Sentences with phrase «academic school culture»

Not exact matches

The Student Success Centre and the Haskayne School of Business are now offering academic advising through the Academic Development Specialist (ADS), aimed at fostering a culture of success that enables you to realize your full poacademic advising through the Academic Development Specialist (ADS), aimed at fostering a culture of success that enables you to realize your full poAcademic Development Specialist (ADS), aimed at fostering a culture of success that enables you to realize your full potential.

That the school necessarily includes those practices means, in this culture, that it must necessarily include academic disciplines.

This clarity will allow them to compete with the consumerist youth culture to which public schools, whatever their academic quality, offer no credible alternative.

In the first decades of his remarkably busy career, Greeley did serious academic work in sociology, taking down a number of shibboleths about Catholic culture and Catholic schools and demonstrating empirically the educational, professional, and financial upward mobility of white Catholic ethnics in the United States.

They had suggestions for how to make changes in the school culture and the presentation of our academics so the level of education was not compromised, but simply modified and taught in a more thoughtful way.

A positive and supportive school culture will bolster academic achievement and minimize behavioral problems.

The high - tech school faces «significant academic and operational challenges» and «a culture of disempowerment and opaqueness,» Sammakia told the assembly, minutes show.

In service of that institutional need, academic culture has fostered the misleading narrative that graduate school and postdoc positions are solely intended to prepare young scientists for academic research careers rather than for a range of nonacademic and even nonresearch endeavors.

Despite dramatic growth in enrollment in online charter schools in Ohio, students are not achieving the same academic success as those in brick - and - mortar charter and public schools, finds a study by NYU's Steinhardt School of Culture, Education, and Human Development and RAND Corporation.

Afterschool programs with positive, responsive, and organized environments can have academic benefits for students, finds a new study by NYU Steinhardt School of Culture, Education, and Human Development.

A program aimed at reducing behavior problems in order to boost academic achievement has improved performance in math and reading among low - income kindergartners and first graders, according to a study by researchers at New York University's Steinhardt School of Culture, Education, and Human Development.

Led by researchers at NYU's Steinhardt School of Culture, Education, and Human Development, the study builds upon recent findings that the same program generally improves the behavior and academic skills of children and helps shy students be more engaged in their classwork.

Grad school and the postdoc years often involve intense immersion in the culture and values of academic science.

The Gaulds had no idea that children could suffer from such profound academic deficits when they opened the D.C. school in 1999, and they quickly discovered that a healthier peer culture wasn't going to improve anyone's reading comprehension.

«Principals are under so much pressure to create a school culture that promotes academic excellence,» said a principal who asked to remain anonymous.

One of the consequences of the extraordinary decline (nearly 90 percent) in federal support for education research over the past 25 years, as reported by Richard C. Atkinson and Gregg B. Jackson in their 1992 report for the National Academy of Sciences, has been the profound loss of rigorous inquiry into how schooling can be improved academically for all and how youth culture can become more attuned to the deferred gratification of academic achievement and less oriented to the immediate imperatives of money, clothes, and other amusements.

Edutopia.org recently checked in with a few staff members and students to record the first semester's successes and to identify some lingering challenges in building a secondary school whose academics and culture rely largely on technology.

He had just spent two years studying the «climate of values» at several midwestern high schools, interviewing students about their academic lives, their social lives, school culture, and their rapidly evolving teen culture.

The power of culture - and its effect on student achievement - is evident in adolescents» lesser concentration on academic endeavors as they focus more on television, video games, and excessive employment during the school year.

What remains to be seen is whether widespread public support for universal academic achievement can be maintained when the youth culture is against it, when significant fractions of young people are dropping out of high school, and when others are failing high - school exit examinations.

Among many affluent families who want their offspring to attend elite colleges, the school / home / culture values are quite well aligned, and as a group these youngsters have high levels of academic achievement.

* Reporters» Notebook: Native Americans Struggle, Build Pride * Reservation Schools Preserve Cultures, Boost Academics * Native American Schools Ponder, Assail Dropout Rates * Principal Primes Kids to Succeed * Indian Island Principal Reflects On Native Schools» Goals, Challenges

Writing in the Telegraph, Schools Minister Nick Gibb has criticised the culture of overturning new commitments that discourage pupils from studying core academic subjects.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well ‑ being, and better achievement; the culture, ethos and environment of a school influences the health and well - being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

Ballard's Habits, Community, and Culture class teaches social - emotional skills and what his school calls Habits of Success — promoting qualities like positive academic mindsets and emotional intelligence that are linked to college readiness.

This approach to professional learning, developed in collaboration with academic partners from Western Sydney University (WSU), has built a strong culture of teachers as «practitioner - researchers» at a whole school level.

Schools realize the importance of SEL and / or character for their broader purposes of developing the whole student, fostering academic achievement, promoting positive behavior, and creating a positive culture and climate for learning.

An analysis of student status systems at several Illinois high schools, the study found that adolescent culture greatly influenced the degree to which students devoted themselves to sports or academics.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

A study of six Texas community colleges where higher - than - expected numbers of poor and first - generation students progress to four - year schools finds that a structured academic pathway, student - centered culture, and culturally sensitive leadership are common threads among them.

Investing time and resources into developing, establishing and maintaining an emotionally healthy culture produces long term benefits for the emotional health of the whole school community as well as enduring impacts on the pupils» social, emotional and academic outcomes.

Dr. Lombardi's strengths as principal at Garza ECHS include the development of a positive, collaborative school culture focused on college success, the academic empowerment of students, the implementation of a common instructional framework, and the enactment of systems - thinking for discipline, grading, scheduling and interventions.

There have been plenty of studies showing the connections between school culture and academic outcomes, staff recruitment and retention, parental engagement and community support; we all learn best when we are feeling safe, contained and able to thrive.

I think we need to look at this school culture from a number of different perspectives: behavioral, academic, social, emotional, physical (physiological, neurological) and also at differences in how kids learn.

Having a quality music program can help musical students, who otherwise feel unable to connect to a school's academic or sporting culture, feel like they too are able to make a positive contribution to, and feel a part of, their community.

Many parents want high academic achievement for their own children and may not care about the culture of the school if their own children are doing well.

We might all want schools to walk and chew gum at the same time — to boost «academic achievement» while also developing «moral, cultured, socially - responsible people.»

* Reporters» Notebook: Native Americans Struggle, Build Pride * Teachers on Mission to Save Heritage * Reservation Schools Preserve Cultures, Boost Academics * Principal Primes Kids to Succeed * Indian Island Principal Reflects On Native Schools» Goals, Challenges

Insofar as students benefit from peer effects in classrooms, corridors, and clubs, and insofar as being surrounded by other smart kids challenges these students (and wards off allegations of «nerdiness»), schools with overall cultures of high academic attainment are apt to yield more such benefits.

Now in its 14th year, the PZC, offered in collaboration with HGSE's Project Zero and Programs in Professional Education, is an intensive summer institute designed to help pre-K-12 educators create classrooms, instructional materials, and out - of - school learning environments that address a range of learning styles and promote a culture of deep thinking to build complex knowledge in the arts and other academic areas.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

«Aim High is an academic program, no question, we're doing 25 days of math, and science, and literacy, and that's hugely positive, but the other piece that really works is the school culture and the sense of belonging,» Lee says.

In the Ohio schools I have been visiting (for my Needles in a Haystack report, due out in the fall) it is rigorous and consistent attention to academic discipline that helps ensure a culture of respect where behavioral discipline is less necessary.

Policymakers have the difficult responsibility of honoring distinctive school cultures while ensuring an appropriate level of academic quality — one educational translation of the common good.

Celebrate improving school culture and climate, building students» social - emotional competencies and character, improving discipline and on - task educational behavior, improving academic outcomes, but do not define these outcomes primarily through standardized tests.

Schools of education «have become ensnared improvidently in the academic and political cultures of their institutions and have neglected their professional allegiances,» argue Geraldine Joncich Clifford and James W. Guthrie in their forthcoming book Ed School: A Brief for Professional Education.

In the scenario he paints, construction costs nibble into the academic budget (oops, there goes the reading specialist), the school leader's attention is diverted, and those additional kids change the school's carefully crafted culture.

Safe and positive school climates and cultures positively affect academic, behavioral, and mental health outcomes for students (Thapa, Cohen, Guffey, & Higgins - D «Alessandro, 2013).

Above all, we need a new policy regime that gives teachers and schools ample incentive to press for academic growth in all their students, just as we need a culture that embraces excellence as well as equity and demands that its education system raise the ceiling on achievement even as it also lifts the floor.

«Job one in a school like this is to establish a culture of peace and high academic expectations and do rigorous social supports,» says John Horan.