Sentences with phrase «changes in school practices»

The fact that both parent and teacher perceptions move in the same direction strengthens the case that district schools respond to charter school entry with changes in school practices.

These results suggest that the improvements in test scores after charter school entry could reflect changes in school practices, such as improving student engagement.

Not exact matches

Individual persons can be self - reflective and thus by entering, in a sense, into a relationship with themselves, effect changes in their own practices; so, by analogy, can schools in their own fashion.

His conclusion: if you want poor kids to be able to compete with their middle - class peers, you need to change everything in their lives — their schools, their neighborhoods, even the child - rearing practices of their parents.

Volume XIV, Number 2 The Social Mission of Waldorf School Communities — Christopher Schaefer Identity and Governance — Jon McAlice Changing Old Habits: Exploring New Models for Professional Development — Thomas Patteson and Laura Birdsall Developing Coherence: Meditative Practice in Waldorf School College of Teacher — Kevin Avison Teachers» Self - Development as a Mirror of Children's Incarnation: Part II — Renate Long - Breipohl Social - Emotional Education and Waldorf Education — David S. Mitchell Television in, and the World's of, Today's Children — Richard House Russia's History, Culture, and the Thrust Toward High - Stakes Testing: Reflections on a Recent Visit — David S. Mitchell Da Valdorvuskii!

Your farm to school strategic plan may include menu changes, new purchasing practices, promotion and educational events, engaging the school community in partnership, building school gardens, or other farm to school activities.

My thought is that until society changes, it will be a up - hill battle to convince children that the healthful choices they see at school cafeterias are great when outside of school many are seeing and eating the less - than - healthful choices in many of the ways we've talked about here before: classrooms, athletic practices, homes because parents are busy, don't have access to fresh foods and more.

Parents and other consumers are voicing loud opposition to the unlabeled use of Lean Beef Trimmings in ground beef, and schools and stores around the country are obviously listening and changing their practices.

A 2016 study by Broglio [46] found that a rule change limiting full - contact high school football practices appears to have been effective in reducing head - impact exposure for all players, with the largest reduction occurring among lineman.

All of us involved in youth sports - from parents, to coaches, from athletic trainers to school athletic directors to the athletes themselves - have a responsibility to do what we can to make contact and collision sports safer, whether it by reducing the number of hits to the head a player receives over the course of a season (such as N.F.L. and the Ivy League are doing in limiting full - contact practices, and the Sports Legacy Institute recently proposed be considered at the youth and high school level in its Hit Count program), teaching football players how to tackle without using their head (as former pro football player Bobby Hosea has long advocated), changing the rules (as the governing body for high school hockey in Minnesota did in the aftermath of the Jack Jablonski injury or USA Hockey did in banning body checks at the Pee Wee level), or giving serious consideration to whether athletes below a certain age should be playing tackle football at all (as the American Academy of Pediatrics recommend).

A March 2013 review of current risk - reduction strategies in the British Journal of Sports Medicine [11] reminds state high school athletic associations and legislatures that, in enacting rules, such as limits on full - contact practices, they «need to carefully consider potential injury «trade - offs» associated with the implementation of injury - prevention strategies, because every change may have certain advantages and disadvantages.

They make sure our Healthy Schools Program is up to date with the most current best practices and provide the latest resources to support school leaders in their efforts to make sustainable change on their campuses.

Facilitated communication with High School Superintendents and Principals about changes in the IATA Practice Act

But it is not just breakfast and lunch menus that have changed; vending machine options, a la carte lines, food - based fundraising practices, and more are being improved to meet the updated school nutrition rules that began to take effect in the 2012 - 13 school year (SY).

We are supposed to believe that obstetricians (with 8 years of higher education, extensive study of science and statistics, and four additional years of hands on experience caring for pregnant women), the people who actually DO the research that represents the corpus of scientific evidence, are ignoring their own findings while NCB advocates (generally high school graduates with no background in college science or statistics, let alone advanced study of these subjects, and limited experience of caring for pregnant women), the people who NEVER do scientific research, are assiduously scouring the scientific literature, reading the main obstetric journals each month, and changing their practice based on the latest scientific evidence.

Changing standard prescribing practices will likely be challenging, the commentary's authors acknowledge, pointing to the «finish your drugs» education in U.K. schools.

Lead researcher Prof David Richardson, from UEA's school of Biological Sciences, said: «The increase in nitrous oxide in the atmosphere is largely the result of changing agricultural practices to more intensive, large scale production systems.

Yesterday, President Barack Obama embraced the PCAST report during a White House ceremony during which he applauded corporate and private - sector CEOs for forming Change the Equation, a nonprofit organization that has pledged to bring «best practices» in STEM education to 100 needy high schools and communities.

Dr. Noel Strong, an assistant professor of obstetrics, gynecology and reproductive science with the Icahn School of Medicine at Mount Sinai in New York City, said the new study is «not going to make me change my current practice.»

Contrary to the largely symbolic reactions to competition evident when the school choice movement was just beginning, we find evidence of significant changes in district policy and practice.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

She has vast experience working in schools as a school psychologist and is currently working in private practice (Change Ways Psychology) where she also consults to schools.

Despite these large numbers — which indicate a huge systemic change — and despite the long - standing practice of social promotion in public schools, the rationale for holding students back seemed readily apparent to many parents.

That's the crux of the matter: IT professionals in schools need to act as champions for digital change, clearly communicating how technology can serve to enrich education practices and empower teachers to deliver more impactful lessons.

More recently our school, St. Mark's Primary School, was fortunate enough to participate in the Visible Learning Plus program; a guided change process of professional development and practice which is based on Hattie'sschool, St. Mark's Primary School, was fortunate enough to participate in the Visible Learning Plus program; a guided change process of professional development and practice which is based on Hattie'sSchool, was fortunate enough to participate in the Visible Learning Plus program; a guided change process of professional development and practice which is based on Hattie's work.

These three steps — to counter bullying or begin to change a bullying culture — are offered by Gretchen Brion - Meisels, a researcher and lecturer in prevention science and practice at the Harvard Graduate School of Education.

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.

In the Australian context, Geoff Masters (2013) has drawn on Dweck's ideas to press for changes to assessment practices in schoolIn the Australian context, Geoff Masters (2013) has drawn on Dweck's ideas to press for changes to assessment practices in schoolin schools.

With two design thinking practices, you can make small, iterative changes to foster a creative culture in your school or classroom.

A school improvement plan makes explicit the changes in practice a school intends to make.

During three years at The Southport School in Queensland, Australia, my colleagues and I managed to produce significant changes in classroom practice via the use of Moodle and the staged introduction of mobile devices to the classroom.

In that time, we've learned a lot about building creative school cultures based on two essential design practices: changing your point of view and prototyping.

The high school science Advanced Placement (AP) curriculum redesign includes changes in the breadth and depth of content, learning objectives that link content with science practices, and the introduction of inquiry - based laboratory investigations - all of which are aligned with related changes on the AP exams.

So the message is: the IAAS network can help schools and academies to learn from each other, to share what works best in teaching and learning and, crucially, to embed change and practice to make a real difference to our children and young people — supporting great teaching, extending opportunities, enriching learning and creating the time to learn.

In a forum released today by Education Next, Nonie Lesaux of Harvard's Graduate School of Education and Juan Rangel of a Chicago charter school organization, UNO, discuss whether these changing demographics call for substantial reforms in the current instructional practices designed to address Hispanic students» needs, or whether improving education practices across the board is the best way to meet the needs of HispanicIn a forum released today by Education Next, Nonie Lesaux of Harvard's Graduate School of Education and Juan Rangel of a Chicago charter school organization, UNO, discuss whether these changing demographics call for substantial reforms in the current instructional practices designed to address Hispanic students» needs, or whether improving education practices across the board is the best way to meet the needs of HispSchool of Education and Juan Rangel of a Chicago charter school organization, UNO, discuss whether these changing demographics call for substantial reforms in the current instructional practices designed to address Hispanic students» needs, or whether improving education practices across the board is the best way to meet the needs of Hispschool organization, UNO, discuss whether these changing demographics call for substantial reforms in the current instructional practices designed to address Hispanic students» needs, or whether improving education practices across the board is the best way to meet the needs of Hispanicin the current instructional practices designed to address Hispanic students» needs, or whether improving education practices across the board is the best way to meet the needs of Hispanics.

Is there evidence from schools of education across the country that practices of teacher preparation are changing in response?

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool district to a panel of faculty judges.

In this module, you will examine research and best practices related to the school change process, exploring how effective change management strategies can be used to generate support and momentum at all levels of an organization.

People's sense of complacency about current school quality is, of course, a major source of their discomfort with radical changes in familiar school practices.

Either Common Core will be «tight» in trying to compel teachers and schools through a system of aligned assessments and meaningful consequences to change their practice.

When I was at HGSE, it was hard to find people who were interested in these problems, and so getting this award suggests to me that the school has changed in significant ways toward an appreciation of practice and its complexities.»

In other words, changing grading practices may be at the heart of some schools» move away from time - based practices.

For the last two decades, education researchers and developmental psychologists have been documenting changes in attitudes and motivation as children enter adolescence, changes that some hypothesize are exacerbated by middle - school curricula and practices.

Ravitch is aware that the rhetoric of latter - day progressives changed more than did actual practice in the schools, where many teachers paid little attention to their theories.

In fact, Moe concludes that incremental change in school governance and practice is the best option both because of the clear preferences of the American public and the low risk attached to staging change over timIn fact, Moe concludes that incremental change in school governance and practice is the best option both because of the clear preferences of the American public and the low risk attached to staging change over timin school governance and practice is the best option both because of the clear preferences of the American public and the low risk attached to staging change over time.

However, in practice Prop 227 has been dramatically changed by school districts, as evidenced by guidelines for school principals issued by Los Angeles Unified, San Diego Unified, and San Francisco Unified, apparently without protest from the state board of education.

In two breakout sessions, Professor Paul Reville and Senior Lecturer Liz City led participants in exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skillIn two breakout sessions, Professor Paul Reville and Senior Lecturer Liz City led participants in exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skillin exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skillin their schools, districts, and states, and to hone their leadership skills.

The strength of this relationship may be gauged by comparing the change in quality associated with changes in the school's position in the national test - score ranking: the results show that an increase of 50 percentile points is associated with an increase of 0.15 standard deviations in student perceptions of teacher practices (see Figure 1).

In sum, clear majorities of uninformed respondents want their districts to spend more, but when respondents are told current expenditure levels, they take those amounts into account — an indication that public thinking on expenditures would change if residents were better informed about actual fiscal practices in their schoolIn sum, clear majorities of uninformed respondents want their districts to spend more, but when respondents are told current expenditure levels, they take those amounts into account — an indication that public thinking on expenditures would change if residents were better informed about actual fiscal practices in their schoolin their schools.

When discussing changes that should be made to improve practice in schools, along with the role that the SENCO can play, delegates called for additional training for all staff to support Quality First Teaching and clarify the intervention pro is a lack of SEN continuing professional development (CPD) opportunities for staff, which effectively hampers early identification, quality of provision and opportunities for early intervention.