helm.

What started as an exciting interest in public charter school performance eventually evolved into work at a research - based advocacy organization that collects data and publishes reports about educational choice and reform initiatives in K — 12 education.

This is a must read, as she also talks about two unintended consequences of educational reform in her school about which I've never heard before: splits and rotations.

That immediately got us thinking, how can we better serve these families who have served us so well, which of course, led us to thinking about surveying them, hearing more about their experiences, and ultimately, getting their insights and perspectives on this broader question of how we can reform education and provide some educational choice options for them.

Florida, historically a leader in educational reform, might have slightly different concerns about Common Core than many of its detractors expected.

Students designing, conducting, and presenting research about their schools is a powerful way to initiate and support educational reform, but it will not happen without adequate adult support.

The opportunity to learn about New Mexico Public Education Department educational reforms and current work to move New Mexico forward in educational attainment.

Along with Steve Barr and Marshall Tuck, I was part of important conversations about how labor leaders, truly progressive labor leaders, could work for educational justice through our education reform work.

Most of these privatizing, ALEC - type, corporate think - tank financed educational reforms are about dismantling public education while destroying teachers unions.

Given that government ministers pray PISA in aid of even their most contentious education reforms, the evidence presented by Schliecher should give them cause for concern about the current direction of educational travel in England.

This process can only begin with complete candor about the current status of public education in Texas, the progress of our reform efforts to date, the prognosis for achieving the essential universal educational proficiency of our children, and the daunting challenges that we face in doing so.

He created Project S.A.M.E. a US - Soviet Youth Exchange that brought students from the US and USSR together to advocate for peace; founded Students Concerned about Bias in Society (SCABS) who fought for implementation of Title IX in Maine schools; directed the University of Maine Aspirations Project and launched 35 statewide student leadership teams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have learned.

The overall goal, said Ms. McCartney, is to produce a cadre of highly skilled educational leaders who are committed to reform of the profession, knowledgeable about the way children learn and well - grounded in the real world of practical management and politics.

Now here we are; four years have come and gone since the profound «educational reforms» that transformed the Milner School and that 13.3 percent statistic about Milner's fifth - graders and their ability to score at a proficient level in reading comes from the 2011 Connecticut Mastery Test.

To me, it's completely unrelated to the agenda from Brown, which was about getting equal access to educational opportunities for students — you know, initially through desegregation, but the heritage of Brown is also a large number of school finance reform lawsuits that have been trying to advocate for equitable resource distribution between districts and schools.

He is passionate about educational equity and reform, and serves as a Board member for River Charter Schools in Yolo County, Ca.

exhibit integrity beyond reproach and be passionate about furthering educational reform in a public environment;

It is certainly Orwellian to learn that while Governor Malloy's new education reform bill will judge my child's teacher on the students» CMT scores; the state is telling me that I shouldn't make educational decisions about my own child based on the same CMT results.

As we demonstrated in our 2015 analysis of the Common Core debate on Twitter, the dispute about the standards was largely a proxy war over other politically - charged issues, including opposition to a federal role in education, which many believe should be the domain of state and local education policy; a fear that the Common Core could become a gateway for access to data on children that might be used for exploitive purposes rather than to inform educational improvement; a source for the proliferation of testing which has come to oppressively dominate education; a way for business interests to exploit public education for private gain; or a belief that an emphasis on standards reform distracts from the deeper underlying causes of low educational performance, which include poverty and social inequity.

Really, most structural changes and educational reforms make little difference in and of themselves, except to the extent that they get kids and teachers excited about school.

Although the youth members are undeniably learning about the art and science of strategic organizing, the slow pace of school reform keeps them at an educational disadvantage.

Putting aside the reality that the actual number of poor parents with four or five children in the school system is extremely low, the stunningly ignorant and disturbing approach to «doing something» about the crippling impact of poverty in Hartford is a stark reflection about how out - of - touch many in the Corporate Education Reform Industry actually approach the real issues that are limiting educational achievement in Hartford and other poor communities across Connecticut and the nation.

Assessment reform in schools must also involve communication and negotiation among stakeholders about the kinds of information that support students» educational growth.