Sentences with phrase «beyond access for students»

Another option is captioning, which has been shown to boost learning and literacy benefits for all students, beyond access for students who are Deaf or hard of hearing, such as those with learning difficulties and where English is a second language.

Not exact matches

Increasing access to competitive research and technology development platforms, from the edge of space to low - Earth orbit and beyond, provides students a critical tool for their workforce development and training to become the United States next generation of space scientists and engineers.

As part of the Schulich School of Medicine & Dentistry at Western University, Robarts Research Institute provides a unique learning experience for graduate students that goes beyond access to state - of - the - art research facilities and training by internationally recognized leaders in clinical and basic medical science research.

In practice it is unlikely that an assessment system will have access to data on student backgrounds beyond what is routinely collected by school systems: the percentage of students with limited English proficiency, the percentage eligible for free and reduced - price lunch, and the ethnic and racial composition of the student population.

«For the past eight years, I have been a teacher, mentor, coach, and director, leading work to help more students access college and beyond.

And this important shift serves to correct the fact that, for too many years, students have had little access to the kinds of literary nonfiction and informational texts they need to prepare them for the rigor of advanced coursework in college and beyond.

Along these lines, the House Democrats» (unsuccessful) substitute languageincluded «equity indicators» beyond reading and math scores, such as measures for student engagement, discipline, access to courses, academic growth, and more.

That dawn - to - dusk (and beyond) access is great for students but can be all consuming for the online teacher.

Our agenda for reaching this goal will require that all students have access not only to great educators, but also to rich and meaningful curriculum, health and social services, and an array of supports and experiences in their local communities and beyond.

Arizona College Access Professionals are prepared to help all students plan for their future beyond high school and make informed decisions about their postsecondary education.

Improving student access to advising and mentoring through investment and guidance on the implementation of the High School and Beyond Plan, student learning plan, and transition planning for special education students.

Students who live in communities with high levels of poverty are four times more likely to be chronically absent than others often for reasons beyond their control, such as unstable housing, unreliable transportation and a lack of access to health care.

As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classrooms.

Through training of College and Career Planning Managers in Eskolta skills; assistance with tools for planning and tracking progress; and support in sharing practices across schools, Eskolta's work with the College Access for All Institute will help provide students with the practical resources and structured guidance necessary to thrive beyond high school graduation.

Models for students and others the strategies for locating, accessing, and evaluating information within and beyond the library media center

Many elite colleges and universities no longer offer undergraduate teacher preparation programs, and many teacher preparation programs are housed within less selective colleges.5 Nonetheless, the academic profiles of teaching candidates in regional comprehensive universities are high relative to other programs offered in those schools.6 Furthermore, many teacher preparation programs do not have admission criteria beyond those of their home institution, and only have access to a pool of candidates already admitted to the overarching college or university.7 For these reasons among others, the average SAT scores of students going into education have historically been lower than those of their peers entering other professions, although there is some evidence that this is shifting.8

Possess a clear plan to sustain increased access and support for students with financial need beyond the term of the grant

The recent election showed there is strong public support for improving district accountability, creating better educational outcomes, supporting students beyond the classroom, and making sure every child in every neighborhood has access to a great school.

Gerard Randall is the executive director of the Milwaukee Education Partnership (MEP), which aims to enhance the quality of teaching and learning in Milwaukee Public Schools; bring every student to grade level or beyond in reading, writing, math and science; improve access to higher education opportunities; and advocate for public education.

Florida College Access Network partners with communities and leaders to ensure more students achieve an education beyond high school, paving the path to prosperity for Florida families and our state.

9 - 12 College Access Excel's 9 - 12 College Access Program is designed to guide our high school students as they continue to develop college going identities and the non-cognitive skills essential for success in college and beyond.

If students are not reading on grade level at the end of third grade, they have difficulty accessing the curriculum as they proceed in school, and have greatly diminished prospects for success in school and beyond.

WHEREAS, the San Diego Unified Vision 2020, long - term strategic plan, Quality Schools in Every Neighborhood, supports and provides for quality teaching, access to broad and challenging curriculum for all students, closing the achievement gap with high expectations for all, and is committed to using multiple formative measures of success that go beyond standardized achievement tests; and

Analysts estimate the value of the K - 12 education market at more than $ 700 billion.2 Beyond their calls for students and workers to adapt to the global capitalist economy through increased competition and «accountability» in public schools, business leaders crave access to a publicly funded, potentially lucrative market — one of the last strongholds of the commons to be penetrated by neoliberalism.3

Dr. Weston discussed how high performing schools use technology to accomplish achievement beyond aptitude for all students, but he noted that access to technology was not enough.

Moving Beyond Access: College Success for Low - Income, First - Generation Students.

School librarians are working to ensure students have equitable access to resources, technology and skills necessary for success in college, career and beyond.

Although these schools were once considered as poor relatives of traditional universities, community colleges are growing in stature and number, becoming key access points for students seeking schooling beyond high school.

Doing so effectively calls for research skills beyond those that students acquire through working with domestic legal resources.56 Mary Rumsey explains that students must go beyond their dependence on domestic databases to learn how to access the different resources relevant to international and comparative law.57 She describes, as examples, the need to find customary international law through treaties, laws of other nations, diplomatic correspondence, and scholarly works, and she points out that civil law research requires much more emphasis on statutes and scholarship than on the case law that plays such a dominant role in American legal analysis.58 While there have been significant advances in access to foreign and international legal sources, there are still substantial barriers, 59 and the research methods needed to obtain these resources can be different (in ways either subtle or stark) from those that apply to domestic law.

In her presentation, «Law Students + Technology = Closing the Justice Gap,» Kaufman discussed ways in which law students are moving beyond traditional curriculum paradigms, learning «lawyering skills of the future,» and how those skills can help the next generation of lawyers and legal organizations provide access to justice for underserved groups and indiStudents + Technology = Closing the Justice Gap,» Kaufman discussed ways in which law students are moving beyond traditional curriculum paradigms, learning «lawyering skills of the future,» and how those skills can help the next generation of lawyers and legal organizations provide access to justice for underserved groups and indistudents are moving beyond traditional curriculum paradigms, learning «lawyering skills of the future,» and how those skills can help the next generation of lawyers and legal organizations provide access to justice for underserved groups and individuals.