Sentences with phrase «common education policies and practices»

Not exact matches

In theory and practice, in law and in administrative policies, the quest for an inclusive morality that transcends differences is common to all moral education strategies.

University of California — Berkeley Professor P. David Pearson — noted reading researcher — presented «Theory and Practice in Reading Comprehension: Reflections on a Half Century of Work,» an exploration of his career and the evolution of reading education in the light of policy changes, including the introduction and implementation of Common Core Standards.

Simply stated, she believes it should recapture the strengths of the traditional public school system, incorporate a vigorous common curriculum and renounce many of the theories, practices, policies and programs that have constituted America's major education - reform emphases in recent years.

And that is a common practice in industry, too,» said Paul Peterson, Henry Lee Shattuck Professor of Government and director of the Program on Education Policy and Governance at Harvard UniversiAnd that is a common practice in industry, too,» said Paul Peterson, Henry Lee Shattuck Professor of Government and director of the Program on Education Policy and Governance at Harvard Universiand director of the Program on Education Policy and Governance at Harvard Universiand Governance at Harvard University.

When the [Common Core] standards were first introduced, I sent them to my sister, a college professor of English, and she wrote back right away, «Yeah, this is what you need to succeed in college,»» said Sonja Brookins Santelises, vice president of K - 12 policy and practice at the Education Trust, a Washington, D.C. - based research group.

On this week's Dropout Nation Podcast, RiShawn Biddle explains why U.S. Secretary of Education Arne Duncan was right to point out some of the underlying reasons behind opposition to Common Core standards — and why we should also be unafraid to call out failed policies and practices that condemn 120 children an hour to poverty and prison.

By arguing against implementing Common Core, movement conservatives opposed to the standards are implicitly supporting the continuation of policies and practices that both condemn the futures of at least 121 children every hour to despair and waste the $ 591 billion taxpayers devote to American public education.

Tweaking official pay scales is common practice among charters and private schools, according to Bryan Hassel, co-director of the North Carolina - based education policy firm Public Impact.

Demonstrate knowledge of typical child development and learning, characteristics of common impairments and disabilities, and tenets of special education policy and practice; and, describe how they impact students» experiences in schools.

Rand Education, however, recently waded into years of research to identify and analyze the key issues and answer two fundamental questions: How has testing influenced instructional practice, and what conditions and policies have will make the impact of new assessments aligned with the Common Core State Standards more positive for teachers and students?

Law Society of Upper Canada Licensing and Accreditation Task Force Consultation Report, January 2008 Law Society of Upper Canada Licensing and Accreditation Task Force Report to Convocation, September 2008 Federation of Law Societies of Canada Task Force on the Canadian Common Law Degree Consultation Paper, September 2008 Response to the Consultation Paper of the Task Force on the Canadian Common Law Degree, by Prof. H.W. Arthurs, 2008 The Carnegie Foundation Report on Educating Lawyers — Executive Summary, 2007 Study of Accessibility to Ontario Law Schools — Executive Summary, 2004 Counting Outsiders: A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education, 2007 The Career Trajectories of Urban Law Graduates by Ronit Dinovitzer, Department of Sociology, University of Toronto Canadian Association of Law Teachers Annual Meeting, The Geographies of Legal Education: Policy, Practice and Theory; May 25 - 27, 2009, Carleton University, Ottawa, Ontario Canada

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,