Sentences with phrase «class in a high school setting»

«I wanted to be involved in piloting and teaching this important class in a high school setting,» she explained.

Not exact matches

And so Narodick, formerly a straight - A student voted girl most likely to succeed in Clinton (Massachusetts) High School's class of 1962, set out on a remedial course.

This is due to my friend and high school classmate (though he dropped out his Jr. year and did not graduate with our class) Donald Ray Pollock, who lived up the road from me in Knockemstiff, and has used it for the setting in his critically acclaimed fiction.

From coloring presentation boards to art class students from elementary school throughout high school will need their own set of coloring pencils for projects in the school year.

The bill «would instruct the state Board of Regents, who set education policy, to work with the state Department of Environmental Conservation and develop a curriculum guide for hunting and fishing that could be used in high school classes.»

More and more yoga classes are being offered in settings that serve populations with a high incidence of trauma, such as prisons, community health clinics, and low - income schools.

From Nowhere (Unrated) Coming - of - age drama, set in the Bronx, highlighting the ordeals of three, undocumented high school seniors — a Muslim Guinean (J. Mallory McCree), a depressed Dominican (Octavia Chavez - Richmond) and a Peruvian class valedictorian (Raquel Castro)-- living in fear of being apprehended by the authorities before being granted legal immigration status.

My Friend Victoria (Unrated) Baby - daddy drama, set in Paris, about a poor, black single - mom (Guslagie Malanga) who waits seven years before finally introducing her daughter (Maylina Diagne) to the middle - class white guy (Pierre Andrau) she shared a summer romance back in high school.

When Jeff Weitz, a high school physics teacher at Horace Mann School, in Riverdale, New York, had to miss class for a conference, he considered assigning his students a problem set to complete in his abschool physics teacher at Horace Mann School, in Riverdale, New York, had to miss class for a conference, he considered assigning his students a problem set to complete in his abSchool, in Riverdale, New York, had to miss class for a conference, he considered assigning his students a problem set to complete in his absence.

Classes: English 9 and Freshman Composition School: Bob Jones High School, Madison, Alabama Students / Room Dimensions: 27 — 31 students; room is 780 square feet, about 30 feet by 26 feet Setting It Up: My goal for this project was to make students feel at home in my classroom.

One of the challenges facing school leaders right now is striking the right balance between pragmatism to make sure that every class has a teacher, and ensuring the bar continues to be set as a high as it should be in terms of teaching quality.»

In a recent session of Christopher Benson's AP U.S. History class at Marble Hill High School for International Studies, a public school in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP questionIn a recent session of Christopher Benson's AP U.S. History class at Marble Hill High School for International Studies, a public school in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP questiHigh School for International Studies, a public school in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP quesSchool for International Studies, a public school in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP quesschool in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP questionin the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP questihigh above the Harlem River, students reviewed for an upcoming test by going over sample AP questions.

Famed business - school thinker Clayton Christensen was splendidly profiled in The New Yorker a few weeks back, which set me to reflecting on his influential meditation on K - 12 education, Disrupting Class, the 2008 book (co-authored with Michael Horn and Curtis Johnson) that startled the edu - cracy with its bold prediction that half of all high school courses will be delivered online by 2019 and its explanation that technology will produce the «disruptive innovation» in education that previous reform efforts have failed to bring about.

That means they «do» middle or high school in a multiage setting without traditional classes.

For example, at Mountlake Terrace High School, some of my calculus students were also enrolled in a technology class in which they designed, built, and raced an electric car against college students, setting speed records as they went.

However, this series has also been successfully used by both general education classes in both middle - and high - school, and, with modifications, can be used in the moderate - to - severe setting also.

There are designated areas in the high schools and middle schools, called cyber lounges, where students can work comfortably in a cafe setting between their face - to - face classes.

Career reformers might start with Meredith Maran's Class Dismissed and Elinor Burkett's Another Planet, the two books in this set that come closest to the familiar jeremiads against comprehensive public high schools.

In a high school setting, this involves communicating with all of the teachers who take classes in which the problem occurIn a high school setting, this involves communicating with all of the teachers who take classes in which the problem occurin which the problem occurs.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

To proclaim that one test and one set of curriculum standards, the Common Core, can provide meaningful data about whether a child is college and career ready, that is, ready to attend one of the over 4,400 colleges and universities in the US or pursue one of the tens of thousands of careers that exist or those that don't but will by the time this year's preschool class, the class or 2029 or 2030 graduates high school, is educationally bankrupt.

High schools participating in this service pay a small annual fee (typically $ 425) to receive an extensive set of analytic data reports, three times per year, detailing the postsecondary access and success outcomes for up to eight cohorts of their graduating classes.

ELOs include traditional afterschool activities with an academic focus, but also incorporate activities such as internships with employers, independent study in alternative settings, classes on college campuses for high school students, and wraparound support services.

Since opening its doors in 2011, the organization has backed legislation or policies to link teacher evaluations to student performance, including test scores; set higher standards for teacher tenure; lift restrictions on class sizes; and offer private school vouchers for disadvantaged students in academically struggling schools.

The union quotes a higher level teaching assistant at a secondary school in England: «I prepare, teach and mark at least four lessons for two year - 7, bottom - set classes, and a year - 8 set for at least three hours a week.

Each student studies the same core subjects taught in traditional high school settings and can choose from a wide selection of elective, AP and honors classes.

Finally, Dr. Jeff Duncan - Andrade, professor of Raza Studies at San Francisco State University and a high school teacher in East Oakland, California, closed the day with a moving talk on critical pedagogy in urban settings in which he shared his own experiences and strategies for effective teaching in schools serving poor and working - class children.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageIn the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

In a separate study Dr Mairead Dunne, lecturer in education at Sussex, led a project that analysed grouping practices in 168 primary and secondary schools and found that working - class pupils are more likely to be placed in lower sets than middle - class pupils who have the same test results, and that pupils from middle - class backgrounds more likely to be assigned to higher sets, irrespective of their prior attainmenIn a separate study Dr Mairead Dunne, lecturer in education at Sussex, led a project that analysed grouping practices in 168 primary and secondary schools and found that working - class pupils are more likely to be placed in lower sets than middle - class pupils who have the same test results, and that pupils from middle - class backgrounds more likely to be assigned to higher sets, irrespective of their prior attainmenin education at Sussex, led a project that analysed grouping practices in 168 primary and secondary schools and found that working - class pupils are more likely to be placed in lower sets than middle - class pupils who have the same test results, and that pupils from middle - class backgrounds more likely to be assigned to higher sets, irrespective of their prior attainmenin 168 primary and secondary schools and found that working - class pupils are more likely to be placed in lower sets than middle - class pupils who have the same test results, and that pupils from middle - class backgrounds more likely to be assigned to higher sets, irrespective of their prior attainmenin lower sets than middle - class pupils who have the same test results, and that pupils from middle - class backgrounds more likely to be assigned to higher sets, irrespective of their prior attainment.

Tennessee's draft Every Student Succeeds Act plan does just that: setting a long - term goal of a majority of high school graduates from the class of 2020 earning a postsecondary credential or degree, and creating targets that call for a 5 percent annual increase in higher education enrollment to set the state on the right path.

This includes setting high expectations and providing support for students with disabilities to learn in general education classes in neighborhood schools.

Teen Ink is distributed in class sets to more than 5,000 teachers nationwide and individual copies are mailed to all 32,000 junior and senior high schools in the country.

The California Department of Education is setting aside $ 250 million for school districts to link high school curricula to careers beyond the classroom, an initiative designed to keep students engaged in classes often consider dull and dry, while preparing them for a high - skilled job market.

Written presentations are a core component of many science, math, and engineering classes as well, in high school, college, and postgraduate settings.

She is reunited with her high school crush and quickly finds herself tangled up in more trouble than she can handle.This book is a novella, and the first book in a 3 - part series.Other Books By Rory Chambers include: Dangerous Reunion (Class of»92 Series, # 1) Surviving Las Vegas (Class of»92 Series, # 2) Secret Obsessions (Class of»92 Series, # 3) Class of»92 Series (Box Set, All 3 Books)...

«Primary Colors,» at least in the sense you might have learned of them in High School art class, refer to a set of pigments that can be combined in various ratios to create every color in the visible spectrum.

Gunfire rang out at Great Mills High School in Southern Maryland as classes began Tuesday morning, the latest school shooting to rattle parents and set off another round of the national debate over gun coSchool in Southern Maryland as classes began Tuesday morning, the latest school shooting to rattle parents and set off another round of the national debate over gun coschool shooting to rattle parents and set off another round of the national debate over gun control.

As time passed and the sun set, attendees joined together in a candlelight vigil to demonstrate community support as the names of the 17 victims killed were read aloud by Marjory Stone Douglas High School's senior class president.

It is designed for use in all early childhood care and education settings including the home, crèche, nursery, play - schools, pre-schools (for example Eclectic, High - Scope, Montessori or Froebel approaches), Naíonraí and Junior Infant classes.

Coalitions and Non-profits train PICK certified instructors to provide PICK classes in multiple settings including High School settings.