Sentences with phrase «beyond classroom educations»

Not exact matches

The education I received went so far beyond the classroom walls and I will forever feel indebted for the experience.

One source of the homogeneity, beyond the cultural ones Gioia describes, is that American higher education has largely driven the exploration of «faith, hope, and ingenuity» out of the classroom.

To take packaging and materials education beyond the classroom, GPI arranges tours of its member companies» glass container manufacturing plants.

At St. Francis, education extends beyond the classroom walls as our students are encouraged to develop their talents and discover their passions in every area of their lives.

The schools» services and programs go beyond standard child care / education to quality, positive experiences that lead to greater future successes — both inside and outside the classroom.

Cleta and her staff take their Gold Level #GoldenRadish status seriously with boxes and boxes of local produce served all year round in deliciously appealing ways.Bibb County's healthy ways extend beyond the cafeteria to Georgia Grown parades for #FeedMySchool week in hallways, nutrition education in classrooms, science - lessons in school gardens, and real field trips to local farms.

This policy brief outlines the reasons educators need to learn more about adoption issues, explains the negative consequences of a lack of knowledge, and proposes steps that teachers, schools, curriculum developers and institutions of higher education can make progress toward placing all children and families on a level playing field in the classroom and beyond.

The Niskayuna Central School District believes that participation in athletics contributes to a well - rounded education, supports students» classroom success, gives them skills and experiences that help them succeed in school and beyond.

The new program, called Math Forward, draws upon the work of Deborah Ball, dean of the School of Education at the University of Michigan, who believes that effective math teachers have an understanding of their subject that goes beyond what they have learned in course work and what they are required to teach in the classroom.

We strive to reshape medical education and academia in their evolution beyond the traditional classroom.

In a world that needs to be saved from history's» effects like war, global warming, poverty, religion's ideology, hyper - consumption, etc.... Today's education (both classroom and beyond the classroom) has to be able to shape concerned individuals who can learn from human history and be more innovative than the box allows them, to be.

Beyond my duties in the classroom, I also serve as a member of our district leadership team and facilitate professional development in science for grades K - 12 through the Humboldt County Office of Education.

Learning in a Real - World Context Teachers know that by taking education beyond the classroom, it becomes possible to make learning concepts more relevant by setting them in a more realistic context.

«Beyond barriers to learning outside the classroom in natural environments» reported that environmental - based education makes other school subjects rich and relevant and gets apathetic students excited about learning.

Help your students consider their long - term role as environmental stewards by planning global education projects that challenge students to think (and act) beyond their classrooms.

With a local offering of culture, sport, history and art, there is plenty of opportunity to expand education beyond the classroom in Birmingham.

With a local offering of culture, sport, history and art, there is plenty of opportunity to expand education beyond the classroom in Birmingham's schools.

But why is education extending beyond the classroom?

Beyond this day at Washington University, we at St. Andrew's have been the beneficiaries of faculty from The Johns Hopkins University School of Education and Harvard's Graduate School of Education receptiveness to helping us translate and apply their work into the classroom.

But beyond the classroom, where education administrators must stretch scarce resources, satisfy multiple constituents, and juggle conflicting priorities, a different skill set may be needed.

As a school, they're committed to offering pupils a rounded education by supporting indoor learning with inspiring experiences beyond the classroom:

With different challenges in education among institutions, as well as with the availability of large number of eLearning solutions, institutions need to choose a Learning Management System that works in and beyond the classroom.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

To make things more difficult, all education beyond the most elementary level is done in English, a foreign language to Ugandans, and one that in rural areas is rarely heard outside the classroom.

A team - oriented approach to teaching, one that encourages educators to think about the success of a student well beyond the year they spend in a particular classroom, is a vital part of education, agreed panelist Tim Daly, president of the education nonprofit TNTP, which addresses issues of teacher quality.

«Research and enquiry has a major contribution to make to effective teacher education in a whole variety of different ways; it also contributes to the quality of students» learning in the classroom and beyond,» inquiry steering group chair, John Furlong, says.

It opened my perspective up to the profoundly political nature of non-native language education, as well as to the importance of motivation in the classroom (beyond the trivial understanding that a driven kid will do better).

It's my job to make sure Edutopia supports and empowers you in your efforts to create an education system that works for your kids, classroom, school, district, and beyond.

At Mount Desert Elementary, SEL, coupled with an approach to academic instruction that is responsive to each student's needs, helps to create a school community where students gain not only a strong academic education but also the self - confidence, emotional maturity, and social skills needed to succeed beyond the walls of the classroom.

Cathy Walter, Assistant Director of Education at the Girls» Day School Trust and lead educator of the course, said, «At the Girls» Day School Trust, we are passionate about our role in preparing girls for life beyond the classroom.

The Council for Learning Outside the Classroom is the national charity that campaigns for every child to experience the world beyond the classroom as an essential part of education.

This week, technology - planning expert Dixie Conner explains how technology coordinators, by extending the use of technology beyond the classroom, can increase students opportunities to reach — and surpass — today's stringent education standards.

Professional education initiatives are finding it within their grasp to extend education beyond the classrooms — and they are excelling where they once failed.

The Council for Learning Outside the Classroom (CLOtC) is the national voice for learning outside the classroom, providing support on the ground to ensure that every child has the opportunity to experience the world beyond the classroom walls as an essential part of their education.

I have a master's degree in multicultural & international education and work beyond the classroom — I started the Bridge Program (for intercultural understanding in school) and last year ETN (English Teachers Norway), where our vision is to increase interest in English as a subject at school and university.

We see the learning platform as a tool to underpin education that takes place beyond a classroom, and its functionality reflects that».

All are currently active in the education world, doing something influential in 2015, affiliated with a highly - regarded institution and / or personally well - known, and making an impact on the larger field beyond their classrooms or offices.

Community in classrooms is designed to develop applicable knowledge usable beyond the four walls of education.

Design, Research, Engineering, Arts, Mathematics and Science (D.R.E.A.M.S.) disciplines are applied to extend learning beyond the walls of the classroom to transform education and solve problems in the broader community.

Our goal was to select students who were not being served by special education or other intervention programs, but who could benefit from one - on - one interaction with a staff member beyond the classroom.

Nathalia Jaramillo further pushed us in understanding our important role in «enacting» Democracy and how teachers can negotiate the space to instill democratic values in the classroom that push beyond acceptance of individual and collective rights to a global perspective that examines all the things that are impacting education.

Annette's focus on the education and development of her students extends beyond the classroom.

We provide a public, virtual education for students in grades K - 12 who need options beyond the traditional classroom.

The power of Open Education Resources goes beyond the individual classroom, however.

Students enrolling in the Master's of Education online degree program will get a glimpse of what education will look like to future generations of students; from classrooms to corporate environments to military training facilities anEducation online degree program will get a glimpse of what education will look like to future generations of students; from classrooms to corporate environments to military training facilities aneducation will look like to future generations of students; from classrooms to corporate environments to military training facilities and beyond.

The impact of PARCC and SBAC goes beyond the actual classroom — the entire industry of education is evolving around modern expectations and standards for content and tool developers.

Students qualifying for special education support have needs that will often require support that goes beyond what is normally offered or received in the regular school / classroom setting.

And Latino teachers share a common, collective struggle to provide a high - quality education that prepares their students for a rich, fulfilling life beyond the classroom.

Bringing these approaches to every classroom in every school won't happen overnight, but we'll continue to do our best to help more teachers help more children to acquire the mastery in mathematics that will benefit them throughout their education and beyond.

In 2013, the New York City Department of Education Office (NYCDOE), in partnership with the United Federation of Teachers (UFT), launched a new model of teacher leadership, designed to provide professional opportunities for experienced teachers to share their pedagogical skills beyond the classrooms.