Sentences with phrase «academic practices within»
Developmental Designs practices are research - based; Origins will now gather evidence that the particular integration of social - emotional and academic practices within the approach positively and significantly impacts middle - level learning.
https://www.originsonline.org/ Not exact matches
Tiffany Brannon's (University of California, Los Angeles) research provides evidence that school settings can affirm identity among members of negatively stereotyped groups — by, for instance, incorporating diverse cultural ideas and practices within academic courses or extracurricular activities — and, in turn, afford an increased sense of inclusion.
One remains: whether Mann was involved in «any actions that seriously deviated from accepted practices within the academic community for proposing, conducting, or reporting research or other scholarly activities.»
However, it is established practice to require a master's degree, and some academic departments have also incorporated this requirement in their statement of running PhD courses within the department.
This presentation explores findings from a three ‑ year action research study which has proven successful in encouraging academics to engage with a range of VLE tools and reflect on potential usage within their own teaching practice.
Within the landscape of higher education, the practice of mentoring is also a critical part of a pre-tenure faculty member's success and campus assimilation, according to a white paper issued by the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education.
Common sense seems to track with the data: Kids who operate within safe spaces and practice regular self - reflection are more likely to take academic risks, engage in collaborative problem solving, and be aware of their own strengths and weaknesses.
Although we allow a great deal of student autonomy, we hold our students accountable to the same academic rigor within the disciplines and their practice of skills ties directly to their content learning.
Within the limitations of available data and methods, the empirical evidence is very encouraging for private school choice on ethnic segregation — just as it is on academic outcomes, effects on public schools, fiscal effects and effects on civic values and practices.
Echevarria, Vogt and Short's research into sheltered instruction emphasizes that teachers must make the academic content comprehensible while using systematic methods to build and practice English language proficiency within the academic language of science.
Within JCPS, it is a practice that «took off like wildfire» and led to the unintended result of deepening public understanding of Kentucky's academic standards (personal communication, September 14th, 2017).
Learning and Life Competencies are taught and practiced within four classroom learning domains: positive personal relationships, learning protocols and unit design, academic support, and restorative and accountable discipline and behavior support.
Drawing from the best educational practices, as well as the success of other schools within the Brooklyn Prospect network, we have developed an academic environment where students can explore new ideas in a safe and small school setting with the support of a diverse community of students, families, teachers, and staff.
One solution resides with the need for more focused educational efforts both within academic veterinary medicine, clinical practice, and the companion animal and livestock owner communities.
International Association of Animal Behavior Consultants This coalition encompasses veterinarians, animal trainers, animal shelter employees, academics, and practicing consultants who may not fit neatly into one of the aforementioned categories, all of whom are dedicated to standardizing and supporting the practice of animal behavior consulting for companion animal behavior problems within the public sphere.
The 18 - month residency — January 1997 to June 1998 — provided the opportunity for Sonia Boyce to develop her artistic practice within a cross-disciplinary academic context.
Within this prestigious program, students develop their practices both on their own and in groups alongside a diverse faculty and group of visiting artists and academics, including Gregory Crewdson, John Pilson, Rick Moody, A.L. Steiner, Roni Horn, Charlotte Cotton, Latoya Ruby Frazier, Paul Graham, Collier Schorr, Deana Lawson, James Welling, Marilyn Minter, Shannon Ebner, Stan Douglas and Richard Prince.
Broodthaers has become a reference for legions of young artists working within a self - reflexive practice, trying to update an approach to institutional critique without falling prey to an overly academic outlook.
In October 2012 Montserrat College of Art will welcome the Guerrilla Girls and other artists and academics to approach the topic of Art & Activism as it relates to art history, studio art and contemporary issues within artistic practice.
establish a discourse around black British artistic and curatorial practices within the burgeoning academic fields of exhibition studies and exhibition histories.
She previously occupied two positions that operated between academic and arts - institutional contexts: as LJMU Research Curator within the Tate Research Centre: Curatorial Practice & Museology (2014 - 15) and as Head of Nottingham Contemporary's Public Programme (2011 - 14), a leading platform for the public debate of ideas and practices relevant to contemporary art and its institutions.
C &: How do your experiences as an artist, gallery director, writer, academic, and as a teacher correspond within your curatorial practice?
«Did Dr. Michael Mann engage in, or participate in, directly or indirectly, any actions that seriously deviated from accepted practices within the academic community for proposing, conducting, or reporting research or other scholarly activities?»
More specifically, the Investigatory Committee determined that Dr. Michael E. Mann did not engage in, nor did he participate in, directly or indirectly, any actions that seriously deviated from accepted practices within the academic community for proposing, conducting, or reporting research, or other scholarly activities.
It's unclear why the committee didn't immediately exonerate Mann of the fourth allegation — seriously deviating from accepted practices within the academic community — except that by leaving it open, the committee apparently hoped to rebuild «public trust in science in general and climate science specifically.»
The recommended investigation will focus on determining if Mann «engaged in, directly or indirectly, any actions that seriously deviated from accepted practices within the academic community for proposing, conducting or reporting research or other scholarly activities.»
Similar questions may have been asked in 2006 but the National Academy of Sciences panel did not carry out an «in depth» investigation into whether Mann had «deviated from accepted practices within the academic community for proposing, conducting, or reporting research or other scholarly activities.»
«The investigatory committee's charge will be to consider what are the bounds of accepted practice in this instance and whether or not Dr. Mann did indeed engage in, or participate in, directly or indirectly, any actions that seriously deviated from accepted practices within the academic community for proposing, conducting, or reporting research or other scholarly activities.»
(1) fabrication, falsification, plagiarism or other practices that seriously deviate from accepted practices within the academic community for proposing, conducting, or reporting research or other scholarly activities.
Breach of rule: You did fabricate, falsifiy, or engage in other practices that seriously deviate from accepted practices within the academic community for proposing, conducting, or reporting research or other scholarly activities.
Well, these all still fall under accusation # 4, that Mann did «engage in, or participate in, directly or indirectly,... actions that seriously deviated from accepted practices within the academic community.»
As technology is increasingly used within law practices to streamline legal processes and more efficiently deliver services to clients, an important question has arisen within legal professional and academic circles: Do lawyers and law students have the technical skills to meet the needs of future legal jobs?
(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.
(Zins et al., 2004) Recent research has established that the quality of teacher - student interactions and the instructional practices that take place within the classroom are two important predictors of student academic performance and social adjustment (Hamre & Pianta, 2007; Mashburn & Pianta, 2006).
Common sense seems to track with the data: Kids who operate within safe spaces and practice regular self - reflection are more likely to take academic risks, engage in collaborative problem solving, and be aware of their own strengths and weaknesses.
The theme of this year's conference related to the concept of the «best interests of the child» in divorce, the source of protracted debate within both the academic and professional practice communities.
This requirement may be met by a supervised practice experience which took place outside the academic arena, but which is certified as equivalent to a graduate - level practicum or internship program which required a minimum of 180 direct client contact hours of marriage and family therapy services currently offered within an academic program of a college or university accredited by an accrediting agency approved by the United States Department of Education, or an institution which is publicly recognized as a member in good standing with the Association of Universities and Colleges of Canada or a training institution accredited by the Commission on Accreditation for Marriage and Family Therapy Education recognized by the United States Department of Education.
Focusing on the theory, research, and practice of psychology and its application to all areas of education, the journal provides a forum for researchers, trainers, and practitioners in school psychology, educational psychology, and other branches of psychology who contribute to the academic, cognitive, social, and emotional well - being of children and youth within educational settings.
The primary constructs within the hypothesized framework are: (1) social position variables — characteristics that are used within societies to hierarchically stratify groups (race, gender, socioeconomic status); (2) parenting variables — familial mechanisms that may influence African American adolescents well - being, perceptions of competence, and attitudes towards others in various contexts (e.g., parenting practices and racial socialization messages); (3) racial discrimination — negative racially driven experiences that may influence feelings of competence, belongingness, and self - worth; (4) environmental / contextual factors — settings and surroundings that may impede or promote healthy identity development (e.g., academic settings); and (5) learner characteristics — individual characteristics that may promote or hinder positive psychological adjustment outcomes (e.g., racial identity, coping styles).