Sentences with phrase «academic expectations by»

During the past six years, the school has increased academic expectations by adding Advanced Placement courses and support classes beginning in seventh grade, according to a news release.

Many teacher evaluation programs refer to high academic expectations by using language on specific qualities such as these from the CCT Rubric for effective teaching:

Not exact matches

Kikuo Iwata, an academic nominated to become deputy governor, has also consistently argued that the BOJ can boost inflation expectations and prompt companies to spend more by expanding its balance sheet aggressively.

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

As the Bears try to navigate some of the country's highest academic expectations and financial obligations, football's fit in a highly unique environment will be better managed by Wilcox.

Year after year, La Cañada High School students have demonstrated their ability to make the grade, continually exceeding the academic expectations set forth by state and national benchmarks.

Our students are not rushed through childhood by academic expectations that exceed their developmental stages.

The conflict between the public's belief in teaching and the academic belief in research makes the central problem of the university unique; there's no other great social institution afflicted by such a radical division between public expectations and professional goals.

A new film by David Cronenberg is always reason to celebrate, but «A Dangerous Method» dampens expectations, offering up a curiously muted object, one to be admired rather than embraced, a fascinating academic discussion that remains resolutely distant from any sort of easy interaction.

The combination of high expectations and adequate supports has been shown by several meta - analyses to be one of the most impactful strategies for improving academic achievement (Hattie, 2009).

Its explicit goal is increasing college enrollment by combining an emphasis on factors proven to bolster academic success (high expectations, parental involvement, time spent on instruction) with a novel focus on developing seven character strengths — zest, grit, self - control, optimism, curiosity, gratitude, and social intelligence.

More recent research has examined non-test score outcomes, uncovering differences by race / ethnicity in teacher expectations for students» educational attainment and subjective evaluations of students» academic ability.

Inspired in part by the Massachusetts experience, the Common Core standards were developed by governors and state education chiefs, and today more than forty states, including Massachusetts, have adopted these deeply rigorous academic expectations for students.

The nation needs to engage in a concerted push to raise academic expectations for Hispanic students and increase their college - completion rates, according to a report released last week by a presidential commission.

By requiring testing in the same grades as in public schools, and by enacting significant consequences for results in larger scale participants, it is designed to identify and grow effective schools, with an acknowledgment that, as in public schools, some schools will have difficulty adjusting to new academic expectations and a small number may prove incapable of ever adequately responding to expectationBy requiring testing in the same grades as in public schools, and by enacting significant consequences for results in larger scale participants, it is designed to identify and grow effective schools, with an acknowledgment that, as in public schools, some schools will have difficulty adjusting to new academic expectations and a small number may prove incapable of ever adequately responding to expectationby enacting significant consequences for results in larger scale participants, it is designed to identify and grow effective schools, with an acknowledgment that, as in public schools, some schools will have difficulty adjusting to new academic expectations and a small number may prove incapable of ever adequately responding to expectations.

But they felt they got to a whole new place and turned a corner when they came to see they had a hidden commitment to what they called «a povrecito culture,» a culture that took pity on these «poor little ones» by not heaping upon them the further «burden» of high academic expectations.

culture,» a culture that took pity on these «poor little ones» by not heaping upon them the further «burden» of high academic expectations.

This commitment rightly serves to equalize expectations between more - and less - privileged students and has reaped untold good by encouraging underserved students to achieve academic excellence.

It is typically influenced by perceptions of school safety, order and behavioural expectations; academic outcomes; social relationships; school facilities; school connectedness and school improvement processes (Gruenert, 2008, Zullig et al., 2010, Thapa et al., 2013).

This is supported by Psychologists, Weihua Fan and Christopher Wolters, who state that «Students who are confident in their learning abilities and are intrinsically interested in learning activities are more likely to have higher expectations for obtaining desired academic goals.»

Teachers at Pearl - Cohn work together in small groups called flocks, an approach devised by a group of teachers as a way to ensure that academic expectations and standards of behavior were applied consistently across the school.

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

And education studies have shown Black and Latino students taught by teachers who share their racial background have improved academic results, benefit from a culture of higher expectations and fewer discipline referrals.

Commissioned by the Charleston, W.Va. - based Education Alliance, the report found that African - American students rated their schools significantly lower than their white peers did in seven out of eight categories: academic expectations, instruction, course - taking, counseling about education options, respect, mentoring and caring relationships, and fairness.

The organizations oppose the draft Student Success Act because «it abandons accountability for the achievement and learning gains of subgroups of disadvantaged students who for generations have been harmed by low academic expectations.

The latest draft of proposed common academic standards offers more - detailed expectations of what students should know and be able to do by the end of high school in math and language arts, but also notes that some decisions about curricula should be left to individual states and schools.

Teachers also learned how to engage all their students in academic work by using core practices such as responsive conferencing, group learning, effective teacher talk, habits of learning, and universal expectations.

A highly effective school results from a rigorous academic program in a culture of trust and high expectations, led by a visionary instructional leadership team and implemented by talented, dedicated teachers.

It's side - by - side comparisons to see if the academic expectations match.

These schools are hugely popular with parents, who are drawn by high academic and behavioral expectations, the more intimate environment that charters typically offer and their focus on results.

High or low self - expectations, as measured by children's estimates of their grades, is one of the strongest known predictors of their ultimate academic success (J.Hattie, 2009).

Raising awareness of academic expectations: collaborative work in the EAP classroom by Scott J. Shelton Strong More articles by Scott

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Raising awareness of academic expectations: collaborative work in the EAP classroom by Scott J. Shelton - Strong - 1

Our teachers change the lives of our students by familiarizing them with both the academic expectations and the behavioral norms they will encounter within their everyday classroom environment.

This school maintains a culture of high academic expectations and focuses on continuous improvement by defining measurable goals for all of its students.

A school is more likely to retain effective teachers, a new study reports, if it is led by a principal who promotes professional development for teachers, is characterized by collaborative relationships among teachers, has a safe and orderly learning environment and sets high expectations for academic achievement among students, a new study reports.

YPI Charter Schools will empower our Citizen Scholars, California's future leaders, to succeed in the global community by setting high expectations of academic achievement, technological collaboration, information gathering skills, and social competence.

Insights from the three educators» stories reveal how coupling feedback with expressions of high expectations and faith in students» capabilities can influence student motivation, particularly in the level of support felt by students when tackling challenging academic work.

March 4, 2015 (New York)-- Schools Chancellor Carmen Farina joined hundreds of Educators 4 Excellence - New York members Wednesday to discuss ways our neediest students can access higher academic expectations set by the Common Core State Standards.

This purpose can be accomplished by ensuring that high - quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with state academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement.

«By incorporating high academic standards and clear expectations with plans for greater student engagement and achievement, Alabama stands ready to meet the rigorous demands of preparing students for the work force and for their roles as citizens in our democratic system.

«As an authorizer, I am motivated by the potential of charter schools to provide our children with excellent educational options based on high expectations for all, an unwavering focus on academics, the pursuit of social justice and the hard work, dedication, and talent of teachers and staff.»

With a mix of human capital reforms, such as rounding out the teaching force with UCLA graduate students who have expertise in key subjects, added student learning and enrichment programs in and out of classroom, and a new focus on developing a college - going culture of high expectations, UCLA is setting out to take what is, by most measures, a struggling school and drastically improve academic outcomes for all students.

«Most states recently upgraded their academic expectations,» said Patricia Levesque, CEO of the foundation, which conducted the survey by comparing 2013 student test scores on state assessments to their performance on the National Assessment of Educational Progress

By emphasizing high academic expectations, strong character development and individual responsibility, Southside - Ashpole will improve academic outcomes and inspire students to become lifelong problem solvers, effective communicators, and contributing members of their community.

The school's rigorous academic program is supported by school - wide behavioral expectations to which all community members are held accountable.

For the second year in a row, New York City ExpandED Schools outperformed citywide in rankings by parents, teachers and students of their schools» safety, communication, engagement and academic expectations.

We find that the districts and schools that either exceeded or failed to meet expectations according to estimates based on their student demographics often differed from those identified as outliers by the state's new academic accountability measure.

By assuming a comprehensive approach to academic content that holds students to high expectations, institutions of education can expand student learning and subsequently improve readiness for, and success in, a wider variety of postsecondary and career endeavors.