Sentences with phrase «academic practices such»

She employs conceptual and methodological approaches borrowed from artistic and academic practices such as theater, film, anthropology, linguistics and journalism, to explore new representational strategies that examine and interrogate the allegorical character of the present political moment.

To this aim, he employs conceptual and methodological approaches borrowed from artistic and academic practices such as film, poetry, theater, linguistics, and journalism.

Not exact matches

One major feature that would distinguish the business practices of Amazon's «streaming data marketplace» from those of actors such as Facebook: The social media giant, while admitting that it has allowed direct access to user data for academic purposes, claims to prohibit the sale of these data «to any ad network, data broker or other advertising or monetization - related service.»

Alternative Money University will help 30 qualified students to develop such an understanding by participating in an intensive academic workshop about monetary history, the theory and practice of monetary policy, and the workings of unconventional monetary arrangements.

The process of draining logic and meaning from everything came to full fruition in the 1960s and 1970s, when it began to be felt profoundly in the daily lives of many Americans, with such things as the proliferation of «alternative lifestyles,» the diluting or jettisoning of academic standards at every level, the increasing inability of the legal system to make in practice sufficient or consistent distinctions between victim and victimizer — among many others too familiar to all of us to need spelling out.

For example, are there ways in which such conventional contrasts as «theory / practice» or «academic / professional» or «objective / subjective» serve as much to obfuscate issues as to clarify them?

If anything, they were hoping for changes that would have benefited partial qualifiers, such as letting them practice during their year on the sidelines and granting them an extra year of eligibility if their academic record proved to be satisfactory.

For example, we know from existing research that social and emotional skills are critical to young people's academic success (Farrington et al., 2012), and that children must have the opportunity to practice and develop SEL skills such as empathy, perseverance, and collaboration, in order to thrive in careers, in family, and in community as adults (CASEL, 2015; Farrington et al., 2012; Pellegrino & Hilton, 2012).

Many parents today also choose alternative options, such as academic redshirting, or the practice of postponing for a year school entry for kids whose birthdays are close to cut - off date (often in or around September for most districts).

''... not only is there a preponderance of evidence that there is no academic benefit from retention in its many forms, but there also appear to be threats to the social - emotional development of the child subjected to such practices.»

Included in the CCSS are Standards for Mathematical Practice, many of which focus on academic behaviors and attitudes such as perseverance, constructing viable arguments, critiquing others» arguments, and paying attention to precision.

I decided not to go into practice but rather follow the academic pathway further and so completed two more years of subspecialty training at venerable institutions such as the University of Toronto and Harvard University.

Accompanying these macroeconomic factors, changes such as the push to interdisciplinary and translational research, as well as the addition of innovation and technology transfer to the research and teaching remits of universities, are changing the nature and practice of academic research and of science - related jobs.

Such notions about the pharmaceutical industry are not uncommon among academics, and recent news coverage of selective clinical trial data reporting and questionable publication practices haven't helped the industry's image.

Approximately equal numbers of women and men enter and graduate from medical school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to close.

But adding complementary therapies like supplements (specifically, omega - 3 fatty acids found in fish oils), Tai Chi or yoga, mind - body therapies (such as biofeedback), and even spiritual practices (including forgiveness), to conventional medications for heart disease is getting a lot of attention and can lower risk, says Victor Sierpina, MD, chairman of the Consortium of Academic Health Centers for Integrative Medicine.

For 20 years, Pamela has pioneered Reiki practice at academic medical centers such as Harvard, Yale, the NIH, NY Presbyterian - Columbia University etc..

At Saturday sessions, students do some academic work, such as SAT practice, and also help teachers organize community activities, like a carnival on the athletic field and a door - to - door outreach campaign, both designed to build the school's relationship with its neighbors.

Articles in The New York Times questioned not only the academic results for students in virtual schools, but also the propriety of business practices surrounding the use of public dollars for such programs.

Queensland academic Professor Bob Lingard, of the School of Education at the University of Queensland, told the conference there are big questions to deal with in this area such as how this trend may change work practices for teachers and learning for children.

To illustrate one such practice they could all adopt with a hypothetical that occurs rather routinely, for students entering their schools at a fifth - grade age but reading at a second - grade level and where the district school where the student was formerly enrolled doesn't transfer the students» academic record, the schools could determine a protocol for pre-assessment as soon as a student enrolls so as to create sound individual growth metrics.

Students who at home are socialized into the language and literacy practices valued at school will continue to have a better chance of achieving academic success than those who do not have access to such practices either inside or outside of school.

Mike leads great learning with teachers and schools across the United States and the world on topics such as choice - based differentiated learning, blending social - emotional learning into daily academic work, supporting students with effective and respectful discipline practices, and teacher wellness and balance.

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.

The types of inclusive practices initiatives may be academic, extracurricular, and / or social in nature such as clubs, sports, and community - based activities.

For example, the Juniper Garden Project at the University of Kansas has demonstrated instructional practices, such as classwide peer tutoring and cooperative learning, that help African American students, English language learners, and other diverse students become more actively involved in their academic assignments.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learnSuch actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learnsuch as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learnsuch as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

A variety of data were used to inform these practices, with academic performance data, such as benchmark assessments and teacher created formative assessments, were used most frequently.

We also can combat other forces that lower the confidence of children of color in their academic ability and their worth, such as the pervasive belief in this country in the bell curve of ability, school practices for tracking, disproportionate placement in special education, biased application of discipline procedures, and unequal access to Advanced Placement classes.

Research shows that when punitive practices such as expulsion and suspension are used too frequently, schools / programs are actually less safe, have lower academic achievement and face increased dropout rates.

As such, it is critical that we continuously work to improve efficiency, implement evidence - based practices, and provide greater accountability on key performance indicators that support successful academic and post-school outcomes for students with disabilities.

Learner - Centered Teaching helps educators use research - based classroom practices such as formative assessment, personal conferencing, and targeted academic learning supports and interventions.

Before making the commitment to standards - based grading, schools need to first work on implementing sound assessment practices such as removing behaviors from the academic grade, making sure we have a balanced assessment system, allowing retakes for full credit, etc..

Tutoring, also a one - to - one activity, focuses on academics and is an effective practice when addressing specific needs such as reading, writing, or math competencies.

But this does not mean that value - added measures can not be useful for educators and leaders to improve instruction through other means, such as identifying practices that lead to higher academic achievement or targeting professional development toward teachers who need it most.

Ascend Public Charter Schools network has implemented more restorative practices in its schools, such as Responsive Classrooms, an evidence - based program focusing on the link between academic success and social and emotional learning.

However, with all the evidence that coaching is the one type of professional development that actually brings change in practice, it has been interesting to observe that it is not yet the norm among district leaders, such as superintendents and chief academic officers, to have worked with an executive coach.

The group is focused on securing key academic resources such as a challenging curriculum, high quality teaching, and positive discipline practices, as well as wraparound supports and strong community engagement.

The lack of diversity in the teaching profession, combined with these differing interpretations of student ability and behavior, may partially explain why students of color are suspended or expelled from all levels of school at disproportionate rates.23 Such harsh discipline practices place them at higher risk of subsequent academic disengagement and increase the probability that they will later drop out.24 While these mindsets may be unintentional, their prevalence greatly affects students» performance and behavior.

During coaching sessions, students connect with teachers, review academic progress, and work on learning practices such as goal - setting, study habit, and reflection, for the purpose of elevating students» awareness of the learning process and who they are as learners.

When teachers have the necessary time to engage in high quality professional learning — coupled with the supports to use that time well — such professional learning can result in marked improvements in student academic growth.40 This is why the National Education Association's Foundation for the Improvement of Education includes «adequate time for inquiry, reflection, and mentoring» as one of the components of high - quality professional development.41 When teachers have time to plan, practice, collaborate, and learn, both teachers and students benefit.

Professional teaching standards (such as INTASC) and student academic standards (such as the Common Core State Standards) should be the foundation upon which professional practice is built.

Despite the potential benefits of Linked Learning, the authors argue that significant changes in policy and practice are necessary to overcome systemic and programmatic barriers such as traditional high school's master schedule, teacher and course «departmentalization,» and differences in teacher credentialing procedures and accountability policies between CTE and traditional academic tracks.

There are some studies that connect teacher perceptions to their development and professional practices (Aguirre - Munoz et al. 2008; Huang 2004; Hart and Okhee 2003), such as Aguirre et al.'s study that provided clear evidence demonstrating the effectiveness of a systemic functional linguistic approach to teacher development for attention to academic language / literacy in teachers» instructional practice, but the findings are limited to teacher development in the area of middle school language arts.

Following such reports of poor academic outcomes and questionable ethical practices, our research team at Penn State has decided to continue to study the cyber charter school movement in Pennsylvania to find out more.

Responsive Classroom Responsive Classroom is a widely used, research - backed approach to elementary education that is a general approach to teaching, rather than a program designed to address a specific issue, and consists of a set of practices, such as morning meetings, that build academic and social - emotional competencies.

For future research, longitudinal studies on the impacts of such kind of teacher development programs on student change in academic performance would be useful to address several questions: First, the classroom practice observation revealed nuances when knowledge and beliefs are translated into practice.

This professional learning community gives teachers the opportunity to learn research - based family engagement best practices around (1) relationship building, including home visits; (2) academic partnering such as high quality parent - teacher conferences and -LSB-...]

Reformers horrified by such statistics nonetheless promote policies and practices that effectively neglect the children of those parents who read to their kids, turn off the television, and focus on academic success.

Induction programs have also been found to accelerate teachers» ability to drive student learning gains: In one study, new teachers who participated in high - quality mentoring and induction programs were able to lead their students to academic gains equivalent to those of fourth - year teachers who did not receive such support as beginning teachers.63 Similarly, a study of the California Formative Assessment and Support System for Teachers, a statewide induction program, found that the induction program had a positive effect on both instructional practice and student learning, with students attaining a half - year's additional growth when they were taught by teachers who were highly engaged in the program.64